Student Learning Targets

1. Student Learning Targets Student Learning Targets (SLT) Getting Ready for the 2012-2013 School Year You Can Do This!!

2. What is a SLT? A measurable goal for student achievement over a given period of time.

3. What is a SLT? A measurable goal for student achievement over a given period of time. Driven by baseline data on where students are performing.

4. What is a SLT? Aligned with appropriate standards. A measurable goal for student achievement over a given period of time. Driven by baseline data on where students are performing.

5. What is a SLT? Aligned with appropriate standards. A measurable goal for student achievement over a given period of time. Driven by baseline data on where students are performing. Measurable by a pre-determined assessment.

6. What is a SLT? Aligned with appropriate standards. A measurable goal for student achievement over a given period of time. Not a compilation of everything taught in a class. Driven by baseline data on where students are performing. Measurable by a pre-determined assessment.

7. What is a SLT? Aligned with appropriate standards. A measurable goal for student achievement over a given period of time. Not a compilation of everything taught in a class. Driven by baseline data on where students are performing. Measurable by a pre-determined assessment. Does not have to include every student on the roll.

8. What is a SLT? Focuses on one or more critical learning objectives within the full range of what students are expected to learn. Aligned with appropriate standards. A measurable goal for student achievement over a given period of time. Not a compilation of everything taught in a class. Driven by baseline data on where students are performing. Measurable by a pre-determined assessment. Does not have to include every student on the roll.

9. What is a SLT? Focuses on one or more critical learning objectives within the full range of what students are expected to learn. Must be a valid rubric that determines proficiency of the student. Aligned with appropriate standards. A measurable goal for student achievement over a given period of time. Not a compilation of everything taught in a class. Driven by baseline data on where students are performing. Measurable by a pre-determined assessment. Does not have to include every student on the roll.

10. What is a SLT? Focuses on one or more critical learning objectives within the full range of what students are expected to learn. Gathering of evidence of student progress over time between the initial assessment and final assessment. Must be a valid rubric that determines proficiency of the student. Aligned with appropriate standards. A measurable goal for student achievement over a given period of time. Not a compilation of everything taught in a class. Driven by baseline data on where students are performing. Measurable by a pre-determined assessment. Does not have to include every student on the roll.

11. Who Writes an SLT? The LDOE requires all teachers become involved in the SLT writing process. Teachers of grades and subjects that are not tested using state’s standardized program. The student growth for the evaluation of VAM teachers will continue to come from VAM.

12. Target Audience Cohort Class Subject

13. Target Audience A school or district may standardize SLTS at grade levels or in subject areas. Cohort Class Subject

14. Rating the SLT Achievement Ranges Sample Based on 60 Students and 70% Achieving Target Goals. START HERE!

15. Teacher Eval and SLT

16. Teacher Eval and SLT

17. Writing an SLT Start with what you already know and do.

18. Writing an SLT Select critical learning objectives which are central to the content of your course. Start with what you already know and do.

19. Writing an SLT Select critical learning objectives which are central to the content of your course. Measurable for proficiency by an assessment that is valid and rigorous. Start with what you already know and do.

20. Writing an SLT Select critical learning objectives which are central to the content of your course. Measurable for proficiency by an assessment that is valid and rigorous. Start with what you already know and do. Use baseline data

21. Writing an SLT Select critical learning objectives which are central to the content of your course. Identify plan for measuring achievement throughout the year (checkpoints). Measurable for proficiency by an assessment that is valid and rigorous. Start with what you already know and do. Use baseline data

22. 4 Components

23. Activity and Practice Let’s Jump Right In!

24. Components

25. Case Study: English II • English II standards, including these examples of student performance: • Recognizing how word choice relates to tone and purpose (GLE 3) • Making inferences about character motivation (GLE 2, 11) • Developing & elaborating ideas in written compositions (GLE 17) • Determining appropriateness of research sources (GLE 41) Define the Content

26. Case Study: English II English II End-of-Course Assessment Identify an Assessment

27. Case Study: English II This SLT will apply to the 90 students to whom I teach English II. Identify the Student Group

28. Case Study: English II At least 63 out of 90 students (70%) will attain a score of Good or Excellent on the English II End-of-Course assessment. 58% correctly answered half or more of questions on pre-test of EAGLE items. Formative assessments will be administered biweekly to determine progress toward meeting target. Since there is no English II pre-test, I am setting my target based on my students’ performance on a pretest development from English II EAGLE items. On the pre-test, 52 out of 60 students (58%) answered 50% or more of the items correctly; 20 out of 90 (22%) answered 40-50% of the items correctly; and 18 out of 90 (20%) answered fewer than 40% of the items correctly. Set the Expectation for Growth & Rationale (baseline data, checkpoints)

29. Case Study: English II At least 63 out of 90 students (70%) will attain a score of Good or Excellent on the English II End-of-Course assessment. 58% correctly answered half or more of questions on pre-test of EAGLE items. Formative assessments will be administered biweekly to determine progress toward meeting target. Since there is no English II pre-test, I am setting my target based on my students’ performance on a pretest development from English II EAGLE items. On the pre-test, 52 out of 60 students (58%) answered 50% or more of the items correctly; 20 out of 90 (22%) answered 40-50% of the items correctly; and 18 out of 90 (20%) answered fewer than 40% of the items correctly. Set the Expectation for Growth & Rationale (baseline data, checkpoints)

30. Case Study: English II At least 63 out of 90 students (70%) will attain a score of Good or Excellent on the English II End-of-Course assessment. 58% correctly answered half or more of questions on pre-test of EAGLE items. Formative assessments will be administered biweekly to determine progress toward meeting target. Since there is no English II pre-test, I am setting my target based on my students’ performance on a pretest development from English II EAGLE items. On the pre-test, 52 out of 60 students (58%) answered 50% or more of the items correctly; 20 out of 90 (22%) answered 40-50% of the items correctly; and 18 out of 90 (20%) answered fewer than 40% of the items correctly. Set the Expectation for Growth & Rationale (baseline data, checkpoints)

31. Case Study: English II Achievement Ranges Sample Based on 60 Students and 70% Achieving Target Goals.

32. Checkpoint Documentation