Student Learning targets

1. Student Learning targets Information for school leaders and teachers regarding the process of creating Student Learning Targets.

2. What is a Student Learning Target (SLT)? • A student learning target (SLT) is a measurable goal for student achievement over a given period of time. • SLTs should be driven by baseline data on where students are performing. • SLTs should be aligned with the appropriate standards for the course. • SLTs should be measurable by a pre-determined assessment.

3. Four Components of a Quality SLT • RATIONALE FOR SLT What are the critical learning objectives, the content standards aligned to those objectives, and the assessment plan to be used in measuring student growth. • STUDENT LEARNING TARGET Clear statement of the statistical projection of student growth in meeting a pre-established goal. • BASELINE DATA Information about the target audience gathered by the teacher to establish the performance/skills/achievement levels at the beginning of the year as relates to the critical learning objectives. • SCORING PLAN AND ACHIEVEMENT RANGE Clear statement of the ranges of achievement that demonstrate the teacher’s impact on students meeting a pre-established goal.

4. What else should I know about SLTs? • An SLT does not have to be a compilation of everything you teach in your class. • An SLT does not have to include every student that you teach. It is recommended that teachers cover a majority of the students they teach between the two SLTs. For example, if you don’t have baseline data on a student they should not be included in your target audience. • An SLT can focus on one or more critical learning objectives within the full range of what students are expected to learn. • There must be a valid rubric that determines proficiency of the student. • There should also be a gathering of evidence of student progress over time (body of evidence) between the initial assessment and final assessment or aggregation of final results.

5. Who Writes an SLT? • LDOE requires all teachers, counselors and librarians to write two student learning targets each year. • The student growth component of the evaluation for Non-VAM teachers (70% of all teachers) will be based on Student Learning Targets (SLTs). • The student growth component for the evaluation for VAM teachers (30% of all teachers) comes from VAM. • Teachers using the VAM model are required to write SLTs as LDOE sees SLT writing as a best practice and a back up student growth component. • TPSS is asking that all certified staff members write at least 2 SLTs. See chart for Determining Student Growth Measure and TPSS Bulletin .001

6. Selecting Assessments • Things to keep in mind when selecting an assessment: • When possible and appropriate use assessments that are Tier I and that you are already administering at your school. • When possible and appropriate use assessments that will also be used to evaluate the students and school (state assessments: iLEAP, LEAP, EOC, ACT). Also remember that state assessments will be use for a teacher’s VAM score for most tested grades and subject. • When possible and appropriate at least one goal for state assessments should be based on “Basic or higher” for iLEAP and LEAP and “Good or higher” on EOC. • Use assessments found on the District or State list when appropriate and/or available. • The list of state and district assessments are not exhaustive. Other assessments may be appropriate depending on the unique circumstances of each school and teacher assignment. • The principal has the final authority to approve assessments. This approval should be based on the quality of evidence and alignment with school goals.

7. Baseline Data and Progressing Monitoring • Baseline Data used to set the target can be from one or more of the following sources: • Teacher created EAGLE or other pre-tests • Previous performance on state assessments • Computer-based Diagnostic Tests: Performance Series, Scholastic Reading Inventory, Scholastic Math Inventory, etc. • Test preparation programs (Study Island, Skills Tutor, Coach, etc.) • Progress monitoring is encouraged during the year. This can be done using most of the same assessments listed above.

8. Who is the Target Audience of the SLT? • Teachers may set targets focused on an entire class/a specific subject/a cohort or their lowest performing students. • The target audience is not necessarily every student taught by the teacher, but it is recommended that it cover a majority of the students taught by the teacher. • The teacher and evaluator may collaboratively select a grade level or subject as the target audience so long as the grade level or subject is representative of a cross-section of all student taught by the teacher.

9. How is the SLT rated ? • Approving the SLT (Beginning of the Year) • Evaluators must agree that the SLT is acceptable based on the following criteria: • Priority of SLT Content. • Rigor of Target • Quality of Evidence • Rating the SLT (End of Year) • Evaluators assign teachers a final rating based on students’ progress towards target, using the agreed upon definitions of effectiveness from the beginning of the year Insufficient Attainment of Target (1) Partial Attainment of Target (2) Full Attainment of Target (3) Exceptional Attainment of Target (4)

10. Formula for Achievement RangesSample Based on 60 Students and70% Achieving Target Goals Insufficient Attainment is any result below Partial Attainment. (1 point) 32 or fewer students out of the 60 students in the target audience Partial Attainment is a range from 10-15% below the target to just below the actual SLT. (2 points) 33-41 students out of the 60 students in the target audience START HERE: Full Attainment is a range from the actual SLT up to 10-15% above the target. (3 points) 70% of 60 students - 42-51 students out of the 60 students in the target audience. Exceptional Attainment is any result above the Full Attainment range. This range should represent more than a year’s worth of growth. (4 points) 52 or more students out of the 60 students in the target audience.

11. Guidance on Target Audience and Percentage for Achievement Range • Teachers and evaluators have the flexibility to determine which types of targets are the most meaningful measures of teachers’ work in a given year. It is recommended that teachers try to address the majority of their students across their two or more SLTs. If they teach multiple subjects, teachers should prioritize the academic content areas that are most aligned to the Common Core as they finalize their SLTs. • The “target audience” should represent no less than 35% of the students taught by the teacher. (see note) • The teacher should project no less than 70% of the target audience as “achieving the goals outlined in the SLT.”(see note) • Note: The teacher and evaluator may cooperatively establish higher or lower percentages for the “target audience” and/or percentage “achieving the SLT goal” based on student growth projections (from LDOE), baseline data, assessment used, unique circumstances of the teacher’s assignment, or student population.

12. Achievement Range Calculator • Their is an excel calculator to assist teachers and evaluators in establishing (and confirming) achievement ranges for SLTs. • Enter into the left hand column the number in the target audience. • Enter into the next column the percentage projected to be proficient (minimum of 70%). You can change the percentage to reflect the agreed upon goal. • The calculator will the give you the achievement ranges for your SLT based on 15% above the target and 15% below the target. It was also show the corresponding % ranges. • The range above and below the target can be between 10% and 15% according the state, but flexibility is given to the teacher and evaluator to use different ranges. This calculator just computes based on 15%.

13. Range Examples • Teacher A • Last year 80% of her 8th grade students scored Basic or above on the LEAP. • The students that she has now scored 69% Basic or above on the iLEAPand their projected growth is 75% • A reasonable but challenging goal for this teacher would be that 75% of her students score Basic or above Insufficient Attainment: 0 - 59 Partial Attainment: 60 - 74 START HERE: Full Attainment: 75% - 90% Exceptional Attainment: 90 - 100

14. Range Example • Teacher B • 28% of her students last year scored Basic and above on the 8th grade LEAP ELA test. • 40% of the students that she has now scored Basic and above on the 7th grade iLEAP ELA test. • Students at a school with similar demographics scored 47%. • The district average is 61% on the 8th grade LEAP ELA. • A reasonable but challenging goal for this teacher would be that 50% of her students score Basic and above on the 8th grade LEAP. Insufficient Attainment: 0 - 34 Partial Attainment: 35 - 49 START HERE: Full Attainment: 50 - 75% Exceptional Attainment: 75 - 100

15. Writing Process • The school leader sets goals and provides guidance to teachers regarding assessments and goals to use. • Collaborate with other teachers at your school (or district) teaching the same grade and subject. • Look at samples written by peers. • Do a draft on the template provided. • Don’t rush. It make take several attempts to feel good about what you have written. • Have a peer or supervisor review for support when you feel good about what you have written. (District and School Level Support System.) • Consult with your evaluator to insure you are on the same page. This should done at the beginning of the process as well as near the end of the process. • Repeat the process for writing a 2nd SLT. • Refine and polish your final product.

16. Due Dates September 13: Directors, Supervisors, and Coordinators September 30: Principal Deadline October 31: Teacher Deadline

17. Acknowledgments • Adapted from an PowerPoint from Pat Deaville from Calcasieu Parish