Introduction to the SLO Cycle These materials have

Introduction to the SLO Cycle “These materials have been adapted in whole or in part with permission from the Center on Great Teachers and Leaders. ” 1

SLOs as a Measure of Student Growth A SLO is a measurable, longterm, academic goal informed by available data that a teacher or a team of teachers sets for a group of students over a period of time. 2

Reflecting on Student Learning Outcome Integration How does the SLO process fit into your current work? Challenges What implementation or technical challenges do you foresee? Alignment How does the SLO process align with the goals of your system? Positive What are some potential positive outcomes of using SLOs? 3

The SLO Evaluation Cycle I. SLO development process V. Discussion of summative rating and impact on practice IV. Final review of SLO attainment and scoring II. SLO approval III. Midpoint check-in 4 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

BCPS Timeline for 2013 -14 December 2, 2013 Mid Year/Unit End of Year/Unit • Teacher reviews student data and drafts SLOs. • Evaluator reviews and approves outcomes and targets. • Evaluator and teacher review and assess progress toward targets. • Evaluator assigns score. (Summative Year Only)

How Are SLOs Developed? SLO Template Outcome Rationale for Outcome Student Population Interval of Instruction Targets and Evidence Rationale for Target 6

I. SLO development process V. Discussion of summative rating and impact on practice IV. Final review of SLO attainment and scoring II. SLO approval III. Midpoint check-in I. SLO Development 7 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

I. SLO development process I. SLO Development Process V. Discussion of summative rating and impact on practice IV. Final review of SLO attainment and scoring THE TEACHER SHOULD… • Decide what is the best assessment available • Meet with teachers of the same grade level/content to discuss rigor, alignment and complexity • Create a common assessment if none exists THE EVALUATOR SHOULD… • Support teachers in locating and/or creating aligned assessments (DC can support) • Meet with teachers and teams as they review their assessments (DC can support) • Provide feedback for revisions if necessary (DC can support) II. SLO approval III. Midpoint check-in

Examples of Student Learning Outcomes- Assessments • Standardized tests • Constructed responses • Performances • Curriculum-based assessments • Unit tests • Portfolios of work samples • Authentic assessments • Licensure or professional exams • Anecdotal Records I. SLO development process V. Discussion of summative rating and impact on practice IV. Final review of SLO attainment and scoring II. SLO approval III. Midpoint check-in

I. SLO development process I. SLO Development Process V. Discussion of summative rating and impact on practice IV. Final review of SLO attainment and scoring THE TEACHER SHOULD… • Determine the class you will target • Collect evidence of student’s starting point and the growth they will achieve (mastery or progress) • Use form to specify targeted population, interval, content standard, write your outcome THE EVALUATOR SHOULD… • Meet with teachers as they plan (DC can help facilitate) • Review the assessments and scoring tool (DC can help facilitate) • Schedule initial conference II. SLO approval III. Midpoint check-in

I. SLO development process V. Discussion of summative rating and impact on practice IV. Final review of SLO attainment and scoring II. SLO approval III. Midpoint check-in BCPS Student Learning Outcome Template

I. SLO development process How many SLOs do I create? ? ? “ 2+1” V. Discussion of summative rating and impact on practice IV. Final review of SLO attainment and scoring II. SLO approval III. Midpoint check-in • 1 st is based on the classes/curriculum you teach (Ex: 4 th Grade Math Unit) • 2 nd is based on one of your principal’s SLOs • +1 applies to HSA tested areas only • If you teach an HSA tested subject you must align a 3 rd SLO that reflects supporting student growth on the exam. • School Year 2013 -2014 (High School ONLY)

II. SLO Approval: Conference (Recommended) • Review and Discuss Evidence • Starting Points • Objectives I. SLO development process V. Discussion of summative rating and impact on practice IV. Final review of SLO attainment and scoring II. SLO approval III. Midpoint check-in • Make adjustments as needed • If changes are not needed, evaluator approves SLO(s) by signing document • Establish next steps for evaluator and teacher • Mid SLO conference (Recommended) • Ongoing assessments

I. SLO development process V. Discussion of summative rating and impact on practice IV. Final review of SLO attainment and scoring II. SLO approval III. Midpoint check-in II. SLO Approval Rubric (Required) 14

I. SLO development process SLOs Have Been Approved…. Teacher should: V. Discussion of summative rating and impact on practice IV. Final review of SLO attainment and scoring II. SLO approval III. Midpoint check-in 1. ) Implement instruction that support success towards SLO 2. ) Collect formative assessment data to monitor student progress 3. ) Adjust instruction as necessary 4. ) Keep administration informed of : *Success towards meeting outcome **Difficulties towards meeting outcome (could result in need for adjustment)

I. SLO development process Mid Point Check In V. Discussion of summative rating and impact on practice TEACH ER S HOULD EVA LU ATOR SHOULD Before: • Collect data related to your SLO • Schedule Mid-SLO Conference (Recommended) During: • Be prepared to discuss student data (assessments, student work) • Progress/Lack of progress towards growth After : • Continue to monitor progress IV. Final review of SLO attainment and scoring During: • Ask questions to gauge current level of student learning and how you can support teachers efforts to promote academic achievement After: • Follow through with support strategies discussed II. SLO approval III. Midpoint check-in

I. SLO development process III. Midpoint Check-In V. Discussion of summative rating and impact on practice II. SLO approval IV. Final review of SLO attainment and scoring 1. 2. Use the sample SLO you have been given along with evidence to evaluate progress with this SLO Record Information on organizer you have been provided III. Midpoint check-in How are your students progressing toward your growth targets? Which students are struggling/exceeding expectations? What additional resources do you need as you work to achieve your SLOs? 17

I. SLO development process IV. Final Review of SLOScoring and Attainment Teacher Evaluator V. Discussion of summative rating and impact on practice IV. Final review of SLO attainment and scoring II. SLO approval III. Midpoint check-in • Administer the final assessment(s) to students. • Collect all relevant information and compile it in a useful way for the evaluator. • Score SLOs and set up a final meeting with the educator. • Prepare to give feedback and plan next steps. 18

I. SLO development process Summative VS Formative V. Discussion of summative rating and impact on practice IV. Final review of SLO attainment and scoring FORMATIVE SUMMATIVE • Narrative as a result of calculating SLO data • Mid Year - SLO not included • Score of SLO not assigned • End of Year • SLO Rating Rubric • Evaluation Calculator II. SLO approval III. Midpoint check-in

I. SLO development process SLO Rating Rubric V. Discussion of summative rating and impact on practice II. SLO approval IV. Final review of SLO attainment and scoring III. Midpoint check-in SLO TARGET 100% 95% 90% 85% 80% 75% 70% 65% 60% 55% 50% Points Earned 90 -100 86 -95 81 -90 77 -85 72 -80 68 -75 63 -70 59 -65 54 -60 50 -55 45 -50 25 80 -89 76 -85 72 -80 68 -76 64 -71 60 -67 56 -62 52 -58 48 -53 44 -49 40 -44 20 70 -79 67 -75 63 -71 60 -67 56 -63 53 -59 49 -55 46 -51 42 -47 39 -43 35 -39 15 60 -69 57 -66 54 -62 51 -59 48 -55 45 -52 42 -48 39 -45 36 -41 33 -38 30 -35 10 < 60 < 57 < 54 < 51 < 48 < 45 < 42 < 39 < 36 < 33 < 30 5

I. SLO development process Student Data Snapshot V. Discussion of summative rating and impact on practice IV. Final review of SLO attainment and scoring II. SLO approval III. Midpoint check-in Student Pre-test (out of 100) Post-test (out of 100) Growth Target Growth Met Growth Target? Student A 20 48 +20 YES Student B 24 49 +25 +20 YES Student C 28 50 +22 +20 YES Student D 45 55 +10 +15 NO Student E 46 68 +22 +15 YES 21

V. Discussion of Summative. Rating and Impact on Performance I. SLO development process V. Discussion of summative rating and impact on practice IV. Final review of SLO attainment and scoring II. SLO approval III. Midpoint check-in What have you learned as a result of this process? Where do I feel I could improve in this process? Where do I feel I was successful? What resources could I use to improve my SLO practice/How could I help others ? 22

Examples of SLO Growth Targets Basic Growth Target: • All students have the same growth target. th 4 • Example: All of my grade students will grow by 10 points by the end of the unit. 23

Examples of SLO Growth Targets 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 preassessment score. • Example: Based on the preassessment score, students will score halfway between their baseline score and 100. • If student scored 50 on the preassessment, student growth target is 75. • If a student scored 40 on the pre-assessment… Student growth target is 70. 24

Examples of SLO Growth Targets Tiered Growth Target: • Group students together based on their preassessment scores. • Divide students into three or more categories (low, mid, advanced). • Example: Pre-Assessment Score Growth Score 0– 45 points 65 46– 70 points 75 70+ points 85 25

Examples of SLO Growth Targets Advanced Tiered Growth Target: • Students have a tiered target based on their preassessment. • Divide students into three or more categories (low, mid, advanced). • Students have to reach the greater of the two targets. • Example: Pre-Assessment Score Growth Score 0– 45 points 65 or +35 points, whichever is greater 46– 70 points 75 or +15 points, whichever is greater 70+ points 85 or +14 points, whichever is greater 26

References • Austin Independent School District. (2010). AISD REACH program update. Austin, TX: Author. Retrieved from http: //archive. austinisd. org/inside/docs/ope_09 -83_RB_Reach_TAKS_and_SLOs. pdf • Community Training and Assistance Center. (2013). It’s more than money: Teacher Incentive Fund—Leadership for Educators’ Advanced Performance Charlotte-Mecklenburg Schools. Boston, MA: Author. • Donaldson, M. L. (2012). Teachers’ perspectives on evaluation reform. Washington, DC: Center for American Progress. • Lachlan-Haché, L. , Matlach, L. , Reese, K. , Cushing, E. , & Mean, M. (2013). Student learning objectives: Early lessons from the Teacher Incentive Fund. Washington, DC: Teacher Incentive Fund Technical Assistance Network. • 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 • Lachlan-Haché, L. , Cushing, E. , & Bivona, L. (2012). Student learning objectives: Benefits, challenges, and solutions. Washington, DC: American Institutes for Research. Retrieved from http: //educatortalent. org/inc/docs/SLOs_Benefits_Challenges_Solutions. pdf • TNTP. (2012). Summer report: Creating a culture of excellence in Indiana schools. Indianapolis, IN: Indiana Department of Education. • What Works Clearinghouse. (2009). Using student achievement data to support instructional decision making. Washington, DC: U. S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. 27