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 studentsb. 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 3d. 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

Notes from our Discussion - Page 2● Agenda (part 2)

e. LAUREN: What does it mean to be distinguished, proficient, basic, and unsatisfactoryPoster about what many, most and few means:

Almost all = all but 1Most = 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

Measuring Our Impact on Student Learning

Welcome Back

• Last week’s staff meeting

• Shoutouts

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.

Agenda

I. Warm up activityII. Introduction - What is the purpose of a Student

Learning Objective?III. What is an SLO?IV. Steps for Creating an SLOV. Practice: Identify Student Starting PointsVI. Practice: Designing SLOsVII.Questions

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?

What does success look like? All means all.

Improved Student Outcomes

Data Driven

Teacher Practice

Teachers and Leaders

Set Clear Goals

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.

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?

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

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

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.

/

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.

/

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 JSaemaj K KBrianna K LDominique K OJavonntea K NPhoenix K MJysear L LJay'Len L LDoivionna L WNasir L JIsiah M TChristian M TSamir M XNaomi M SZyKyrah M S

/

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.

/

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 JSaemaj K KBrianna K LDominique K OJavonntea K NPhoenix K MJysear L LJay'Len L LDoivionna L WNasir L JIsiah M TChristian M TSamir M XNaomi M SZyKyrah M S

/

Results: The following students have been bucketed into three categories, underprepared, prepared, and highly prepared.

First Name June September

Khalia K JSaemaj K KBrianna K LDominique K OJavonntea K NPhoenix K MJysear L LJay'Len L LDoivionna L WNasir L JIsiah M TChristian M TSamir M XNaomi M SZyKyrah M S

/

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

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.

Understanding Teacher Ratingso 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.

Definitions for the purposes of this PD:

o All = All in the masteryo Almost All = All but oneo Most = 80% or more in the o Many = 70% or more in theo Few = Less than 50% in the

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

Levels of Preparedness: HP 2 P 4 UP 9

Unsatisfactory – 1 Basic - 2 Proficient - 3 Distinguished - 4HP #: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.

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

MA

ST

ER

Y

Levels of Preparedness: HP 2 P 4 UP 9

Unsatisfactory – 1 Basic - 2 Proficient - 3 Distinguished - 4HP #: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.

Levels of Preparedness: HP 2 P 4 UP 9

Unsatisfactory – 1 Basic - 2 Proficient - 3 Distinguished - 4HP #:P #:U #:

HP #:P #:U #:

HP #:P #:U #:

HP #: 2P #: 4 U #: 8Not 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.

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

MA

ST

ER

Y

Levels of Preparedness: HP 2 P 4 UP 9

Unsatisfactory – 1 Basic - 2 Proficient - 3 Distinguished - 4HP #:P #:U #:

HP #:P #:U #:

HP #:P #:U #:

HP #: 2P #: 4 U #: 8Not 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.

Levels of Preparedness: HP 2 P 4 UP 9

Unsatisfactory – 1 Basic - 2 Proficient - 3 Distinguished - 4HP #:P #:U #:

HP #:P #:U #:

HP #: 2P #: 4U #: 7Not in the boat: 2

HP #: 2P #: 4 U #: 8Not 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.

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

MA

ST

ER

Y

Levels of Preparedness: HP 2 P 4 UP 9

Unsatisfactory – 1 Basic - 2 Proficient - 3 Distinguished - 4HP #:P #:U #:

HP #:P #:U #:

HP #: 2P #: 4U #: 7Not in the boat: 2

HP #: 2P #: 4 U #: 8Not 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.

Levels of Preparedness: HP 2 P 4 UP 9

Unsatisfactory – 1 Basic - 2 Proficient - 3 Distinguished - 4HP #:P #:U #:

HP #: 2P #: 2 or 3 U #: 4Not in the boat: 8 or 9

HP #: 2P #: 4U #: 7Not in the boat: 2

HP #: 2P #: 4U #: 8Not 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.

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

MA

ST

ER

Y

Levels of Preparedness: HP 2 P 4 UP 9

Unsatisfactory – 1 Basic - 2 Proficient - 3 Distinguished - 4HP #:P #:U #:

HP #: 2P #: 2 or 3 U #: 4Not in the boat: 8 or 9

HP #: 2P #: 4U #: 7Not in the boat: 2

HP #: 2P #: 4U #: 8Not 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.

Levels of Preparedness: HP 2 P 4 UP 9

Unsatisfactory – 1 Basic - 2 Proficient - 3 Distinguished - 4HP #: 1P #: 1U #: 1Not in the boat: < 9

HP #: 2P #: 3 U #: 4Not in the boat: 9

HP #: 2P #: 4U #: 7Not in the boat: 2

HP #: 2P #: 4U #: 8Not 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.

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.