Student Learning Outcomes/Growth f or Teachers and Administrators Andrea Duran

1. Elizabeth School District C-1 Student Learning Outcomes/Growth for Teachers and Administrators Andrea Duran Pilot Educator Evaluation System For BOE and Staff Review Spring 2013

2. From Student Academic Growth to Student Learning Outcomes Student Learning Outcomes Using multiple measures to determine student learning over time. Colorado Growth Model (CGM) establishes technical measure of “growth.”

3. What are Student Learning Objectives? • Method of measuring student growth, progress or mastery of the standards • Long-term academic goal set by educators for students • Based on available prior student learning data and information • Set at the beginning of the year/course by teachers in collaboration with their supervisor or evaluator • Can be shared by teachers of the same course/grade level or individually Setting Student Outcome Targets: Student Learning Objectives (SLO)

4. Process for Teachers to set Targets Collect baseline data. Baseline data is needed to identify the starting point to assess student learning over time (e.g. pre-test, fall benchmark assessment, rubric (on a performance task or project), or information gleaned from students’ prior performance on assessments. Analyze the baseline data to set appropriate student learning outcome targets that, at a minimum, represent one year’s growth in a year’s time. There are many ways to analyze the baseline data. New teachers will need to work with administrators to set targets based on school, content/grade level data. Set rigorous learning targets. Teachers may create Student Learning Objectives that may include multiple standards. The objectives should focus directly on students’ progress towards mastery and be based on at least a year’s growth in a year’s time.

5. 4. Monitor students’ progress towards proficiency throughout the class or course and make adjustments to instruction as needed. While the final assessment of students’ progress towards meeting the objectives is likely to occur at the end of the class or course, assessing students at multiple points throughout the year provides important information for teachers to use in adjusting and differentiating their instruction to ensure that learning objectives are achieved. 5. Assess students’ progress and determine whether learning objectives have been met. The assessments used and targets for this step will have already been agreed upon by the teacher and their evaluator.

6. Timelines for Process • Timelines to follow rubric timelines • Non-probationary teachers in the first 4 weeks, returning probationary teachers in the first 6 weeks, and newly hired teachers within the first 8 weeks. • Principal would identify one assessment of student learning outcomes (SLO) and the teacher would identify an SLO from the assessment lists and/or SPF. • During each grading period, teachers would come together collectively to discuss SLOs (on-going with feedback given to the evaluator) • In January, probationary teachers will meet with the evaluator to check SLO progress • End of year evaluation occurs by the end of April and goals are discussed • When student learning outcomes aren’t progressing, goals would be revisited between the teacher and evaluator • Final meeting: collectively and individually, student learning outcomes will be discussed and goals will be adjusted. • Use CDE tool to enter data on SLOs SLOT

7. Elizabeth School District Student Learning Outcomes/Student Growth Teacher Applies to all K-12 teachers, instructional coaches, & specialists Collective=5% SPF Collective=5% Individual=40% (20% teacher/20% principal) • TCAP & CO Growth Model Data • (tested grades/subjects only) • MAP, DRA II, Dibels, Fitness Tests, Benchmark Tests, Unit Tests, ACCESS, CoGAT • School Performance Framework Overall Score • Rubrics, Teacher Exams, Projects, Portfolios, Presentations, Pre/Post Tests, Perception Data, Peer & Parent Feedback, Student Work Samples, Student Observations, Running Records, Theme Tests, Student Demonstration K-5 • School Performance Framework Overall Score • TCAP & CO Growth Model Data • (tested grades/subjects only) • MAP, Fitness Tests, Benchmark Tests, Unit Tests, ACCESS, CoGAT, Semester Tests • Rubrics, Teacher Exams, Projects, Portfolios, Presentations, Pre/Post Tests, Perception Data, Peer & Parent Feedback, Student Work Samples, Student Observations, Running Records, Theme Tests, Student Demonstration 6-8 • School Performance Framework Overall Score 9-12 • TCAP & CO Growth Model Data • (tested grades/subjects only) • ACT, Student Return Rate, MAP, Graduation Rate, Fitness Tests, Placement Tests, ACCESS, Unit Tests • Rubrics, Teacher Exams, Projects, Portfolios, Presentations, Pre/Post Tests, Perception Data, Peer & Parent Feedback, Student Work Samples, Student Observations, Running Records, Theme Tests, Student Demonstration

8. Elizabeth School District Student Learning Outcomes/Student Growth Administrator Measures of Growth 20% Perception Data 10% SPF 20% K-5 • Measures of Growth • TCAP & CO Growth Model Data • SUIP Goals: Implementation Benchmarks & Targets • MAP, DRA II, Dibels, Fitness Tests, Benchmark Tests, Unit Tests, ACCESS, CoGAT • DAC survey, 360 surveys, TELL survey • School Performance Framework • DAC survey, 360 surveys, TELL survey • Measures of Growth • TCAP & CO Growth Model Data • SUIP Goals: Implementation Benchmarks & Targets • MAP, Fitness Tests, Benchmark Tests, Unit Tests, ACCESS, CoGAT, Semester Tests • School Performance Framework 6-8 • Measures of Growth • TCAP & CO Growth Model Data • SUIP Goals: Implementation Benchmarks & Targets • ACT, Graduation Rate, Student Return Rate, MAP, Placement Tests, Semester Tests, Fitness Tests • DAC survey, 360 surveys, TELL survey • School Performance Framework 9-12