2. Student Growth Measures in Teacher Evaluation: Writing SLOs August 2014 Presented by Aimee Kirsch

3. Session Learning Targets By the end of the session, you will be able to: Explain the Student Learning Objective (SLO) Development Process Develop and Submit the Required SLOs

4. What are Student Learning Objectives (SLOs)? A goal that demonstrates a teacher’s impact on student learning within a given interval of instruction. A measurable, long-term academic target written by an individual teacher or a teacher team.

5. Where Do SLOs Fit In?

6. A. Teacher-Level Value Added Data Available I taught reading and/or math last year in grades 4-8 and will receive an OAA Value Added Teacher Level Report. I am a Level A Teacher. I will not write SLOs. Student growth will be based on the OAA Value Added Composite Score.

7. B. Approved Vendor Assessment Data Available I currently teach a course requiring students to take an ODE Vender Approved Assessments according to prescribed ODE rules. I am a Level B Teacher. APS does not have any teachers falling in the category.

8. C. No Teacher-Level Value Added or Approved Vendor Assessment Data My current teaching schedule contains only courses which students take MAP, DAP, NY2Benchmark, or AEPS. I am a Level C Teacher. I will write a minimum of 2 SLOs. – based on the two courses proportionally largest in my schedule

9. The SLO Development Process STEP 1: Gather and review available data STEP 2: Determine the interval of instruction and identify content STEP 3: Choose assessments and set the growth target STEP 4: Submit your SLO and prepare for approval and review STEP 5: Final scoring of the SLO

10. The SLO Development Process

11. Baseline and Trend Data Student Population STEP 1: Gather and review available data

12. The SLO Development Process Baseline and Trend Data – Baseline: Pre-assessment Data (DAP, MAP, NY2 Benchmark, AEPS) – Trend Data: What do you know about past performance of these students? – Strengths and Weaknesses STEP 1: Gather and review available data

13. The SLO Development Process STEP 1: Gather and review available data General trend data (if available) for my students for this SLO includes: Examples – No Trend Data available at this time. – Last year on the MAP assessment 80% of the students on this SLO met the expected RIT growth projections. – 2013-14 Spring MAP Reading results indicate a mean RIT score of 210 for this class. This mean RIT Score is 1 year below expectations.

14. The SLO Development Process STEP 1: Gather and review available data

15. The SLO Development Process Student Population-All Students in Course Which students will be included in this SLO? Include course, grade level, and number of students. STEP 1: Gather and review available data

16. The SLO Development Process Interval of Instruction What is the duration of the course that the SLO will cover? Include beginning and end dates. STEP 2: Determine the interval of instruction and identify content

17. SLO Template Checklist Baseline and Trend DataStudent PopulationInterval of Instruction Identifies sources of information about students (e.g., test scores from prior years, results of preassessments) Identifies the class or subgroup of students covered by the SLO Matches the length of the course (e.g., quarter, semester, year) Draws upon trend data, if available Describes the student population and considers any contextual factors that may impact student growth Summarizes the teacher’s analysis of the baseline data by identifying student strengths and weaknesses If subgroups are excluded, explains which students, why they are excluded and if they are covered in another SLO

18. The SLO Development Process Standards and Content What content will the SLO target? To what related standards is the SLO aligned? STEP 2: Determine the interval of instruction and identify content

19. The SLO Development Process Assessment(s) What assessment(s) will be used to measure student growth for this SLO? STEP 3: Choose assessments and set the growth target

20. SLO Template Checklist Standards and ContentAssessment Specifies how the SLO will address applicable standards from the highest ranking of the following: (1) Common Core State Standards, (2) Ohio Academic Content Standards, or (3) national standards put forth by education organizations Identifies assessments that have been reviewed by content experts to effectively measure course content and reliably measure student learning as intended Represents the big ideas or domains of the content taught during the interval of instruction Selects measures with sufficient “stretch” so that all students may demonstrate learning, or identifies supplemental assessments to cover all ability levels in the course. Identifies core knowledge and skills students are expected to attain as required by the applicable standards (if the SLO is targeted) Provides a plan for combining assessments if multiple summative assessments are used Follows the guidelines for appropriate. Assessments

21. The SLO Development Process Growth Target(s) Considering all available data and content requirements, what growth target(s) can students be expected to reach? Rationale for Growth Target(s) What is your rationale for setting the above target(s) for student growth within the interval of instruction? STEP 3: Choose assessments and set the growth target

22. What Are Projected RIT Scores?

23. MAP Results (Projected RIT) % of Students who Exceeded/Met Growth Target Descriptive RatingNumerical Rating 90-100Most Effective5 80-89Above Average4 70-79Average3 50-69Approaching Average 2 49 or lessLeast Effective1

24. What is Effect Size? Effect size is a simple measure for quantifying the difference between two groups or the same group over time, on a common scale.

25. Effect Size Investigates the effectiveness of a particular intervention/instruction for a defined group of students Compares the effectiveness of different interventions/instruction Evaluates growth over time

26. Effect Size Cohen (1988) defined effect sizes: Cohen (1988).2 = small,.5=medium, and.8=large Multiple researchers have determined a year’s growth = Effect Size 0.40 or higher 0.40 is an attainable target.

27. How is Effect Size Calculated? Effect size is calculated by taking the difference between 2 sets of scores and dividing by the spread or standard deviation of all the student scores (scores across the entire district). Effect Size = Average of the post-test scores – Average of the pre-test scores Average standard deviation

28. Effect Size: Example

29. Individual student effect size is equal to the difference between the individual student post-test and pre-test score divided by the average Standard Deviation for the entire group. Individual Effect Size = ____post-test score –pre-test scores____ average standard deviation of the group Effect Size: Example

30. Individual Effect Size = ____post-test score –pre-test scores____ average standard deviation of the group Anne’s Effect Size= 30 – 25 =.28 18 John’s Effect Size= 80 – 70 =.56 18 1StudentPre-TestPost-Test 3Anne2530 9John7080 Effect Size: Example

31. DAP (Effect Size.4) % of Students who Exceeded/Met Growth Target Descriptive RatingNumerical Rating 90-100Most Effective5 80-89Above Average4 70-79Average3 60-69Approaching Average 2 59 or lessLeast Effective1

32. SLO Template Checklist Growth Target (s)Rationale for Growth Target(s) All students in the class have a growth target in at least one SLO. Demonstrates teacher knowledge of students and content Uses baseline or pretest data to determine appropriate growth Explains why target is appropriate for the population Sets developmentally appropriate targetsAddresses observed student needs Creates tiered targets when appropriate so that all students may demonstrate growth Uses data to identify student needs and determine appropriate growth targets Sets ambitious yet attainable targetsExplains how targets align with broader school and district goals Sets rigorous expectations for students and teacher(s)

33. The SLO Development Process STEP 1: Gather and review available data STEP 2: Determine the interval of instruction and identify content STEP 3: Choose assessments and set the growth target STEP 4: Submit your SLO and prepare for approval and review STEP 5: Final scoring of the SLO

34. The SLO Development Process STEP 5: Final scoring of the SLO % Exceeded/Met Growth Target MAP % Exceeded/Met Growth Target Other Descriptive Rating Numerical Rating 90-100 Most Effective5 80-89 Above Average4 70-79 Average3 50-6960-69Approaching Average2 49 or less59 or lessLeast Effective1

35. Where Do SLOs Fit In? PLUS

37. Aimee Kirsch akirsh@akron.k12.oh.us © 2014 Akron Public Schools