Our PD!

1. Ideas - from our discussion
● Possible agenda:
a. ARLENE: Introduction - role plays to show teachers talking about who they’re focusing on
in the classroom
■ OR - think pair share (teachers) about who do you focus on in the
classroom? (write a quick reflection)
■ Then Arlene talks about: a student who came high/low and who
she focused on and what the results were.
■ Purpose of thePD/SLOs - to move ALL students
b. KEVIN: What is an SLO? What is a Mastery objective? TAKE OUT THE TARGETED
GROWTH OBJECTIVE (slide 8)
c. KEVIN: The five steps for creating SLOs (slide 10) - maybe pull this out so that we
understand that there are substeps within steps 2 and 3
d. CATHERINE: How to bucket/figure out student starting points
■ Give clear directions for the activity
■ Give teachers a chance to practice with sample data (modify the
F&P data to make it more clear cut - but include one manageable
grey area: make 1 student demonstrate summer slide). Break
down the task - first, with a partner, bucket your highly prepared.
What did you choose? Etc.
■ Norm briefly

2. Notes from our Discussion - Page 2
● Agenda (part 2)
e. LAUREN:
What does it mean to be distinguished, proficient, basic, and unsatisfactory
Poster about what many, most and few means:
Almost all = all but 1
Most = 80%
Many = 70%
Few = less than 50%
If this was our class, which numbers would we need to be distinguished? (do this
together)
With a partner, figure out what proficient, basic, unsatisfactory looks like
f. Conclusion, Q&A - KEVIN

3. Measuring Our Impact on
Student Learning

4. Welcome Back
• Last week’s staff meeting
• Shoutouts

5. Objectives
Teachers will be able to:
Articulate the purpose for measuring their impact on
student outcomes using Student Learning
Objectives.
Explain the key steps to setting Student Learning
Objectives.
Practice setting Mastery Objectives.

6. Agenda
I. Warm up activity
II. Introduction - What is the purpose of a Student
Learning Objective?
III. What is an SLO?
IV.Steps for Creating an SLO
V. Practice: Identify Student Starting Points
VI.Practice: Designing SLOs
VII.Questions

7. Reflection
Think about a student you have helped reach
Proficiency or Advanced in the past.
1. Where did the student come to you
academically?
2. What steps did you two take to get him to
reach proficiency?
3. What type of data did you use to support your
work?

8. What does success look like? All means
all.
Improved Student
Outcomes
Data
Driven
Teacher
Practice
Teachers
and Leaders
Set Clear
Goals

9. Student Learning Objectives at
Mastery
What are SLOs? Student Learning Objectives are goals for student achievement
set at the start of the school year that link teacher effectiveness to student
outcomes. They are: specific and measurable, based on available prior student
learning data, aligned to core content standards and based on growth and
mastery. Student performance is used for the purpose of teacher evaluation.
A Mastery Objective reflects the bar for
what students should know and be able to
do by the end of a course. Typically
mastery objectives are assessed using
Common Core/grade-level aligned content
assessments at planned benchmarks and
end of the year.
A Targeted Growth Objective motivates
and measures growth for a select set of 5
students beginning the class at a low level
of preparedness. Targeted growth
objectives can be measured using skills
assessments that track progress on
gateway skills for the content captured by
the mastery objective.

10. How do the goals influence my work as a
Teacher?
The “bar” is the “bar”!
Is this lesson sufficiently
rigorous?
I have to make sure my kids who
need this most are successful. Are
all of my kids’ needs being met?

11. There are 5 steps for setting Student Learning Objectives at
Mastery.
Select Quality Assessments
Determine Students’ Starting Points
Write Student Learning Objectives
Track Progress and Refine Instruction
Review Results and Score
1
2
3
4
5

12. There are 5 steps for setting Student Learning Objectives at
Mastery
Select Quality Assessments
Determine Students’ Starting Points
Write Student Learning Objectives
Track Progress and Refine Instruction
Review Results and Score
1
2
3
4
5

13. Our first step is to “bucket” or group
students according to these categories:
• Underprepared: Students who have yet to
master pre-requisite knowledge or skills needed
for this course.
• Prepared: Students who are appropriately
prepared to meet the demands of the course.
• Highly Prepared: Students who start the course
having already mastered some key knowledge
or skills.

14. /
Let’s practice!
Using the sample F&P reading data in front
of you, bucket students into 3 groups –
Highly Prepared, Prepared, Underprepared.
Remember -
• Underprepared: Students who have yet to
master pre-requisite knowledge or skills
needed for this course.
• Prepared: Students who are appropriately
prepared to meet the demands of the
course.
• Highly Prepared: Students who start the
course having already mastered some key
knowledge or skills.

15. /
Practice: Using beginning of the year data to determine student
starting points for a 5th grade Social Studies class.
First Name June September
Khalia K J
Saemaj K K
Brianna K L
Dominique K O
Javonntea K N
Phoenix K M
Jysear L L
Jay'Len L L
Doivionna L W
Nasir L J
Isiah M T
Christian M T
Samir M X
Naomi M S
ZyKyrah M S

16. /
Norming our Ratings
Form a triad, and discuss:
○ Did you come up with the
same ratings?
○ Why/why not?
○ Come to an agreement for the
three groups as a triad.

17. /
Practice: Using beginning of the year data to determine student
starting points for a 5th grade Social Studies class.
First Name June September
Khalia K J
Saemaj K K
Brianna K L
Dominique K O
Javonntea K N
Phoenix K M
Jysear L L
Jay'Len L L
Doivionna L W
Nasir L J
Isiah M T
Christian M T
Samir M X
Naomi M S
ZyKyrah M S

18. /
Results: The following students have been bucketed into three
categories, underprepared, prepared, and highly prepared.
First Name June September
Khalia K J
Saemaj K K
Brianna K L
Dominique K O
Javonntea K N
Phoenix K M
Jysear L L
Jay'Len L L
Doivionna L W
Nasir L J
Isiah M T
Christian M T
Samir M X
Naomi M S
ZyKyrah M S

19. /
Now that we know where are our students are entering the
year, we can determine how far we need to go.

20. Mastery Objectives
To set the Mastery Objective, a teacher must only decide the appropriate
proportion of students who will achieve mastery for each performance
level. These proportions are based on students’ starting points. Though
teachers and Residents must use professional judgment when determining
the appropriate proportions, there are recommended guidelines to
consider.

21. Understanding Teacher Ratings
o To be considered a Distinguished teacher, all students in the
high and medium levels of preparedness and most of the
underprepared students achieve content mastery (they’re in
the mastery boat!
o To be considered Proficient teacher, all students in the high
level and all students in the medium level and many of the
students in the low level achieve content mastery and join you
in the mastery boat.
o A teacher will receive a Basic rating if most students who are
HP and P achieve mastery and few students in the UP level
achieve content mastery.
o A teacher will receive an Unsatisfactory ranking if few or no
students achieve content mastery.

22. Definitions for the purposes of this PD:
o All = All in the mastery
o Almost All = All but one
o Most = 80% or more in the
o Many = 70% or more in the
o Few = Less than 50% in the

23. Performance Levels
Let’s figure out the teacher’s Mastery Objective
for the fifth grade class we practiced with earlier.
Highly Prepared 2
Prepared 4
Underprepared 9
Dist.
All of HP and P groups
+ Most of U group
? students
Pro.
All of HP and P groups
+ Many of U group
? students
Basic
Most of HP and P groups
+ Few of U group
? students
Un.
Few of HP and P groups
+ Few of U group
? students
Levels of
Preparedness

24. Levels of Preparedness: HP 2 P 4 UP 9
Unsatisfactory – 1 Basic - 2 Proficient - 3 Distinguished - 4
HP #:
P#:
U#:
HP #:
P#:
U#:
HP #:
P#:
U#:
HP #:
P#:
U#:
Let’s figure out the teacher’s Mastery Objective
for the fifth grade class we practiced with earlier.
o To be considered a Distinguished teacher, all HP and P students and most of the students in UP group
chieve content mastery.
o To be considered Proficient teacher, all students in the HP and P groups and many of the students in
the UP achieve content mastery.
o A teacher will receive a Basic rating if most students in the HP and P groups, and few students in the
UP achieve content mastery.
o A teacher will receive an Unsatisfactory ranking if few or no students achieve content mastery.

25. Who’s in the Mastery boat of a
DISTINGUISHED teacher?
MASTERY

26. Levels of Preparedness: HP 2 P 4 UP 9
Unsatisfactory – 1 Basic - 2 Proficient - 3 Distinguished - 4
HP #:
P #:
U #:
HP #:
P #:
U #:
HP #:
P #:
U #:
HP #:
P #:
U #:
Let’s figure out the teacher’s Mastery Objective
for the fifth grade class we practiced with earlier.
o To be considered a Distinguished teacher, all HP and P students and most of the students in UP group
chieve content mastery.
o To be considered Proficient teacher, all students in the HP and P groups and many of the students in
the UP achieve content mastery.
o A teacher will receive a Basic rating if most students in the HP and P groups, and few students in the
UP achieve content mastery.
o A teacher will receive an Unsatisfactory ranking if few or no students achieve content mastery.

27. Levels of Preparedness: HP 2 P 4 UP 9
Unsatisfactory – 1 Basic - 2 Proficient - 3 Distinguished - 4
HP #:
P #:
U #:
HP #:
P #:
U #:
HP #:
P #:
U #:
HP #: 2
P #: 4
U #: 8
Not in the boat: 1
Let’s figure out the teacher’s Mastery Objective
for the fifth grade class we practiced with earlier.
o To be considered a Distinguished teacher, all HP and P students and most of the students in UP group
chieve content mastery.
o To be considered Proficient teacher, all students in the HP and P groups and many of the students in
the UP achieve content mastery.
o A teacher will receive a Basic rating if most students in the HP and P groups, and few students in the
UP achieve content mastery.
o A teacher will receive an Unsatisfactory ranking if few or no students achieve content mastery.

28. Who’s in the Mastery boat of a
PROFICIENT teacher?
MASTERY

29. Levels of Preparedness: HP 2 P 4 UP 9
Unsatisfactory – 1 Basic - 2 Proficient - 3 Distinguished - 4
HP #:
P #:
U #:
HP #:
P #:
U #:
HP #:
P #:
U #:
HP #: 2
P #: 4
U #: 8
Not in the boat: 1
Let’s figure out the teacher’s Mastery Objective
for the fifth grade class we practiced with earlier.
o To be considered a Distinguished teacher, all HP and P students and most of the students in UP group
chieve content mastery.
o To be considered Proficient teacher, all students in the HP and P groups and many of the students in
the UP achieve content mastery.
o A teacher will receive a Basic rating if most students in the HP and P groups, and few students in the
UP achieve content mastery.
o A teacher will receive an Unsatisfactory ranking if few or no students achieve content mastery.

30. Levels of Preparedness: HP 2 P 4 UP 9
Unsatisfactory – 1 Basic - 2 Proficient - 3 Distinguished - 4
HP #:
P #:
U #:
HP #:
P #:
U #:
HP #: 2
P #: 4
U #: 7
Not in the boat: 2
HP #: 2
P #: 4
U #: 8
Not in the boat: 1
Let’s figure out the teacher’s Mastery Objective
for the fifth grade class we practiced with earlier.
o To be considered a Distinguished teacher, all HP and P students and most of the students in UP group
chieve content mastery.
o To be considered Proficient teacher, all students in the HP and P groups and many of the students in
the UP achieve content mastery.
o A teacher will receive a Basic rating if most students in the HP and P groups, and few students in the
UP achieve content mastery.
o A teacher will receive an Unsatisfactory ranking if few or no students achieve content mastery.

31. Who’s in the Mastery boat of a BASIC
teacher?
MASTERY

32. Levels of Preparedness: HP 2 P 4 UP 9
Unsatisfactory – 1 Basic - 2 Proficient - 3 Distinguished - 4
HP #:
P #:
U #:
HP #:
P #:
U #:
HP #: 2
P #: 4
U #: 7
Not in the boat: 2
HP #: 2
P #: 4
U #: 8
Not in the boat: 1
Let’s figure out the teacher’s Mastery Objective
for the fifth grade class we practiced with earlier.
o To be considered a Distinguished teacher, all HP and P students and most of the students in UP group
chieve content mastery.
o To be considered Proficient teacher, all students in the HP and P groups and many of the students in
the UP achieve content mastery.
o A teacher will receive a Basic rating if most students in the HP and P groups, and few students in the
UP achieve content mastery.
o A teacher will receive an Unsatisfactory ranking if few or no students achieve content mastery.

33. Levels of Preparedness: HP 2 P 4 UP 9
Unsatisfactory – 1 Basic - 2 Proficient - 3 Distinguished - 4
HP #:
P #:
U #:
HP #: 2
P #: 2 or 3
U #: 4
Not in the boat: 8 or 9
HP #: 2
P #: 4
U #: 7
Not in the boat: 2
HP #: 2
P #: 4
U #: 8
Not in the boat: 1
Let’s figure out the teacher’s Mastery Objective
for the fifth grade class we practiced with earlier.
o To be considered a Distinguished teacher, all HP and P students and most of the students in UP group
chieve content mastery.
o To be considered Proficient teacher, all students in the HP and P groups and many of the students in
the UP achieve content mastery.
o A teacher will receive a Basic rating if most students in the HP and P groups, and few students in the
UP achieve content mastery.
o A teacher will receive an Unsatisfactory ranking if few or no students achieve content mastery.

34. Who’s in the Mastery boat of an
UNSATISFACTORY teacher?
MASTERY

35. Levels of Preparedness: HP 2 P 4 UP 9
Unsatisfactory – 1 Basic - 2 Proficient - 3 Distinguished - 4
HP #:
P #:
U #:
HP #: 2
P #: 2 or 3
U #: 4
Not in the boat: 8 or 9
HP #: 2
P #: 4
U #: 7
Not in the boat: 2
HP #: 2
P #: 4
U #: 8
Not in the boat: 1
Let’s figure out the teacher’s Mastery Objective
for the fifth grade class we practiced with earlier.
o To be considered a Distinguished teacher, all HP and P students and most of the students in UP group
chieve content mastery.
o To be considered Proficient teacher, all students in the HP and P groups and many of the students in
the UP achieve content mastery.
o A teacher will receive a Basic rating if most students in the HP and P groups, and few students in the
UP achieve content mastery.
o A teacher will receive an Unsatisfactory ranking if few or no students achieve content mastery.

36. Levels of Preparedness: HP 2 P 4 UP 9
Unsatisfactory – 1 Basic - 2 Proficient - 3 Distinguished - 4
HP #: 1
P #: 1
U #: 1
Not in the boat: < 9
HP #: 2
P #: 3
U #: 4
Not in the boat: 9
HP #: 2
P #: 4
U #: 7
Not in the boat: 2
HP #: 2
P #: 4
U #: 8
Not in the boat: 1
Let’s figure out the teacher’s Mastery Objective
for the fifth grade class we practiced with earlier.
o To be considered a Distinguished teacher, all HP and P students and most of the students in UP group
chieve content mastery.
o To be considered Proficient teacher, all students in the HP and P groups and many of the students in
the UP achieve content mastery.
o A teacher will receive a Basic rating if most students in the HP and P groups, and few students in the
UP achieve content mastery.
o A teacher will receive an Unsatisfactory ranking if few or no students achieve content mastery.

37. Questions & Answers
• Brainstorm a list of 3-5 questions about the SLO process.
• Draw a star next to the most essential questions.
• In triads discuss questions and possible answers.
Share out with the group.