Folder for Training

South Dakota Student Learning Objectives Enter Your Name Here!

Agenda Introductions and welcome Baseline Assessment Teacher/Principal Effectiveness Model What is an SLO? SLO Process Guide Checklist Post assessment

Welcome!! Who are we? Who are you? Introduce yourself at your table – Are you planning or implementing? – Have teachers been trained on Teacher Effectiveness model in your building? – What do you hope to learn about today? lightb lb moments educator

4 CORNERS! Let’s ?

4 Corners 1.I know the definition of an SLO. 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 based on the Quality Checklist.

Outcomes Today – I know the definition of an SLO. – 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 based on the SLO Quality Checklist.

Chunking today – I know the definition of an SLO. – 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 based on the SLO Quality Checklist. – I know the components of a SMART goal. – I know how growth ratings are calculated.

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

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

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 Teacher Standards Pilot Districts – The 2012 Teacher Evaluation Workgroup – The SD Commission of Teaching and Learning – The Teacher Effectiveness Pilot participants – The Principal Effectiveness Pilot participants – The University of South Dakota

More History… Evaluations prior to 2010 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?

CHUNK 1 SLO PROCESS

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.

Timeline of SLOs Do SLOs need to be done by April 1 st ? How do we inform personnel decisions if SLOs are not done until the end of the year?

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

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

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

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

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

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

Judgment?

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

Principal Effectiveness An Introduction to the Principal Effectiveness Pilot Project 25 DIFFERENTIATED PERFORMANCE CATEGORIES Below ExpectationsMeets ExpectationsAbove Expectations SUMMATIVE RATING MATRIX PROFESSIONAL OVERSIGHT: Is the rating fair and accurate based on the evidence and data shared by the principal? DETERMINING PRINCIPAL EFFECTIVENESS Using multiple measures of professional practice and student growth DOMAIN 1 DOMAIN 2DOMAIN 3DOMAIN 4DOMAIN 5DOMAIN 6 Vision & goals Instructional leadership School operations & resources School, student & staff safety School and community relationships Ethical & cultural leadership School observation and evidence of effective practice Components from each of the 6 domains At least 8 components chosen based on school or district priorities School observation and evidence of effective practice Components from each of the 6 domains At least 8 components chosen based on school or district priorities PROFESSIONAL PRACTICES RATING SOUTH DAKOTA FRAMEWORK FOR EFFECTIVE PRINCIPALS SLOs State Accountability Data (AMO, SPI as one measure where available) District Assessments Percentage of teachers meeting SLOs Evaluator–approved measures State Accountability Data (AMO, SPI as one measure where available) District Assessments Percentage of teachers meeting SLOs Evaluator–approved measures GROWTH RATING STUDENT GROWTH

Student Growth 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!

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.

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

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

Sample Growth Goal For the 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.

SLO Process Guide

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

Chunking today – I know the definition of an SLO. – 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.

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 I know the definition of an SLO 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.

Walk, Talk, Process Share one new thing you learned in chunk 1

CHUNK 2 SLO PROCESS

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

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

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

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

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

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

3. Ongoing Communication Teacher describes student progress toward the growth goal. If necessary, teacher will document changes in strategy. If justified, teacher will describe changes to the SLO

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

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

Chunking today – I know the definition of an SLO. – 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.

Walk, Talk, Process Find a new partner! A: Summarize the first two steps B: Summarize the last two steps

WHAT’S MY ROLE IN THE SLO PROCESS? Chunk # 3

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

UNDERSTANDING THE SLO PROCESS GUIDE

Open Blank Process Guide Take a couple minutes to look at every page of the process guide.

On a Side Note… Each piece of the process guide would be appropriate artifacts for the SD Framework for Teaching This process guide could be uploaded by teachers into Teachscape Reflect

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

Data Trends When do your teachers have the opportunity to: – Identify trends of data – Identify school areas of need – Identify students’ areas of need Are the resources/time currently provided adequate?

What are the types of data your teachers can use to prioritize learning content? Prioritizing Learning Content How will you help teachers determine the most important learning that needs to occur? How will you ensure that prioritized learning is aligned to content standards?

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

Identify Student Population Teachers should provide a comprehensive description of their class, group, student population. Note: Teachers are required to write 1 SLO. Guiding Question: Explain how you selected the target population (class, group, grade level) for your SLO? Is there data to support your decision? What other types of learning goals are your teachers already setting…can SLOs align to those goals?

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

Interval of Instruction Guiding Question: Have you provided enough time for you students to master the learning?

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.

Analyze Data & Develop Baseline Guiding Questions: How did you select/develop your baseline assessment? How do your baseline assessment and post-assessment compare?

“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

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?

Guiding Questions: Describe how the goal attainment will be measured. Is your assessment aligned to priority content & standards? Does your assessment measure what it was designed to measure? Does your assessment produce an accurate and consistent picture of what students know & do? Can you administer/score your assessment in a timely fashion? Select or Develop an Assessment

Types of Assessment to Consider Rubrics Performance assessment Checklists Conferencing Student work samples Star Reading/Math Curriculum materials Portfolios State or national assessments End of course exams District assessments Teacher created Semester tests AR Reading/Math Pre ACT AIMS web DIBELS Any others???

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.

(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?

(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…

(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?

(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?

(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?

REMEMBER… REMEMBER: The Smart Goal is one Component of the entire SLO. It is the Growth Goal in the Process Guide.

Walk, Talk, Process Find a new partner! A: Types of assessments B: SMART goals

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

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

Growth Goal Differentiated Differentiated Growth: For the 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.

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

Growth Goal Guiding Questions: Explain how your SLO is both rigorous and realistic? How did you determine what type of growth goal to use? How did you determine the growth measurement method? Have you addressed growth for all students?

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

Provide Rational Teachers should describe alignment. Data + standards + strategies + assessment + student learning + student needs = ALIGNMENT

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

Learning Strategies Guiding Questions: Do you use a variety of research based strategies that align to the content, Webb Level, and students needs? Are the strategies congruent with district curriculum methodology (if identified)?

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

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

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

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

SLO Adjustment Revise if needed. Sign and Date Did circumstances change? It is NOT acceptable to adjust based on poor professional practice. Any reason to change the goal?

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

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

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%)

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%)

Step 4 Calculate scores For example: For 80% growth – use the formula. Low growth is less than 65% High growth is % of your goal Expected growth is 65 – 85% For the 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.

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 %

Professional Growth What needs to change for next year? Will my practices change as a result of my staff using this process? Were my teachers given enough guidance and support to be successful?

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

Principals: Student Growth Rating Schools will not be measured using AMO or SPI until baseline state data is established. AMO Or SPI SLOs

Accountability District will still need to report at the aggregate level. Not in the SPI index Districts will be accountable through the state accreditation process.

Chunking today – I know the definition of an SLO. – 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.

Walk, Talk, Process What might be the benefits of implementing SLOs in your building?

PEER REVIEW Chunk # 4

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

Your Task With an elbow partner Partner A: Open your SLO Sample Folder Partner B: Keep Checklist open Read your sample closely and use the SLO Checklist to assess the quality When complete, select a new sample, repeat process

Large Group Share

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

Chunking today – I know the definition of an SLO. – 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 based on the Quality Checklist. – I know the components of a SMART goal. – I know how growth ratings are calculated.

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.

4 CORNERS! Let’s ?

4 Corners 1.I know the definition of an SLO. 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 based on the SLO Quality Checklist.

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.

CLOSURE Pat Hubert, Dianna Tyler, Melanie Hurley & Janeen Outka