Overview

1. Student Learning Objectives Overview Dianna Tyler, ESA 605-367-4680 dianna.tyler@edec.org

2. What have we gotten into this time? • Grass isn’t always greener (Just a little history) • Hard work = results • Learn from others’ and your mistakes • What’s the most important…?

5. Multiple Measures of Teacher Effectiveness

6. SD Teacher Effectiveness System =

7. Important to Know… • All measures are supported by evidence and artifacts!!

8. Why use SLO’s? • Focus on student results • Explicitly connect teaching and learning • Improve instructional practices • Tool for school improvement

9. Using SLOs to Measure Student Growth • Four Step Process • Develop Student Learning Targets • SLO Approval by Evaluator • Ongoing Communication • Prepare for Summative Conference

10. Our Focus Today Step 1: Develop Student Learning Objectives • This morning (overview of the pilot program) • This afternoon – learn about and create SLOs

11. Student Growth - Definition • 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.

12. Student Learning Objective- Definition • 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. SLTs are aligned to applicable Common Core, state or national standards, and typically also reflect school or district priorities.

13. Four Questions to Consider • What do I want my students to know and be able to do? • Identify the core concepts and standards • Where are my students starting? • Gather then analyze data to determine how well prepared students are to learn core concepts and standards

14. Four Questions to Consider • What assessments are available? • Select or develop an appropriate assessment to measure student learning and growth. • What can I expect my students to achieve? • Leads to the development of student growth targets with a strong rationale supporting why the targets are appropriate.

15. Student Growth Process SD Step 4: Summative Conference SD Step 1: Developing Student Learning Objectives SD Step 3: On going communication SD Step 2: Administrative Approval

17. Determine the Need • You must get the needs assessment correct to get the goal correct. • The needs assessment must generate relevant student data. • Selected assessments must produce comparable data at beginning and ending of year/course.

18. The SMARTProcess A Format for Developing SLTs

19. (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.

20. (sMart) Measurable • Measures are stated by increases in: • Rate, • Percentage, • Number, • Level of performance, • Rubric standards, or • Level of the standard.

21. (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.

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

23. (Smart)Time-bound • The goal has a time frame for accomplishing the measurable target. • 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.

24. Beyond SMART… • The goal addresses growth for ALL students in the classroom. • Comparable across classrooms • Measures • Goals (rigor)

25. SMART SLO for Student Growth Checklist for Goal Quality • Appropriate needs assessment? • Specific? • Measurable? • Appropriate? • Realistic/Rigorous? • Time-bound? • Includes all student? • Comparable across classrooms? Context: Elementary Art Baseline data show that less than 1% of my students met the benchmark (80% score) on the art assessment developed by the district. Two students out of the 90 met the benchmark. These two students have been taking art lessons outside of school. SMART Goal: By the end of the current school year, at least 80% of my students will meet or exceed the benchmark for art assessment.

26. How SMART is this SLO? • Specific? yes • Measurable? yes, based on pre and post assessments • Appropriate? it is in the teacher’s realm of control • Realistic? • Time-bound? by end of school year • Standards based? assume the dist. assessment is standards based

27. How SMART is this SLO? • Rigorous? Yes,if 80% stretches the outer bounds of attainable • Appropriate assessment? if the district assessment is based on state or national standards • Data between 2 points in time? not stated, but probably understood that baseline was set in beginning of year • Comparable across classrooms? district assessment ensures comparable assessment, but not sure if goal is comparable across classrooms. • Includes all students? all students are included in the assessment, but the two students already at benchmark are not addressed and there is no growth expectation for the other 20%.

28. Original SMART SLO: By the end of the current school year, at least 80% of my students will meet or exceed the benchmark for art assessment. Revised SMART SLO: By the end of the current school year, all of my students will show growth and at least 80% of my students will meet or exceed the benchmark for art on the district developed assessment.

29. How do I get a student growth score?

30. By the end of the current school year, all of my students will show growth and at least 80% of my students will meet or exceed the benchmark for art on the district developed assessment.

31. Let’s try this again…

32. SMART SLO for Measuring Student Growth Checklist for Goal Quality • Appropriate needs assessment? • Specific? • Measurable? • Appropriate? • Realistic/Rigorous? • Time-bound? • Includes all student? • Comparable across classrooms? Context: 4th Grade Reading STAR data reveals that 58% of students are reading on or above grade level. SMART Goal: For the current school year, all of my students will be reading on or above grade level by the end of the school year as measured by the STAR assessment.

33. How SMART is this SLO? • Specific? yes • Measurable? yes, based on pre and post assessments • Appropriate? it is in the teacher’s realm of control • Realistic? Highly unlikely,butdependent on the pre-assessment data of the other 42% of students • Time-bound? by end of school year • Standards based? STAR is standards based • Rigorous? add a stretch goal for the 58% who are already at grade level • Appropriate assessment? yes • Data between 2 points in time? yes, beginning and ending STAR assessments are referenced • Comparable across classrooms? district assessment • Includes all students? all students are measured, but there is no growth expectation for the 58% already at grade level

34. Original SMART SLO: For the current school year, all of my students will be reading on or above grade level by the end of the school year as measured by the STAR assessment. Revised SMART SLO: For the current school year, all90% of my students will be reading on or above grade level by the end of the school year as measured by the STAR assessment, and all students will show at least one year’s growth.

35. Score related to 90%

36. Options for establishing SLOs • Can set uniform SLOs for the whole class • Can establish multiple, differentiated targets based on students’ initial mastery of the content standard • Can be individualized to a specific teaching assignment • Can be established collaboratively by a PLC • Can be structured to conform to school or district goals

37. How many SLOs do I need? • In the pilot year, teachers can start with just one SLO • To think about for the future. . . • Elementary teachers • Secondary teachers • K-12 teachers • Teachers with multiple preps

38. What is the timeline for writing, incorporating, and assessing SLOs? • School calendar • Course length • Knowledge of students • Scope of SLT • Recommendation to wrap up post-assessments by end of April.

39. Assessing SLOs • Do I need to use the same pre/post test? • No • Can use multiple measures to gather data • Does it have to be a test? • No • Rubrics • Performance assessments • Presentations • Samples of student work

42. Assessing SLOs

45. Student Growth Process SD Step 4: Summative Conference SD Step 1: Developing Student Learning Objectives SD Step 3: On going communication SD Step 2: Administrative Approval

46. Teacher Learning Objective • For the current break time, all teachers will make measurable progress in taking a break and relocating refreshed and ready to write SLOs!