1. STUDENT LEARNING OBJECTIVES PART 1: AN OVERVIEW LEADING CHANGE 2014 VIRGINIA STODOLA & SUSAN POOLE EFFECTIVE TEACHERS AND LEADERS UNIT

2. OBJECTIVES To Gain Knowledge About Using Student Learning Objectives Within A Teacher’s Evaluation To Determine Next Steps To Implementing The SLO Process

3. MULTIPLE SOURCES OF DATA

4. ACKNOWLEDGEMENTS ADE would like to acknowledge the help and support provided by: Colorado Dept. of Education Georgia Dept. of Education Indiana Dept. of Education Ohio Dept. of Education Rhode Island Dept. of Education Center for Great Teachers and Leaders Education Council The Council of Chief State School Officers The Reform Support Network WestEd Comprehensive Center, Empirical, and RELWest 4

5. HOW ARE GROUP B TEACHERS CURRENTLY EVALUATED IN YOUR LEA? CTE

6. EDUCATOR EVALUATION & SUPPORT SYSTEM 6 AzCCRS Assessments Teaching Performance Student Academic Progress Surveys

7. HOLISTIC VIEW OF TEACHER EFFECTIVENESS AND USE OF MULTIPLE MEASURES: Teaching Performance: Planning and Preparation The Classroom Environment Instruction Professional Responsibilities Teaching Performance: Planning and Preparation The Classroom Environment Instruction Professional Responsibilities Student Academic Progress Achievement Growth College and Career Ready Surveys Student Survey Parent Survey Peer Review Self-Reflection

8. STUDENT ACADEMIC PROGRESS 8

9. Student Efficacy: Attendance and Graduation Rates- Lag Data Current Year Data for Achievement and Growth STUDENT ACADEMIC PROGRESS DATA

10. GROUP A TEACHERS Arizona Framework For Measuring Educator Effectiveness – April 2011 10 Elementary Teachers Grades 2-6 Special Education Teachers Math & English Grades 9-10 Science Teachers Grades 4, 8, & 10 Reading and Math Interventionists

11. GROUP B TEACHERS Arizona Framework For Measuring Educator Effectiveness – April 2011 11  CTE  Performing Arts  Computers  P.E.  Gr. K-1 Elementary  Gr. 7-10 Social Studies  Gr. 7 & 9 Science  Gr. 11-12 All Subjects

12. SO WHY USE SLOS? SLOs are one way to assess teacher impact on student performance that involves the teacher in the process of goal setting, monitoring, and assessing of student progress within the expertise of their own content area. 12

13. WHAT IS A STUDENT LEARNING OBJECTIVE? What They Are Classroom level measures of student growth and achievement Over the entire course Standards based content Specific & Measurable What They Are Not Individual lesson objectives Units of study Teaching to the test 13

14. PLANNING A SYSTEM OF SUPPORT TO MEASURE GROWTH Determining Prior Knowledge Instruction & Assessments Setting Growth Targets Interventions Collecting Data

15. SLO PROCESS-ADE MODEL 1. Determining Students’ Preparedness 2. Choosing Quality Assessments 3. Setting SLO Targets 4. Monitoring and Adjusting Instruction 5. Establishing Summative Score What do we expect students to learn? How will we know if students have learned it? What will we do if they don’t learn it? What will we do if they already know it?

16. Students who start the course having already mastered significant key knowledge and skills Students who start the course appropriately prepared to meet the demands of the course Students who are in need of an intensive intervention having yet to master prerequisite knowledge and skills DETERMINING STUDENTS’ LEVELS OF PREPAREDNESS

17. 75%

18. Full Knowledge of Standard SLO ACHIEVEMENT STATEMENT 18 75% Our expectation is that all students should at least reach this threshold 100% STANDARDS The reality is that some will surpass and some will fall short so the rubric will compensate for adjustment.

19. 19 SLO Summative Rubric Achievement and Growth Score 4321 100% - 90% of the students met the SLO 89% - 80% of the students met the SLO 79% - 60% of the students met the SLO Less than 60% of students met the SLO

20. MUSIC SLO ACHIEVEMENT STATEMENT 90% of music students will reach the proficiency level of (3) on the LEA-developed music performance rubric by May 2015. 20

21. 80% of 8 th grade students will score at least a 75% on the end-of-course 8 th Grade Social Studies final by May 2015.

22. POSITIVE MESSAGING QuestionMessage “Why focus on “mastery” or “proficiency” of the content for Group B Teachers?

23. SLO GROWTH STATEMENT A measure of student growth between two points in time in order to master the standards in the content area and to close the achievement gap. 23

24. OPTION #1: LEVELS OF PREPAREDNESS GROWTH APPROACH 24

25. OPTION #1: LEVELS OF PREPAREDNESS GROWTH APPROACH High Level of Preparedness All students will increase their growth score by at least 45 % Adequate Level of Preparedness All students will increase their growth score by at least 55 % Low Level of Preparedness All students will increase their growth score by at least 65 %

26. Differentiates the amount of growth for each individual student based on a prescribed formula and/or rubric Option #2: Individualized Growth Statement

27. FIRST GRADE DIBELS SLO INDIVIDUALIZED GROWTH STATEMENTS Each of the targeted students will move over at least one category on DIBELS by May 2015. 27

28. JIGSAW ACTIVITY 1.How do SLOs benefit students? How could using SLOs improve student learning? 2.How do SLOs benefit teachers? Why are they worth the effort? 3.How do SLOs benefit principals? Why should principals prioritize SLO implementation?

29. CHOOSING QUALITY ASSESSMENTS

30. 30 State-Wide Assessments (i.e., AIMS, Stanford 10, AIMS A, AZELLA) Content Assessments (Purchased) Department/Grade Level Developed Teacher Developed Performance Based Level of Confidence Alignment to AZCCR and State Assessments Alignment to AZCCRS and State Assessments Assessment Quality Check!

31. VALIDITY AND RELIABILITY Valid: An assessment is valid when the test items are representative of the actual skills/concepts taught and is administered consistently. Reliable: A reliable assessment provides consistent results across different administrations, thus yielding similar results on different occasions.

32. LIFE OF AN ASSESSMENT 32 Valid & Reliable Assessment 1 st Administration No validity or reliability Highly confident of validity and reliability

33. NOT YET READY MOVING TOWARDS READINESS READY TO IMPLEMENT SLOs The LEA has a limited number of high-quality assessments available. The LEA is working to develop more high-quality baseline assessments, end- of-course assessments, and formative assessments. The LEA has high- quality common assessments for all grades and subjects. 33 PARTNER DISCUSSION REFLECT ON YOUR LEA/SITE’S CURRENT ASSESSMENTS

34. 34 IMPLEMENTATION TIMELINE Determine Level of Preparedness Choose Assessment Collect Baseline Data Set SLOs First Quarter July-Sept. Monitor Progress Refine Instructional Strategies First Observation Conference Mid-Year Conference Second/Third Quarter Sept.-March Collect Data Summative Evaluation & Conference Fourth Quarter April-May

35. 35 All staff demonstrates a shared commitment to implementing the SLO process with fidelity. Adapted from Great Teachers and Leaders SLO Implementation Continuum SHARED VISION

36. WHERE ARE WE ON THE SLO PROCESS? 36 Not yet ready Moving toward the goal Ready to Implement

37. NEXT STEPS Discuss what your next steps will be in implementing the SLO process.

38. STAY TUNED FOR THE DEEPER DIVE SESSION II 11:30 – 1:00

39. CONTACT INFORMATION Susan Poole, Education Program Specialist 602-542-8781 Susan.poole@azed.gov Virginia Stodola, Education Program Specialist 602-364-3552 Virginia.stodola@azed.gov Steve Larson, Education Program Specialist 602-542-3532 Steve.larson@azed.gov Yating Tang, Director of Program Evaluation, Research and Evaluation 602 -364-1977 Yating.tang@azed.gov 39

40. RESOURCES AND SUPPORT Add link to ADE Educator Evaluation Website 40

41. INTEREST CARDS I am interested in receiving technical assistance for: Teacher Evaluation System (All Components)______ Teacher Performance Component_______ Student Academic Progress Component______ Student Learning Objectives (SLOs)_______ Surveys_______ Principal Evaluation System________ 41