1. South Dakota Student Learning Objectives Enter Your Name Here!

2. Agenda Introductions and welcome 4-Corners Activity Review Teacher Effectiveness System What is an SLO How do I write one? Practice and Peer Review 4-Corners Activity

3. Welcome!! Who are we? Who are you? Introduce yourself at your table – Why did you go into teaching? – What do love about teaching? – What makes you excited about your future in teaching? lightb lb moments educator

4. Why are we here? At your tables… – Why do you THINK we are here? – What is the BIG idea in moving to SLO’s? Is this really new? Not really…. Student Growth – moving kids forward Reason we’ve gone into teaching

5. ChallengeChallenge If it doesn’t Y O U It doesn’t ChangeChange Y O U

8. 4 CORNERS! Let’s ?

9. 4 Corners 1.I know what an SLO is. 2.I know how an SLO connects to teacher evaluation. 3.I know how growth ratings are calculated. 4.I know how to establish baseline data and determine growth. 5.I understand the four steps of the SLO process. 6.I know the components of a SMART goal. 7.I can determine the quality of an SLO Quality Checklist.

10. Outcomes Today – I know what an SLO is. – I know how SLOs connect to teacher evaluation. – I know how growth ratings are calculated. – I know how to establish baseline data and determine growth. – I understand the 4 steps of the SLO process. – I know the components of a SMART goal. – I can determine the quality of an SLO Quality Checklist.

11. Chunking today – I know what an SLO is. – I know how SLOs connect to teacher evaluation. – I understand the 4 steps of the SLO process. – I can determine the quality of an SLO Quality Checklist. – I know the components of a SMART goal. – I know how growth ratings are calculated.

12. Norms for the Day Listen with Engagement Honor Each Other’s Thinking Honor Private Think Time Everyone has a Voice Be Respectful of all Comments Limit Side Conversation Take Care of Your Needs Cell Phones Off/Vibrate

13. Parking Lot Question “protocol” today Write questions on sticky notes Place on parking lot poster Claim question off the board that you can answer. We will answer them at end of day

14. CHUNK 1 SLO PROCESS

15. A Little Bit of History South Dakota’s work to develop meaningful educator effectiveness systems is united by a common aspiration: To improve instruction and student learning. – The 2010 Teacher Standards Workgroup – Adopted Charlotte Danielson Framework for Teaching now known as The SD Framework for Teaching – The 2011-2012 Teacher Standards Pilot Districts – The 2012 Teacher Evaluation Workgroup – The SD Commission of Teaching and Learning – The 2013-2014 Teacher Effectiveness Pilot participants – The 2013-2014 Principal Effectiveness Pilot participants – The University of South Dakota

16. More History… Evaluations in the past in SD Teacher evaluation and NCLB waiver SD Teacher Effectiveness Model: 2 parts – Professional practice (SD Framework for Teaching) – Student Growth How does it all fit together?

17. Objectives of Teacher Evaluation 1. The purpose of the teacher evaluation is to continually improve instruction and student learning. 2. The evaluation process encourages professional teacher‐administrator relationships as a basis for structuring meaningful, in‐depth dialogue focused on student learning. 3. The evaluation process uses multiple measures of teaching practice and student growth to meaningfully differentiate teacher performance. 4. The evaluation process communicates clearly defined expectations and provides regular, timely and useful feedback that guides professional growth for teachers. 5. The evaluation process is a fair, flexible, and research‐based mechanism to create a culture in which data drives instructional decisions. 6. The evaluation process will be used to inform personnel decisions.

18. Summative Rating Matrix Professional Oversight: Is the rating fair and accurate based on the evidence and data shared by the teacher Determining Teacher Effectiveness Using multiple measures of professional practice and student learning Domain 1Domain 2Domain 3Domain 4 Planning and Preparation Classroom Environment Instruction Professional Responsibilities Classroom Observations and Evidence of Effective Practice Components from Each of the 4 Domains At Least 8 Components Chosen Based on District or School Priorities South Dakota Framework for Teaching Student Growth SLOs State Assessments (as one measure if available) District Assessments Evaluator-Approved Assessments Professional Practice RatingGrowth Rating Below ExpectationsMeets ExpectationsExceeds Expectations Differentiated Performance Categories

19. Summative Rating Matrix Professional Oversight: Is the rating fair and accurate based on the evidence and data shared by the teacher Determining Teacher Effectiveness Using multiple measures of professional practice and student learning Domain 1Domain 2Domain 3Domain 4 Planning and Preparation Classroom Environment Instruction Professional Responsibilities Classroom Observations and Evidence of Effective Practice Components from Each of the 4 Domains At Least 8 Components Chosen Based on District or School Priorities South Dakota Framework for Teaching Professional Practice Rating Below ExpectationsMeets ExpectationsExceeds Expectations Differentiated Performance Categories Student Growth SLOs Growth Rating SLOs State Assessments (as one measure if available) District Assessments Evaluator-Approved Assessments

20. Summative Scoring Matrix Summative Teacher Effectiveness Rating Categories Below Expectations Meets Expectations Exceeds Expectations Judgment Rating Subject to Review Judgment Rating Subject to Review ✪

21. Teacher A Summative Teacher Effectiveness Rating Categories Below Expectations Meets Expectations Exceeds Expectations Judgment Rating Subject to Review Judgment Rating Subject to Review ✪

22. Teacher B Summative Teacher Effectiveness Rating Categories Below Expectations Meets Expectations Exceeds Expectations Judgment Rating Subject to Review Judgment Rating Subject to Review ✪ Judgment Rating Subject to Review Judgment Rating Subject to Review

23. Teacher C Summative Teacher Effectiveness Rating Categories Below Expectations Meets Expectations Exceeds Expectations Judgment Rating Subject to Review Judgment Rating Subject to Review ✪ Judgment Rating Subject to Review Judgment Rating Subject to Review

24. Multiple Measures Domain 1 Domain 2 Domain 3 Domain 4 Professional Practice Student Learning Objectives Assessment Data Student Growth

25. Student growth is defined as a positive change in student achievement between two or more points in time. Using a measure of student growth – as opposed to using student achievement results from a single test delivered at a single point in time – is more reflective of the impact an individual teacher has on student learning. Student Learning Objective A Student Learning Objective is a teacher-­‐driven goal or set of goals that establish expectations for student academic growth over a period of time. The specific, rigorous, realistic and measurable goal(s) must be based on baseline data and represent the most important learning that needs to occur during the instructional period. SLOs are aligned to applicable Common Core, state or national standards. Let’s Define It!

26. A minimum of 1 SLO per teacher is required. (a) Provides instruction to any grade, kindergarten through grade twelve, or ungraded class or who teaches in an environment other than a classroom setting; (b) Maintains daily student records; (c) Has completed an approved teacher education program at an accredited institution or completed an alternative certification program; (d) Has been issued a South Dakota certificate; and (e) Is not serving as a principal, assistant principal, superintendent, or assistant superintendent.

27. http://www.youtube.com/watch?v=8cCiqbSJ9fg

28. SLO’s: Like Walking Up A Staircase… Daily Learning Outcomes/targets Progress Update SLO COMPLETE

29. Vocabulary Check Student Learning Objective Student Learning Target/Outcome Baseline Assessment Progress Update Summative Assessment

30. Sample Growth Goal For the 2013-14 school year, 90% of my students will make the end of the year benchmark as measured by the DIBELS Next and DAZE assessments. This example is the end result of working through the SLO process.

31. SLO Process Guide

32. Flexible Timeline, amount of growth, type, assessment Between Teacher and Evaluator Collaborative Reflect Best Practice Focused

33. Chunking today – I know what an SLO is. – I know how SLOs connect to teacher evaluation. – I understand the 4 steps of the SLO process. – I can determine the quality of an SLO Quality Checklist. – I know the components of a SMART goal. – I know how growth ratings are calculated.

34. Our Training SLO By the end of the day all participants will show growth, and 80% of our intensive (no tools, no clue) will grow at least one level as measured by 4 Corners. 4321 I know what an SLO is. I know how an SLO connects to teacher evaluation. I know how growth ratings are calculated. I know how to establish baseline data and determine growth. I understand the four steps of the SLO process. I know the components of a SMART goal. I can determine the quality of an SLO Quality Checklist.

35. Walk, Talk, Process

36. CHUNK 2 SLO PROCESS

37. SLO Development SLO Approval Ongoing Communication Prepare for Summative SLO Process Guide Prioritize Learning Content What do I want my students to be able to know and do? Prioritize Learning Content What do I want my students to be able to know and do? Analyze data and develop baselines Where are my students starting? Analyze data and develop baselines Where are my students starting? Select or develop an assessment What assessments are available? Select or develop an assessment What assessments are available? Write growth goal What can I expect my students to achieve? Write growth goal What can I expect my students to achieve? The SLO Process

38. Process Time line SLO Development Aug.-Oct SLO Approval Fall Progress Update End of SLO year/semest er mtg with evaluator

39. SLO Development SLO Approval Ongoing Communication Prepare for Summative SLO Process Guide Prioritize Learning Content What do I want my students to be able to know and do? Prioritize Learning Content What do I want my students to be able to know and do? Analyze data and develop baselines Where are my students starting? Analyze data and develop baselines Where are my students starting? Select or develop an assessment What assessments are available? Select or develop an assessment What assessments are available? Write growth goal What can I expect my students to achieve? Write growth goal What can I expect my students to achieve? Step 1

40. SLO Development SLO Approval Ongoing Communication Prepare for Summative SLO Process Guide Prioritize Learning Content What do I want my students to be able to know and do? Prioritize Learning Content What do I want my students to be able to know and do? Analyze data and develop baselines Where are my students starting? Analyze data and develop baselines Where are my students starting? Select or develop an assessment What assessments are available? Select or develop an assessment What assessments are available? Write growth goal What can I expect my students to achieve? Write growth goal What can I expect my students to achieve? Step 2

41. 2. SLO Approval Teacher submits a completed SLO process guide to Evaluator Evaluator schedules meeting with teacher – At least one face to face meeting – May take place during other evaluation/related meeting Clearly identify information needed to determine SLO quality (SLO Checklist) including amount and type of data – Identify revision window if needed Teacher and Evaluator mutually agree on SLO and approve

42. SLO Development SLO Approval Ongoing Communication Prepare for Summative SLO Process Guide Prioritize Learning Content What do I want my students to be able to know and do? Prioritize Learning Content What do I want my students to be able to know and do? Analyze data and develop baselines Where are my students starting? Analyze data and develop baselines Where are my students starting? Select or develop an assessment What assessments are available? Select or develop an assessment What assessments are available? Write growth goal What can I expect my students to achieve? Write growth goal What can I expect my students to achieve? Step 3

43. 3. Ongoing Communication Describe student progress toward the growth goal. If necessary, document changes in strategy. If justified, describe changes to the SLO

44. SLO Development SLO Approval Ongoing Communication Prepare for Summative SLO Process Guide Prioritize Learning Content What do I want my students to be able to know and do? Prioritize Learning Content What do I want my students to be able to know and do? Analyze data and develop baselines Where are my students starting? Analyze data and develop baselines Where are my students starting? Select or develop an assessment What assessments are available? Select or develop an assessment What assessments are available? Write growth goal What can I expect my students to achieve? Write growth goal What can I expect my students to achieve? Step 4

45. 4. Prepare for Summative Make sure your principal has adequate time to determine rating prior to your summative meeting. Teachers: consider self scoring and reflect to guide conversation during summative meeting Assessment data may be used as evidence/artifacts for SD Framework.

46. Chunking today – I know what an SLO is. – I know how SLOs connect to teacher evaluation. – I understand the 4 steps of the SLO process. – I can determine the quality of an SLO Quality Checklist. – I know the components of a SMART goal. – I know how growth ratings are calculated.

47. Walk, Talk, Process

48. HOW DO I WRITE AN SLO? Chunk # 3

49. SLO Development SLO Approval Ongoing Communication Prepare for Summative SLO Process Guide Prioritize Learning Content What do I want my students to be able to know and do? Prioritize Learning Content What do I want my students to be able to know and do? Analyze data and develop baselines Where are my students starting? Analyze data and develop baselines Where are my students starting? Select or develop an assessment What assessments are available? Select or develop an assessment What assessments are available? Write growth goal What can I expect my students to achieve? Write growth goal What can I expect my students to achieve? The SLO Process

50. What do I want my students to know and be able to do? – Identify the core concepts and standards. What resources might you use to determine big/essential ideas? – i.e. blueprints, disaggregated standards, curriculum maps, power standards, national standards, content standards and common core standards – Know your timeline for instruction

51. Pull out your sample SLO Write SLOMonitor Determine

52. Open Blank Process Guide Keep it open and ready

53. UNDERSTANDING THE SLO PROCESS GUIDE

54. Prioritizing Learning Content Pre-test Last years end of year data Statewide summative data Trend data District assessment data Other…

55. Group Work! Prioritizing Learning Content

56. Where are my students starting? 1. Gather and analyze data to determine how well prepared students are to learn core concepts. – Know your students – Consider which students will be addressed by this SLO – Consider special needs and behaviors

57. Identify Student Population Behavior Issues? What will effect the most students? Know your kids! Learning disabilities ELL?

58. Identify Student Population Group Work

59. Interval of Instruction The School Year? How long will you measure the growth? Other? A Semester Class? 9 weeks?

60. Interval of Instruction Group Work

61. What Assessments are Available? Select or develop an appropriate assessment to measure student learning and growth. Content assessed at baseline is comparable to content assessed at the end of instruction Describe how the goal attainment will be measured.

62. Is Assessment Appropriate? Aligned to priority content & standards Measures what it was designed to measure Produces accurate and consistent picture of what student know & do Gives sufficient time to administer and generates data in a timely fashion

63. “More Common” = More Widely Used STATE MANDATED ASSESSMENTS This category includes assessments mandated for use statewide and includes assessments required by state and federal law. Examples: Smarter Balanced Assessment, Dakota Step Science Assessment (or the state- required science assessment) COMMON STATE AND DISTRICT ASSESSMENTS This category includes assessments not mandated for state use but are widely used by several districts and schools. Assessments in this category include commercially available assessments, district-developed pre- and post-tests or course-level assessments. Assessments could also take the form of established rubric-scored performance-based assessments. Examples: Assessments available through the South Dakota Assessment Portal, End-of- Course Exams, Write-to-Learn, WIDA-Access Placement Test (English-Language learners), National Career Readiness Certificate, DIBELS, AP Exams, STARS reading/math, MAPS, AIMS Web, CTE Performance Contests/Judging. TEACHER-DEVELOPED ASSESSMENTS This category of assessments includes classroom assessments used by a single course for a particular teacher. More Common Less Common

64. Analyze Data & Develop Baseline Where are my students starting? Bring in multiple measures if possible. These scores are expected to be low! State the scores. Name the assessments used.

65. Group Work

66. Select or Develop an Assessment After looking at all data – choose one assessment for your SLO. Where did you get the assessment? How does this assessment connect to the content?

67. Group Work Select or Develop an Assessment

68. What can I expect my students to achieve? Leads to the development of student growth objectives with a strong rationale supporting why the objectives are appropriate. How will I help my students obtain the goal?

69. The SMART Process A Format for Developing SLOs S Specific The goal addresses student needs within the content. M Measurable An appropriate instrument or measure is selected to assess the goal. A Appropriate The goal is standards- based, needs- focused (and directly addresses all students) R Realistic & Rigorous The goal is attainable and stretches student learning. T Time-bound The goal is contained to a single school year/course.

70. (Smart) Specific Does the SLO state exactly what learning content needs to be addressed and the specific standards to which the learning content relates? Is the learning content aligned to Common Core State Standards, state content standards or credible national standards?

71. (sMart) Measurable Standards-based assessment? Comparable across classrooms? Measures are stated by increases in: – Rate, – Percentage, – Number, – Level of performance, – Rubric standards, – Gain Score or – Other ways…

72. (smArt) Appropriate Was the SLO developed using baseline data that is comparable between the beginning and end of the instructional period? Is the SLO directly related to a teacher’s subject, grade-level and students? For a Class Mastery Goal, does the goal include all students in the class or course? For a Differentiated Growth Goal, does the goal include a growth goal for all groups of students?

73. (smaRt) Realistic & Rigorous Does the SLO contain a growth goal that identifies expected student growth that stretches the outer boundary of what is attainable? Is the SLO rigorous when compared to SLOs established by teachers in similar grades/subjects?

74. (smarT) Time-bound Does the SLO have a time frame for accomplishing the measurable objective? Is there ongoing progress monitoring data for adjusting the learning experience toward the goal? Is the data collected between 2 points in time, as close to beginning and ending of course as possible?

75. REMEMBER… REMEMBER: The Smart Goal is one component of the entire SLO.

76. Establishes tiered expectations for student growth for groups of students. The educators define what growth looks like for each group of students. Growth Goals Differentiate d Growth Based on quality baseline data and educator- determined definition of mastery. Goal is structured based on percent of students attaining mastery. Class Mastery Teams of teachers agree to work collaboratively and share responsibility for student learning for a content area, grade level or school. Shared Performanc e

77. Growth Goal Use the SMART goal format. How far can you take students from where they start? Rubric standard, gain scores, or other…. Can be measured using rate, percentage, number, Level of performance, Mastery

78. Growth Goal Differentiated Differentiated Growth: For the 2013-2014 school year, 80% of intensive students will move to strategic or benchmark, 90% strategic students will move to benchmark, and 100% of benchmark students will improve scores within benchmark as measured by the DIBELS Next and DAZE assessments.

79. Growth Goal Shared Performance Shared Performance: Classroom A: By the end of the 2013-2014 school year, 85% of second grade students at Anywhere Elementary School will be at benchmark as measured by the DIBELS Next and DAZE Assessments. Classroom B: By the end of the 2013-2014 school year, 76% of second grade students at Anywhere Elementary School will be at benchmark as measured by the DIBELS Next and DAZE Assessments. Classroom C: By the end of the 2013-2014 school year, 90% of second grade students at Anywhere Elementary School will be at benchmark as measured by the DIBELS Next and DAZE Assessments.

80. Growth Goal Group Work

81. Provide Rational Why this goal? How does this benefit student learning? Defend your choice!

82. Provide Rational Group Work

83. Learning Strategies What’s the plan for success? How will you help? Tutor time? Will others be involved? Will you use groups?

84. Learning Strategies Group Work

86. Step 2 Meet with the evaluator Can meet with groups of teachers to discuss SLOs at one time. Sign and date! Explain your data and growth plan. Revise if necessary

87. SLO Development SLO Approval Ongoing Communication Prepare for Summative Answer 4 questions Prioritize Learning Content What do I want my students to be able to know and do? Prioritize Learning Content What do I want my students to be able to know and do? Analyze data and develop baselines Where are my students starting? Analyze data and develop baselines Where are my students starting? Select or develop an assessment What assessments are available? Select or develop an assessment What assessments are available? Write growth goal What can I expect my students to achieve? Write growth goal What can I expect my students to achieve? The SLO Process

88. Progress Update How will you know where your kids are at? On track? Same assessment? Informal data?

89. Strategy Modification Do I need to adjust? Change up instructional strategies? Keep on keeping on?

90. SLO Adjustment Any reason to change the goal? Did circumstances change? Revise if needed. Sign and Date

91. SLO Development SLO Approval Ongoing Communication Prepare for Summative Answer 4 questions Prioritize Learning Content What do I want my students to be able to know and do? Prioritize Learning Content What do I want my students to be able to know and do? Analyze data and develop baselines Where are my students starting? Analyze data and develop baselines Where are my students starting? Select or develop an assessment What assessments are available? Select or develop an assessment What assessments are available? Write growth goal What can I expect my students to achieve? Write growth goal What can I expect my students to achieve? The SLO Process

92. Teacher Student Growth Rating PERFORMANCE CATEGORY DESCRIPTION Low Less than 65% goal attainment Expected 65% to 85% goal attainment High 86% to 100% percent attainment

93. Scores for 90% Goal Sample SLO: At the end of the term, all students will show measurable progress in HS Chemistry as shown by the American Chemical Society National High School Final Exam. 90% of all students will obtain a score of 26 or better on the exam. (26 is considered average). Low Less than 65% goal attainment (Less than 59%) Expected 65% to 85% goal attainment (59% - 76%) High 86% to 100% percent attainment (77% - 90%)

94. Scores for 90% Goal Sample SLO: At the end of the term, all students will show measurable progress in HS Chemistry as shown by the American Chemical Society National High School Final Exam. 70% of all students will obtain a score of 26 or better on the exam. (26 is considered average). Low Less than 65% goal attainment (Less than 46%) Expected 65% to 85% goal attainment (46% - 59%) High 86% to 100% percent attainment (60% - 70%)

95. Step 4 Figure where your scores must be according to your growth goal. For example: For 80% growth – use the formula. Low growth is less than 65% High growth is 86-100% of your goal Expected growth is 65 – 85% For the 2013-2014 school year, I can expect measurable growth for all of my students in fiction/non fiction stories/texts. 80% of my students will be at benchmark as measured by the DIBELS Next and DAZE assessments.

96. High Growth This teacher made high growth! Even though she wanted 80% - her average was 79%. Don’t forget to celebrate! The high growth range for 80% is 69- 80%

97. Professional Growth Detail what you learned! What needs to change for next year? What support can be provided?

98. Principal Student Growth Rating PERFORMANCE CATEGORYDESCRIPTION Low Less than 80% of teachers earned expected growth Expected80-90% of teachers earned expected growth High91-100% of teachers earned expected growth

99. Chunking today – I know what an SLO is. – I know how SLOs connect to teacher evaluation. – I understand the 4 steps of the SLO process. - I can determine the quality of an SLO Quality Checklist. – I know the components of a SMART goal. – I know how growth ratings are calculated.

100. Walk, Talk, Process

101. PEER REVIEW Chunk # 4

102. Walk and share your sample SLO Using sticky notes – Positive comments – Clarifying questions

103. Peer Review Pull out your SLO Quality Checklist Read it closely Develop at least 1: – Question – Comment – Observation

104. Your Task Open your SLO Sample Folder With your elbow partner, select a sample Read your sample closely and using the Checklist and assess the quality When you complete your sample, find a new partner and select a new sample Assess the sample with your new partner

105. Parking Lot Activity Are there any post its left? Does anyone have a post it they can answer?

106. Chunking today – I know what an SLO is. – I know how SLOs connect to teacher evaluation. – I understand the 4 steps of the SLO process. - I can determine the quality of an SLO Quality Checklist. – I know the components of a SMART goal. – I know how growth ratings are calculated.

107. Objectives of Teacher Evaluation 1. The purpose of the teacher evaluation is to continually improve instruction and student learning. 2. The evaluation process encourages professional teacher‐administrator relationships as a basis for structuring meaningful, in‐depth dialogue focused on student learning. 3. The evaluation process uses multiple measures of teaching practice and student growth to meaningfully differentiate teacher performance. 4. The evaluation process communicates clearly defined expectations and provides regular, timely and useful feedback that guides professional growth for teachers. 5. The evaluation process is a fair, flexible, and research‐based mechanism to create a culture in which data drives instructional decisions. 6. The evaluation process will be used to inform personnel decisions.

108. 4 CORNERS! Let’s ?

109. 4 Corners 1.I know what an SLO is. 2.I know how an SLO connects to teacher evaluation. 3.I know how growth ratings are calculated. 4.I know how to establish baseline data and determine growth. 5.I understand the four steps of the SLO process. 6.I know the components of a SMART goal. 7.I can determine if an SLO meets SD criteria.

110. Did we meet our SLO? By the end of the day all participants will show growth, and 80% of our intensive (no tools, no clue) will grow at least one level as measured by 4 Corners.

111. Our Training SLO By the end of the day all participants will show growth, and 80% of our intensive (no tools, no clue) will grow at least one level as measured by 4 Corners. 4321 I know what an SLO is. I know how an SLO connects to teacher evaluation. I know how growth ratings are calculated. I know how to establish baseline data and determine growth. I understand the four steps of the SLO process. I know the components of a SMART goal. I can determine if an SLO meets SD criteria.

112. CLOSURE Thanks! Enter your rock star names here!