1. Overview of Student Learning Objectives (SLOs) for 2016-2017

2. Keys of Appraisal Student growth is a part of the appraisal process: Formative Ongoing and timely Formalize what highly effective educators do Develop habits of self-assessment, reflection, and adjustment Collaborative, supportive cultures

3. New Evaluations Systems 2015-2016 ◦Refinement year for T-TESS and T-PESS ◦Piloting value-added data and student learning objectives 2016-2017 ◦Statewide rollout of T-TESS and T-PESS ◦Refinement year for SLOs 2017-2018 ◦Addition of student growth to T-TESS and T-PESS

4. Tim Regal at TEA https://vimeo.com/region10/review/143646685/ae2ae7d31b

5. The SLO Process A series of questions that, if I answer thoughtfully and thoroughly, should lead to improvements in instruction and student learning.

6. What SLOs Are Not Determining student growth with SLO is not: Subtracting a beginning-of-year skill number from an end-of-year skill number Mathematical or mathematically precise Numerically standardized across a campus or district Focused on traditional testing

7. Questions to Start the Year

8. First Question What are the student skills in one subject area on which this SLO should focus?

9. Skill and Need Balance between foundational skill(s) I teach and the needs of my students Foundational skills are those primary skills I develop that: Affect not just this course, but potentially success in other courses (analysis, process, synthesis, numeracy, etc.) Are persistent skills that last beyond this year Ensure depth of thinking/knowledge/skill, not for a particular test, but for any assessment of skill for this curriculum Needs of my students are those holes in their skill set that: Analysis of data identifies as a need Prevent the accumulation of other knowledge and skills Are central and persistent skills that thread throughout the course

10. Second Question Where do I think my students will be with these skills upon entering my classroom?

11. Initial Skill Profile What do I think will be the range of skill with which my students will enter my classroom? Past experience teaching that subject and grade level Knowledge of students/campus Information from colleagues End of year performance standards from previous grade/course In building the profile, I want to think of a bell curve: The middle level captures the middle of the bell curve, where most of my students should be The top level captures the high end of the tail, where my most skilled students should be The bottom level captures the bottom end of the tail, where my least skilled students should be

12. Creating Initial Student Skill Profiles

13. Third Question Where are my students actually with this skill upon entering my class?

14. Initial Skill Profile During the first 3-6 weeks of the year, I determine where my students actually are by: Looking at past academic data (grades, assessments, courses taken) Looking at demographic data (at-risk, socio-economic data, ELL, special education) Looking at demonstrations of that skill in my class (formal and informal assessments, class work, surveys)

15. Fourth Question Based on where my students actually are with this skill, if I provide effective instruction throughout the year, where should these students be at the end of the course?

16. Targeted Skill Profile In building the profile, I want to think of a bell curve: The middle level captures the middle of the bell curve, where most of my students should be The top level captures the high end of the tail, where my most skilled students should be The bottom level captures the bottom end of the tail, where my least skilled students should be For each student covered in the SLO, I determine how that individual should develop over the course based on all the data I reviewed (including where he or she landed on the Initial Skill Profile). This is the Targeted Skill Level for that student.

17. Creating Targeted Student Skill Profiles

18. Questions During the Year

19. Next Set of Questions What practices and strategies will allow my students (collectively and individually) to progress throughout the year? How are my students progressing in response to these practices and strategies? For those that aren’t progressing appropriately, what changes can I make that may allow me to better reach them?

20. Questions at end of Year

21. First Question How did each student in the SLO progress?

22. Scoring Student Growth Determining student growth is as simple as asking for each student: Based on the review of the end-of-the year skill demonstration(s), did this student meet, exceed or fall below the Targeted Skill Level? Determining student growth is not: Subtracting the beginning-of-year skill number from the end-of-year skill number Mathematical or mathematically precise Numerically standardized across a campus or district

23. Second Question How did I do in engaging in the SLO process and progressing my students?

24. SLO Outcome Rubrics The rubric combines teacher practices and student outcomes by generally looking at five things: The quality of the SLO High expectations in student growth goals The process of monitoring, analyzing data, and making adjustments to practice Students making targeted growth Students exceeding targeted growth

25. Third Question In looking at how my students progressed, what worked, what didn’t work, and, most importantly, what I can improve upon to have a greater effect on all of my students next year?

26. Reflection Which students met/exceeded targeted growth? Why did this happen? Which student fell below targeted growth? Why did this happen? What will I adjust or improve upon next year based on this data? Areas for improvement could be: Instructional practices Instructional strategies Pacing/scaffolding Assumptions

27. Alignment with T-TESS Post-conference and end-of-year conference SLO process as evidence on the T-TESS rubric Principal practice and the T-PESS rubric Goal-setting and professional development plan Collaboration

28. Benefits to Participating in 2016- 2017 SLO Refinement Year Participating districts and charters in 2016-2017 will benefit with opportunities to: ◦familiarize themselves with the SLO process and the value of the feedback it yields, ◦send campus and district leaders to free SLO training conducted by national trainers; ◦access continued SLO support throughout the refinement year from TEA, ESC staff, and national trainers to assist in implementation; ◦customize recommended policies and procedures to fit the local context; and ◦provide feedback for refinement of the SLO process to be used in Texas.

29. Participating in 2016-2017 SLO Refinement Year Districts participating in the 2016-2017 SLO refinement year will be asked to commit to: ◦selecting a group of teachers and their appraisers to adopt the SLO framework as defined by TEA; ◦ensuring that appropriate representatives of each participating school such as principals, assistant principals, teacher leaders, and/or central office personnel attend SLO training in summer 2016 in order to train participating teachers at the beginning of school; ◦participating in surveys and/or focus groups designed to collect data for the refinement of the SLO process; ◦documenting the SLO implementation processes, including policies and procedures enacted; and ◦implementing the SLO process with fidelity.

30. Participating in 2016-2017 SLO Refinement Year A survey will be sent to LEAs in Region 11 in early January asking for information from districts and charters wanting to participate in the 2016-2017 SLO Refinement Year. Contact Laura Carson with questions or requests for information. Laura Carson, Coordinator of Teaching and Learning (817) 740-7573 or lcarson@esc11.netlcarson@esc11.net