MSDE Presentation on Student Learning Objectives: MSEA 2013 Convention


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  • Our promise was to …..
    General Assembly passed Education Reform Act of 2010. This LAW:
    Extended tenure decisions from two to three years
    Established student growth as a “significant” factor in teacher and principal evaluations
    Authorized incentives for highly effective educators who work in low-achieving schools
    Adopting standards and assessments that prepare students to succeed in college and the workplace and to compete in a global economy
    Building data systems that measure student growth and success, and inform teachers and principals about how they can improve instruction
    Recruiting, developing, rewarding, and retaining effective teachers and principals, especially where they are needed most
    Turning around our lowest-achieving schools
    The State Board of Education adopted Regulation 13.07.09 – Evaluation of Teachers and Principals (Teachers under COMAR 13A.12.02 and Principals under COMAR 13A.12.04.04 or 13A.12.04.05)
    “Teacher” means any individual certificated under COMAR 13A.12.02 as a teacher and who delivers instruction and is responsible for a student’s or group of students’ academic progress in a Pre-K—12 public school setting, subject to local school system interpretation.
    Maryland Council for Educator Effectiveness (June 2010 – December 2013)
    Comprised of a representative stakeholder group
    Made recommendations for the development of evaluation system
    Reviewing student data, setting achievement goals, etc. is not new – its always been a best practice – good principals and teachers do this now - this has been part of the evaluation and accountability discussion for many of you. What is new is this process brings consistency of structure and expectations for all of us versus some of us.
  • Quote From the Targeting Student Growth Document: ….
    “Like well-constructed S.L.O.s, good instruction includes gathering data, setting goals based on that data, and assessing whether goals have been met”
    TOP’s…. The SLO process is very similar to the action-research that many of you are doing as part of your teacher training.
    Mentor Teachers…this is what many of you do every day…This is what the process for quality instruction looks like
    Read this slide starting with middle circle: a Student Learning Objective is………
    A teacher or principal will have 2-4 SLOs which will focus on the most valuable learning for that content and specific instructional interval.
    Key decisions that may require support from a number of experts in your district:
    How to determine the most critical content
    How to analyze the data is important
    How to assess student growth , progress or mastery is important
    How to implement instructional strategies to get at instructional rigor is important
    Note: Developing and using Student Learning Objectives is not a new strategy and is in use in some of our LEAS in Maryland already.
  • Today, our training is focused on how to ensure quality SLOs using these four rubric domains. These domains serve as the foundation for quality assurance:
    Focusing on the important elements of the SLO will improve quality of the SLO
    Not linear, may overlap
    Let’s walk through each of the four domains. (Facilitator goes through each of the domains and criteria on rubric.)
  • More than one – just pick
    Aligned Content
    Focuses on Critical Skills
    Reflects District/School Priorities
    Is Appropriate for Instructional Interval
    What types of data are they using now to judge students’ instructional starting point?
    How valuable is this data for SLO development?
    What kinds of data do they wish they had access to make decisions about instruction?
    How would this data enhance SLO development?
  • Quality Measures and Evidence are the third domain necessary for quality assurance. Read bullets on slide under Quality Measure & Evidence.
    Ask groups to share feedback on “Measures & Evidence” from the sample SLO they reviewed.
    Discuss as needed, slides 28 - 33
  • Artifacts, portfolios, observations, district level benchmarks, performance assessments.
    English – essay
    Art – self-portrait
    Music -
    Series of chapter or unit tests
    Susan to provide names of CTE Industry Certifications for examples
    Here a few examples you may have listed
    Commercial examples: Advanced Placement, Lexile Framework for Reading, Dibels
    Criterion- referenced: state tests, Reading Inventory, Phonological Awareness Literacy Screening
    Authentic measures: learner portfolio, performance assessments including recitation, district-developed performance scoring rubrics
    Note: It is recommended that teacher-developed measures be considered as the last option only when other measures do not exist. In the absence of an already existing approval measure, develop a process for the approval of assessments used for SLOs
  • Target must be supported by data – rationale i.e. How did this year’s 7th graders do in 6th grade?
    i.e. What have been the 7th grade scores for the last two years? i.e. 90% of 7th graders in the district will pass district assessment
    i.e. AMOs
  • i.e. How did this year’s 7th graders do in 6th grade?
    i.e. What have been the 7th grade scores for the last two years? i.e. 90% of 7th graders in the district will pass district assessment
    i.e. AMOs
  • Various approaches to setting targets
    Proficiency – measure against a standard (keeping up)
    Growth - change in performance over time, measure against one’s own performance, (catching up)
  • Our Session today will first focus on using the Rubric for Approving SLOs
    HANDOUT - Rubric for Approving Teacher –Written SLOs
    NEW!!! Seeing for the first time.
    The rubric for approving SLOs is a holistic tool and represents our best thinking, based on the research that is out there. Let me stress that it is the tool to use if LEAs are using the state model.
    However, LEAs can add to it and adapt it to their specific needs.
    First let’s read silently the paragraph on side 1
    Remind participants that districts can add additional domains to support district priorities (bolded sentence)
    Point out the words….Logic and Unity
    Flip over handout
    Continue with next slide with a very brief review of each of the four domains
  • The process is evolving, messy and will have trail and error – the pilot will help refine the process. Give yourself “permission” to use the pilot as a learning/refining opportunity.
    This is a learn, work, learn, work process.
  • Here are a sample of positive outcomes of using SLOs. Others include (Only mention the following only if not shared by groups)
    Provide an equitable and fair process to measure student growth
    Create a professional learning culture
    Empower educators to use professional judgment
    Celebrate teachers who use good instructional practices
    Recognize principals for strong leadership
    Present opportunities for customized professional development
    Provide opportunities to promote best instructional practices in tested and non-tested areas
    Celebrate student achievement in all curricular areas
    Changes the culture of the school with regards to collaboration – Give example from another district/school where the 7th grade math team all share the entire 7th grade class data, assist new and struggling teachers, regroup for reteaching, acceleration, share lesson plans, talk on daily basis
  • Cecil
  • MSDE Presentation on Student Learning Objectives: MSEA 2013 Convention

    1. 1. Student Learning Objectives Implementing High Quality Student Learning Objectives: The Promise and the Challenge October 2013 1
    2. 2. Maryland’s Vision for Education Reform Revise the PreK-12 Maryland State Curriculum Redesign Teacher & Principal Preparation, Development, Retention, and Evaluation WORLD CLASS STUDENTS Build a Statewide Technology Infrastructure Implement the Breakthrough Center Approach
    3. 3. State Teacher Evaluation Model Professional Practice Student Growth 50 % Qualitative Measures Domain percentages proposed by LEA and approved by MSDE 50 % Quantitative Measures As defined below Planning and Preparation 12.5% Instruction 12.5% Elementary/Middle School Teacher Two Tested Areas 20% MSA Lag Measure based on 10% Reading and 10% Math 15% Annual SLO Measure as determined by priority identification at the district or school level 15% Annual SLO Measure as determined by priority identification at the classroom level Classroom Environment 12.5% Elementary/Middle or or School Teacher One Tested Area 20% MSA Lag Measure based on either 20% Math or 20% Reading 15% Annual SLO Measure as determined by priority identification at the district or school level 15% Annual SLO Measure as determined by priority identification at the classroom level Professional Responsibilities 12.5% DRAFT 6/6/13 High School or Teacher Tested Subjects or or or 20% SLO Lag Measure based on HSA Algebra, HSA English 2, HSA Biology, or HSA American Government and including an HSA data point 15% Annual SLO Measure as determined by priority identification at the district or school level 15% Annual SLO Measure as determined by priority identification at the classroom level K-12 Non-Tested Area/Subject Teachers 20% SLO Lag Measure based on School Progress Index Indicators ( Achievement, Gap Reduction, Growth, College and Career Readiness), Advanced Placement Tests, or similarly available measures 15% SLO Measure as determined by priority identification at the district or school level 15% Annual SLO Measure as determined by priority identification at the classroom level
    4. 4. A Student Learning Objective (S.L.O.) is…
    5. 5. Ensure to High Quality SLOs Keys evaluator accountability 1. Critical Content 2. Quality Measure 3. Rigorous Target 4. Best-Practice Action Plan 5
    6. 6. Questions to Consider to Determine Critical Content 1. What must students know and be able to do to go to the next level? 2. What are the larger, transferrable ideas & processes student must apply to meet the standards of the course or program? 3. What aspects of the course do your students struggle with year after year? 4. What knowledge, skills, tasks and processes are being assessed at the end of the course?
    7. 7. Questions to Consider to Select Ensure evaluator accountability Measures for SLO 1. What have you previously used to measure student performance on this content? 2. Does the measure meet district criteria? 3. Is the measure aligned to the content? 4. Is the measure common to other teachers in the same content? 5. Does the measure allow you to assess progress and/or proficiency? 6. Is the measure rigorous? 7
    8. 8. Examples of Types of Measures/Assessments  Commercially Developed and Validated Measures Aligned with the Standards  Criterion-referenced Tests, Inventories, and Screeners  District common benchmark assessments, end of course exams  Authentic Measures to Document Performance such as Performance Assessments, Artifacts, Portfolios  School or Teacher-developed Approved Measures 8
    9. 9. Questions to Consider to Determine Targets 1. What was the past performance of current students? 2.What was the past performance of previous students? 3.What are district or school performance targets? 4.What are the targets among teachers of the same grade or subject? 9
    10. 10. Questions to Consider to Determine Targets 5. What is the gap between current performance and expected performance? 6. What is the rationale for the rigor of the growth target? Why are these targets AMBITIOUS and ATTAINABLE? 10
    11. 11. Approaches to Settingtargets Determine rigorous Targets • Proficiency Target • 80% of students will pass the end of course exam • 75% or better will score a 3 or better on the AP exam • Growth Target • 100% of my students will progress at one fitness level • 65% of my 1st graders will make projected growth or better on the MAP assessment • Tiered Targets Differentiated targets based on performance levels of groups of students 11
    12. 12. Questions to Consider to Determine Action Plan • What specific instructional strategies support target attainment? • What professional development is needed? 12 12
    13. 13. This is going to be MESSY!
    14. 14. Positive Outcomes Adapted from New York State District-wide Growth Goal Setting Process – Road Map for Districts
    15. 15. After 5 years of using SLOs, teachers said: These kids are “crazy good” by the end of the year! I can count on what students will know and be able to do when they enter my classroom each year because of our school-wide SLO focus.  I value the professional conversations I have with my principal about what I do in my classroom and why I do it. 15
    16. 16. After 5 years of using SLOs, teachers said: “Our team talks every day about students and their progress….we make sure we support each other in reaching our targets….we plan together, share resources and regroup kids when needed.” 16
    17. 17. For More Information: Web resource includes: • Maryland Teacher and Principal Evaluation Guidebook • Sample SLOs • Templates and tools for Teachers • Templates and tools for Principals