School Leader Effectiveness Evaluation: Student Learning Objectives (SLO) Guidebook

Transcription

1 School Leader Effectiveness Evaluation: Student Learning Objectives (SLO) Guidebook March 11,

2 Contents I. Overview of the Guidebook...3 II. An Introduction to SLOs...3 A. What is an SLO?...4 B. How Can SLOs Support the School s Instructional Vision?...6 III. SLO Timeline and Process...6 A. Key Dates for the SLO Process...7 B. Roles and Responsibilities for the SLO Process Principals Executive Directors...8 IV. Writing SLOs...8 A. Writing an SLO: Step-by-Step...9 V. Approving SLOs VI. Scoring SLOs VII. Special Guidance A. SLO Coverage B. Assessments C. New Principals D. High school and middle-high school principals (Use of HSA) VIII. SLO Tools and Resources IX. APPENDIX A: District Assessment Strategy X. APPENDIX B: SPP Goals and SLO Targets XI. APPENDIX C: SLO Template for Principals XII. APPENDIX D: SLO Scoring Sheet XIII. APPENDIX E: Student Learning Objective (SLO) Approval Rubric

3 I. Overview of the Guidebook Starting in the school year, Baltimore City Public Schools implemented a new evaluation for principals, the School Leader Effectiveness Evaluation. Dynamic school leadership is an essential factor affecting student achievement where effective principals are key to strengthening instruction and learning environments. As a part of this new system, City Schools plans to use Student Learning Objectives (SLOs) to help measure student progress for principals beginning in the school year. The purpose of this document is to provide background and guidance for principals and Executive Directors for the SLO process. As outlined in the guidebook, the development of a SLO will follow a similar structure to the principal s development of his/her SMART goals for the SY School Performance Plan (SPP). This is to allow principals the option to use a goal already established and approved in the School Performance Plan as their SLO or to draft a new SLO target, depending on their school priorities. In SY 14-15, principals will draft one SLO that will comprise 35% of their annual evaluation. Additionally, in line with the expectations set by the Maryland State Department of Education (MSDE), school leaders at middle-high schools and high schools will develop a separate SLO measured by their SY High School Assessment (HSA) results. Progress towards this HSA SLO target will be assessed and applied to the SY evaluation. II. An Introduction to SLOs Student learning is the most important measure of the success of a teacher, a principal, a school and our district. Ensuring that students progress through school and graduate from high school ready for college, career training, and life success in the 21 st century is the district s central mission. As such, a key part of improving student learning is setting clear, measurable learning goals for students, and educators throughout our district. School leaders do this as a matter of good practice and work with their Instructional Leadership Teams to set and monitor SMART goals in their School Performance Plans annually. Teachers complete this same practice through their SLO development process. Student Learning Objectives (SLOs) are intended to reinforce this good practice that many educators already embrace, where school leaders, teachers and other instructional staff examine their students strengths and areas for growth early in the year, set grade-level and school-wide goals for students, and gauge their progress over the year towards those goals. The SLO process simply formalizes this practice. SLOs also help guide data-driven instruction, provide an anchor for collaborative planning and promote student-learning focused dialogue between principals and their ILT teams and between principals and their Executive Directors. Once SLOs are fully implemented, it is City Schools expectation that, as a part of the School Leader Effectiveness Evaluation, SLOs will support school leaders in: Using student performance data to drive instruction and school improvement; Collecting information about how educators affect student growth and achievement; Promoting rigorous expectations for students and for practitioners by setting ambitious learning targets; Identifying data that alerts school leaders when students are not making adequate progress during the school year and help identify appropriate interventions; Providing additional data to help identify practitioners individual strengths and weaknesses; and 3

4 Enhancing school leaders conversations with the school community on school improvement initiatives based on the identification of prioritized needs. Enabling a stronger connection between individual and collective improvement practices of school leaders and teachers as they work together to develop goals and strategies that bring school improvement to scale. A. What is an SLO? Student Learning Objective (SLO): A specific, long-term goal for student learning, that may be customized to a range of students. SLOs are designed to support the instructional vision at the school and measure student progress for principal evaluation. Similar to the goal setting process outlined for principals in the SY School Performance Plan (SPP), developing a SLO target starts with engaging in an inquiry process where questions around teaching (adult actions), learning (student s outcomes) and leadership (ILT actions) within the school community, with special attention to Maryland College and Career Readiness Standards (MCCRS), are generated. Following this inquiry process, principals can then engage in a root-cause analysis to identify the strengths and areas of need for their schools. Focused on the most valuable learning Based on data about current students Collaborative with ILT and Executive Directors Aligned to current curriculum standards Identified through an inquiry process SLO: an academic goal for specific students for a specific time interval Specific and measurable Once principals identify the strengths and needs, they work with their Instructional Leadership Team and prioritize those needs that have the greatest impact on district and school goals. The SLO target is developed to measure the progress of the students identified through this prioritization process. When establishing a target, principals are advised to use assessments which measure growth or mastery of content by students from the beginning of the school year and throughout the year. Principals can measure progress towards the target using multiple types of assessments such as diagnostic, interim and summative assessments. As such, SLOs should be based on high-quality assessments in order for the process to yield accurate and meaningful results. City Schools has identified quality assessments for most courses and content 4

5 areas for which principal SLOs can be written. This will ensure consistency across the district and reduce the burden of assessment design and selection on principals and Executive Directors. In addition, given the timing of when assessment results are available and in line with the district assessment strategy, principals should write a SLO either for mathematics or for literacy. The SLO target should address as many students in the school as possible. Finally, principals should customize their SLO to reflect the starting places of their students. SLOs can be summarized with simple statements that describe what students will know and be able to do by the end of the year. SLOs are most powerful when they address the most important learning goals for the school, and when they are developed in collaboration with colleagues and the Executive Director to assure alignment with school and district learning goals. As stated earlier, the development of the SLO target follows a similar inquiry-based process that principals engaged in when developing their SMART goals for the SY SPP. Therefore, a principal may use or modify a goal written in their SPP as their SLO target. The criteria for a SPP goal to serve as a SLO target include the following: Goal is academic in nature; Goal should include what specific subject the SLO addresses (e.g., literacy, mathematics); Goal should identify the targeted grade band of students assessed; and Data point identified for the target must be collected prior to June 5, Provided below are several examples of SMART goals found in the SY SPP that also meet the requirements of a SLO target. See Appendix B for additional examples of SPP SMART goals that meet the SLO criteria. During the school year, 60% of the 414 students in K-4 assessed on reading will score at the proficient level based on AMPLIFY EOY TRC district assessment. By June 2015, the average percent correct on the final exam for core Mathematics (Algebra I, Algebra II, and Geometry) will increase to 70%. Goals not eligible to serve as an SLO target may have the following issues: Issue Example Recommendation By June 2015, 50% of students in grades 3-5 will score at the proficient level on the English EOC Interim Assessment and 40% of students in grades 6-8 will score at the proficient level on the Math EOC Interim Assessment. More than one goal and/or more than one assessment within an SPP The subject/topic is not specified The assessment is not specified The target is not specified By June 2015, the average percent correct on final exam will increase to 60%. By June 2015, 60% of students in K-8 will score proficient. By June 2015, there will be an increase in the percent of students Revisit SPP goal and determine the best goal - Separate the goals and select one for the SPP or - Structure the goal as a tiered target if the same subject area is being assessed Revisit SPP goal and identify appropriate subject/topic - Add missing information Revisit SPP goal and identify appropriate assessment - Add missing information Revisit SPP goal and identify appropriate target 5

6 Issue Example Recommendation scoring at the proficient level based on the AMPLIFY EOY TRC district assessment. - Add missing information B. How Can SLOs Support the School s Instructional Vision? The process of setting goals, monitoring progress against those goals and evaluating performance supports effective school management. SLOs promote these strong practices across schools and districts. Additional benefits include: SLOs allow principals to customize goals to the context of each school s vision and population. Principals review student data and develop SLOs that reflect the school vision and target specific grade bands and content areas. SLOs may be based on either growth or mastery in each area. SLOs help principals focus on school level objectives that align with the School Performance Plan and directly connect to student academic performance. The SLO development process helps principals use current data and trends to understand students changing instructional needs and practitioners professional development needs based on current data and trends. The SLO process promotes collaboration, ongoing reflection, and continuous improvement. The development of SLOs yields rich discussions between principals, Executive Directors, and teachers about student learning that can drive strategies for improvement (e.g., professional development can be tailored to teachers with common needs) and that build practitioner capacity to use data to inform instructional practice. III. SLO Timeline and Process Principals will submit their SLO to their Executive Director for review and approval by April 20, Executive Directors can request revisions as needed to ensure that the SLO meets quality standards (See Approving SLOs section below) and will approve the SLO once they ve determined it has met these standards. Executive Directors must ensure that all SLOs are approved by April 30, By June 5, 2015, principals will provide the evidence of their students progress towards meeting the SLO target to their Executive Directors. Executive Directors will verify the SLO rating by June 19, Executive Directors and principals may choose to discuss the principal s attainment of the SLO target when they meet to review the schools SY SPP during the end of year meeting by June 19, Below is an overview of the SLO process for as well as a chart with key dates. Please note that SLOs will be included as a part of a principal s composite score for his/her annual evaluation in the school year under the School Leader Effectiveness Evaluation. 6

7 A. Key Dates for the SLO Process CONDUCT AN INQUIRY PROCESS Principal conducts an inquiry process to DRAFT AND SUBMIT SLO Principal determines whether to use an existing SMART goal SLO APPROVAL Executive Directors review and approve proposed SLOs (or request revisions) 4 5 SLO SCORING Principal submit SLO results to Executive Director. Executive Director reviews data REFLECTION Principal and Executive Director discuss progress and implications for next Key SLO Process Dates Principal submission of SLO for Executive Director approval April 20, 2015 SLO review and approval window for Executive Director April 20-30, 2015 SLO approval deadline April 30, 2015 Progress monitoring of SLO by Principal May 1-June 5, 2015 Submission of final SLO results by Principal June 5, 2015 SLO review and verification of SLO score by Executive Director June 5 June 19, 2015 SLO Results Entered into OPMS (OAA) July 2015 B. Roles and Responsibilities for the SLO Process 1. Principals Principals hold primary responsibility for ensuring that their SLO(s) addresses the most important learning goals for their schools within the limited timeline. Principals are responsible for: 7

8 Collecting and reviewing baseline data for their students; Drafting a SLO(s) per the guidance provided and submitting to Executive Director by April 20, 2015; Reminder: Middle-high school and high school principals must also develop a SLO that is measured by data from the SY state mandated High School Assessment (HSA) for use in the SY School Leader Effectiveness Evaluation process. Working with their Executive Director to have their SLO(s) approved by April 30, 2015;and Presenting and reflecting on the evidence of their students progress toward the targets set in the SLO(s) by June 5, Executive Directors Executive Directors hold primary responsibility for assuring the quality of principal s Student Learning Objectives. Each Executive Director is responsible for: Collaborating with principals and approving SLOs by April 30, 2015; Reviewing data and verifying principals SLOs scores by June 19, 2015; and Discussing the results and progress on principals achievement of the SLO target, and the implications for next year by June 19, IV. Writing SLOs While SLOs will vary from principal to principal, all principals can follow these basic steps to write a strong SLO(s): Determine whether SPP goal will serve as SLO No goal Conduct an inquiry process by asking key questions Identify prioritized Yes Construct goal Articulate how target will be verified Develop SLO Scoring Plan Determine whether SPP goal developed in fall 2014 is relevant for SLO submission Verify Focus on that the the instructional SPP goal meets the SLO criteria i t th h l Engage in a root cause analysis to identify the strengths and areas of need for a school Design a mastery or growth Explain how Executive Director will verify whether Complete a scoring plan to 8

9 A. Writing an SLO: Step-by-Step The table below includes step-by-step instructions for completing the SLO template for : SLO Component Guidance for Basic Information Principal This must match the name on a principal s payroll stub. Employee ID This must match the employee identification number on a principal s payroll # stub. School Name This must correspond with the principal s primary or payroll school. School # This must correspond with the principal s primary or payroll school. Grade Levels A principal SLO should cover multiple grades depending on the subject level Assessed identified (either ELA or math) and the assessments used to measure students progress in the subject area. As many students as possible should be covered in the principal s SLO. As such, the principals SLO may either address multiple grade bands (e.g., K-8, 9-12) or proportion of students at the school assessed (e.g., 65% of students). # of Students Before articulating a specific objective, principal should identify the students to Addressed by whom the target will apply. As many students as possible should be covered in SLO the principal s SLO. As such, the principals SLO may either address multiple grade bands (e.g., K-8, 9-12) or proportion of students at the school assessed (e.g., 65% of students). Subject This should correspond with the academic subject assessed. For SY 14-15, 2. Student Learning Target principals are advised to either develop an ELA or math SLO. Determine whether a SPP goal will serve as the SLO goal. If yes, list the goal and state whether this goal comes directly from the SY SPP. If no, engage in an inquiry based process to develop the SLO goal. 1) Begin with asking key questions regarding the instructional programming at the school. 2) Analyze past and current data to identify the prioritized strengths and needs of the school. 3) Construct either a mastery or growth target that is best suited for the school s prioritized focus area and associated assessment. The SLO target should be SMART: Specific: Targeted content area, grade level, and student population Measurable: Performance/ target area must be measurable and include growth or mastery targets Achievable: Percentage of expected change Relevant: Content areas; is the goal addressing an urgent need? Timely: Bound by a timeframe; current reality or baseline data point (if available) Types of Targets A mastery goal measures student knowledge of skills they are taught throughout the year. In developing a target for a mastery goal, the school principal may look at past performances to inform the trajectory of the performance of current students. Thus, they do not require specific baseline measures. As an example, a mastery goal could be, 75% of students will be proficient on standards 1, 2, and 4 of the MCCRS as measured by the ELA 9

10 SLO Component Guidance for Interim 4 assessment. A growth goal considers the achievement levels of a student at the start of the school year in order to measure student growth throughout the year. Thus, it requires the use of specific growth assessments. As an example, a growth goal for a SPP could be, 80% of K-4 students will all move at least 4 reading levels from BOY to EOY as assessed using TRC. Once the principal determines whether a mastery or growth goal is to be used, then he/she establishes a target that encompasses a group of students (e.g., proportion of students in school or grade bands) OR establishes different sets of targets for different groups of students depending on their starting places on the SAME assessment. Examples of targets: Mastery, group target: o 75% of students in grades 1-8 will score proficient or advanced on the Interim 4 Math Assessment that is to be administered in June Growth, tiered target: o All students will demonstrate growth on comprehension on TRC. Growth targets are as follows: 90% of students who read on or above proficient on the BOY TRC assessment remain at or above proficiency on the EOY TRC administered in May % of students reading below proficiency on BOY TRC assessment will move to proficiency or above on the EOY TRC administered in May % of students reading far below proficiency on BOY TRC assessment will move to below proficient or be at proficient on the EOY TRC administered in May Note: City Schools is focused on mastery goals for most content areas except reading diagnostics. Principals may write tiered goals if they have appropriate baseline data to group students into tiers and feel comfortable writing tiered goals. SLO Hazards Similar to when teachers establish their SLO targets, these common errors make an SLO unscorable: 10

11 SLO Component Guidance for Verification of target This should articulate how the principal and the Executive Director will verify whether the target was met or not based on data analyzed. Should address when and how the data will be provided for review. 4. Scoring Plan Below are guidelines for developing the achievement ranges in the scoring plan: Start with FULL ATTAINMENT: It should range from your SLO target at the low end up to 9 percentage points above that level for students who exceeded (except for tiered targets) Then complete EXCEPTIONAL ATTAINMENT: Range will be 10 percentage points above full attainment up to 100% Now complete PARTIAL ATTAINMENT: This range starts 10 percentage points below full attainment and goes up to just below full attainment INSUFFICIENT ATTAINMENT comes last: Zero to just below partial attainment Example: A target of 80% of students reaching the target would have achievement ranges of the following: Level 1 (Insufficient Attainment): Zero to 69% Level 2 (Partial Attainment): 70% - 79% (because 10 percentage points below 80% is 70%) Level 3 (Full Attainment): 80% - 89% Level 4 (Exceptional Attainment): 90% - 100% (because 10 percentage points above 80% is 90%) In addition, it helps to cite the number and percent of students in each category. V. Approving SLOs While SLOs may look different across schools and other districts, strong SLOs have a few key characteristics in common: They prioritize content that is aligned to MCCRS, international, national, state, local or industryrecognized standards; They identify a high-quality assessment to measure student progress; and They articulate rigorous, but reasonable, expectations for student progress. Principals will submit their SLOs by April 20, 2015 to their Executive Director for approval by completing the SLO template in Document Tracking Services- with the supporting documentation. The Executive Director will make sure the SLO is complete and that it is sensible for the principal and his/her school, and most importantly, the Executive Director will apply the SLO Approval Rubric (Appendix E) to each submitted SLO. The rubric asks a set of questions about the SLO. For the SLO to be approved, the Executive Director must be able to answer every question in the affirmative. Below are the criteria from the SLO Approval Rubric Executive Directors should use for approving SLOs: SLO Component Approval Criteria: 1. Basic Information Grade levels 1a) Does the SLO cover the appropriate grade levels for the assessment identified? 11

12 SLO Component Approval Criteria: Assessed # of Students 1b) Does the SLO cover the appropriate set of students? Addressed by SLO Subject 1c) Does the SLO address a prioritized academic need (ELA or math) of the school? 2. Student Learning 2a) Is the target anchored in baseline data for current students? Target 2b) Is the target rigorous yet attainable? Rigor is determined by analyzing past performance of students to determine a reasonable goal for mastery/growth given the instructional period. 3. Verification of 3a) Is it clear what data the Executive Director will be provided to verify Target that the target was met? 3b) Does this address when and how the data can be accessed by the Executive Director to verify whether the target was met? 4. Scoring Plan Does the scoring plan follow the guidance outlined in the SLO guidebook? The Executive Director can set up a meeting to discuss SLOs, as appropriate. In this meeting, the principal and Executive Director should discuss: Whether the SPP goal meets the SLO criteria (if applicable); Whether the SLO is approved if not, what revisions are needed; How the SLO will measure the progress in student learning; Plans for supporting student learning toward the SLO target; and Ways the Executive Director can support the principal in meeting the objective. IMPORTANT NOTE: Every SLO in must be approved by April 30, Therefore, Executive Directors should review SLOs as soon as possible after they are submitted to allow time for feedback, revisions and resubmission. If the SLO does not meet one or more criteria, the Executive Director should return the SLO to the principal with guidance about how to improve it and a deadline for resubmission. Executive Directors will complete the approval process using the rubric in Document Tracking Services. The SLO will be submitted as an assignment and the approval rubric will be used to grade it. Executive Directors can plan to discuss the principal s progress on the SLO as a part of other meetings scheduled with principals, as appropriate. Additionally, Executive Directors and principal may choose to discuss the principal s attainment of the SLO target while also reviewing the school s SY SPP at the end of year meeting by June 19, VI. Scoring SLOs Once the data required by the SLO are available, principals will submit their students results to their Executive Director using the SLO Scoring Sheet (Appendix D) by June 5, The SLO Scoring Sheet 12

13 will be available on Document Tracking Services. The scoring sheet asks the principals to submit the results of the SLO and provide context for why the target was not met (if applicable). Executive Directors will review student performance data to determine the SLO score. The score will be based on the scoring plan that was included in the SLO template when it was written. Ideally, the principal and Executive Director will meet to discuss the results and the implications for next year s planning. The scoring deadline is June 19, We encourage Executive Directors to plan ahead since some of the SLO final results will be available sooner than others. As a reminder, the SLO results will be included in a principal s composite annual evaluation score under the School Leader Effectiveness Evaluation. VII. Special Guidance City Schools has developed special guidance for SLOs on the following topics: A. SLO Coverage B. Assessments C. New principals D. High school principals (Use of HSA) A. SLO Coverage For which class(es)/students should a principal s SLO be written? Principals should write the SLO for the grade band administered the assessment identified in the SLO target. Is there a minimum number of students required for the SLO? As many students as possible should be covered in the principal s SLO. As such, the principals SLO may either address multiple grade bands (e.g., K-8, 9-12) or proportion of students at the school assessed (e.g., 65% of students). B. Assessments What guidance does City Schools have regarding selecting assessments for SLOs? Please refer to guidance in Appendix A (District Assessment Strategy) C. New Principals Will new principals have an SLO? Yes, all school leaders including new principals, will have one SLO in This includes school leaders who have been PEP d as principals, managing assistant principals, and interim principals. D. High school and middle-high school principals (Use of HSA) What guidance does City Schools have regarding the high school principals development of a second SLO measured by the state mandated high school assessment (HSA) data from SY for the SY School Leader Effectiveness Evaluation? Principals serving students in grades 9-12 must also develop a second SLO measured by the HSA to be used for the SY School Leader Effectiveness Evaluation. Note that HSA results (May administration) are not available by the end of the school year and therefore the HSA SLO cannot be 13

14 scored until the fall of the following school year. The SLO results based on SY HSAs will be included in the SY evaluation. Parameters for developing the HSA include: An HSA data point must be used as the measure/evidence in one SLO for high school principals; AND The SLO should reflect school wide targets in tested areas and/or an identified area of need and/or an underperforming subgroup; AND SLO targets may reflect either mastery or growth targets. AND Performance targets should reflect ambitious and attainable goals; targets should reflect passing the test versus completion of Bridge Plan or passing via combined score; AND Rationale for the population selection and target should reflect baseline Note: For the HSA SLO, principals may develop a target for any of the subject areas assessed through the HSA. In addition, per the guidance from MSDE, principals may identify a particular subgroup to focus the target on. However, principals should provide a clear rationale for the population selection based on the prioritized needs of the school. Examples of SLO Targets Using HSA Data: Increase the percentage of students who pass individual tests, e.g. last year, 85 percent of students passed the Biology test. This year the target is 90 percent (could reflect either first time takers or all takers.) Increase the percentage of students who pass all the tests, e.g. last year, 85 percent of students passed all tests, this year the target is 90 percent. Maintain high levels of performance, e.g. 100 percent of students passed the test last year, this year the target is 100 percent (could reflect a test or the aggregate of all tests). Increase the pass rate of first-time test takers who have been identified as at risk of failing the assessment, e.g. over the last three years, the percentage of at-risk students who pass the test the first time has been percent, the target is for a first-time pass rate of at least 75 percent for these students Increase the percentage of students passing the tests in identified subgroups, e.g. increase the pass rate for special education students by 10 percent. Meet the school Annual Measurable Objectives (AMOs) by content Increase the percentage of high school seniors that meet the HSA requirement by passing all tests VIII. SLO Tools and Resources SLO Tools and Resources Each school will have its own SLO folder on Document Tacking Services where principals and Executive Directors can access the following materials: SLO guidebook SLO template SLO approval rubric reference document SLO scoring sheet City Schools Contacts For additional questions about SLOs, please contact principalslo@bcps.k12.md.us. 14

15 IX. APPENDIX A: District Assessment Strategy Summary of SY District Assessment Strategy District Reading Diagnostics Assessment Grades Timeframe Purpose for Teachers and School Leaders DIBELS/TRC or STEP K-4 BOY MOY EOY Identify literacy baseline data for students at the beginning of the year to plan instruction to meet student needs Identify student progress over the semester; identify areas of students' strengths and weaknesses; identify opportunities to differentiate and spiral instruction to meet student needs; reflect on instructional practice - identify and target areas needing professional growth Identify overall student progress for the year; identify trends that identify teachers' areas of strengths and opportunities for development This assessment should be used for growth SMART goals. RISE 5-10 BOY/MOY/EOY Same as above However MOY assessment is only for students with 4 or more warning subtest scores This assessment should be used for growth SMART goals. MAPs Purchasing schools BOY/MOY/EOY This assessment should be used for growth SMART goals. District ELA Assessments Assessment Grades Purpose for Teachers and School Leaders ELA Interim Assessment 1-8 Provide teachers with student performance on MCCRS aligned assessments to inform instruction These assessments should be used for mastery SMART English I, II, III, IV MOC/MT and EOC, Interim Assessments (2) goals Align with MCCRS and support teachers in identifying strengths and areas for growth with regards to PARCC readiness for grades 9-11; provide teachers with student performance on MCCR aligned assessments to inform instruction These assessments should be used for mastery SMART goals. Literacy Design Collaborative 6-12 Support teachers in identifying strengths, areas for growth, and adjusting instruction based on need These assessments should be used for mastery SMART 15

16 Assessment Grades Purpose for Teachers and School Leaders (LDC) goals. District Math Assessments Assessment Grades Purpose for Teachers and School Leaders Interim Assessments (4) 1-8 Provide teachers with student performance on MCCRS aligned assessments to inform instruction. Assessments will be cumulative across the year. Intensified Algebra, Algebra I, Geometry, Algebra II Interim Assessments (Q1, Q3), MOC/MT and EOC These assessments should be used for mastery SMART goals Provide teachers with student performance on MCCRS aligned assessments to inform instruction. Assessments will be cumulative across the year. These assessments should be used for mastery SMART goals. 16

17 X. APPENDIX B: SPP Goals and SLO Targets Principal SLOs can be modeled off of his/her school s SPP SMART Goals. In many cases, one of the school s existing SPP SMART Goals can serve as its SLO. In other cases, it may need to be modified, or a new SLO must be created, following the examples listed below, and the guidelines set forth earlier in this guidebook. A principal and Executive Director will review the school s SPP goal to determine whether it can also serve as the principal s SPP goal. Example 1: K-8 Literacy Interim Assessment (results available in ILT Tool and Data Link ) Students in each grade will score 75% or higher in standards RI.1, RI.2, and RI.4 as measured by the Quarter 4 Interim Assessment. Example 2: K-8 Literacy Measured by TRC (Grades 1-4) (results available in ILT Tool and Data Link) All students will demonstrate mastery or growth on comprehension on TRC. Growth targets are as follows: 90% of students who read on or above proficient on the BOY TRC assessment remain at or above proficiency on the EOY TRC administered in May % of students reading below proficiency on BOY TRC assessment will move to proficiency or above on the EOY TRC administered in May % of students reading far below proficiency on BOY TRC assessment will move to below proficient or be at proficient on the EOY TRC administered in May Example 3: HS Literacy Interim Assessment (results available in ILT Tool and Data Link) Students in each grade will score 65% or higher in standards RI.1, RI.2, and RI.4 as measured by the end of course for core English (I, II, III). Example 4: MS/HS Literacy Measured by LDC (results available in Data Link) 70% of students will earn a score of a 3 or 4 on the Quarter 4 LDC. Writing will be scored using the LDC rubric. Example 5: Math Measured by Interim 4 Assessment (Grades 1-8) (results available in ILT Tool and Data Link) 75% of students in grades 1-8 will score proficient or advanced on the Interim 4 Assessment that is to be administered in June Example 6: Math measured by core Mathematics course final pass rates (HS) (results available in ILT Tool and Data Link) The average percent correct on the final exam for core Mathematics (Algebra I, Algebra II, and Geometry) will be at least 50% as indicated in Data link. 17

18 XI. APPENDIX C: SLO Template for Principals 1. Basic Information Principal Name: Employee ID#: School: School #: Grade Levels # of Students Assessed: Addressed by SLO: Subject: 2. Student Learning Objective: State your specific target for student achievement by the end of the instructional period identified for this SLO. The target should be ambitious but achievable, given the school s baseline data. The SLO must be academic in nature; identify a specific subject and targeted grade band assessed. The data point identified for the target must also be collected prior to June 5, The target may come directly from your School Performance Plan. Check box if the SLO listed is an exact SMART goal taken from your school s SY School Performance Plan and not modified. 3.Verification of target: State how the principal and the Executive Director will verify whether the target was met or not based on data. Should also address when and how the data will be provided to the Executive Director for review. 4. Scoring Plan: See Scoring Plan Guidance chart for consideration. Insufficient Attainment of Target (1 point): The principal has demonstrated an insufficient impact on student learning by falling far short of the target. Partial Attainment of Target (2 points): The principal has demonstrated some impact on student learning, but did not meet the target. Full Attainment of Target (3 points): The principal has demonstrated a considerable impact on student learning by meeting the target. Exceptional Attainment of Target (4 points): The principal has demonstrated an outstanding impact on student learning by surpassing the target by a meaningful margin. Achievement Range: Achievement Range: Achievement Range: Achievement Range: Principal Date: Executive Director Date: Scoring Plan Guidance Below are guidelines for developing the achievement ranges in the scoring plan: Start with FULL ATTAINMENT: It should range from your SLO target at the low end up to 9 percentage points above that level for students who exceeded (except for tiered targets) Then complete EXCEPTIONAL ATTAINMENT: Range will be 10 percentage points above full attainment up to 100% Now complete PARTIAL ATTAINMENT: This range starts 10 percentage points below full attainment and goes up to just below full attainment INSUFFICIENT ATTAINMENT comes last: Zero to just below partial attainment Example: A target of 80% of students reaching the target would have achievement ranges of the following: Level 1 (Insufficient Attainment): Zero to 69% Level 2 (Partial Attainment): 70% - 79% (because 10 percentage points below 80% is 70%) Level 3 (Full Attainment): 80% - 89% Level 4 (Exceptional Attainment): 90% - 100% (because 10 percentage points above 80% is 90%) 18 In addition, it helps to cite the number and percent of students in each category.

19 XII. APPENDIX D: SLO Scoring Sheet 1. Explanation of achievement of SLO target: Principal provides an explanation of whether the SLO target was met or not met during the school year. 2. Scoring Plan: Executive Director issues a rating based on data collected and information presented in the Scoring Plan Guidance chart. Insufficient Attainment of Target (1 point): The principal has demonstrated an insufficient impact on student learning by falling far short of the target. Partial Attainment of Target (2 points): The principal has demonstrated some impact on student learning, but did not meet the target. Full Attainment of Target (3 points): The principal has demonstrated a considerable impact on student learning by meeting the target. Exceptional Attainment of Target (4 points): The principal has demonstrated an outstanding impact on student learning by surpassing the target by a meaningful margin. Achievement Range: Achievement Range: Achievement Range: Achievement Range: *Principals may need to attach results for ED review Principal Date: Executive Director Date: 19

20 XIII. APPENDIX E: Student Learning Objective (SLO) Approval Rubric (FOR REFERENCE ONLY ACTUAL APPROVALS BY EXECUTIVE DIRECTORS WILL BE ENTERED DIRECTLY INTO DOCUMENT TRACKING SERVICES) Principal: Employee ID#: School Name: School #: Evaluator: SLO Meets Does Not Approval Criteria: Component Meet 1. Basic Information Grade levels 1a) Does the SLO cover the appropriate Assessed grade levels for the assessment identified? # of 1b) Does the SLO cover the appropriate set Students of students? Addressed by SLO Subject 1c) Is the SLO written for the correct course assignment as outlined in the SLO guidebook? 1d) Does the SLO address a prioritized need 2. Student Learning Target 3. Verification of Target 4. Scoring Plan of the school? 2a) Is the target anchored in baseline data for current students? 2b) Is the target rigorous yet attainable? Rigor is determined by analyzing past performance of students to determine a reasonable goal for mastery/growth given the instructional period. 3a)) Is it clear what data the Executive Director will be provided to verify that the target was met? 3b) Does this address when and how the data can be accessed by the Executive Director to verify whether the target was met? Does the scoring plan follow the guidance outlined in the SLO guidebook? Comments/Revisions Needed 20