1. South Dakota Student Learning Objectives Dianna Tyler

2. Welcome!! New Information + Practice = New Learning lightb lb moments

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

6. 4 CORNERS! Let’s ?

7. 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.

8. 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 if an SLO meets South Dakota criteria.

9. 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

10. 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 – The 2011-2012 Teacher Standards Pilot Districts – The 2012 Teacher Evaluation Workgroup – The SD Commission of Teaching and Learning – The 2012-2014 Teacher Effectiveness Pilot participants – The 2013-2014 Principal Effectiveness Pilot participants – The University of South Dakota

11. 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 1 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

12. 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 1 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

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

14. 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, measurable goals 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, and typically also reflect school or district priorities. Let’s Define It!

15. Why use SLOs? Reflect Best Practice Collaborative Flexible Focused

16. 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 if an SLO meets South Dakota criteria. – I know the components of a SMART goal. – I know how growth ratings are calculated.

17. 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

18. SLOs to Measure Student Growth Four Step Process 1.SLO Development 2.SLO Approval 3.Ongoing Communication 4.Prepare for Summative Conference

19. Teacher SLO Approval Teacher submits a completed SLO process guide to Evaluator Teachers meets with Evaluator – At least one face to face meeting – May take place during other evaluation/related meeting Teacher and Evaluator mutually agree on SLO and approve

20. Principal SLO Approval Principal meets 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

21. 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 Danielson

22. 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 if an SLO meets South Dakota criteria. – I know the components of a SMART goal. – I know how growth ratings are calculated.

23. Walk, Talk, Process http://www.youtube.com/watch?feature=play er_detailpage&v=sS_ylsL-Nqg (6:08)

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

25. SLOs to Measure Student Growth Four Step Process 1.SLO Development 2.SLO Approval 3.Ongoing Communication 4.Prepare for Summative Conference

26. 4 Questions to Consider 1.What do I want my students know and be able to do? 2.Where are my students starting? 3. What assessments are available? 4.What can I expect my students to achieve?

27. What do I want my students to know and be able to do? – Identify the core concepts and standards. – Know your timeline for instruction

28. Where are my students starting? 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

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

30. Appropriate? Aligned to priority content & standards Valid measures what it was designed to measure Reliable produces accurate and consistent picture of what student know & do Realistic gives sufficient time to administer and generates data in a timely fashion

31. ? WHAT ASSESSMENTS DO YOU CURRENTLY HAVE AVAILABLE ? ARE THEY APPROPRIATE?

32. Appropriate… 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

33. 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?

34. Appropriate… Measures are stated by increases in: – Rate, – Percentage, – Number, – Level of performance, – Rubric standards, – Gain Score or – Other ways…

35. Class Mastery Differentiated Growth Shared Performance Growth Goals

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

39. 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.

40. (Smart) Specific The goal should state exactly what content is to be addressed. The content should be tied directly to the standards for this grade and subject.

41. (sMart) Measurable Measures are stated by increases in: – Rate, – Percentage, – Number, – Level of performance, – Rubric standards, – Gain Score or – Other ways…

42. (smArt) Appropriate The goal should be directly related to the subject, to the standard(s), and to the students. The goal is within the teacher’s realm of influence in the classroom.

43. (smaRt) Realistic & Rigorous Realistic goals are rigorous and should stretch the outer bounds of what is attainable. Realistic goals are not easy goals.

44. (Smart) Time-bound The goal has a time frame for accomplishing the measurable objective. Ongoing progress monitoring provides data for adjusting the learning experience toward the goal. Data is collected between 2 points in time, as close to beginning and ending of course as possible.

45. 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 if an SLO meets South Dakota criteria. – I know the components of a SMART goal. – I know how growth ratings are calculated.

46. Walk, Talk, Process http://www.youtube.com/watch?feature=play er_detailpage&v=GEOZ31HeZT4 (5:47)

47. PRACTICE Chunk # 4

49. Scaffolding Instruction: “I DO” Pull out your sample SLO

50. 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

51. 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 *A secondary measure of principals impact on student growth-SPI/AMO – will be added for the 2014-15 school year, and will account for 355 of the principals student growth rating.

52. “We Do” Pull out your SLO Quality Checklist Read it closely Develop at least one – Question – Comment – Observation

54. “I Do”

55. 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 if an SLO meets South Dakota criteria. – I know the components of a SMART goal. – I know how growth ratings are calculated.

56. 4 CORNERS! Let’s ?

57. 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.

58. CLOSURE Thanks!