Student Learning Objectives

1. Student Learning Objectives Implementing High Quality Student Learning Objectives: The Promise and the Challenge Maryland Association of Secondary School Principals March 2014 1

2. Revise the PreK-12 Maryland State Curriculum Redesign Teacher & Principal Preparation, Development, Retention, and Evaluation Maryland’s Vision for Education Reform WORLD CLASS STUDENTS Build a Statewide Technology Infrastructure Implement the Breakthrough Center Approach

3. State Principal Evaluation Model Professional Practice Student Growth 50% Qualitative Measures 12 Domains Each 2-10% 50% Quantitative Measures As defined below • Maryland Instructional Leadership Framework (8) • School Vision • School Culture • Curriculum, Instruction, and Assessment • Observation/Evaluation of Teachers • Integration of Appropriate Assessments • Use of Technology and Data • Professional Development • Stakeholder Engagement • Interstate School Leaders and Licensure Consortium (4) • School Operations and Budget • Effective Communication • Influencing the School Community • Integrity, Fairness, and Ethics High School Principals 20% SLO Lag Measure as determined by 10% HSAs and 10% AP scores, SPI Indicators (Gap Reduction, College & Career Readiness, Achievement), or similar valid delayed measures 10% School Progress Index 10% Annual SLO Measure as determined by priority identification at the district level 10% Annual SLO Measure as determined by priority identification at the school level Elementary/Middle School Principals 20% MSA Lag Measure as determined by 10 % Reading MSA and 10% Math MSA 10% School Progress Index 10% Annual SLO Measure as determined by priority identification at the district level 10% Annual SLO Measure as determined by priority identification at the school level Other Principals (e.g., Special Center, PreK-2) 20% SLO Lag Measure as determined by 10% HSAs and 10% AP scores, SPI Indicators (Gap Reduction, College & Career Readiness, Achievement), or similar valid delayed measures 10% School Progress Index 10% Annual SLO Measure as determined by priority identification at the district level 10% Annual SLO Measure as determined by priority identification at the school level or or

4. StateTeacher Evaluation Model Professional Practice Student Growth 50 % Qualitative Measures Domain percentages proposed by LEA and approved by MSDE 50 % Quantitative Measures As defined below Planning and Preparation 12.5% Instruction 12.5% Classroom Environment 12.5% Professional Responsibilities 12.5% High School Teacher Tested Subjects 20% SLO Lag Measure based on HSA Algebra, HSA English 2, HSA Biology, or HSA American Government and including an HSA data point 15% Annual SLO Measure as determined by priority identification at the district or school level 15% Annual SLO Measure as determined by priority identification at the classroom level K-12 Non-Tested Area/Subject Teachers 20% SLO Lag Measure based on School Progress Index Indicators ( Achievement, Gap Reduction, Growth, College and Career Readiness), Advanced Placement Tests, or similarly available measures 15% SLO Measure as determined by priority identification at the district or school level 15% Annual SLO Measure as determined by priority identification at the classroom level Elementary/Middle School Teacher One Tested Area 20% MSA Lag Measure based on either 20% Math or 20% Reading 15% Annual SLO Measure as determined by priority identification at the district or school level 15% Annual SLO Measure as determined by priority identification at the classroom level Elementary/Middle School Teacher Two Tested Areas 20% MSA Lag Measure based on 10% Reading and 10% Math 15% Annual SLO Measure as determined by priority identification at the district or school level 15% Annual SLO Measure as determined by priority identification at the classroom level or or or

5. Data Analysis Initial Conference • Review: • School’s Qualitative • and Quantitative Data • Principal’s Performance • Rating , School’s Performance, and Information about Principal’s Leadership • Review: • Data and SLOs from Previous Evaluation Conference • Lag Data • Set Goals and Strategies Including SLOs • Determine Weight for Each Domain • Establish Professional Development Focus Evaluation • Complete Evaluation • and Hold Conference: • Score Professional • Practice • Carry forward MSA/ • HSA % • Affirm Attribution • Review and Score SLOs • Complete Rating • Set new Professional • Practice Goals • Discuss possible SLOs for Next Year • Review Professional Development Focus and Identify Needs Professional Practice • Conduct School Visits and Observations (at least 2): • Provide formal feedback • Collect Evidence of Professional Practice and Student Growth • Hold Mid-Year/Mid -Interval Conference to Review Progress Towards Goals and SLOs Principal Evaluation Cycle

6. Strategies to Manage the Process?

7. Strategies to Manage the Process Use existing structures and processes to support SLO implementation: • School Improvement Planning • Professional Learning Communities • Department Chairs, Team Leaders • Student Teamings • Classroom Focused Improvement Process (CFIP)

8. Strategies to Manage the Process • Utilize other personnel resources: Expert teachers, specialists, assistant principals • “Ask 3 before me” • Team or department SLOs • Menu of choices for SLO’s – typically determined at the district level • Integrate SLO training with other curricular/instructional training i.e. College and Career Readiness

9. A Student Learning Objective (S.L.O.) is…

10. Ensure evaluator accountability Keys to High Quality SLOs Critical Content Quality Measure Rigorous Target Best-Practice Action Plan 10

11. What guidance has been provided to assist teachers with determining critical content?Is the critical content for SLOs determined at the district, school or classroom level?Successes? Challenges?

12. Questions to Consider to Determine Critical Content • What must students know and be able to do to go to the next level? • What are the larger, transferrable ideas & processes student must apply to meet the standards of the course or program? • What aspects of the course do your students struggle with year after year? • What knowledge, skills, tasks and processes are being assessed at the end of the course?

13. Establish Priority of Standard

14. What guidance has been provided to assist teachers with selecting/developing common assessments?Are assessments for SLOs determined at the district, school or classroom level?Successes? Challenges?

15. Questions to Consider to Select Measures for SLO Ensure evaluator accountability • What have you previously used to measure student performance on this content? • Does the measure meet district criteria? • Is the measure aligned to the content? 4. Is the measure common to other teachers in the same content? 5. Does the measure allow you to assess progress and/or proficiency? 6. Is the measure rigorous?

16. Examples of Types of Measures/Assessments • Commercially Developed and Validated Measures Aligned with the Standards • Criterion-referenced Tests, Inventories, and Screeners • District common benchmark assessments, end of course exams • Authentic Measures to Document Performance such as Performance Assessments, Artifacts, Portfolios • School or Teacher-developed Approved Measures

17. What guidance has been provided to assist teachers with setting rigorous and realistic targets for SLOs?Are targets for SLOs determined at the district, school or classroom level?

18. Questions to Consider to Determine Targets 1. What was the past performance of current students? • What was the past performance of previous students? • What are district or school performance targets? • What are the targets among teachers of the same grade or subject?

19. Questions to Consider to Determine Targets 5. What is the gap between current performance and expected performance? 6. What is the rationale for the rigor of the growth target? Why are these targets AMBITIOUS and ATTAINABLE?

20. How have you integrated the SLO process with professional practice?

21. Questions to Consider to Determine Action Plan • What specific instructional strategies support target attainment? • What professional development is needed? 21

22. This is going to be MESSY!

23. After 5 years of using SLOs, teachers said: • These kids are “crazy good” by the end of the year! • I can count on what students will know and be able to do when they enter my classroom each year because of our school-wide SLO focus. • I value the professional conversations I have with my principal about what I do in my classroom and why I do it.

24. After 5 years of using SLOs, teachers said: “Our team talks every day about students and their progress….we make sure we support each other in reaching our targets….we plan together, share resources and regroup kids when needed.” “

25. For More Information: http://marylandpublicschools.org/MSDE/programs/tpe Web resource includes: • Maryland Teacher and Principal Evaluation Guidebook • Sample SLOs • Templates and tools for Teachers • Templates and tools for Principals • On-Line SLO Training Modules Contact: Liz Neal (eneal@msde.state.md.us) Linda Burgee (lburgee@msde.state.ms.us)