1. E DUCATOR E FFECTIVENESS C OACHES September 2014 1

2. WELCOME! Find a partner across the room and swap beginning- of-the-year EE stories!! 2

3. P ROCESS M ANUAL BURNING QUESTIONS 3

4. A RT OF C OACHING JIGSAW 4

5. B REAK We’re going to pull the wall and separate until lunch. 5

6. A RTIFACTS AND E VIDENCE What makes a good artifact? When does an artifact become evidence? Can you identify high-leverage artifacts? 6 DPICESA 6

7. 7

8. 8 We’ll start back at 12:15

9. S UPPORTING COLLEAGUES THROUGH SLO WRITING … Introduction to and nuts and bolts Practice reviewing and vetting Consider the need to document process across all 3 years 9

10. In the typical, 3 year Effectiveness Cycle, the educator will have three SLO processes that inform the final holistic score: Process 10

11. D EFINITION OF SLO 11 Student/School Learning Objectives (SLO) are detailed, measurable goals for student academic growth to be achieved in a specific period of time (typically an academic year), based on prior student learning data, and developed collaboratively by educators and their evaluators. * * The process should also include colleagues, coaches, and peers in the development and review of SLOs, particularly in formative evaluation years.

12. A N SLO IS JUST A SMART GOAL WITH A FANCY NAME ! 12 pecific Goal is focused on specific and key areas of need easurable An appropriate evidence source (assessment tool) is identified to monitor student progress toward the goal ttainable The goal is a stretch but doable in the allotted amount of time esults-based Baseline and target are identified ime-bound There is a clear deadline for the goal S M A R T

13. SLO Process Establish the SLO Goal:  Identify a specific area of need, based on analysis of data.  Assess students.  Select targeted student population.  Establish growth goal.  Create a plan to reach the goal. Step 1 13

14. Gather Evidence of Practice:  Plan and deliver instruction  Assess mastery of learning using ongoing formative assessments.  Revise instructional practices based on student performance Mid-Interval Review:  Assess students  Review and refocus  Make necessary changes Step 2 Step 3 14

15. Continue to Gather Evidence:  Plan and deliver instruction  Assess mastery of learning using ongoing formative assessments.  Revise instructional  practices based on student performance Evaluate Results and Score SLO:  Assess students  Holistically score SLO considering both outcome and process using the Scoring Rubric Step 4 Step 5 15

16. 16 S PECIFIC

17. Important to know and do Worth being familiar with Essential Learning 17

18. G REATEST A REA OF N EED S PECIFIC : H OW DOES A TEACHER IDENTIFY THE G REATEST A REA OF N EED WITHIN HIS / HER OWN CLASSROOM ? Alignment to District Goals School Report Card Building/Local Assessments Quantitative and Qualitative Three-legged stool

19. I S THE SLO FOCUSED ON … — Essential learning that spans the entire length of the course? Rooted in Academic Standards? —Essential learning that can be assessed? — An area of need suggested by the data?

20. T HE T EACHER ’ S D ECISION … All students? All sections? Specific content? Subgroup?

21. 21 M EASURABLE

22. S OME U SEABLE E VIDENCE S OURCES : AIMSweb MAP or STAR Fountas and Pinnell Benchmarking District, department or teacher created assessments with corresponding rubrics

23. List of 20 vocabulary words for each grade School-wide writing scored by rubric(s) Standardized running Records Typical Course Post-assessments Grades Number of students who pass/fail HS courses Ability to model mathematics scored by common rubric across courses and/or grades STAR/MAP 23

24. 24 A TTAINABLE

25. A TEACHER CAN USE THE PAST … 25 to help inform his/her target

26. 26 R ESULTS - FOCUSED

27. Then they set the target – What growth will occur? First they identify the baseline – Where are students starting?

28. 28 T IME - BOUND

29. L ET ’ S LOOK AT A SMART SLO STATEMENT By May, the 12 students who were reading below grade level in September will increase their instructional reading level by 1.5 years as demonstrated by their Fountas and Pinnell Benchmark Assessment level. 29

30. By the end of the school year, 80% of the students in my Physical Science class will demonstrate increased proficiency from September in their ability to evaluate a question to determine if it is testable and relevant (measured by the Snowy River Science Practices Rubric) as follows: ---2 students at advanced will maintain that score ---8 students at proficient will move to advanced ---11 students at basic will move to proficient ---3 students at minimal will move to basic or above 30 O NE M ORE

31. S LO WALKTHROUGH

32. Y OUR TURN : Pair up – review the next SLO using the SLO Process Guide 32

33. Coaching Conversations: Coaching Protocol Consider how this basic protocol might guide your EE conversations. Validate Clarify Stretch & Apply 33

34. Coaching Protocol Language stems to Validate: I see that you’ve done some deep analysis of your student’s work…. I know that generating learning goals around literacy are challenging when you’re not a teacher of a traditional reading course… I notice you’ve included students with a similar need from all of your courses within your target population… Validate 34

35. Coaching Protocol Language stems to Clarify: Tell me a little bit more about your target population… Could you explain your assessment method for monitoring growth around this goal? Would you provide more details around the baseline skills of your target students? Clarify 35

36. Coaching Protocol Language stems to Stretch and Apply: What might be the challenges associated with using a post test as the only assessment for growth? What are some additional strategies you might consider if you’re not seeing the intended growth? Here are a couple of things you might consider trying… Stretch & Apply 36

37. 37 T IME FOR SOME GROUP WORK

38. A FINAL NOTE …  There are basically two kinds of SLOs  Written for targeted group or grade level  Whole school  Neither is inherently better than the other

39. A TAKE - AWAY FOR DISCUSSION IN YOUR SCHOOL OR DISTRICT … 39

40. What are some of the best case scenarios? How do you respond? Now what are some of the worst case scenarios? How do you respond? Best and Worst Case Scenarios By the Effectiveness Coaches of CESA #4 40

41. 41

42. C OMING IN OCTOBER Ann Hoffman…Instructional Coaching Group Instructional Coaching Next online meeting-- Tuesday, Sept. 23, 4:00- 5:00 pm 42