SLOs for CTE: All of Your Questions Answered Matt Gill & Tammy Meyer

Background Principle 3 of the ESEA Waiver to No Child Left Behind (NCLB) Commission on Teaching and Learning (CTL) created to design the Teacher and Principal Educator effectiveness models – Includes teachers, principals, higher ed, SD DOE, SDEA, EDEC

The Parts Professional Practice Rating – South Dakota Framework for Teaching Student Growth Rating – Student Learning Objectives (SLOs) Summative Teacher Effectiveness Rating – Combination of the Professional Practice and Student Growth Ratings

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

TIMELINE REVIEW SY : Teacher Effectiveness Learning Year SY: : Teacher Effectiveness Full Implementation – Includes SLO and Danielson-aligned Professional Practice Rating Fall 2016: Submission of district-level aggregate Teacher Effectiveness data from SY via PRF – Data will NOT be reported individually

Misconceptions Use of the state assessment – The state assessment DOES NOT have to be the measure of the SLO in tested grades and subjects – Used to prioritize the learning content and develop SLO baseline Used as a “gotcha” – FALSE – This model is all about growth for all Use of Teacher Effectiveness Ratings – The SD DOE only reports state-level aggregate data Length of SLO – SLO should last the duration of the class (semester, year) and cover the most important learning

The Aspiration: Improve Instruction and Student Learning 1. Encourage meaningful, in-depth dialogue focused on improving instruction 2. Provide regular, timely, useful feedback that guides professional growth 3. Support a culture in which data drives instructional decisions 4. Establish clear expectations for teacher performance 5. Use multiple measures to meaningfully determine and differentiate teacher performance 6. Provide a fair, flexible, research-based model that informs personnel decisions.

Handbooks Teacher Effectiveness – Student Learning Objective (SLO) – Principal Effectiveness –

Comparison of State Requirements to Recommended Model ents/TEReqReco.pdf ents/TEReqReco.pdf

Student Growth Rating

Student Learning Objectives (SLOs) Reflect Promising Practices Flexible – Timeline, amount of growth, type, assessment Based on the teacher’s students Between Teacher and Evaluator Collaborative Focused, Data-Driven instruction

SLO Development SLO Approval Ongoing Communication Prepare for Summative 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

Suggested Process Timeline SLO Development Aug.-Oct SLO Approval Fall Progress Update End of SLO year/semester meeting with evaluator

If you teach a state-tested subject, write your SLO for that class Which class to choose?

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

Prioritizing Learning Content Pre-test Last years end of year data Statewide summative data Trend data District assessment data Other… Prioritize Learning Content: Identify standards and content. What is the most important learning that needs to occur during the instructional period? Specify which standard(s) the SLO addresses and Identify the specific data source or trend data used. (1a) Students can research, read, write, describe and publish an accurate and fair agricultural news story. (AC1.1; AC1.2; AC2.1; AC2.2; AC2.3) …

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.

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

Types of Assessments State Assessment – used to identify priority content for SLO Teacher- or District-Developed Assessments Performance Assessments Products Checklist

Types of Goals Differentiated Goal – Tiered expectations – Might be better for FACS, Personal Finance, Business, etc. Class Mastery Goal – 100 percent of students will pass the end- of-year assessment – All students will grow by x amount on test – Might be better for Building Trades, Welding, etc.

Differentiated Goal 1.Review your pre-assessment data and develop differentiated individual or group goals. 2.Write you SLO so that it includes 100% of your students. For the school year, all students in Personal Finance will show growth from the pre to post assessment, and 95% of my students will earn a score of 90% or higher on the end of course assessment.

The pre and post test are not required to be the same test. They should measure the same content, knowledge, skills or abilities.

Checklist Example A computer teacher created a checklist of what students will be able to do and grouped it into categories (Word, PowerPoint, Excel, Access) Class Mastery Goal – 100% of students will be able to accurately complete all items on checklist

Rubrics Contain explicit, descriptive language Use specific examples Provide models or exemplars Allow students to show growth in individual criteria Give the opportunity for quality work to be replicated Promote student self-assessment and reflection

Rubrics don’ts Contain judgments Consist of checklists Signify the end of learning or growth

Rubrics do’s Contain explicit, descriptive language Use specific examples Provide models or exemplars Allow students to show growth in individual criteria Give the opportunity for quality work to be replicated Promote student self-assessment and reflection

Rubric building Define and describe quality with common language Define distinguishable levels of success Focus on important content Align with course standards Use no ‘fudge words’ such as adequate or sometimes Use positive language in all descriptors, such as ‘do use black ink,’ instead of ‘do not use red ink’ Use non-value based adjectives Weight accurately – what is MOST important to assess?

Rubric building 1.Select the task and associated standard(s). 2. Identify the criteria for the task. What will the students do for this task? What will they demonstrate? On what will the students be evaluated? 3. Decide on the number of performance levels. 4. Develop descriptions for each performance level.

Helpful Documents for Rubrics Assessment Checklist (last page) Assessment Planning Guide SLO Quality Checklist

Solidworks Rubric Sample

6-8th Grade FACS Cooking Lab Performance Assessment 6-8th Grade FACS Cooking Lab Performance Assessment

123 Describe election process and the role of the electoral college. Give examples of the rights and responsibilities you enjoy as a citizen. Compare and contrast examples of civic involvement.

123 Gives an example of civic involvement for a person under 18 or a person over 18. Gives 2 examples-one for a person under 18 and one for a person over 18. Writes 3 complete sentences explaining how the examples are alike OR different Gives 3 examples-one for a person under 18 and one for a person over 18. Writes 3 complete sentences explaining how the examples are alike AND different.

Scoring the SLO Low growth  less than 65 percent attained Expected Growth  65 to 85 percent attained High Growth  86 to 100 percent attained

SDEA Resources SLO Attainment Calculator Professional Development Opportunities SLO Repository -

SD DOE Website

Summative Effectiveness Rating

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

State-Paid Professional Development ents/doepdopts1.pdf ents/doepdopts1.pdf

Contact Information Matt Gill Tammy Meyer x 312

Professional Practice Rating

The South Dakota Framework for Teaching

Options for Choosing SDFfT Components District Decision Component-Selection Guide - pdf pdf

Scoring Professional Practice 1.Determine Component-Level Performance 2.Calculate an Average Score for all Components Evaluated 3.Determine the Overall Professional Practice Rating

Overall Professional Practice Rating Score Ranges 1.00 to 1.49  Unsatisfactory 1.50 to 2.49  Basic 2.50 to 3.49  Proficient 3.50 to 4.00  Distinguished

Teachscape

Teachscape Reflect Teachscape Focus for Teachers Teachscape Focus for Observers

Teachscape Reflect Online classroom observation tool used for teachers and observers to communicate regarding classroom visits and observations Anything that was done pencil-paper can now be done in Teachscape Reflect. – Pre and post conference forms – SLO – Observation notes – Evaluation notes/scores

Teachscape Reflect Matches the state recommended Teacher Effectiveness Model All public school districts have state-paid access All licenses expire June 30. Already have an account? It will roll over. Need an account? Contact your district Teachscape contact

Teachscape Focus for Teachers In-depth, high-quality training for teachers which covers: – South Dakota Framework for Teaching, – Observations, – Professional conversations, and – Reflective practices. Consists of video module trainings over each of the components State-paid licenses available Already have an account? It will roll over. Need an account? Contact your district Teachscape contact

Teachscape Focus for Observers Online training in all four domains of the Framework for Teaching for teachers and observers Master-scored videos of classroom teaching at all performance levels Scoring practice for observers that provides instant feedback on their practice scores A rigorous proficiency assessment to certify that observers can conduct accurate, consistent observations Calibration to check observers' scoring accuracy throughout the school year (separate license) Recertification in future years to re-establish scoring accuracy for certified observers (separate license) 425 licenses available

Principal Effectiveness System

DOE Website