Stronge Teacher Effectiveness Performance Evaluation System Student Learning

Stronge Teacher Effectiveness Performance Evaluation System Student Learning Objectives Teacher Effectiveness Student Achievement

Stronge and Associates Educational Consulting, LLC Before We Begin… • Who uses Student Learning Objectives (SLOs)? • How are they used?

Stronge and Associates Educational Consulting, LLC Why Student Learning Objectives? Focus on STUDENT RESULTS TEACHING PROCESSES STUDENT RESULTS

Stronge and Associates Educational Consulting, LLC Why Student Learning Objectives? Explicitly connect teaching and learning TEACHING LEARNING

Stronge and Associates Educational Consulting, LLC Why Student Learning Objectives? Improve instructional practices Instruction Curriculum Assessment

Stronge and Associates Educational Consulting, LLC Why Student Learning Objectives? Framework for Coherence Looking at student data Formative assessment Professional Development Differentiation Best practices Lesson plans Common planning

Stronge and Associates Educational Consulting, LLC Framework for Coherence Formative assessment Looking at student data Differentiation Student Learning Objectives Best practices Professional Development Lesson plans Common planning

Stronge and Associates Educational Consulting, LLC + Why Student Learning Objectives? Focus on student results Explicit teaching and learning connection Improved instructional practices Framework for coherence SCHOOL IMPROVEMENT & STUDENT SUCCESS

Stronge and Associates Educational Consulting, LLC Student Learning Objective Process What does research say about student learning objectives for student achievement?

Stronge and Associates Educational Consulting, LLC Step 1: Determine needs Student Learning Objective Process Step 2: Create specific learning objectives based on preassessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether the students achieved the objective

Stronge and Associates Educational Consulting, LLC Step 1: Determine needs Step 1: Determining Needs Step 2: Create specific learning objectives based on preassessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether the students achieved the objective

Stronge and Associates Educational Consulting, LLC Who Determines Areas of Focus? • District? • Principals? • Teacher groups? • Individual teachers?

Stronge and Associates Educational Consulting, LLC How Do We Determine Areas of Focus? • What sources of data are available? • How broad/narrow will our focus be? o Example: Grade 4 math OR o Grade 4 math in the areas of number sense and computation & estimation

Sunshine Elementary Grade 5 Stronge and Associates Educational Consulting, LLC Percent of Students Passing End-of-Year Assessments 2009 -2010 -2011 -2012 Reading 92% 95% 91% Writing 87% 89% 91% Math 72% 83% 75%

Stronge and Associates Educational Consulting, LLC The Pre-Assessment: A Necessity You might know where you’re going…but if you don’t know where you’re starting, how can you make a plan to get there?

Stronge and Associates Educational Consulting, LLC How Do We Determine What Pre-Assessments to Use? • Emphasis on tests with higher validity and reliability • Must be able to show progress in skills or content • What is already in place?

Stronge and Associates Educational Consulting, LLC Maria Sanchez Sunshine Elementary Grade 5 Teacher

Stronge and Associates Educational Consulting, LLC Looking at her baseline data, what challenges will Maria have this year in teaching math?

Stronge and Associates Educational Consulting, LLC Step 1: Determine needs Step 2: Creating SMART Objectives Step 2: Create specific learning objectives based on preassessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether the students achieved the objective

Stronge and Associates Educational Consulting, LLC What is a Student Learning Objective? Objective … a statement of an intended outcome of your work: Student Learning Distinct from Strategies ü Strategies = Means ü Objective = End “Are you going to New York or by train?

Stronge and Associates Educational Consulting, LLC What Makes Objectives SMART? • Specific • Measureable • Appropriate • Realistic • Time-bound

Stronge and Associates Educational Consulting, LLC SPECIFIC: Focus • Does the objective focus on one content area or specific skills in that content area? • Does the objective focus on the needs of ALL groups of learners?

Stronge and Associates Educational Consulting, LLC MEASURABLE • Has an appropriate instrument been chosen to measure the objective? • NOTE: must match the preassessment measurement

Stronge and Associates Educational Consulting, LLC APPROPRIATE Is it within the teacher’s control to affect change?

Stronge and Associates Educational Consulting, LLC REALISTIC Is the objective feasible?

Stronge and Associates Educational Consulting, LLC TIME-BOUND Is the objective contained to a single school year or course?

Stronge and Associates Educational Consulting, LLC Progress vs. Achievement PROGRESS Students will score X% greater on the post-test than on the pretest. ACHIEVEMENT X% of students will achieve a score of X or higher.

Stronge and Associates Educational Consulting, LLC Maria’s Objective Statement: In the current school year, each student will achieve an average of 1 year’s gain using the STAR Math assessment for students below, on, and above grade level as tested in August. A good objective statement is one that is… ü Specific ü Measurable ü Appropriate ü Realistic ü Time-bound

Stronge and Associates Educational Consulting, LLC Be the Evaluator: Assess Maria’s Objective Using the SMART criteria Aspect of Objective Statement Specific Measurable Appropriate Realistic Time. Bound Evidence

Stronge and Associates Educational Consulting, LLC How Rigorous is the Objective? Originally developed by Keith Everson, Gwinnett County Schools, Georgia, 2011

Stronge and Associates Educational Consulting, LLC Objectives in other areas…

Stronge and Associates Educational Consulting, LLC Anna Tate 8 th Grade Language Arts Teacher Pre-Assessment of Student Ability in Expository Writing

Stronge and Associates Educational Consulting, LLC Composing Written Expression Usage and Mechanics Rubric used for Assessing Students 1 2 The writer demonstrates little or no control of most of the composing domain’s features. The writer demonstrates inconsistent control of several features, indicating significant weakness in the composing domain. 3 4 The writer demonstrates reasonable, but not consistent, control of the composing domain’s features; the writer may control some features more than others. The writer demonstrates little or no control of inconsistent control of reasonable, but not most of the written several features, indicating consistent, control of the expression domain’s significant weakness in the written expression features. written expression domain’s features; the writer may control some features more than others. The writer demonstrates consistent, though not necessarily perfect, control of the composing domain’s features. The writer demonstrates little or no control of most of the domain’s features of usage and mechanics. The writer demonstrates consistent, though not necessarily perfect, control of the domain’s features of usage and mechanics. The writer demonstrates inconsistent control of several features, indicating significant weakness in the domain of usage and mechanics. The writer demonstrates reasonable, but not consistent, control of most of the domain’s features of usage and mechanics. The writer demonstrates consistent, though not necessarily perfect, control of the written expression domain’s features.

2 3 1 2 3 3 2 1 3 2 3 3 1 3 3 2 Written Expression 2 3 1 2 2 2 1 1 3 2 2 3 1 3 2 2 Usage and Mechanics 1 4 1 1 2 2 1 1 3 1 2 3 1 4 2 2 0 0 0 3 3 2 2. 25 3 3 1 1. 95 2 4 1 1. 9 Student Composing Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 (no response) Student 18 Student 19 Student 20 Average 1. 67 3. 33 1 1. 67 2. 33 1 3 1. 67 2. 33 3 1 3. 33 2 0 2. 67 3. 33 1. 33

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 (no response) Student 18 Student 19 Student 20 Average 2 3 1 2 3 3 2 1 3 2 3 3 1 3 3 2 Written Expression 2 3 1 2 2 2 1 1 3 2 2 3 1 3 2 2 Usage and Mechanics 1 4 1 1 2 2 1 1 3 1 2 3 1 4 2 2 0 0 0 3 3 2 2. 25 3 3 1 1. 95 2 4 1 1. 9 Composing Average 1. 67 3. 33 1 1. 67 2. 33 1 3 1. 67 2. 33 3 1 3. 33 2 0 2. 67 3. 33 1. 33

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 (no response) Student 18 Student 19 Student 20 Average 2 3 1 2 3 3 2 1 3 2 3 3 1 3 3 2 Written Expression 2 3 1 2 2 2 1 1 3 2 2 3 1 3 2 2 Usage and Mechanics 1 4 1 1 2 2 1 1 3 1 2 3 1 4 2 2 0 0 0 3 3 2 2. 25 3 3 1 1. 95 2 4 1 1. 9 Composing Average 1. 67 3. 33 1 1. 67 2. 33 1 3 1. 67 2. 33 3 1 3. 33 2 0 2. 67 3. 33 1. 33

Stronge and Associates Educational Consulting, LLC Composing Written Expression Usage and Mechanics Student Performance by Groups Low Performing Students Mid-performing Students High Performing Students . 75 2. 54 3. 0 . 75 2. 08 3. 0 . 75 1. 62 4. 0

Stronge and Associates Educational Consulting, LLC Anna’s Goal Statement: A good goal statement is one that is… For the 2011 – 12 school year, 100% of my students will make measurable progress in writing. Each student will improve by one performance level in composition, written expression, and mechanics/usage. Furthermore, 80% of the students will score a “ 3” or better overall. ü Specific ü Measurable ü Appropriate ü Realistic ü Time-bound

Stronge and Associates Educational Consulting, LLC Sample SMART SLO During the 2011 -12 school year, my sixth grade physical education students will improve performance by 20% on each of the Presidential Fitness Test sub areas. ü ü ü Specific: Focused on physical education, specifically the Presidential Fitness sub areas Measurable: Identified Presidential Fitness Test to be used to assess objective Appropriate: The teacher teaches the content and skills contained in the Presidential Fitness Tests. Realistic: The objective of increasing student performance by 20% is realistic. It is not out of reach and yet not too easy. Time-bound: Goal attainment can be addressed by the end of the year with the final Presidential Fitness Test.

Stronge and Associates Educational Consulting, LLC Anita Knapp’s Baseline Data

Stronge and Associates Educational Consulting, LLC Anita Knapp’s Baseline Data 9 9

Stronge and Associates Educational Consulting, LLC How SMART is this objective? Anita Knapp – Second Grade Teacher During this school year, my students will improve on word knowledge and oral reading fluency. Aspect of Objective Statement Specific Measurable Appropriate Realistic Time. Bound Evidence

Stronge and Associates Educational Consulting, LLC How Rigorous is the Objective? Originally developed by Keith Everson, Gwinnett County Schools, Georgia, 2011

Stronge and Associates Educational Consulting, LLC Better SLO for Anita Knapp? Objective Statement: During this school year, 100% of my students will improve in word knowledge and oral reading as measured by PALS. Each student will move up at least a grade level in instructional reading level from fall to spring. Furthermore, students who are below grade level in instructional reading level will increase their instructional reading level by 1. 5 years.

Stronge and Associates Educational Consulting, LLC How SMART is this Objective? Mason Dixon – Government Teacher For the current school year, my students will have the knowledge and skills to be productive members of their society because they will be able to analyze primary and secondary source documents. Aspect of Objective Statement Specific Measurable Appropriate Realistic Time. Bound Evidence

Stronge and Associates Educational Consulting, LLC How Rigorous is the Objective? Originally developed by Keith Everson, Gwinnett County Schools, Georgia, 2011

Stronge and Associates Educational Consulting, LLC Better Objective for Mason Dixon? Objective Statement: During this school year, 100% of my students will improve in analyzing primary and secondary source documents. Each student will increase his/her ability to analyze documents by one level on the rating rubric. Furthermore, 75% of students will score at “proficient” or above.

Stronge and Associates Educational Consulting, LLC How Smart is this Objective? Anne Droid – Basic Technical Drawing/Design/CAD (Teacher N) During this school year, 100% of my students will demonstrate measurable progress in the basic technical drawing by improving at least one performance level on the rubric. At least 85% of my students will score proficient on the end of the year performance assessment according to line quality, neatness, accuracy, and title block. Aspect of Objective Statement Specific Measurable Appropriate Realistic Time-Bound Evidence

Stronge and Associates Educational Consulting, LLC Revise Maria’s SLO Original SLO Statement: Revised SLO Statement: In the current school year, the students will achieve an average of 1 year’s gain using the STAR Math assessment for students below, on, and above grade level as tested in August.

Stronge and Associates Educational Consulting, LLC Revise Maria’s SLO Original SLO Statement: Revised SLO Statement: In the current school year, the students will achieve an average of 1 year’s gain using the STAR Math assessment for students below, on, and above grade level as tested in August. In the current school year, all students will achieve at least 1 year’s gain using the STAR math assessment; students in the below grade level category will achieve at least 1. 2 year’s gain.

Stronge and Associates Educational Consulting, LLC How Rigorous is the Objective? Developed by Keith Everson, Gwinnett County Schools, Georgia, 2011

Stronge and Associates Educational Consulting, LLC Step 1: Determine needs Step 3: Create and implement teaching and learning strategies Step 2: Create specific learning objectives based on preassessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether the students achieved the objective

Stronge and Associates Educational Consulting, LLC Strategies should be: • Linked specifically to the objective • Specific to what the teacher will do • Measurable • As high-yield as possible

Stronge and Associates Educational Consulting, LLC Maria’s Strategies for Teaching and Learning Strategy Measurable By Target Date Institute “exit cards” in which students spend the last 5 minutes of every lesson answering 1 -3 questions from the current material in order to determine where more emphasis is needed Lesson plans, observations, examples of exit cards September 15 Work with math coach to implement math groups (3 x a week) that focus on using formative data to deliver relevant lessons to students. Lesson plans, October 1 observations; student assessments Start a “math club” for students needing more help on a voluntary basis during lunch Observations October 15

Stronge and Associates Educational Consulting, LLC Writing Instructional Strategies Who in the building or district can provide assistance for “developing” or “needs improvement” teachers?

Stronge and Associates Educational Consulting, LLC Step 1: Determine needs Step 4: Monitor Student Progress Step 2: Create specific learning objectives based on preassessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether the students achieved the objective

Stronge and Associates Educational Consulting, LLC Steps in the Mid-Year Review Process Step 1 Collect and reflect on informal and formal mid-year data Step 2 Reflect on progress toward objective Step 3 Reflect on effectiveness of strategies Step 4 Adjust strategies

Stronge and Associates Educational Consulting, LLC Maria’s Mid-Year Data

Stronge and Associates Educational Consulting, LLC Maria’s Mid-Year Reflection Strategy Measurable By Target Date Outcome Institute “exit cards” in which students spend the last 5 minutes of every lesson answering 1 -3 questions from the current material in order to determine where more emphasis is needed Lesson plans, observations, examples of exit cards Sept. 15 At first used exit cards concentrating on computation; in November, added a problem-solving piece. Helpful in determining groups. Work with math coach to implement math groups (3 x a week) that focus on using formative data to deliver relevant lessons to students. Lesson plans, observations; student assessments Oct. 1 Took until October 15 to fully implement; meet with each group 3 x a week for at least 15 minutes. Meet with lowest group for each skill for 20 min 4 x a wk. Start a “math club” for students needing more help on a voluntary basis during lunch Observations Oct. 15 Only a few students volunteered to come Teach students how to write “math journals” as part of their independent work during group time, focusing on explaining their strategies in writing. Journals Jan. 30 Can further use to determine areas of students misconceptions

Stronge and Associates Educational Consulting, LLC Step 1: Determine needs Step 5: Evaluate Results Step 2: Create specific learning objectives based on preassessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether the students achieved the objective

Stronge and Associates Educational Consulting, LLC Review the Objective In the current school year, all students will achieve at least 1 year’s gain using the STAR math assessment; students in the below grade level category will achieve at least 1. 2 year’s gain.

Stronge and Associates Educational Consulting, LLC STAR Math Growth Report 9 Number of students 8 7 6 5 August 4 June 3 2 1 0 2 3 4 5 6 Grade Equivalency (GE) 7

Stronge and Associates Educational Consulting, LLC STAR Math Grade: 5 Teacher: Maria Sanchez Instructional Math Level Change Grade Equivalent August June 1 Below GE On GE 5 Above 9 9 1 4 2 5 6 Within 2 months of 5. 0 (4. 8 - 5. 2) 2 Within 2 months of 5. 9 (5. 7 - 6. 1)

Stronge and Associates Educational Consulting, LLC STAR Math Grade: 5 Teacher: Maria Sanchez Instructional Math Level Change Loss <. 6 = 5. 7 - 1. 0 = 6 > 1. 0 = 8 Smooth Sailing Elementary School

Stronge and Associates Educational Consulting, LLC STAR Math Grade: 5 Teacher: Maria Sanchez Grade Equivalent Change August Grade Equivalent June GE Gain Below GE +0. 9 On GE* +0. 4 Above GE** +1. 2 * Within 2 months of 5. 0 (4. 8 - 5. 2) ** Within 2 months of 5. 9 (5. 7 - 6. 1)

Stronge and Associates Educational Consulting, LLC Did Maria reach her objective?

Stronge and Associates Educational Consulting, LLC Is Maria… • Highly Effective? • Partially Effective? • Ineffective?

Stronge and Associates Educational Consulting, LLC Summative Evaluation: Example Decision-Making Rules • Highly Effective: 90% of students met objective and more than 50% of students exceeded the objective • Effective: At least 80% of students met or exceeded the objective • Partially Effective: Less than 80% of students met or exceeded the objective; AND < 50% of students failed to meet the objective • Ineffective: Less than 80% of students met or exceeded the objective; AND ≥ 50% of students failed to meet the objective

Stronge and Associates Educational Consulting, LLC When collecting data, consider… • Do you want scores by individual students or student groups? • Do you want averages? • Will you look at progress, achievement, or both? • Will teachers turn in graphs, charts, or raw data?

Stronge and Associates Educational Consulting, LLC In summary… What are the benefits of student learning objectives?

Stronge and Associates Educational Consulting, LLC In summary… What are the challenges to student learning objectives?

Stronge and Associates Educational Consulting, LLC 1. Common Challenges Data access & analysis • Robustness of data system • Teacher & administrator skills 2. Sufficient & appropriate assessments 3. Writing SMART objectives 4. Clarifying the acceptable amount of progress 5. Developing instructionally-based strategies • See Marzano et al. , Schmoker, Collins, Blankstein, Fullan, etc….

Setting Student Learning Objectives… Stronge and Associates Educational Consulting, LLC • Focuses on student results • Connects teaching with learning o Improved instruction in the classroom • Contributes to school improvement But … must be based on valid and reliable assessments of student learning

Stronge and Associates Educational Consulting, LLC Which of these will have the most direct effect on individual student learning? District Curriculum and Assessments State Standards and Assessments Classroom Assessment

Stronge and Associates Educational Consulting, LLC State Standards and Assessments Why is Classroom Assessment so important? District Curriculum and Assessments Classroom Assessment …Because it is closest to the actual student and to student learning!

Stronge and Associates Educational Consulting, LLC More Information James H. Stronge james. stronge@strongeandassociates. com 757. 221. 2339 www. eyeoneducation. com