75% Teacher Effectiveness Rubric20% Student Learning Objectives5% School Wide Learning Measure

Student Learning ObjectiveLong term academic goalSpecific and MeasurableBased on available prior student learning

dataAligned to State StandardsBased on growth and achievement whenever

possible

2 Types ofStudent Learning Objectives

CLASS: mastery goal based on students’ starting points – covering all of Indiana Content Standards

TARGETED: growth/achievement goal that covers all or subset of Indiana Content standards targeted at students with low levels of preparedness

CLASSHighly Effective

Effective Improvement Necessary

Ineffective

Moved exceptional number of students to achieve content mastery

Moved significant number

Moved less than significant number

Moved few

Defines what content mastery looks likeAccounts for learning of all students and all content standards

TARGETEDHighly Effective

Effective Improvement Necessary

Ineffective

Surpassed expectations

Outstanding impact

Met expectations

Considerable impact

Did not meet expectations

Demonstrated impact

Did not meet expectations

Sufficient impact not demonstrated

Learning progress made by students with inadequate preparation and

behind grade level

Centers on type of content students who are minimally prepared need the most

The Student Learning Objective process in RISE has five steps:

Step 1: Choose quality assessments Step 2: Determine students starting points Step 3: Set the Student Learning Objectives Step 4: Track progress and refine instruction Step 5: Review results and score

Pre-ApprovedAssessments

Evaluator Approved

Assessments

STEP 1 Choose Quality Assessments

STEP 1 CriteriaAlignment and Stretch: The assessment covers all key subject/grade-level content standards (alignment), and partly assesses pre-requisite objectives from prior years and objectives from the next year/course (stretch).

STANDARDS ALIGNMENT AND COVERAGE CHECK FORM Rigor and Complexity: The assessment’s items, tasks, and rubrics are appropriately challenging for the grade-level/course (rigor), and include items or tasks that require critical thinking and deep levels of student understanding (complexity).

ASSESSMENT RIGOR ANALYSIS – DEPTH OF KNOWLEDGE FORM

Format captures true mastery: The assessment is written clearly, is feasible in the amount of time allotted, is free from bias, has specific scoring guidelines or rubrics that articulate what students are expected to know and do, and differentiates between levels of knowledge/mastery.

GRADING RUBRIC WITH CONTENT MASTERY STANDARD

ASSESSMENT APPROVAL CHECKLIST FORM

STEP 2 Determine Starting Points

Low level of preparedness:Students who have yet to master pre-requisite knowledge or skills needed for this course

Medium level of preparedness:Students who are appropriately prepared to meet the demands of the course

High level of preparedness:Students who start the course having already mastered some key knowledge or skills

STEP 2 EvidenceCollect multiple forms of evidence using professional judgment when deciding which types of information would be helpful in determining students’ starting points. By using multiple sources of evidence, a more comprehensive picture will result in a student’s true starting point.

• Results from beginning of course (BOC) diagnostic tests or performance tasks• Results from prior year tests that assess knowledge and skills that are pre-requisites to the current subject/grade. • Results from tests in other subjects, including both teacher- or school-generated tests, and state tests such as ISTEP, as long as the test assessed pre-requisite knowledge and skills. • Students grades in previous classes, though teachers should make sure they understand the basis for the grades given by students’ previous teachers.

STARTING POINTS FORM

STEP 3 Set the CLASS SLO

Performance Level

Suggested Guidelines

Number from each category

Final Proportion of Students

Highly Effective All students in the high and medium levels of preparedness and most of the students in the low level achieve content mastery.

High: 5 of 5 Medium: 20 of 20Low: 3 of 5

28 / 30 students (>= 90%)

Effective All students in the high level, almost all students in the medium level and many of the students in the low level achieve content mastery.

High: 5 of 5 Medium: 17 of 20Low: 2 of 5

24 / 30 students (>= 75%)

Improvement Necessary Most students in the high and medium levels of preparedness, and few students in the low level achieve content mastery.

High: 4 of 5 Medium: 11 of 20Low: 1 of 5

16 / 30 students (>= 50%)

Ineffective Few or no students achieve content mastery.

High: 3 of 5 Medium: 8 of 20Low: 0 of 5

Fewer than 15 (< 50%)

At least __% of students will achieve an 85/100 or better on the assessment.

STEP 3 Set the TARGET SLO• Focus on those students who need the most and best instruction - that began the course inadequately prepared and/or

at a low level of preparedness. • Focus on a subset of content standards - a few key content standards - set a goal that best meets the specific learning

needs of students of the targeted population.• May choose any assessment that is approved by the evaluator, which may or may not be the same assessment used

for the Class Objective.

  Highly Effective (4)

Effective (3)

Improvement Necessary (2)

Ineffective (1)

Targeted Objective Rubric

The teacher has surpassed expectations described in the Student Learning Objective and/or demonstrated an outstanding impact on student learning.

The teacher has met the expectation described in the Student Learning Objective and/or has demonstrated a considerable impact on student learning.

The teacher has not fully met the expectation described in the Student Learning Objective, but has demonstrated some impact on student learning.

The teacher has not met the expectation described in the Student Learning Objective and has demonstrated an insufficient impact on student learning.

Targeted Objective Defined

Targeted Population: Students who start the course at the lowest level of preparedness as identified in Step 2 5 Students

Targeted IN Content Standards:Standards CA 1.1.5 Ways to input/output information, CA 3.2.1 Visual principles of design, CA 3.3.1 External sources, CA 5.1.7 Enhance the appearance/presentation

Approved Assessment: FinalPics

Growth and/or Achievement Goal: 4 out of 5 Students will achieve >= 70% on the assessment

   STUDENT LEARNING OBJECTIVE FORM

STEP 4 Tracking Progress and Refining Instruction

•How are your students progressing toward your Student Learning Objectives? How do you know? •Which students are struggling/exceeding expectations? What are you doing to support them? •What additional resources do you need to support you as you work to achieve your Student Learning Objectives?

The mid-course check-in is also an opportunity for teachers to submit evidence of current student learning to their evaluators.

MID-COURSE CHECK IN FORM

STEP 5 Reviewing Results and Scoring Compile the results of the assessment used for the Class and Targeted Objectives.Rating the Targeted Objective requires the professional judgment of the evaluator - teachers have the option to compile additional evidence of student learning that will help inform evaluators’ decisions. This evidence might consist of additional graded student assessments, classwork, or student work products.

END OF COURSE REVIEW FORM

READ THE SLO HANDBOOK!!!