SLO Teacher Training · 2015. 10. 15. · One-Click TSS Access In order to better streamline teacher access to their electronic SLO forms, there is now a one-click SLO icon on the

SLO Teacher Training

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SY 2015-2016

September 2015

Session Objectives

After completing this session, participants will:

• Know City Schools’ vision for performance management and the connection with SLOs

• Review the basic elements of an SLO and consider what makes a strong SLO

• Examine updates to the SLO process for SY 15-16, as well as key milestones in the SLO timeline

• Review a teacher’s steps in the SLO Target Submission

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Orientation Agenda

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1. Defining performance management

2. What is an SLO?

o SLO process updates for SY 15-16

3. SLO Target Submission: A teacher’s view

C I T Y S C H O O L S ’ V I S I O N F O R P E R F O R M A N C E M A N A G E M E N T


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Significance of Performance Management

Review progress and

reflect on impact

Implement support, provide growth

opportunity

Identify areas of need and employee strengths

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City Schools recognizes its responsibility to provide the students of Baltimore City with a high quality education that prepares them for success in college and their careers.

School Staff

School Leader

SLOs: Connecting Practice and Student Achievement

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f

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fCreate an ambitious and attainable goal, differentiated based on student data.

Monitor progress towards your goal, and adjust your instructional strategies if needed.

Impact your students’ success andreflect upon ways to continue to strengthen your practice.

W H A T I S A N S L O ?


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What is an SLO?

An “SLO” is a Student Learning Objective.

“At the heart of an SLO is a specific learning goal and a specific measure of student learning used to track progress toward that goal.”

“Targeting Growth: Using Student Learning Objectives as a Measure of Educator Effectiveness” -http://www2.ed.gov/programs/racetothetop/communities/slo-targeting-growth.pdf

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http://www2.ed.gov/programs/racetothetop/communities/slo-targeting-growth.pdf

SLOs support good teaching and promote reflective, collaborative teaching practice.

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Why Do SLOs Matter?

SLOGoal Setting

Collaborative Planning

Data Informed

InstructionMonitoring

Student Progress

Adapting Instructional

Practice

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What Makes a Strong SLO?

Priority of the Content Target Challenge Evidence Quality

•Aligned with College and Career Ready standards

•Appropriate for the interval of the SLO

•Focused enough that it can be measured

•Instructional interval covers a significant portion of the school year

•Based on analysis of baseline data

•Sufficiently challenging so that it is both rigorous and attainable

•Differentiated to meet the needs of broadest number of students possible

•Appropriate for the interval of the SLO

•Assessment clearly addresses the learning content of the SLO

•When possible, the assessment is a district/ industry assessment

•The assessment does notrely on rote learning

•Pre/post- assessments measure the same indicators in differentways

“Student learning Objectives – Indicators of a Strong SLO,”

http://www.ride.ri.gov/Portals/0/Uploads/Documents/Teachers-and-Administrators-Excellent-Educators/Educator-Evaluation/Student-Learning-Objectives/Indicators-of-a-Strong-SLO.pdf

http://www.ride.ri.gov/Portals/0/Uploads/Documents/Teachers-and-Administrators-Excellent-Educators/Educator-Evaluation/Student-Learning-Objectives/Indicators-of-a-Strong-SLO.pdf

Improvements to the SLO Process: Teacher Feedback

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These improvements reflect feedback that we’ve received from our teachers, research into other LEAs, and trends we noticed when reviewing SLO materials submitted in the past.

One-Click TSS Access

SLO Exemption

SLO Target Submission

SLO Final Scoring

SLO Approval

SLO Milestones: Your SLO Window

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REVIEW STUDENT DATA

Teachers review baseline data about their student population,

including any available Data Link information and prior

formal and informal assessments.

DRAFT AND SUBMIT “SLO TARGET SUBMISSION”

Individual teachers or teams of teachers draft and submit their

SLO Target Submissions

SLO APPROVAL

Evaluators review and approve submitted SLOs (or request

revisions) using the “SLO Approval Rubric” and meet with

teachers as needed.

SLO FINAL SCORING

Teachers submit SLO results to evaluators, evaluators review

data and score SLOs.

REFLECTION

Teachers and evaluators discuss progress and implications for

next year’s SLO(s).

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One-Click TSS Access

In order to better streamline teacher access to their electronic SLO forms, there is now a one-click SLO icon on the TSS homepage:

This logs teachers immediately into the SLO organization where they will:

• Indicate if they meet the criteria for SLO exemption

• Review resources, help guides, and SLO guidance

• Electronically complete their SLO Target Submission

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SLO Exemption

• SLO exemption requests will be submitted as the first step teachers take in the TSS SLO Organization. Requests will be reviewed by school leaders and CLN teams.

• Criteria for exemption:• Teacher has fewer than 10 students

• Content area limits ability to write an academic SLO

• Teacher is on approve leave for 1/3 of the SLO window

• Teacher is hired or has an assignment change on or after Oct 15th

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SLO Target Submission

• In SY 15-16, teachers’ SLO Target Submission will be entered directly into an electronic form in TSS. • Teachers will only be able to access this form if they indicate that they

do not meet the SLO exemption criteria.

• As part of their SLO Target Submission, teachers will create a SLO Student Learning Target that describes student success in terms of level of achievement. This does not include the percentage or number of students who will

reach the target. This is described in the SLO Final Scoring Rubric.

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SLO Final Scoring Rubric

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• Last year, the SLO scoring was not well-suited to differentiated (“tiered”) SLO Student Learning Targets and rubric language was found confusing

• For SY 15-16, the Final Scoring Rubric is adjusted to score an SLO based on one Whole Group or a Differentiated SLO Student Learning Target

This rubric includes the definition of Final Attainment of SLO Student Learning Target based on the percentage of students who meet or exceed the SLO Student Learning Target

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Final SLO Scoring RubricUpdated 2015

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SLO Approval Rubric

• The Approval Rubric is aligned with the SLO Target Submission form, and uses a 4-point scale to describe 7 SLO Elements.• Previously, school leaders used a 15-point checklist to approve a

teacher’s submitted SLO. Teachers had to have a perfect score of 15 out of 15 for their SLO to be approved.

• For a teacher’s submitted SLO to be approved, both of the following must be true:• Minimum threshold of 21 points out of 28

• No SLO element may be scored with a “1” on the approval rubric

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SLO Approval RubricUpdated 2015

• To further the reflective practice of the SLO submission process, teachers are encouraged to provide thoughtful rationale for their decisions as they create their SLO Target Submission.

S L O T A R G E T S U B M I S S I O N : T E A C H E R V I E W


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Step 1: Define the Learning Content – what should my students know?

Step 2: Define the Student Population, Baseline Data, and Differentiation – what can my students do now?

Step 3: Define the Assessment - how will I measure learning?

Step 4: Define the Student Learning Target – how will students grow, or what will they be able to do?

Step 5: Define your Instructional Strategies and Progress Monitoring Strategies – what strategies and checks will you utilize?

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SLO Target Submission: A Teacher’s View

The learning content of an SLO is defined by the standards and related indicators that will be addressed in the SLO.

• Teachers should use the district-approved standards for their content area

• Strong SLOs will identify discrete, specific indicators within the standard to focus on

Step 1: Define the Learning Content – what should my students know?

Step 1 – The Learning Content

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From the SLO Learning Target Submission annotated form:


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Guidance from the SLO Approval Rubric:

Baseline data about students helps teachers understand what targets are sufficiently challenging and how instruction should be differentiated

• Data sources include informal and formal assessments

Step 2: Define the Student Population, Baseline Data, and Differentiation – Who are my students and what can they do now?

Step 2 – Student Population, Baseline Data and Differentiation

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Step 3: Define the Assessment –How will I measure student achievement in the SLO learning content?

Step 3 – The Assessment

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Once the learning content and baseline have been established, teachers must identify the tool that will measure student achievement at the end of the SLO window.

• Content area specialists provide guidance regarding recommended assessment tools



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To write an SLO, a teacher must define a specific end goal for student achievement. This is a description of success for students in this learning content, based on:

• The assessment

• The type of target

Step 4: Define the Student Learning Target – How much will my students grow? What will they be able to do?

Step 4 – The Student Learning Target

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Growth or Mastery• In a growth target,

students are expected to grow by a common amount.

• In a mastery target,students are expected to grow to a common level of mastery.

Whole Group or Differentiated • A whole group target states

one SLO Student Learning Target for the entire student population.

• A differentiated target sets different SLO Student Learning Targets for different groups of students within the student population.

Types of SLO Student Learning Targets

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Meaningful SLOs are aligned with reflective, data-driven instruction and encourage collaboration with colleagues. With a full year of SLO implementation, we will focus more heavily on:

• Sharing and refining instructional strategies to move our students to the SLO Student Learning Target

• Utilizing informal and formal checks to monitor student progress toward the SLO Student Learning Target

Step 5: Define the way that you will support and monitor – What strategies and checks will you utilize?

Step 5 – Instructional and Progress Monitoring Strategies

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Sample Content for a SY 15-16 SLO Learning Target Submission:

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Guidance from the Approval Rubric:

S L O T I M E L I N E A N D N E X T S T E P S : F I R S T S E M E S T E R


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SLO Timeline SY 15-16: First Semester

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Steps in the SLO Cycle Deadline* Employees Submit

Teacher Training on SLO Sept. 21st – Oct 2nd

All BTU N/A

SLO Organization in TSS (Blackboard) opens Oct. 5th All BTU N/A

SLO Support Sessions – in school Oct. 15th Classroom Teachers N/A

Teacher submits SLOs or SLO exemption request is approved

By Oct. 19th Classroom Teachers TSS (Blackboard)

Supervisor approves SLOs By Nov. 2nd Principals TSS (Blackboard)

Next Steps

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• On 10/5/15, all employees with a classroom teacher job title will be able to access the SLO Organization on TSS.

• Teachers who will participate in the SLO process for SY 15-16 can begin to write their SLO Student Learning Target Submission as soon as the SLO Organization on TSS is open.

• In preparation for 10/5/15, review the criteria for exemption and consider whether or not you meet the criteria for exemption from the SY 15-16 SLO process.

• As soon as possible, electronically request exemption or confirm that you will participate in the SLO process

• Teachers who request exemption should monitor the SLO Organization on TSS to receive confirmation that the request is approved

• Teachers who will participate in the process will have access to all SLO support materials

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Resources and Points of Contact

Question? Try this resource!

I am new to my content area, can someone give me some advice about how to write my SLO?

Content teams at the district office have created SLO content area guidance and samples that will be available to you inthe SLO Organization on TSS.

I am feeling confused about the Exemption (and/or SLO Learning Target Submission) process on TSS –who can help me?

Your SLO Ambassador can help you or you can access the following from the SLO Organization on TSS:• SLO process “Walkthroughs”• SLO Exemption guidance

I completed this training but I have some follow-up questions – who can I talk to?

Your SLO Ambassador(s) can set aside some time to follow up with you about these questions.

I am not sure who the SLO Ambassadors for my school are, who can tell me?

Principals and BTU Building Representatives were asked to each nominate an SLO Ambassador for SY 15-16.

Q U E S T I O N S ?

C O N T A C T Y O U R S L O A M B A S S A D O R ( S ) O R E M A I L U S A T :

S L O @ B C P S . K 1 2 . M D . U S

THANK YOU!

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