Rhode Island Model Academy for Personnel Evaluating Teachers

1. Rhode Island ModelAcademy for Personnel Evaluating Teachers Day 3: Student Learning Objective The contents of this training were developed under a Race to the Top grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

2. Agenda • Welcome • Understanding SLOs • Writing Objective Statements • Break • Using Baseline Data/Info • Deepening Assessment Literacy • Lunch • Planning for Your School

3. Norms • Equity of voice • Active listening • Safety to share different perspectives • Confidentiality • Respectful/appropriate use of technology • Usage of the Parking Lot

4. Updated Measures of Student Learning Student Outcome Objectives (SOOs) • Very similar to SLOs • Designed for educators for who instruction is not their primary responsibility • Some special educators and many support professionals may set SOOs • For additional information: • Teacher Model Addendum or MSL Guidebook for 2013-2014 • Online module: “Special Educators and SLOs/SOOs”

5. Other Student Learning 2013-2014 Updates

6. Introduction & Framing Session 1: Understanding SLOs Objectives: Evaluators will be able to: • Understand how SLOs are an integral part of curriculum, instruction, and assessment • Articulate key steps to take in order to implement SLOs successfully • Understand layout and functionality of all online tools

7. Understanding SLOs • PARTICIPANT PACKET: • Utilize the note taking template • Jot down key messages that you feel would be important to communicate to your teachers • p. 3

8. Layout and Functionality of Online Tools

9. Layout and Functionality of Online Tools • Menu shows an outline of the module • Each slide is labeled • Allows for you to select sections that you would like to review

10. Understanding SLOs • HISTORY SCREEN SHOT

11. Understanding SLOs Table Talk: What would you like alignment to look like this year? How will you communicate this? How might you think through school wide foci or priorities? Feel free to chart what you might do differently if you think others in the room might benefit.

12. Layout and Functionality of Online Tools

13. Layout and Functionality of Online Tools

14. Understanding SLOs Takeaways • SLOs are focused on the student learning in specific content areas and grade levels • SLOs are integrated with the most important work of districts--curriculum, instruction, and assessment--and are not an add-on • Goal-setting is an important part of effective teachers' practice

15. Understanding SLOs Participant Packet: Page 3

16. SLO Process Overview p. 11

17. Updates to the SLO Form • Revised based on feedback • Framed with Essential Questions • Changes include: • Removing the Level of Standardization section (which was often confused with assessment quality) • Re-sequencing the order of the elements • Collapsing Evidence Source, Administration, and Scoring into one category p. 13

18. Updates to the SLO Form in EPSS • Revised based on feedback: • Focus Groups • Outreach sessions • Changes mirror the changes made to the Anatomy of an SLO • SLOs can now be submitted individually

19. Rhode Island Educator Data Points • Understand the experience and needs of educators across Rhode Island • Adjust accordingly and thoughtfully • RIDE Statewide Mid-Year Survey • Significant response rate • 4,450 Teachers • 400 Building Administrators

20. Rhode Island Educator Data Point • Setting appropriate, but rigorous SLO targets • Determining the Baseline, including gathering and interpreting data • Identifying or creating the evidence or assessments for the Evidence Source(s) • Writing an Objective Statements that focused on the appropriate content or skills Teachers surveyed expressed that the following aspects of writing an SLO were most challenging: RIDE Statewide Mid-Year Survey N = 4,550 teachers

21. Writing an Objective Statement Session 2: Writing an Objective Statement Objectives: Evaluators will be able to: • Clarify the process for writing an objective statement ONLINE TOOLS Writing an Objective Statement (online module)

22. Online Module: Writing an Objective Statement The Four-Step Process

23. Writing an Objective Statement Takeaways • When educators create their SLO Objective Statements, they should follow these four steps: • Examine their standards and curriculum 2) Determine their Priority of Content 3) Write an objective statement 4) Check the scope, or grain-size

24. Online Module: Writing an Objective Statement Instructional Leader Learner Participant Packet: Page 4

25. Writing an Objective Statement Table Talk: How might you support teachers in collaborating in grade level or content-alike teams to engage in the 4 Step Process? What additional support might new teachers need to engage in this process? Chart how you might differentiate this for new and returning teachers. Instructional Leader

26. Agenda • Welcome • Understanding SLOs • Writing Objective Statements • Break • Using Baseline Data/Info • Deepening Assessment Literacy • Lunch • Planning for Your School Stretch your legs and take a gallery walk and review the charts. Jot down any additional ideas from your colleagues.

27. Using Baseline Data/Information To Set SLO Targets • Session 2: Using Baseline Data/Information to Set SLO Targets • Objectives: • Evaluators will be able to: • Understand the purpose of baseline data • Be able to identify several sources of baseline data • Understand how baseline data can be used to set targets ONLINE TOOLS 1. Using Baseline Data/Information To Set SLO Targets (online module)

28. SLO Process: Baseline Data and Targets

29. Rhode Island Educator Data Point Teachers surveyed expressed that the following aspects of writing an SLO were most challenging: • Setting appropriate, but rigorous SLO targets • Determining the baseline, including gathering and interpreting data • Identifying or creating the evidence or assessments for the Evidence Source(s) • Writing an Objective Statements that focused on the appropriate content or skills RIDE Statewide Mid-Year Survey N = 4,550 teachers

30. Rhode Island Educator Data Point 78% of teachers whose approval process included substantial revisions cited ‘targets’ as a reason for their SLO revisions Do Now Find someone across the room and discuss: Based on your experience with the model, how did the target setting process go? RIDE Statewide Mid-Year Survey N = 4,550 teachers

31. Online Module: Baseline Data and Info Instructional Leader Learner Participant Packet: Page 7

32. Online Module: Using Baseline Data and Info Data and Information Baseline Data and Targets

33. Baseline data can be used to….  • Turn and Talk: • How might this information help clarify data use for your teachers?

34. Online Module: Baseline Data and Info Instructional Leader Learner Participant Packet: Page 7

35. Deepening Assessment Literacy • Session 3: Deepening Assessment Literacy • Objectives: • Evaluators will be able to: • Develop a shared understanding of the various types and purposes of educational assessment • Identify best practices for local assessment development ONLINE TOOLS 1. Deepening Assessment Literacy (online module)

36. Rhode Island Educator Data Point Building Administrators surveyed expressed a desire for additional SLO-related training to focus on the following topics: Determining Rigor of Target on Student Learning Objectives 1st Supporting teachers in their Student Learning Objective writing 2nd Quality of Evidence and assessment-literacy 3rd RIDE Statewide Midyear Survey N = 400 building administrators

37. Online Module: Deepening Assessment Literacy Viewing the majority of this Module Consider new learnings for you and your teachers

38. Assessment Literacy Takeaways • Assessment is integral to teaching because it tells us what students know and are learning • Assessment selection/design should always begin with your purpose • SLOs are measured with summative assessments, though other types should be used for progress monitoring • Alignment, format, item type, administration, and scoring all contribute to the validity of assessment data

39. Assessment Swap Meet • Find someone new and exchange one of the following discussion items: • Which key takeaway resonated most with you • Something that you learned that surprised you • A key message you plan to take back to your teachers 2. After each partner has shared, find someone new and repeat by sharing new item (from list above). 3. Repeat until you’ve shared three times. 

40. Deepening Assessment Literacy Mark a passage that: • Confirmed something you already knew with an * • Challenged something you thought you knew with a ? • Made you think with a ! 10 min 10 min

41. Agenda • Welcome • Understanding SLOs • Writing Objective Statements • Break • Using Baseline Data/Info • Deepening Assessment Literacy • Lunch • Planning for Your School

42. Welcome Back: Assessment Quick Review 1. Assessment development should always begin with identifying the: • format • purpose • scale • vendor 2. Summative assessments are primarily used to: • Inform instruction • Screen/identify • Measure outcomes

43. Assessment Quick Review 3. Formative assessments should be used: • To monitor progress toward SLO targets • As evidence on SLOs 4. In educational assessment, the constructis: • The intended audience of the assessment • What the assessment is supposed to measure • The format of the assessment • How the assessment is constructed

44. Assessment Quick Review 5. If you weigh 160 pounds, and every time you step on the scale it reports your weight as 190 pounds, that scale is: • Valid, but not reliable • Reliable, but not valid • Neither valid nor reliable 6. NECAP score reports are an example of: • Quantitative data • Qualitative data

45. Assessment Quick Review 7. Which of the following item types is most likely to produce false positives? • Multiple choice • Fill-in-the-blank • Constructed response 8. Adding more items and norming scorers are two strategies for: • Increasing rigor • Decreasing cheating • Increasing reliability 9. Written comments about student’s photography portfolios are an example of: • Quantitative data • Qualitative data

46. Assessment Quick Review 10. Which of the following could be used as baseline data: • Final grades in a pre-requisite course • Pre-test scores • Assignments from the first few weeks of school • All of the above 11. Which of the following is an example of a modification: • Providing a scribe to a student with a broken wrist • Simplifying the numbers in a word problem for a student with a specific learning disability • Enlarging print for a student with a visual impairment 12. Teacher-created performance tasks can be used as evidence for SLOs: • True • False

47. Assessment Quick Review 13. What is validity? • The degree to which the assessment measures what it is supposed to measure • The consistency of assessment results across multiple administrations • The degree to which the assessment is free from bias 14. Which of the following are true of pre-test/post-test models: • It is difficult to equate forms • Pre-test scores may be deflated • Post-test scores may be inflated • All of the above

48. Deepening Assessment Literacy • Session 4: Planning for Your School • Objectives: • Evaluators will be able to: • Become familiar with Assessment Toolkit • Conduct Needs Assessment • Discuss Baseline Data Scenarios • Collaborate with your colleagues to establish a school specific plan for implementing SLOs and utilizing online resources ONLINE TOOLS 1. Assessment Toolkit

49. Online Module: Assessment Toolkit

50. Sample Professional Growth Goal