INTERNET CONNECTION

1. INTERNET CONNECTION Welcome! • Check ‘net connection for http://bit.ly/SDDay1SLODo you have access to the handouts? • Feel free to adjust tables to see visual aids! • SIT AT TABLES ACCORDING TO THE puzzle piece you drew. (For now… we may regroup later.) • Do you have access to the handouts? http://bit.ly/SDDay1SLO

2. Tammy Jo Schlechter 

3. WELCOME • My colleagues are gathered here from across the state! • Before we begin… do we have an “aisle” the length of the room-? • Peanut allergies? I brought snacks! 

4. WHAT TEACHERS DO DURING THE SUMMER Before we get to our: Orientation to Student Learning Objectives https://www.youtube.com/watch?v=X551qBVlNds

5. Parking Lot Activity • Throughout the day, post questions at your parking lot. • Periodically, remind Tammy Jo to check “parking lots.” • Everyone is encouraged to respond to questions.

6. TAKE AWAY WINDOW • FOLD A PIECE OF PAPER HAMBURGER STYLE • Write “TAKE AWAY WINDOW” on the front flap. Look for moments. • Write “ACTION STEPS” on the back flap.

7. WHAT DO WE KNOW?? • On a sticky note or a sheet of paper… Number the paper 1-7. 1. 2. 3. …

8. Rating your knowledge FIRST STATEMENT: I know the definition of an S.L.O. 1. I don’t know anything about the definition of an SLO. 2. I know a little bit about the definition of an S.L.O. 3. I am comfortable with the definition of an S.L.O. 4. I could teach someone about the definition of an S.L.O.

9. Rate Yourself… • I know the definition of an SLO. • I understand the four steps of the SLO process. • I know how to establish baseline data and determine growth. • I know the components of a SMART goal. • I know how growth ratings are calculated. • I can determine the quality of an SLO using the SLO Quality Checklist. • I know how an SLO connects to teacher evaluation.

10. BUILDING THE VISUAL • Use the PINK small sticky notes on your table. • POSTERS ON THE WALL --Put a pink note under the number rating you gave yourself for each statement.

11. S.M.A.R.T. Growth GoalA.K.A. OUR “S.L.0.” By the end of the day, all of the participants in the training will rate themselves as a 3 or 4 for each of the seven statements given.

12. Seven 1-minute Conversations • For each statement, Find another person that gave themselves a different rating than you. • 1 minute conversation – Share what you already know or do not know about the given statement. Let the higher ranking go first. If you ranked yourself a 1, ask a follow up question for better clarification. • Don’t forget to quickly introduce yourself! Mingle with teachers from different schools and get to know each other.

13. Agenda Morning: What is an S.L.O? How does it connect to the Charlotte Danielson Framework? How does it connect to Teacher Evaluations? What are the 4 steps in the S.L.O. Process? Afternoon: How do I Write an S.L.O. using the Process Guide? How will my Growth Rating be calculated? Discussing and Understanding all the options!!

14. TABLE INTRO’S • What’s your name? • Where are you from? • What do you teach and for how long? • What has your school done to prepare for S.L.O.’s and the new teacher evaluation model so far?

15. If it doesn’t Challenge Y O U It doesn’t Change Y O U

18. SLO does not need to add to your plate. As I worked with the SLO process, I found it validated the best practices I have found on my own! 

19. 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 • Lids down. Save devices for WORK TIME. 

20. Parking Lot Sharing question: the “protocol” for today • Write questions on sticky notes. • Place on parking lots at table. • Claim question at your table that you can answer. • If we cannot answer questions, they end up in the SD DOE Parking Lot on the wall.

21. Outcomes Today • I know the definition of an SLO. • I understand the four steps of the SLO process. • I know how to establish baseline data and determine growth. • I know the components of a SMART goal. • I know how growth ratings are calculated. • I can determine the quality of an SLO using the SLO Quality Checklist. • I know how an SLO connects to teacher evaluation.

22. 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 • Adopted Charlotte Danielson Framework for Teaching now known as The SD Framework for Teaching • The 2011-2012 Teacher Standards Pilot Districts • The 2012 Teacher Evaluation Workgroup • The SD Commission of Teaching and Learning • The 2013-2014 Teacher Effectiveness Pilot participants • The 2013-2014 Principal Effectiveness Pilot participants • The University of South Dakota

23. More History… • Evaluations in the past in SD • Teacher evaluation and NCLB waiver • SD Teacher Effectiveness Model: 2 parts • Professional practice (SD Framework for Teaching) • Student Growth • How does it all fit together?

24. The Aspiration: Improve Instruction and Student Learning 1. Encouragemeaningful, in-depth dialogue focused on improving instruction 2. Provide regular, timely, useful feedback that guides professional growth 3. Support a culture in which data drives instructional decisions 4. Establish clear expectations for teacher performance 5. Use multiple measures to meaningfully determine and differentiate teacher performance 6. Provide a fair, flexible, research-based model that informs personnel decisions.

25. Determining Teacher Effectiveness Using multiple measures of professional practice and student learning South Dakota Framework for Teaching The Recommended Model! Student Growth Domain 1 Domain 2 Domain 3 Domain 4 SLOs State Assessments (as one measure if available) District Assessments Evaluator-Approved Assessments Instruction Planning and Preparation Classroom Environment 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 Professional Practice Rating Growth Rating Summative Rating Matrix Professional Oversight: Is the rating fair and accurate based on the evidence and data shared by the teacher Differentiated Performance Categories Below Expectations Meets Expectations Exceeds Expectations

26. Determining Teacher Effectiveness Using multiple measures of professional practice and student learning South Dakota Framework for Teaching Student Growth Domain 1 Domain 2 Domain 3 Domain 4 SLOs SLOs State Assessments (as one measure if available) District Assessments Evaluator-Approved Assessments Instruction Planning and Preparation Classroom Environment 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 Professional Practice Rating Growth Rating Summative Rating Matrix Professional Oversight: Is the rating fair and accurate based on the evidence and data shared by the teacher Differentiated Performance Categories Below Expectations Meets Expectations Exceeds Expectations

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

28. Teacher A Summative Teacher Effectiveness Rating Categories Judgment Rating Subject to Review ✪ Below Expectations Meets Expectations Exceeds Expectations

29. Teacher B Judgment Rating Subject to Review Summative Teacher Effectiveness Rating Categories Judgment Rating Subject to Review ✪ Below Expectations Meets Expectations Exceeds Expectations

30. Teacher C Judgment Rating Subject to Review Summative Teacher Effectiveness Rating Categories Judgment Rating Subject to Review ✪ Below Expectations Meets Expectations Exceeds Expectations

31. Cannot forget… • Have you signed the sign in sheet? • …picked up graduate credit or CEU paper work? • Stipend forms will come at the end of the day.

32. Outcomes Today • I know the definition of an SLO. • I understand the four steps of the SLO process. • I know how to establish baseline data and determine growth. • I know the components of a SMART goal. • I know how growth ratings are calculated. • I can determine the quality of an SLO using the SLO Quality Checklist. • I know how an SLO connects to teacher evaluation.

33. Chunking today • I know the definition of an SLO. • I understand the four steps of the SLO process. • I know the components of a SMART goal. • I know how to establish baseline data, determine growth and calculate growth ratings. • I can determine the quality of an SLO based on the SLO Quality Checklist. • I know how SLOs connect to teacher evaluation.

34. Chunk 1SlO Process

35. Let’s Define It! 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, rigorous, realistic and measurable goal(s) 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.

36. Definition of a Teacher • (a)  Provides instruction to any grade, kindergarten through grade twelve, or ungraded class or who teaches in an environment other than a classroom setting; • (b)  Maintains daily student records; • (c)  Has completed an approved teacher education program at an accredited institution or completed an alternative certification program; • (d)  Has been issued a South Dakota certificate; and • (e)  Is not serving as a principal, assistant principal, superintendent, or assistant superintendent.

37. How many SLOs? A minimum of 1 SLO per teacher is required. • Teachers can write more, but only one is required by the state and used for evaluation purposes. • Districts may require more than one SLO.

38. SLO’s: Like Walking Up A Staircase… SLO COMPLETE Progress Update Daily Learning Outcomes/targets

39. Vocab. Checkpoint • Quick choose a partner!  • Decide who is “peanut butter” and decide who is “jelly” • Line up as partners with peanut butter all one side and jelly on t’ other… “peanut butter” side towards Tammy Jo

40. Student Learning Objective

41. Student Learning Target/Outcome

42. Baseline Assessment

43. Switch directions and “jelly” face me now!

44. Progress Update

45. Summative Assessment

46. Vocabulary Check- Cole’s short and sweet version • Student Learning Objective(LONG TERM) • Student Learning Target/Outcome (SHORT TERM) • Baseline Assessment (PRE-TEST) • Progress Update (How are they doing at half way point?) • Summative Assessment (POST TEST)

47. Vocabulary Check- TJ’s version Student Learning Objective: shares a teacher-­‐driven goal or set of goals that establish expectations for student academic growth over a period of time (the SLO is more global like at least a semester or year long time-frame… when comparing to a SLT) Student Learning Target/Outcome: Describes daily expectations regarding student learning…often what teachers post in the classroom Baseline Assessment: Defines the students current level of understanding, skill, knowledge, performance, This is the starting point for growth goal. Summative Assessment: Defines the students final level of understanding, skill, knowledge, performance. This is the end point for growth goal. Progress Update: Defines the students progress toward, and checks for progress toward growth goal.

48. Coming next! Example of the heart of the Student Learning Objective…

49. Sample Growth Goal For the 2013-14 school year, 90% of my students will make the end of the year benchmark as measured by the DIBELS Next and DAZE assessments. This example is the end result of working through the SLO development.

50. SLO Process Guide