Presentation on theme: "Annual UMES Summer Institute “Making the Adjustment” Student Learning Objectives 1."— Presentation transcript:
Annual UMES Summer Institute “Making the Adjustment” Student Learning Objectives 1
State Teacher Evaluation Model Professional PracticeStudent Growth Planning and Preparation 12.5% Instruction 12.5% Classroom Environment 12.5% Professional Responsibilities 12.5% Elementary/Middle School Teacher Two Tested Areas 20% MSA Lag Measure based on 10% Reading and 10% Math 15% Annual SLO Measure as determined by priority identification at the district or school level 15% Annual SLO Measure as determined by priority identification at the classroom level Elementary/Middle School Teacher One Tested Area 20% MSA Lag Measure based on either 20% Math or 20% Reading 15% Annual SLO Measure as determined by priority identification at the district or school level 15% Annual SLO Measure as determined by priority identification at the classroom level K-12 Non-Tested Area/Subject Teachers 20% SLO Lag Measure based on School Progress Index Indicators ( Achievement, Gap Reduction, Growth, College and Career Readiness), Advanced Placement Tests, or similarly available measures 15% SLO Measure as determined by priority identification at the district or school level 15% Annual SLO Measure as determined by priority identification at the classroom level High School Teacher Tested Subjects 20% SLO Lag Measure based on HSA Algebra, HSA English 2, HSA Biology, or HSA American Government and including an HSA data point 15% Annual SLO Measure as determined by priority identification at the district or school level 15% Annual SLO Measure as determined by priority identification at the classroom level 50 % Qualitative Measures Domain percentages proposed by LEA and approved by MSDE or 50 % Quantitative Measures As defined below or DRAFT 6/6/13
A Student Learning Objective (S.L.O.) is… … an instructional goal… for specific students…for a specific time interval Focused on the most valuable learning Based on the most current student data Aligned to current curriculum standards Specific and measurable Adapted from New York State District-wide Growth Goal Setting Process – Road Map for Districts
5 Objective Summary Statement Summary of goal Data Review & Baseline Evidence Data sources Instructional starting point for students Student Population Student sub groups Performance level/grade level Learning Content Critical content, skill mastery Instructional Interval Length of time the teacher has for instruction to meet the target Target Projected student performance levels Rationale for appropriateness and rigor of target Evidence of Growth Measures that document growth toward target Strategies Methods of instruction that support student growth Teacher Professional Development and Support Resources/assistance to increase instructional effectiveness SLO COMPONENTS
Student Learning Objectives Can be used for teachers in both tested and non- tested areas Teachers have 2 or 3 SLOs, principals may have more High school teachers in tested areas and high school principals must have one SLO with HSA as a data point Recommend use of team, grade or content SLO Recommend alignment of teacher and principal SLOs with school and district improvement plans
STEP 1 - Professional Development STEP 2 - Data Review STEP 3 – SLO Development STEP 4 - Review and Approval Conference STEP 5 - Mid-Interval Conference STEP 6 - Final SLO Review STEP 7 – Integration of SLO Results STEP 8 – Next Steps SLO Process 7
Ensure evaluator accountability SLO Quality Assurance Domains 1.Priority of Standard 2.Quality of Measure & Evidence 3.Rigor of Target 4.Action Plan Student Learning Objectives Quality Assurance 8
Quality Assurance Domains Priority of Standard The content is aligned to common core, international, national, state, local or industry recognized standards. The skills and/or knowledge is critical for advancement to future coursework (i.e. if students do not master the standards, they will not be able to progress to the next level). The content reflects school and district priorities. The scope of the content is appropriate for the length of the instruction interval.
10 System Master Plan Goal All students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. School Improvement Goal To increase the percentage of students meeting proficiency in Grade 2 by at least 12.6% in order to meet or exceed the reading benchmark of 85% as measured by mClass data. Student Learning Objective At least 80% of my students will meet or exceed the benchmark of 85% as measured by mClass data. Establish Priority of Standard
Quality Assurance Domains Quality of Measure & Evidence The source(s) of evidence provides the data you need to determine if the target has been met. The measure(s) is aligned to the standards and provides evidence relative to the target. The measure is appropriate for the student population. The measure meets the criteria established by the state, district or school.
12 Quality Assurance Domains Rigor of TargetThe target is anchored in baseline data including historical data (i.e. district, school and student level data) and multiple measures if possible. The rationale explains how the rigor and attainability of the numerical target were determined. For example, the target is based on the past performance of students or the expectation of a year’s growth or the mastery of a standard or incremental improvement. The numerical target represents an appropriate amount of student learning for the interval of instruction. If appropriate, the SLO differentiates targets for individuals or groups of students based on baseline data so that all targets are rigorous yet attainable.
Quality Assurance Domains Action PlanThe selected instructional strategies support students in reaching the target for this SLO. The identified professional development supports the successful implementation of the SLO.
Frame evaluation process as part of the continuous improvement process Align State – District - School goals with S.L.O. goals Connect S.L.O process with other aspects of good teaching Integrate S.L.O. training with Common Core and other curricular training Integrate S.L.O. development with existing data review/analysis processes Provide opportunities for collaboration 14 Making the Connections
Teacher & Principal Evaluation System programs/tpe Dr. Linda Burgee: 15 Student Learning Objectives Additional Resources