1. Introduction to Student Learning Objectives Spring 2014

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3. 1.Nebraska Pilot Overview 2.SLO Introduction 3.SLO Review Activity 4.SLO Writing Activity 5.Looking Forward: Next Steps 6.Resources Agenda

4. ● A Student Learning Objective (SLO) can be defined as a rigorous, measurable, long-term academic goal for a group of students that teachers use to guide their instructional efforts over a given interval of time. ● A Specialist Program Objective (SPO) is similar in that it is a measurable program improvement goal for a specific interval. What is an SLO/SPO?

5. Training Materials ● We will use this resource to review example SLOs. ● A Laptop computer is also recommended. ● Navigate to: esupdonline.wikispac es.com>Student Learning Objectives esupdonline.wikispac es.com

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7. Timeline for Pilot Schools 2013-2014 School Year 1st Semester – SLO Training 2nd Semester – SLO Implementation Beginning of semester Participating teachers/specialists create SLO/SPO SLO/SPO is approved by administrator Mid semester Teacher and administrator review progress of SLO Adjust if necessary End of semester Review and rate SLO

8. Fall – Teachers/specialists develop and submit SLO SLO is approved by administrator Mid year – Teacher and administrator review progress of SLO End of year – Teacher and administrator review and rate SLO Timeline for Pilot Schools 2014-2015 School Year

9. Fist to Five: Indicate your familiarity with Student Learning Objectives. Connecting Activity Nada. Ta-da!

10. SLO Background

11. An SLO is a ●measurable, long-term academic goal informed by ●available data that a ●teacher or ●teacher team sets at the beginning of the year for ●all students or for ●subgroups of students SLOs as a Measure of Student Growth

12. SLOs help teachers consider: What are the most important skills and content my students must learn? How will I determine if students have learned them? What is a rigorous and attainable target for how much my students should learn? SLOs help teachers realize: The value of pre-assessment. The connection between data and instruction. All students, regardless of their performance level, are capable of demonstrating improvement. SLOs and State Standards:What’s the Connection?

13. When and Why Did We Start Thinking About SLOs as Measures of Student Growth?

14. Many Race to the Top states require or recommend SLOs for at least some teachers. On the basis of Elementary and Secondary Education Act (ESEA) waivers, additional states are considering the use of SLOs. Teacher Incentive Fund grantees were the early adopters and continue to be trailblazers in the use of SLOs. Where Are SLOs Being Used?

15. Use in Districts and States District/StateRequired to Use SLOsUse of SLO Data Austin, TXTeachers and administratorsCompensation & Evaluation Denver, COAll teachersCompensation GeorgiaTeachers in NTGSEvaluation Hazelwood, MOAll teachers in SIG schoolsEvaluation IndianaAll teachers in the default modelEvaluation KentuckyAll teachersEvaluation LouisianaTeachers in NTGSEvaluation MarylandTeachers in NTGSEvaluation McMinnville, ORAll teachersCompensation New Haven, CTTeachers in NTGSEvaluation New YorkTeachers in NTGSEvaluation OhioOffered for all teachers and principalsEvaluation Rhode IslandAll teachersEvaluation WisconsinAll teachersEvaluation Source: Lachlan-Hach é, L., Matlach, L., Cushing, E., Mean, M., & Reese, K. (2013). Student learning objectives: Early lessons from the Teacher Incentive Fund. Washington, DC: Teacher Incentive Fund Technical Assistance Network.

16. What does early research indicate?

17. Teachers reported increased focus on student achievement and data use and increased use of evidence-based practices as a result of the SLO goal- setting process. - Community Training and Assistance Center, 2013; What Works Clearinghouse, 2009 Teachers using SLOs valued the opportunity to analyze data and plan instruction as part of the SLO process and reported feeling “empowered” and taking a more active role in their evaluation after SLOs were implemented. - Donaldson, 2012; TNTP, 2012 What Does Early Research Indicate?

18. Some positive correlations have been found between the quality of SLOs and student achievement and between the number of objectives met by teachers and student achievement, but mixed results point to a need for more research. - Austin Independent School District, 2010; Community Training and Assistance Center, 2013 SLO approaches vary significantly in terms of teacher agency and SLO comparability. - Lachlan-Haché et al., 2013 What Does Early Research Indicate?

19. SLOs reinforce evidence-based teaching practices. can be used with all teachers. are adaptable. encourage collaboration. acknowledge the value of educator knowledge and skill. connect teacher practice to student learning. Why Use SLOs?

20. SLO Evaluation Cycle

21. The SLO Evaluation Cycle Source: Lachlan-Haché, L., Cushing, E., & Bivona, L. (2012). Student learning objectives as measures of educator effectiveness: The basics. Washington, DC: American Institutes for Research. Retrieved from http://educatortalent.org/inc/docs/SLOs_Measures_of_Educator_Effectiveness.pdf

22. I. SLO Development A.Identify core content and standards B.Gather and analyze student data C.Determine the focus of the SLO D.Select or develop an assessment E.Develop a growth target and rationale

23. Nebraska SLO Checklist Why have you chosen this objective? What students will this objective address? What is the content that will be addressed? What is current level of student performance? What do you want students to achieve by the end of the learning interval? How much are your students going to grow? How long is the interval of instruction? What will you do to meet your objective? How are you going to measure student growth?

24. Steps Analyze the student/school population served by the program. Determine priority content. Derive baseline data. Describe the Specialist Program Objective. Set growth/improvement targets. Determine the performance interval. Describe the program improvement strategies. Develop an assessment plan. Nebraska SPO Checklist Specialist Performance Objective

25. 1 2 3 3-2-1 Activity Find a partner and identify Benefits of Student Learning Objectives Actions you need to take Question that you have at this point

26. Student Learning Objective – Teacher Samples

27. Exemplars Student Achievement Goal Setting, pp 87-119 Student Learning Objectives Kindergarten Grade 3 Art Grade 4 Reading Grade 6 P.E. Grade 8 Math Grade 6 Chorus Grade 12 Government Specialist Program Objectives Media School Social Worker Counselor Instructional Coach Literacy Coach Physical Therapist

28. SLOs – Setting Student Growth Targets

29. The type of Growth Target you select should be based on what is most appropriate for students in your setting: Basic Growth Target: all student will improve by the same number of points. Simple Average Growth Target: all students will improve to the halfway point between their pre-assessment score and 100. Tiered Growth Target: all students within a specific performance band (high-middle-low) will improve to a pre- determined score. Advanced Tiered Growth Target: all students within a specific performance band (high-middle-low) will improve to a pre-determined score or by a certain amount of points, whichever is higher. SLO Growth Targets Overview

30. 1. Basic Growth Target All students have the same growth target. Example: All of my students will grow by 20 points by the end of the semester. Examples of SLO Growth Targets

31. 2. Simple Average Growth Calculation Growth targets are determined by a common formula, but each student has a different growth target based on his or her pre-assessment score. Example: Based on the pre-assessment score, students will score halfway between their baseline score and 100. If a student scored 50 on the pre-assessment, the growth target is 75. If a student score 40 on the pre-assessment, the growth target is 70. Examples of SLO Growth Targets

32. 3. Tiered Growth Target Group students together based on their pre- assessment scores. Divide students into three or more categories (low, mid, advanced). Example: Examples of SLO Growth Targets Pre-assessment ScoreGrowth Score 0–45 points65 46–70 points75 71+ points85

33. 4. Advanced Tiered Growth Target Students have a tiered target based on their pre- assessment score. Divide students into three or more categories (low, mid, advanced). Students have to reach the greater of the two targets. Example: Examples of SLO Growth Targets Pre-assessment ScoreGrowth Score 0–45 points65 or +35 points, whichever is greater 46–70 points75 or +15 points, whichever is greater 71+ points85 or +14 points, whichever is greater

34. Student Data Snapshot Student Pre- assessment (out of 100) Post- assessment (out of 100) Growth Target Growth Met Growth Target? Student A 2048+28+20YES Student B 2449+25+20YES Student C 2840+12+20NO Student D 4555+10+15NO Student E 46 +0+15NO

35. 1.What do you need to know in order to set Growth Rates? 2.Explain why Growth Rates are important to the SLO process. Table Talk

36. II. SLO Approval NDE APPROVED RUBRIC Quality and Rigor of the Objective and Targets UnsatisfactoryBasicProficientExemplary The objective is not based on important learning or program improvement content or important content is not expressed effectively in the objective. The growth, mastery, or program improvement targets are not sufficiently rigorous and linked to baseline data. Differentiated (tiered) targets are not clearly defined nor are short- term benchmarks. The quality of proposed assessments is inadequate. The objective is based on important learning content or program improvement content. The growth, mastery, or program improvement targets are acceptable but not particularly rigorous. The use of baseline data may be inconsistent. Few differentiated (tiered) targeted are clearly defined and there is little attention to short-term benchmarks. The quality of proposed assessments is adequate in general, but may show some inconsistencies. The objective is based on critical learning content or program improvement content. The growth, mastery, or program improvement targets are rigorous and anchored in baseline data. Differentiated (tiered) targets are defined. Short-term benchmarks are identified. The quality of proposed assessments is appropriate. The objective is based on critical learning or program improvement content. The use of multiple sources of data and the effective analysis of data is evident. The growth, mastery, or program improvement targets are rigorous and anchored in baseline data and differentiated (tiered) targets are defined. Special population targets are clearly identified. Both short-term and long-term benchmarks are identified in the plan. Multiple assessment options are proposed, if appropriate. The plan is a model for other district staff.

37. II. SLO Approval NDE APPROVED RUBRIC Quality and Rigor of the Objective and Targets Returned for Revision Approved UnsatisfactoryBasic*ProficientExemplary No SLOs are acceptable at this level. *Approved only for educators who are either 1.First-year teachers or 2.Writing an SLO for a new teaching assignment. All SLOs are acceptable at this level.

38. III. Midcourse Check-In

39. Effectiveness in Implementing the Planned Strategies Midcourse Check-In NDE APPROVED RUBRIC UnsatisfactoryBasicProficientExemplary The teacher/ educational specialist has not identified and implemented appropriate instructional or program improvement strategies. Data and/or formative assessment is not collected or used to adjust strategies. Instructional/program improvement strategies are implemented ineffectively. The teacher/specialist has generally identified appropriate strategies, but implementation of these may be inconsistent. Data and/or formative assessment are evident but there is limited use of data to make adjustments in strategies. Strategies are implemented inconsistently and may not be consistently evaluated for effectiveness. The teacher/specialist has identified appropriate strategies designed to achieve the objective. There is evidence of skillful use of data and/or formative assessment in order to make continuous adjustments in strategies. Strategies are implemented with fidelity and evaluated for effectiveness. The teacher/educational specialist has identified a wide variety of instructional or program improvement strategies designed to achieve the objective. The use of data and/or formative assessment in order to make continuous adjustments in strategies is exceptionally skillful. Strategies are implemented with a high level of fidelity and continuously evaluated for effectiveness. The use of instructional or program improvement strategies are a model for other district staff.

40. Administer the final assessment(s) to students. Collect all relevant information and compile it in a useful way for the evaluator. Teacher Ask teachers to reflect on SLO results. Score SLOs, and set up a final meeting with the educator. Prepare to give feedback and plan next steps. Evaluator IV. Final Review of SLO Scoring and Attainment

41. Final Review NDE APPROVED RUBRIC Accomplishment of the SLO/SPO Goals UnsatisfactoryBasicProficientExemplary Student achievement growth or program improvement is significantly below expectations and the objective has not been met to a significant degree. Growth in special populations may be significantly below expectations. Program elements show minimal or no improvement. There is little or no evidence of a positive impact by the teacher/ educational specialist on student learning or program improvement. The objective has not been met on an overall basis although some student achievement growth or program criteria improvement is shown. Growth in special populations may be somewhat below expectations. Program elements show improvement below expected levels. There is some evidence of a positive impact by the teacher/educational specialist on student learning or program improvement. The objective has been met or nearly met on an overall basis and all or nearly all students/ program criteria show growth. Special populations show significant learning gains, or program elements improve at the expected level. The teacher/educational specialist’s impact on student learning or program improvement is evident. The objective has been met or exceeded in all respects All students, including special populations, show exceptional learning gains, or program elements improve at a level beyond expectations. The teacher/educational specialist’s impact on student learning or program improvement is evident and sets an example for other district staff.

42. Seek opportunities to practice providing critical feedback in a safe and supportive environment. Focus on the summative rating and lessons learned from the process. Address aspects of the educator’s performance that were valuable for improving student learning as well as those aspects that could be improved. Prepare to offer resources to struggling teachers while providing reinforcement and opportunity for effective teachers. V. Discussion of Summative Rating and Impact on Performance

43. Teacher Evaluation NDE APPROVED RUBRIC Formative/Summative Evaluation UnsatisfactoryBasicProficientExemplary Results across all Student Learning Objectives/ Specialist Program Objectives demonstrate that objectives were not met or met only partially and student achievement growth or program improvement is significantly below expectations. In addition, SLO/SPO design may have been deficient in quality and/or rigor and implementation strategies were not effectively carried out. Results across all Student Learning Objectives/ Specialist Program Objectives demonstrate that objectives have not been met on an overall basis, although some student achievement growth or program criteria improvement is evident. Growth in student achievement or program improvement is somewhat below expectations. SLO/SPO design may have been somewhat lacking in quality and/or rigor and implementation strategies were not carried out as effectively as could be expected. Results across all Student Learning Objectives/ Specialist Program Objectives demonstrate that objectives have been met or nearly met on an overall basis, and all or nearly all students/program criteria show growth. Special populations show significant learning gains or program elements improved at the expected level. SLO/SPO design shows appropriate quality and rigor and implementation strategies were effectively carried out. The teacher/specialist’s impact on student learning or program improvement is evident. Results across all Student Learning Objectives/ Specialist Program Objectives demonstrate that objectives have been met or exceeded in all respects. Students, including those in special populations, show exceptional learning gains or program elements improved at a level beyond expectations. SLO/SPO design shows exemplary quality and rigor and implementation strategies were executed diligently. The teacher/specialist’s impact on student learning or program improvement can serve as a model for other faculty.

44. Nebraska SLO Template

46. Why have you chosen this objective? Identifies one or more district/school goals. Aligns with district goals, teaching strategies, and learning content. Consistent area of concern. 1. Rationale

47. What students will this objective address? Includes teacher’s total student population, unless teacher and principal agree otherwise. Identifies total number of students enrolled in class(es). States the percentage of students represented in this objective. Addresses excluded students in a small group objective or clearly links them to another teacher’s class 2. Student Population

48. What is the content that will be addressed? Identifies the essential learning and/or specific content to be addressed. Focuses on learning needs and skill level of the identified population. Aligns with the district curriculum and one or more content standard benchmarks when available. Demonstrates expectations that meet or exceed content area standards. 3. Subject/Content

49. What is the current level of student performance? States current knowledge in relation to overall grade level or course objectives for the selected student population. 4. Baseline Data

51. What do you want students to achieve by the end of the learning interval? Identifies a specific rigorous goal which is appropriate for the student population. 5. Student Learning Objective Rigor

52. How much are your students going to grow? Predicts individual student growth, not class averages. Predicts growth based on analysis of assessment history and baseline data. Provides measurable, quantifiable, and verifiable information. Addresses at least three-fourths of the identified population, unless teacher and evaluator agree otherwise. Identifies growth or maintenance of outstanding achievement. 6. Growth Targets

53. How long is the interval of instruction (i.e., weeks, quarters, semesters, or one school year)? Is appropriate for the learning content the teacher expects to teach. Is appropriate for the assessment used. 7. Performance Interval

54. What will you do to meet your objective? Identifies observable or documentable strategies. Is appropriate for learning content and skill level observed in assessment data produced throughout the year. 8. Strategies

55. How are you going to measure student growth? Aligned with district curriculum expectations and the learning content of the objective. Provides opportunities to measure growth throughout the year. Provides a rubric or scoring guide. Agreed upon by evaluator and teacher 9. Assessment Plan

57. What 3 things do you now know about SLOs? What questions do you have? SLO Reflection

58. SLO Approaches Written by Individual Teacher Written by Teacher Team e.g., 4th Grade Teachers e.g., High School Algebra I Teachers

59. Review the SLO examples using the Nebraska Checklist for Developing and Approving a Student Learning Objective. In table groups, discuss observations you have about the SLO examples. As a whole group, we will share out your observations. Reviewing an SLO Activity

60. Activity: Writing an SLO

61. You are a first-year seventh-grade science teacher. Review the information about your students and the assessment information. Using this information, write an SLO using the Nebraska template. Writing an SLO Activity

62. Provide supporting materials. Effective SLO implementation requires resources that promote rigor, consistency, and clarity across schools and districts. Templates Checklists Timelines Examples How Do Districts Prepare for SLO Implementation?

63. What do you see as the potential benefits of having teachers write SLOs? What was challenging as you attempted to write this SLO? Reflect on your experience using the SLO template. What did you like about the structure of this tool? What would you change to better fit your local context? Based on your SLO writing experience, what supports or additional knowledge will teachers need to successfully write an SLO? Reflection

64. SLO Technical and Implementation Challenges

65. NEBRASKA TEACHER MODEL SLO REQUIREMENT Student Learning Objectives will be used as a way to assess teacher’s impact on student learning in the teacher’s primary teaching assignment or subject area. Specialist Program Objectives will be used to assess the specialist’s impact on the students directly impacted by their instruction/guidance.

66. Timeline for Pilot Schools 1st Semester – SLO Training 2nd Semester – SLO Implementation Beginning of semester Participating teachers/specialists create SLO/SPO SLO/SPO is approved by administrator Mid semester Teacher and administrator review progress of SLO Adjust if necessary End of semester Review and rate SLO

67. Identifying or developing high-quality baseline data and assessments for all grades and subjects Creating appropriate growth targets for classrooms that include students who are starting at different achievement levels Setting ambitious yet attainable targets Addressing the school and district culture change that will result from implementing SLOs Advancing educator practice and the continuous improvement of the SLO process SLO Implementation Common Challenges

68. NEBRASKA TEACHER EVALUATION How SLOs Fit in the Model

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70. Clear identification of the student population Specific time period Quality Pre- and Post-assessments Rigorous yet realistic targets Strong rationale for expected student growth Plan for collaborative review of progress at mid and end point How Do Districts Prepare for SLO Implementation?

71. SLOs are an investment in our profession. They highlight best practices, create opportunities for collaboration, and provide a valuable link between instruction, curricula, and assessment. SLOs drive professional learning, nurture assessment literacy, and build educator capacity for data-driven instruction. What Lies in the Future for SLOs?

72. SLO Table Debrief Integration How does the SLO process fit into your current work? Alignment How does the SLO process align with the goals of your system? Challenges What challenges do you foresee? Positive Outcomes What positive outcomes do you foresee?

73. The answers to the following questions will provide direction on what needs to happen next. ● At what level are the SLOs going to be written? (building level, school, department, grade level, teacher) ● Will SLOs be related to the school improvement goal? ● What assessments will be used? ● Will staff need training to develop assessments? ● What are our due dates? (SLOs written, approved, Progress Checks, End of Year, Next Year) Next Steps for Your Team

74. Information SLO Development/ Approval Checklist SLO Evaluation Rubric SLO samples from other states SLO Resources Fillable Forms SLO Worksheet SLO Submission Template Available on esupdonline.wikispaces.com ● Select “Student Learning Objectives”

75. Fall – Teachers/specialists develop and submit SLO SLO is approved by administrator Mid year – Teacher and administrator review progress of SLO End of year – Teacher and administrator review and rate SLO Timeline for Pilot Schools 2014-2015 School Year