Compass Requirements: Teachers’ Overall Evaluation Rating Student Growth Student Learning Targets (SLTs) Value-added Score (VAM) where available Professional Practice Measured by the Compass Teacher Rubric Minimum of TWO observations (one formal, announced; one informal) 1.00 – 1.491.50 – 2.492.50 – 3.493.50 – 4.00 IneffectiveEffective: Emerging Effective: Proficient Highly Effective
3 IN THIS MODULE YOU WILL : Learn and practice the process for setting, tracking, and scoring Student Learning Targets (SLTs). Be able to establish and assess student learning targets.
4 Measuring Teacher Impact on Student Growth in Tested Grades and Subjects (Value-Added Model -- VAM) The state’s Value-Added Model applies to teachers of grades and subjects that fall within the state's annual assessment program and allow for at least one year of prior test data. For the 2012-13 school year, teachers in grades 3-8 who teach core subjects, as well as high school Algebra I and Geometry teachers of 9 th grade students, (about 36 percent of the state’s teachers) will have value- added information that will be used to establish the student growth component of their evaluations. VAM teachers will also write a minimum of 2 Student Learning Targets (SLTs).
5 Non-Tested Grades and Subjects (NTGS) NTGS teachers will establish a minimum of 2 Student Learning Targets (SLTs) at the start of the school year. LDOE recommends these goals be established and approved by October 1.
6 Setting Learning Targets for students is essential instructional practice, and nothing new for strong educators. GOAL SETTING: Teachers in all subjects will set quantifiable achievement goals for students. Goals provide the motivation, focus, and accountability necessary to promote student achievement. They set a vision for what students should be able to accomplish by the year’s end. The process itself promotes teachers’ thoughtful engagement with their content and consideration of their students’ needs. There is no single way to engage in the goal setting process. With the support of their school leaders, teachers must determine ambitious yet reasonable goals for the students in their room. Checking in on goals throughout the school year gives administrators the information they need to ensure that teachers and students are on track.
7 SLTs: Definition An SLT is a measureable goal for student achievement over a given period of time that reflects an ambitious, but reasonable, expectation of growth. Strong SLTs: Prioritize content that is aligned to Common Core State Standards or other national, state, or local standards; Articulate rigorous but reasonable expectations for student growth; and Identify a high-quality assessment to measure student progress. Student Growth Student Learning Targets (1.0 -4.0) Value-added Score, where available (1.0 – 4.0) Professional Practice Measured using the Louisiana Teacher Rubric (or alternative) Minimum of TWO observations
9 An SLT represents what students should learn and have learned. This is the heart of our work. Clear, ambitious, measurable goals for students are nothing new in education. Strong educators across the state already embrace goals, use them to guide instruction, and hold themselves accountable for achieving goals. SLTs provide a frame for goal setting that allows: Teachers, with the support of their school leaders and evaluators, to establish the best and most appropriate aspirations for their students. Evaluators, teachers, students and stakeholders to have a shared understanding of what will be accomplished during the year. All of us to use a common measure of and language for accountability. By design, the process for setting SLTs is not prescriptive. Teachers and administrators must use their vision, expertise, and professional judgment to determine what their students can achieve.
10 What Responsibilities Do Educators Have? Teacher Role: Consult with evaluator to determine local guidance Collaborate with evaluator to define ambitious, achievable SLTs Write at least two SLTs per year: These may target whole classes or subgroups of students Consider maximum coverage of students and most significant content is setting SLTs and scoring plan with evaluator Monitor student progress Update SLTs, if needed Collect and present evidence of student progress
11 Four Steps to Writing Strong SLTs Step 1: Define the Content Step 2: Identify the Assessment & Collect Baseline Data Step 3: Identify the Student Group Step 4: Set the Growth Target & Aligned Scoring Plan
12 Step One: Define the Content Teachers should define the content that is most important for students to learn during their time in that particular class or course. Prioritize content that is aligned to the Common Core State Standards whenever possible. Look to other national, state, or local standards in identifying the content that students should learn by the end of the course.
13 Step Two: Identify the Assessment & Collect Baseline Data Teachers identify the most appropriate assessment to measure students’ mastery of the identified content. Refer to the LDOE Common Assessment List or specific district guidance. If a common assessment is unavailable, teachers and evaluators agree on the most appropriate assessment. When no or few common assessments are available, consider collaboratively designing assessments at the school- or district-level. Teachers gather baseline data about students’ starting points. Data sources may include: Pre-test aligned to the final assessment Diagnostic exam designed to assess students’ readiness for new content Analysis of data from the end of the previous course or year
14 Step Three: Identify the Student Group SLTs may be set for: Entire classes of students Multiple sections of the same course Smaller groups, such as the lowest performing students Teachers should try to address the majority of their students across their two or more SLTs Teachers should prioritize academic content areas most aligned to the Common Core.
15 Step Four: Set the Growth Target & Aligned Scoring Plan For each target, teachers will set the expectation for student growth, a goal that is ambitious – a bit of a stretch for students – but still attainable. Then, teachers and evaluators agree on a well-defined scoring plan for the SLT, as exemplified below.
17 Exemplary Growth Target for English II Example: English II I decided to develop a pre-test based on English II items from Eagle to determine how many of my students are starting the year at grade level. When I gave this test: 52 of 90 (58%) got at least half the questions right. Students need to get 60% of items right to earn a score of Good, so all of these students should be able to score Good or Excellent on the English II EOC. 20 of 90 (22%) got about 40-50% of the questions right. Some of these students should score Good or Excellent on the English II EOC. 18 of 90 (20%) scored below 40%. These students will need more intensive support to catch up to grade level, but a few of them should be able to score Good or Excellent on the English II EOC with this support. I will set a separate growth target for these students. At my school last year, classrooms with similar baseline data had approximately 65% of students score Good or Excellent. Given this data, I am setting a goal that 70% of students (63 of the 90 students) will score Good or Excellent on the English II EOC.
18 Scoring Plan for English II Example: English II Target: 63 out of 90 students will score Good or Excellent on the English II EOC.
19 Where value-added results are not available, the average of scores on SLTs will serve as the Student Growth score. All teachers should set targets for students’ growth at the beginning of the year and measure their success in meeting those targets as the end of the year, as a best practice. Final performance ratings for teachers with a value-added score will be the average of that score and their Professional Practice Score. For all other teachers, the 50% Student Growth is based on assessment of students’ attainment of SLTs and will be averaged with their Professional Practice score to determine their final rating.
20 Calculating the Student Growth Score At the end of the instructional period, the evaluator will score each SLT according to the Scoring Plan. The HCIS system will average the scores to yield the final Student Growth Score. At the end of each SLT period (typically the end of school year), evaluators will review student performance data to determine each SLT score (based on the scoring plan). The SLTs for each teacher will be averaged to provide the student growth component of the total Compass score. SLT #1:3 SLT #2:2 Student Growth Score:2.50