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South Dakota Student Learning Objectives

South Dakota Student Learning Objectives. Dianna Tyler. Welcome!!. New Information + Practice = New Learning. l ightb lb. moments. If it doesn’t. C h a l l e n g e. Y O U. It doesn’t. C h a n g e . Y O U. ?. Let’s. 4 Corners!. 4 Corners. I know what an SLO is.

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South Dakota Student Learning Objectives

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  1. South Dakota Student Learning Objectives Dianna Tyler

  2. Welcome!! New Information + Practice = New Learning lightblb moments

  3. If it doesn’t Challenge Y O U It doesn’t Change Y O U

  4. ? Let’s 4 Corners!

  5. 4 Corners • I know what an SLO is. • I know how an SLO connects to teacher evaluation. • I know how growth ratings are calculated. • I know how to establish baseline data and determine growth. • I understand the four steps of the SLO process. • I know the components of a SMART goal. • I can determine if an SLO meets SD criteria.

  6. Outcomes Today • I know what an SLO is. • I know how SLOs connect to teacher evaluation. • I know how growth ratings are calculated. • I know how to establish baseline data and determine growth. • I understand the 4steps of the SLO process. • I know the components of a SMART goal. • I can determine if an SLO meets South Dakota criteria.

  7. Norms for the Day • Listen with Engagement • Honor Each Other’s Thinking • Honor Private Think Time • Everyone has a Voice • Be Respectful of all Comments • Limit Side Conversation • Take Care of Your Needs • Cell Phones Off/Vibrate

  8. A Little Bit of History • South Dakota’s work to develop meaningful educator effectiveness systems is united by a common aspiration: To improve instruction and student learning. • The 2010 Teacher Standards Workgroup • The 2011-2012 Teacher Standards Pilot Districts • The 2012 Teacher Evaluation Workgroup • The SD Commission of Teaching and Learning • The 2012-2014 Teacher Effectiveness Pilot participants • The 2013-2014 Principal Effectiveness Pilot participants • The University of South Dakota

  9. Determining Teacher Effectiveness Using multiple measures of professional practice and student learning South Dakota Framework for Teaching Student Growth Domain 1 Domain 1 Domain 1 Domain 1 SLOs State Assessments (as one measure if available) District Assessments Evaluator-Approved Assessments Instruction Planning and Preparation Classroom Environment Professional Responsibilities • Classroom Observations and Evidence of Effective Practice • Components from Each of the 4 Domains • At Least 8 Components Chosen Based on District or School Priorities Professional Practice Rating Growth Rating Summative Rating Matrix Professional Oversight: Is the rating fair and accurate based on the evidence and data shared by the teacher Differentiated Performance Categories Below Expectations Meets Expectations Exceeds Expectations

  10. Determining Teacher Effectiveness Using multiple measures of professional practice and student learning South Dakota Framework for Teaching Student Growth Domain 1 Domain 1 Domain 1 Domain 1 SLOs SLOs State Assessments (as one measure if available) District Assessments Evaluator-Approved Assessments Instruction Planning and Preparation Classroom Environment Professional Responsibilities • Classroom Observations and Evidence of Effective Practice • Components from Each of the 4 Domains • At Least 8 Components Chosen Based on District or School Priorities Professional Practice Rating Growth Rating Summative Rating Matrix Professional Oversight: Is the rating fair and accurate based on the evidence and data shared by the teacher Differentiated Performance Categories Below Expectations Meets Expectations Exceeds Expectations

  11. Summative Scoring Matrix ✪ Summative Teacher Effectiveness Rating Categories Judgment Rating Subject to Review ✪ Below Expectations Meets Expectations Exceeds Expectations

  12. Let’s Define It! Student Growth Student growth is defined as a positive change in student achievement between two or more points in time. Using a measure of student growth – as opposed to using student achievement results from a single test delivered at a single point in time – is more reflective of the impact an individual teacher has on student learning. Student Learning Objective A Student Learning Objective is a teacher-­‐driven goal or set of goals that establish expectations for student academic growth over a period of time. The specific, measurable goals must be based on baseline data and represent the most important learning that needs to occur during the instructional period. SLOs are aligned to applicable Common Core, state or national standards, and typically also reflect school or district priorities.

  13. Why use SLOs? • Reflect Best Practice • Collaborative • Flexible • Focused

  14. Chunking today • I know what an SLO is. • I know how SLOs connect to teacher evaluation. What IS an SLO? What is the process? • I understand the 4 steps of the SLO process. • I know the components of a SMART goal. • I know how growth ratings are calculated. How do I write an SLO? • I can determine if an SLO meets South Dakota criteria. Practice

  15. The SLO Process SLO Development Answer 4 questions Prioritize Learning Content What do I want my students to be able to know and do? SLO Approval Analyze data and develop baselines Where are my students starting? Ongoing Communication Select or develop an assessment What assessments are available? Write growth goal What can I expect my students to achieve? Prepare for Summative

  16. SLOs to Measure Student Growth Four Step Process • SLO Development • SLO Approval • Ongoing Communication • Prepare for Summative Conference

  17. Teacher SLO Approval • Teacher submits a completed SLO process guide to Evaluator • Teachers meets with Evaluator • At least one face to face meeting • May take place during other evaluation/related meeting • Teacher and Evaluator mutually agree on SLO and approve

  18. Principal SLO Approval • Principal meets with Teacher • At least one face to face meeting • May take place during other evaluation/related meeting • Clearly identify information needed to determine SLO quality (SLO Checklist) including amount and type of data • Identify revision window

  19. Prepare for Summative • Make sure your principal has adequate time to determine rating prior to your summative meeting. • Teachers: consider self scoring and reflect to guide conversation during summative meeting • Assessment data may be used as evidence/artifacts for Danielson

  20. Chunking today • I know what an SLO is. • I know how SLOs connect to teacher evaluation. What IS an SLO? What is the process? • I understand the 4 steps of the SLO process. • I know the components of a SMART goal. • I know how growth ratings are calculated. How do I write an SLO? • I can determine if an SLO meets South Dakota criteria. Practice

  21. http://www.youtube.com/watch?feature=player_detailpage&v=sS_ylsL-Nqg  (6:08) Walk, Talk, Process Brain Break!!

  22. Chunk # 3 How do I write an SLO?

  23. SLOs to Measure Student Growth Four Step Process • SLO Development • SLO Approval • Ongoing Communication • Prepare for Summative Conference

  24. 4 Questions to Consider • What do I want my students knowand be able to do? • Where are my students starting? • What assessments are available? • What can I expect my students to achieve?

  25. What do I want my students to know and be able to do? • Identify the core concepts and standards. • Know your timeline for instruction

  26. Where are my students starting? • Gather and analyze data to determine how well prepared students are to learn core concepts. • Know your students • Consider which students will be addressed by this SLO • Consider special needs and behaviors

  27. What assessments are available? • Select or develop an appropriate assessment to measure student learning and growth. • Content assessed at baseline is the comparable to content assessed at the end of instruction • Describe how the goal attainment will be measured.

  28. Appropriate? • Aligned to priority content & standards • Validmeasures what it was designed to measure • Reliable produces accurate and consistent picture of what student know & do • Realistic gives sufficient time to administer and generates data in a timely fashion

  29. ? What assessments do you Currently have Available? Are they appropriate?

  30. Appropriate… More Common Less Common

  31. What can I expect my students to achieve? • Leads to the development of student growth objectives with a strong rationale supporting why the objectives are appropriate. • How will I help my students obtain the goal?

  32. Appropriate… • Measures are stated by increases in: • Rate, • Percentage, • Number, • Level of performance, • Rubric standards, • Gain Score or • Other ways…

  33. Growth Goals • Class Mastery • Differentiated Growth • Shared Performance

  34. Growth Goals Class Mastery Differentiated Growth Shared Performance Based on quality baseline data and an educator-determined definition of mastery. Goal is strutted based on percent of students attaining mastery. Establishes tiered expectations for student growth for groups of students. The educators defines what grot looks like for each group of students. Teams of teachers agree to work collaboratively and share responsibility for student learning for a content area, grade level or school.

  35. The SMARTProcess A Format for Developing SLOs

  36. (Smart) Specific • The goal should state exactly what content is to be addressed. • The content should be tied directly to the standards for this grade and subject.

  37. (sMart) Measurable • Measures are stated by increases in: • Rate, • Percentage, • Number, • Level of performance, • Rubric standards, • Gain Score or • Other ways…

  38. (smArt) Appropriate • The goal should be directly related to the subject, to the standard(s), and to the students. • The goal is within the teacher’s realm of influence in the classroom.

  39. (smaRt) Realistic & Rigorous • Realistic goals are rigorous and should stretch the outer bounds of what is attainable. • Realistic goals are not easy goals.

  40. (Smart)Time-bound • The goal has a time frame for accomplishing the measurable objective. • Ongoing progress monitoring provides data for adjusting the learning experience toward the goal. • Data is collected between 2 points in time, as close to beginning and ending of course as possible.

  41. Chunking today • I know what an SLO is. • I know how SLOs connect to teacher evaluation. What IS an SLO? What is the process? • I understand the 4 steps of the SLO process. • I know the components of a SMART goal. • I know how growth ratings are calculated. How do I write an SLO? • I can determine if an SLO meets South Dakota criteria. Practice

  42. http://www.youtube.com/watch?feature=player_detailpage&v=GEOZ31HeZT4 (5:47)http://www.youtube.com/watch?feature=player_detailpage&v=GEOZ31HeZT4 (5:47) Walk, Talk, Process Brain Break!!

  43. Chunk # 4 Practice

  44. Scaffolding Instruction: “I DO” • Pull out your sample SLO

  45. Teacher Student Growth Rating PERFORMANCE CATEGORY DESCRIPTION Low Less than 65% goal attainment Expected 65% to 85% goal attainment High 86% to 100% percent attainment

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