Using Student Learning Objectives to Measure Educator Effectiveness

1. An Introduction and Results of a Field Test Using Student Learning Objectives to Measure Educator Effectiveness

2. Julie Oxenford O’Brian • Director, Center for Transforming Learning and Teaching • Catalyzing and co-creating the transformation of learning environments through the use of assessment so that all are engaged in learning and empowered to positively contribute in a global society. • Some of our Partnerships: Jefferson County, Karval, CDE, other states (Hawaii, Mississippi) Introductions

3. Write: • at least one question you have about student learning objectives for teacher evaluation on an index card. • Share: • Your Name • Role • A question about student learning objectives Introductions

4. Participants will: Define student learning objectives (SLOs). Understand how SLOs can be used as part of educator evaluation. Learn about an approach to implementing SLOs Understand what worked, what was challenging and next steps for implementing SLOs based on a field test in Jeffco (spring 2013) Outcomes

5. HB08-212 – Colorado’s Achievement Plan for Kids SB09-163 – Educational Accountability Act SB10-191 – Educator Effectiveness Act February, 2012 - Colorado receives waiver from certain provisions of the Elementary and Secondary Education Act HB12-1238 -- Read Act Integrating Multiple Reforms

6. Colorado reform initiatives over the last five years require the use of assessment, to: • Inform instruction • Determine students’ readiness for school (determine if they need a school readiness plan) • Evaluate school and district performance • Measure the progress of school and district improvement efforts • Measure principal effectiveness (one component) • Measure teacher contribution to student learning growth (50% of evaluation) • Identify students with significant reading deficiencies Assessment at the core of reform

7. SB10-191: Ensuring Quality Instruction through Educator Effectiveness Evaluating the effectiveness of educators is crucial to improving the quality of education in Colorado. Educators must be evaluated in significant part (50%) based on the impact they have on the learning growth of their students. New systems in place by 2013-14 school year (hold-harmless for educators). Colorado State Context: SB191

8. Requirements for measuring teacher contribution to student learning growth. . . One or more measure of student learning growth that can be attributed to an individual licensed professional. One or more measure of student learning growth that can be collectively attributed. When available, state summative assessment results (TCAP) When available, Colorado Growth Model results (median growth percentiles) Educator Evaluation (191)

9. Site-based, with local discretion • Must meet state requirements • Depends upon approach to measuring the goals. • Options include: • Student Learning Objectives • Equated Pre- and Post-Assessment • ?? An alternative (that meets state requirements) Individual Growth Goals

10. Student Learning Objectives “A participatory method of setting measurable goals, or objectives, for a specific assignment or class, in a manner aligned with the subject matter taught, and in a manner that allows for the evaluation of the baseline performance of students and the measureable gain in student performance during the course of instruction.” (CRR 301-81 1.23) A.K.A. Student Academic Growth Objectives

11. Actively involve educators throughout the process Support effective teaching practices Expectations situated directly within the classroom context Adaptable to new assessment resources Adaptable to all teaching assignments Have face validity – developed by educators Benefits of SLOs

12. Student Learning Focus (SLO Learning Goal) • Measure(s) of student learning growth in relationship to the student learning goal • Evidence that will be used (assessment instruments) • Scoring • Performance Targets (How the evidence will be analyzed and interpreted) Student Learning Objectives Components

13. Select a partner. Consider the Student Learning Objectives Form (draft) and Example • Review each of the components, considering the following questions: • About which components do you need further clarification? • How could teachers develop each of these components? With which might they struggle? Why? SLO Components

14. Turn to SLO Learning Goals Handout: • How to identify a learning goal • What makes a good learning goal • Do you agree with the description of what makes a good learning goal? • How do the steps in the process for identifying SLOlearning goals align with other efforts in the district? Identifying SLO Learning Goals

15. Develop an approach that can be used in Jeffco to measure student learning growth in a way that could be attributed to an individual educator. Ensure this approach focuses educators on efforts that are likely to improve student learning at the same time (incorporate formative assessment practice). Learn from “trying it out” in real schools. Building the plane while flying it. Jeffco Field Test: Our Charge

16. Educator Evaluation should Honor the belief that effective employees increase student achievement Provide a roadmap for actionable, honest, and timely feedback Lead to a district wide increase in excellence Jeffco Commitments:

17. Assessment Mania The measurement of educators’ individual contribution to student learning growth should not cause massive assessment development in classrooms across the district.

18. District Advisory Team Development of a Jeffco approach to SLOs Participating Schools Teacher Participation in: pre-assessment, six on-site learning sessions, trying out practices within their classrooms, observations and onsite coaching, completing an example SLO. School Leader participation in training, observation/coaching Training Resources JeffcoField Test Components

19. What did the Teachers Say? I am being much more explicit in my teaching. I understand the process of creating a SLO. I now realize how many common targets run through each writing unit! I am learning so much about my practice and how I can plan and think at a deeper level so that I can get my students to go deeper with their learning. I gave student grades that had real data behind them! The things I have been learning in the field test are already fundamentally changing the way I teach. We need learning progressions for every content area.

20. Day One Training: Overview and Introduction to Student Learning Objectives and Formative Assessment Practice Day Two Training: Student Learning Goals Day Three Training: Assessment and Data Collection Methods (including informal assessment) Day Four Training: Evaluating Assessment Instruments and Formative Feedback Day Five Training: Scoring Day Six Training: Setting Performance Targets and Self & Peer Assessment Field Test Training Focus

21. Five days at one school site and six days at the other • Format varied • Observation with de-brief • Work session • CTLT Coach, School Instructional Coach, Principal Field Test Coaching

22. Day One: Intro to Student Learning Objectives and Identifying SLO Learning Goals Day Two: More on SLO Learning Goals and Data Collection Methods Day Three: Evaluating Assessment Instruments Day Four: Scoring Day Five: Setting Performance Targets and Points Calculation SLOs without Formative Assessment Practice

23. Built teacher capacity in a number of areas (aligned with observation rubric) Teachers opened up about practice and skill gaps Created focus for principal conversations with teachers Focused principal and coaching support Became school approach to implement standards (engaged teachers in purposefully investigating CAP and standards docs) Connected data to daily practice Lessons Learned: Benefits

24. Finding time (outside classroom) and timing it right (during the school year) Managing 2nd order change for many teachers Revealing school culture issues Teachers need support – can’t do on their own Teachers needed to work in teams Initially teachers did not recognize skill gaps Teacher skill gaps (objectives vs. major learning goals, assessment literacy, perceptions of assessment, common vocabulary) Lessons Learned: Challenges to Overcome

25. Comparability? Let Every Flower Bloom?

26. Educator Effectiveness in Jeffco Field Test Focus: Student Learning Objectives

27. Student Learning Objectives Equated Pre-Post-Assessment • Focus is an SLO Learning goal (one major goal for course/class) • Analyze baseline data to identify student performance groups • Describe assessment(s) used to measure progress towards learning goal • Set performance targets for each student performance group • Monitor progress/adjust instruction • At the end of the instructional interval determine whether student performance groups met targets • Focus is all content for course/class (in one content area) • Select technically rigorous assessment instrument(s). • Provide evidence of technical quality of instrument and growth scores that will be used. • Determine how to aggregate individual student growth scores to ratings for the population. • Monitor progress/adjust instruction • At the end of the instructional interval calculate individual student growth ratings and aggregate to ratings for the student population Comparing Measurement Approaches

28. Field Test Individual Growth Goals • Student Learning Goals • Learning Goal Statement • Rationale • Standards Reference • Success Criteria • Student population and interval of instruction • Growth Measures • Evidence Sources • Alignment to Goal • Collection and Scoring • Performance Targets • Baseline Data • Performance Groups • Expected Gain • Rationale for Targets • Student Learning Goal Statement • Student Population and interval of instruction • Body of Evidence (Assessment Instruments) and Scoring • Baseline Data and Performance Groups • Performance Targets • Points Calculation • Distribution of Points • Goal Weight (number of points) Field Test vs. Individual Growth Goals Not part of field test

29. Teachers have asked for this to be the focus of capacity building for the coming year • Extend to the rest of the staffs in both schools. • Participating teachers gradually expanding to other content areas. • Schools are finding ways to make this work • Focus of PLCs in the coming year. • Integrate with other continuous improvement/ data-driven efforts Next Steps (@ Field test Schools)

30. Your questions. . .

31. Written: Use another index card • + the aspects of this session that you liked or worked for you. • The things you will change in your practice or that you would change about this session. • ? Question that you still have about the topics we addressed today. • Ideas, ah-has, innovations • Oral: Share out one ah ha! Your Feedback!!