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BPSD TLE SLO/SOO GUIDEBOOK 1/20/2015 Revision of 22

BPSD TLE SLO/SOO GUIDEBOOK BARTLESVILLE PUBLIC SCHOOLS DISTRICT APPRAISAL COMMITTEE

JANUARY 20, 2015 EDITION

CONTENTS

TLE Appraisal System Overview..................................................................................................................................2 What is the difference between Student Learning Objectives (SLO) and Student Outcome Objectives (SOO)? ......3 How are SLOs/SOOs different from Other Academic Measures (OAM)? ..................................................................3 SLO/SOO Cycle Components & Deadlines ..................................................................................................................4

SLO/SOO Development ..........................................................................................................................................4

SLO/SOO Approval ..................................................................................................................................................4

Mid-Course Check-In ..............................................................................................................................................4

Year-End Reflection ................................................................................................................................................4

Summative Conference ..........................................................................................................................................4

Requirements for Student Learning Objectives & Student Outcome Objectives ......................................................5 How many SLOs/SOOs do teachers need to write? ...............................................................................................5

What will be the focus/content of SLOs/SOOs? .....................................................................................................5

What student population should be assessed? .....................................................................................................6

Which assessments/evidence are acceptable? ......................................................................................................7

What are Growth Targets and how are they determined? ....................................................................................9

Types of Growth Targets with District Baselines ................................................................................................. 10

The SLO Cycle & Data Teams/Professional Learning Communities ........................................................................ 12 Integrating the SLO cycle with Data Teams/PLCs ................................................................................................ 12

Integrating SLO/SOO testing with Quarterly Assessments and Final Exams ....................................................... 12

Sequencing of SLOs/SOOs/Quarterly Assessments/Data Team Cycles ............................................................... 13

Frequently Asked Questions .................................................................................................................................... 16 How will SLOs/SOOs be approved? ..................................................................................................................... 16

What if a SLO/SOO is not approved?................................................................................................................... 16

What about extenuating circumstances requiring revision or omission of a SLO/SOO? .................................... 16

How will SLO/SOO scoring occur? ....................................................................................................................... 17

What will be done to assess the quality and implementation of district SLOs/SOOs? ....................................... 17

Who receives a Value Added Measure and thus does not do a SLO/SOO? ........................................................ 18

What about SLOs/SOOs for teachers new to the profession, state, or district? ................................................. 18

SLO/SOO Template .................................................................................................................................................. 19 Student LEARNING Objectives (SLO) Quality Checklist ........................................................................................... 21 Student OUTCOME Objectives (SOO) Quality Checklist .......................................................................................... 22

Implementation of the Teacher/Leader Effectiveness appraisal system’s

quantitative component of Student Academic Growth via

Student Learning Objectives and Student Outcome Objectives

This guidebook and the decisions governing the local SLO/SOO process were developed by the district

Teacher Appraisal Committee in accordance with the Negotiated Agreement between BPSD and the

Bartlesville Education Association; see http://bps-ok.org/faculty/tle for more information.

http://bps-ok.org/faculty/tle


TLE APPRAISAL SYSTEM OVERVIEW

State law requires that 35% of the Teacher/Leader Effectiveness (TLE) appraisal ratings in 2015-2016

and beyond be based on Student Academic Growth (SAG) data collected on students in the prior

school year.

The SAG rating will be a state-generated Value Added Measure (VAM) rating for teachers who have 10

or more eligible students in 4th-8th grade reading or math, Algebra I, Geometry, Algebra II, or English III.

All other teachers who use academic standards must determine SAG via Student Learning Objectives

(SLO), and the remaining certified non-administrative staff members must determine SAG via Student

Outcome Objectives (SOO).

The Oklahoma State Department of Education (OSDE) guidance on SLO/SOO implementation requires

the district to adopt or adapt the OSDE’s recommendations on the SLO/SOO cycle.

In late 2014 the district Teacher Appraisal Committee (TAC), per the Negotiated Agreement, met and

considered each of the 24 district decisions identified by the OSDE raised in the document “Oklahoma

Student Learning Objectives and Student Outcome Objectives Guidebook: For District Decision

Makers”; those decisions are the basis for this District SLO/SOO Guidebook. Shaded portions of this

Guidebook address state-mandated decisions about the SLO/SOO process which are made at the

district level.


WHAT IS THE DIFFERENCE BETWEEN STUDENT LEARNING OBJECTIVES (SLO) AND STUDENT

OUTCOME OBJECTIVES (SOO)?

Student Learning Objectives (SLO) are for certified non-administrative staff who use academic standards (e.g.

classroom teachers, including those for art, music, and physical education since they perform direct student

instruction on various academic standards; librarians probably fit here as well).

Student Outcome Objectives (SOO) are for certified non-administrative staff who do NOT use academic

standards (e.g. most of those with different TLE qualitative rubrics: counselors, nurses, school psychologists,

speech pathologists, and instructional coaches).

While Student Learning Objectives commonly rely upon pencil-and-paper or electronic assessments, they can

use alternate means when required. Student Outcome Objectives would typically be assessed by alternate

means.

SLO and SOO assessments may be:

paper-and-pencil or electronic assessments (the default for most Data Teams/PLCs and most teachers)

performance tasks graded with a rubric (e.g. an art or music teacher or physical education teacher demonstrating growth in students’ performance as judged by a district rubric used to grade a student’s individual artistic or musical or athletic performance)

portfolios (e.g. a self-contained special education teacher collecting evidence of student progress to show growth in academic objectives; a nurse or librarian documenting student growth over the year in objectives addressed by student services or training; an instructional coach documenting growth in the use of instructional strategies with students by the teachers he or she assists)

cumulative projects (e.g. a technical education teacher using a cumulative project graded with an industry-aligned rubric to assign a grade to a student’s work)

While SOOs use the same Template as SLOs, they have a different Quality Checklist which includes specific

concepts appropriate to SOOs. The template and quality checklists are on the final pages of this Guidebook.

HOW ARE SLOS/SOOS DIFFERENT FROM OTHER ACADEMIC MEASURES (OAM)?

While SLOs/SOOs are similar in some ways to the other quantitative component of TLE, there are

distinct differences:

SLOs/SOOs OAMs

Must follow district’s template and process Can take many formats; a SLO/SOO is one of them

Focus/content is only on the essential skills and content in a course or class

Focus/content selected from a variety of available categories by the teacher and can be very broad or can focus on targeted skills if a teacher chooses

Includes all of the students in one course or class Teachers can choose which students are included; may focus on particular groups such as AP test-takers or participants in an academic club or activity


SLO/SOO CYCLE COMPONENTS & DEADLINES

SLO/SOO Cycle Step 2014-2015 Deadlines Future-Year Deadlines

Step 1: SLO/SOO development February 14 (Valentine’s

Day) September 30

(or by 3 weeks for quarter-length courses)

Step 2: SLO/SOO approval March 1 Fall Break

(or by 5 weeks for quarter-length courses)

Step 3: Mid-Course check-in April 15 (Tax Day)

January 30 (but normally done in the 1st semester; Fall

Break for semester-length courses; 4.5 week mark for quarter-length courses)

Step 4: Year-end reflection on SLO/SOO progress

End of the school year End of the school year

Step 5: SLO/SOO scoring and summative conference

Depending on assessment: End of the school year or

beginning of the next school year

Depending on assessment: End of the school year or beginning of the

next school year

SLO/SOO DEVELOPMENT is at the first of the school year. If not already determined, the students to be in the SLO are identified along with the essential skills they should develop. When feasible, a pre-test over those skills is identified or created and administered to those students. The results of that pre-test are used to determine growth targets on a suitable post-test and the SLO/SOO template is filled out. Whenever feasible, all of this work is done in district or site-level Data Teams. The SLO/SOO is then submitted to the evaluator for approval. This work must be completed by the development deadline.

SLO/SOO APPROVAL takes place after development. After a SLO/SOO is submitted, the evaluator has 10 working days to evaluate the SLO/SOO to ensure it meets all of the requirements in the Quality Components row of the SLO/SOO Quality Checklists. High Quality Components on those checklists are desired but not required. If the reviewer does not approve the SLO/SOO, it is returned to the teacher(s) with feedback to guide revisions and resubmission. The SLO/SOO must be approved by the approval deadline; the teacher and evaluator sign the template and it becomes a final document that cannot be changed except for significant extenuating circumstances.

MID-COURSE CHECK-IN is a brief conversation between the teacher and evaluator on how the SLO/SOO is progressing; typically it would use the results of the 1st quarterly assessment and be part of a TLE post-observation conference during the 1st semester. Other formative assessments may also be used. Prompts that may be used include:

Are students progressing toward their growth targets? How do you know?

What data have you collected on student progress?

Which students or groups of students are struggling to stay on track to meet their growth targets?

Which students or groups of students are ahead of where you expected in advancing toward their growth targets?

How are you working with your Data Team to support students who are struggling? What extra support do you think they might need?

YEAR-END REFLECTION is between the teacher and evaluator, typically at the final evaluation conference, on how the SLO/SOO is progressing. It can occur before SLO/SOO post-assessment data is available since that will be considered at a separate SLO/SOO Summative Conference. Prompts that may be used include:

How did students do this year?

Do you think students are on track to meet their growth targets? How do you know?

Which students or groups of students struggled to meet their growth targets?

Which students or groups of students seemed to be able to meet their growth targets easily?

How was implementing the SLO/SOO process this year? What did you learn?

What changes will you make in how you approach SLO/SOO next year?

SUMMATIVE CONFERENCE happens once the teachers receive SLO post-assessment results and have calculated what percentage

of students met the growth targets. The teacher submits supporting documentation and the teacher and evaluator sign off

on the final score on the SLO/SOO Template that becomes part of the final TLE rating for the school year following the one

in which the students were assessed. This must be completed before the next SLO/SOO cycle is approved.


REQUIREMENTS FOR STUDENT LEARNING OBJECTIVES & STUDENT OUTCOME OBJECTIVES

HOW MANY SLOS/SOOS DO TEACHERS NEED TO WRITE?

Bartlesville Public Schools has decided that all teachers who are required to write SLOs/SOOs*

should write one SLO/SOO per year.

This district-determined option on the number of SLOs/SOOs was chosen to align with how teachers with VAM

scores receive only one per year and to lower the burden of implementation on teachers and evaluators. This

decision aligns with OSDE’s recommendation.

* Teachers who receive an individual VAM score from the state will NOT write SLOs/SOOs. Thus this Guidebook

does not apply to teachers of 4th through 8th grade reading or math, Algebra I, Geometry, Algebra II, or

English III who have 10 or more eligible students in those subjects/courses. eligible students must have both a

valid post-test score from one of the grades and subjects listed above and a valid pre-test score in the related

subject from the previous year. Students who are repeating the current grade or course are ineligible, as are

special education students with OMAAP or OAAP scores for prior or current assessments.

If a secondary school course has a state EOI exam or OCCT that does NOT generate a VAM score (i.e. 8th Grade

Science, 8th Grade U.S. History, Biology I, English II, high school U.S. History, state Fine Arts Assessment) the

course Data Team has the option of writing one SLO for the year based on that state assessment, which should

be distinct from the Other Academic Measures used by those teachers.

Teachers who are writing a SLO/SOO for a semester-only course should only write one SLO. If the course is only

taught by a given instructor for one semester of the school year, the SLO is restricted to that semester for that

instructor. If the course is taught by the instructor both semesters, the same SLO is used for both semesters and

the individual student results of both semesters are compiled to calculate a single SLO score for the year.

WHAT WILL BE THE FOCUS/CONTENT OF SLOS/SOOS?

Bartlesville Public Schools has decided that teachers who are required to write SLOs/SOOs

need write them only for essential skills and content.

This district-determined option on SLO focus and content was chosen to focus on the most important course

standards and ease integration of the SLO cycle into the district’s existing Data Team cycles. This decision aligns

with OSDE’s recommendation.

Elementary School Example of SLO Content

A site’s first-grade teachers determine that certain reading skills are absolutely essential for students to advance to

the next grade level and only include those essential skills in their SLO for the year; all or part of the BEAR assessment

is a good fit. Their quarterly assessments and other formative assessments would cover many different standards in a

variety of subjects, while only the absolutely essential reading skills would be on the SLO Pre-Test and SLO Post-Test

using all or part of the BEAR assessment.

Secondary School Example of SLO Content

A Biology I Data Team identifies 9 of the 21 Oklahoma Academic Standards for Science assigned to Biology I are

absolutely essential for student success in later courses and careers. They use Study Island to formulate a SLO Pre-Test

given at the first of the year which allows them to set growth targets for the year on the SLO Post-Test given at the

end of the school year. There are still 3 Quarterly Assessments in Biology which cover most of the state standards and

some local standards, including the essential standards also assessed on the SLOs, but they are used for formative

assessments and are distinct from the SLO Pre-Test and Post-Test. (As a course with a state-mandated EOI or OCCT

exam, Biology I has no 4th Quarter Assessment.)


WHAT STUDENT POPULATION SHOULD BE ASSESSED?


should write them to cover a student population at the highest feasible level from the

following prioritized list:

1. If a teacher can implement a grade-level SLO/SOO developed by a district/site Data

Team/Professional Learning Community (PLC), then the teacher should do so.

2. If it is not possible to implement a grade-level SLO/SOO, the teacher should

implement a course-level SLO/SOO developed by a district/site Data Team/PLC or, for

courses not taught by others, a course-level SLO/SOO developed by the teacher.

3. If it is not possible to implement a course-level SLO/SOO, the teacher should

implement a class-level SLO/SOO.

4. If a teacher does not have enough students to implement a class-level SLO/SOO, the

teacher should consider optional implementation of a tiered SLO/SOO which includes

groups of students across grades or classes.

This district-determined option on population selection was chosen to improve assessment

validity and reduce the impact an individual student may have on a teacher’s overall score,

while allowing teachers with a small number of students in different classes to combine their

scores in one SLO/SOO.

Examples of Assessed Student Populations

Grade-Level: A second grade teacher assesses his or her students using the paper-and-pencil or electronic

SLO Pre-Test and Post-Test developed by the 2nd grade Data Team at his or her site, which used the Site

Improvement Plan to help guide the development. It is scored by the 2nd Grade Data Team at his or her site.

Typical Course-Level: A middle school 8th grade science teacher assesses his or her students using the paper-

and-pencil or electronic SLO Pre-Test and Post-Test developed by all of the district 8th grade science teachers.

It is scored by the 8th grade science Data Team at his or her middle school.

Specialty Course-Level: An elementary/secondary school art/music/physical education teacher assesses his

or her students using the SLO developed by a team of district elementary/secondary school

art/music/physical education teachers, using a district rubric to judge the art work/musical

performance/physical skills of the students. The teacher scores his or her own students’ rubrics, or in some

cases the team of similar teachers across the district helps each other score the rubrics.

“Singleton” Course-Level: A secondary school teacher whose courses are not taught by anyone else in the

district selects one of those courses for the SLO, using a paper-and-pencil or electronic SLO Pre-Test and Post-

Test. The students in all sections of the course are assessed.

Class-Level or Tiered: A special education teacher has both co-taught and small self-contained classes. He or

she has several options:

work with the co-teacher to obtain a separate scoring of all of the students in the co-taught class

section(s) on the district/site SLO Pre-Test and Post-Test

work with the co-teacher to obtain a separate scoring of only the special education students in the co-

taught class section(s) on the district/site SLO Pre-Test and Post-Test (they may have different growth

targets)

if there are at least 10 students in the self-contained class, use the district/site SLO Pre-Test and Post-

Test or portfolios to assess their growth

if there are not at least 10 students in the self-contained class, optionally consider calculating a tiered

SLO using students in both the self-contained class and special education students served in the co-

taught class(es) to reduce the impact an individual student has on the score


WHICH ASSESSMENTS/EVIDENCE ARE ACCEPTABLE?

Bartlesville Public Schools has decided that Data Teams/PLCs or individual teachers who are

required to write SLOs/SOOs must use post-assessments at the highest feasible level from the

following prioritized list.

1. Either a state test (if it exists) or a district-wide summative assessment (if it exists) –

created or purchased

2. A vetted common summative assessment (if it exists) – created or purchased

3. A vetted individual classroom summative assessment which has been purchased

4. A created individual classroom summative assessment

NOTE: District Quarterly Assessments may NOT be used as SLO/SOO Post-Tests; this is to

protect the integrity and intent of such formative assessments in PLCs and to honor

the district’s commitment that Quarterly Assessments would not be part of teacher

appraisal. However, a SLO/SOO Pre-Test may be integrated into existing Quarterly

Assessments; see “Integrating SLO/SOO testing with Quarterly Assessments and Final

Exams” later in this Guidebook.

This district-determined option on assessment levels was chosen to increase comparability of SLOs/SOOs across

teachers with the same assignment and to reduce the burden on most teachers to identify or create appropriate

assessments.

SLO and SOO assessments may be:

paper-and-pencil or electronic assessments (the default for most Data Teams/PLCs

and most teachers)

performance tasks graded with a rubric (e.g. an art or music teacher or physical

education teacher demonstrating growth in students’ performance as judged by a

district rubric used to grade a student’s individual artistic or musical or athletic

performance)

portfolios (e.g. a self-contained special education teacher collecting evidence of

student progress to show growth in academic objectives; a nurse or librarian

documenting student growth over the year in objectives addressed by student

services or training; an instructional coach documenting growth in the use of

instructional strategies with students by the teachers he or she assists)

cumulative projects (e.g. a technical education teacher using a cumulative project

graded with an industry-aligned rubric to assign a grade to a student’s work)


Elementary School Examples of SLO Selections

Using district-wide assessments:

A site’s first-grade teachers decide to assess students using all or part of the BEAR assessment to measure

growth in reading proficiency. They collaboratively set tiered growth targets (see page 10), and the scoring is

done by the site Data Team. For 2014-2015 they use the BEAR given at the end of Kindergarten as a pre-test,

determine district-wide growth targets, and give the BEAR as a post-test in May. For 2015-2016 and beyond

they use the BEAR pre-test to set different growth targets reflecting how students performed on the pre-test,

and give the post-test in May.

Using state assessments:

A site’s third-grade teachers decide to use the state 3rd Grade Reading test results for SLO. For 2014-2015

they use the past history of 3rd Grade Reading test cut scores and district student proficiency levels, along

with existing Quarterly Assessment results, to set site-level basic growth targets (see page 10). When the

state test results are in, they will each calculate what percentage of each teacher’s students met their site’s

growth targets.

For 2015-2016, the teachers decide they will create a common SLO Pre-Test for the year using released items

from prior state reading tests. They will use the pre-test results to decide on site-level growth targets on the

state reading test for that year’s students, which could be revised basic growth targets or simple average

growth calculations or tiered growth targets (see page 10).

Secondary School Examples of SLO Selections

Using state tests:

A district’s U.S. History teachers decide to use the state EOI exam for SLO. For 2014-2015 they use Quarterly

Assessment questions to create a SLO Pre-Test at the start of the 2nd semester, along with the past history of

U.S. History EOI exam cut scores and student proficiency levels, to set a basic growth target (see page 10).

When the EOI results are in, they will each calculate what percentage of their students met that growth

target.

For 2015-2016, the teachers decide they will create a common SLO Pre-Test for the entire year using released

items from prior U.S. History EOI exams. They will use the pre-test results to decide on growth targets on the

state EOI exam for that year’s students, which could be a revised basic growth target or instead they might

use simple average growth calculations or develop a tiered growth target (see page 10).

Using a district-wide summative assessment:

A district’s Biology I Data Team decides to not use the state EOI exam for SLO because the EOI exam’s rigor

and cut scores keep changing. The teachers already have access to Study Island, so they create a SLO Pre-Test

in Study Island that only addresses the essential state standards identified for the SLO. They will administer

the same Study Island test, or an alternate equivalent one, as a SLO Post-Test in May. They will then use

simple average growth calculations (see page 10) to score the results, helping each other with calculating the

growth targets from the pre-test and evaluating them with the post-test data.

Using a vetted common summative assessment:

A district’s art teachers decide to use a district-wide rubric for SLO, using it to assess a student art project

near the beginning of the 2nd semester in 2014-2015 (and during the 1st quarter for 2015-2016) and then for a

different major student art project at the end of the school year. They decide on whether to use basic growth

targets or simple average growth calculations or tiered growth targets (see page 10) for one art course for

each teacher.

Using a created individual assessment:

A physics teacher has no state test and no other co-teachers of his courses. He selects his Inquiry Physics

course for the SLO and develops a pre-test for the year covering only essential skills. The portions of the final

exam for each semester which covers those same skills are combined for use as the SLO Post-Test. Since he

has two sections of the course, the SLO for each semester is calculated using both sections. He calculates

student growth using simple average growth calculations (see page 10).


WHAT ARE GROWTH TARGETS AND HOW ARE THEY DETERMINED?

The state mandates particular TLE ratings on SLOs/SOOs based on the percentage of students who

meet or exceed growth targets set for that particular SLO/SOO:

While the ratings for the ranges of

percentages of students meeting growth

targets cannot be changed, the growth

targets themselves are determined by

the teacher and evaluator.

Good growth targets are not the same

for all students. Instead, they anticipate

how much growth would be both

rigorous and attainable for each student.

Setting good growth targets requires

teachers to analyze data, consider their

knowledge of students, and use

professional judgment.

Growth targets must be written such

that all students have a growth target.

Ideally they use baseline or pretest data

to determine appropriate growth.

STATE-MANDATED

Percentage of Students Who Met or Exceed Their

Growth Targets

STATE-MANDATED

TLE Rating on SLO/SOO

90-100% 5.0 (Superior)

85-89% 4.5

80-84% 4.0 (Highly Effective)

75-79% 3.5

70-74% 3.0 (Effective)

65-69% 2.5

60-64% 2.0 (Needs Improvement)

55-59% 1.5

54% or less 1.0 (Ineffective)

Bartlesville Public Schools has decided that whenever feasible (e.g. for similar student

populations) the same growth targets should be used for all students taking a particular

SLO/SOO. Baseline SLO/SOO growth targets are shown on the next page.

Data Teams should customize the baseline target for their SLO/SOO based upon evidence of

typical student performance (e.g. a SLO which uses a difficult state exam which already has a

low cut score may need a lower growth target; analysis of past student performance on

standardized tests or Quarterly Assessments can be used to set rigorous and attainable

growth targets).

Individualized growth targets which deviate from the general Data Team targets or the district

baselines should include a strong rationale which includes relevant data analysis for the

change.

Consideration and approval of the growth targets for each teacher is determined by that

teacher’s evaluator.

This district-determined option on growth target development was chosen to reduce the

burden on teachers, increase comparability across teachers with the same assignment,

involve teachers in selecting growth targets, while allowing modification when there is a

strong rationale. This decision aligns with OSDE’s recommendation.


TYPES OF GROWTH TARGETS WITH DISTRICT BASELINES

Because the state is implementing SLO/SOO in the middle of the 2014-2015 academic year, Data

Teams and teachers who cannot administer a meaningful pre-test in the available time may need to

adopt a Basic Growth Target for May 2014. If a pre-test can be administered, the other options such

as Simple Average Growth Calculation, Tiered Growth Target, and Individual Student Growth Target

can be utilized to provide more appropriate growth targets for students with differing backgrounds

and abilities. Departmental and grade-level teams and site Data Teams can be helpful in selecting and

customizing the more sophisticated growth targets.

Type of Growth Target

Description & Critique

District Baseline (can be modified)

Basic Growth Target

Expects all students to achieve sufficient growth to achieve a particular minimum target level. Very easy to score and requires no pre-test. But this method does not account for variations in student ability and background. While these may be needed for the short cycle in 2014-2015, it would be best to try to develop more sophisticated growth targets for 2015-2016.

All students will increase their post-assessment score to at least 75%. This baseline might be modified for a special education self-contained class. Or it could be adapted into a tiered target by having different fixed targets for students who scored in different ranges on a pre-test. The target must be set high enough that ALL students are expected to show some growth. (Students with 100% on pre-assessment must hold at 100% on the post-assessment, so avoid using too easy a pre-assessment.

Simple Average Growth

Calculation

Students will increase their post-assessment score by half the distance between their pre-test score and 100%. Easy to set up and allows for students with varying abilities and backgrounds. Could be scored using a district-supplied spreadsheet and pre-test and post-test scores imported from Edusoft.

A score of 20% on the pre-test has a growth target of 20%+((100%-20%)/2) = 60% on the post-test, while a pre-test score of 50% has a growth target of 50%+((100%-50%)/2) = 75%, and a pre-test score of 90% has a growth target of 90%+((100%-90%)/2) = 95%, etc. For more challenging students perhaps the target would be to increase their post-test score by only 1/3 or 1/4 of the distance between their pre-test score and 100%. For example, a teacher might use “close ½ the gap to 100%” for regular education students and specify “close ¼ of the gap to 100%” for students on an IEP.

Tiered Growth Target

Students are categorized into different ranks by pre-test score; each rank has a set growth score. This is much harder to set up but offers greater flexibility when dealing with students of widely varying abilities. Could be scored using a customized district-supplied spreadsheet and pre-test and post-test scores imported from Edusoft.

Pre-test scores below 40% have a target of 70%, scores between 40% and 70% have a target of 80%, and scores above 70% have a target of 85%. These would always need to be customized to fit different ranks of students on a pre-test; ranks could be identified by pre-test score frequency analysis.

Individual Student

Growth Target

Each student’s growth target is set individually for a small number of students. Most difficult to set up and score, but useful for a small group of students of widely varying ability.

Student #1 has a target of 80%, but #2 has 70%, but #3 has 50%, etc. These would always need to be customized to fit each student based on a pre-test and/or other indicators such as prior testing, IEP, socioeconomic status, etc.


Examples of Growth Targets

The post-test performance of each individual student is separately compared to the growth target; the

TLE rating is based on what percentage of students in the assessed population meet or exceed their

growth targets.

Basic growth targets without a pre-test:

Several years of a site’s results on a state

test are compiled and averaged. The

average score (not the % passing, but the

average raw score) is used as a basic

growth target on the state test for the

current year.

Site Typical

Avg. Raw Score

Growth Target for Post-Test

A 50 50

B 60 60

C 70 70

D 80 80

Basic growth targets with a pre-test:

A pre-test yields various averages at each

site or teacher:

Site/Teacher A – 30%

Site/Teacher B – 50%

Site/Teacher C – 60%

Site/Teacher D – 75%

A basic growth target is set for each site or

teacher as shown at right.

Site/Teacher Avg. Pre-

Test Score Growth Target for Post-Test

A 30% 65%

B 50% 75%

C 60% 80%

D 75% 85%

Simple Average Growth Calculation:

A common pre-test is administered. The growth targets

are to close half of the gap between each student’s pre-

test score and 100%.

A teacher might specify this for their regular-education

students, but then specify that students on an IEP only

need close 1/3 or 1/4, rather than 1/2, of the gap.

Pre-Test Score

Growth Target for Post-Test

X% X%+((100%-X%)/2)

20% 20%+((100%-20%)/2) = 60%

50% 50%+((100%-50%)/2) = 75%

90% 90%+((100%-90%)/2) = 95%

Tiered Growth Targets:

A standardized pre-test yields these results:

25 students scored below 10%

50 students scored between 10% and 25%



50 students scored above 75%

Tiered growth targets are determined as shown at right.

Pre-Test Score Growth Target for Post-Test

Below 10% 30%

10% to 25% 40%

25% to 50% 60%

50% to 75% 80%

Above 75% 85%

Individual Student Growth Targets:

A teacher of special education students

considers how each student did on a pre-test,

how each has performed on previous state

tests, and the student’s IEP to set individual

growth targets on a post-test.

Student Growth Target for Post-Test

Low-function student A 30%

Medium-function student C 50%

Medium-function student D 60%

High-function student E 70%


THE SLO CYCLE & DATA TEAMS/PROFESSIONAL LEARNING COMMUNITIES

INTEGRATING THE SLO CYCLE WITH DATA TEAMS/PLCS For years the BPSD has been implementing Professional Learning Communities in the form of Data Teams. These district

and site-level teams of teachers who teach common subjects have developed and implemented common formative

assessments, primarily in the form of Quarterly Assessments.

In keeping with the concept of Professional Learning Communities and to help preserve the integrity and validity of

formative assessments, that implementation was made on the basis that the Quarterly Assessments and other formative

assessments would NOT be part of teacher appraisal.

The state now requires that districts implement SLO/SOO cycles that mirror the Professional Learning Community process.

The district will integrate these two processes, while maintaining the integrity and validity of the existing formative

assessments and honoring past commitments, as follows:

SLO/SOO implementation will be done via Data Teams whenever feasible.


must write and implement them in the following manner: teachers who are part of one or

more district or site Data Teams/Professional Learning Communities will collaborate in one of

those Data Teams to write an SLO/SOO which applies to all teachers on the team. However,

each teacher is only held accountable for the growth of the students he or she instructs (in

co-taught classes, all of the students in those classes may be used in each co-teacher’s

SLO/SOO). Different growth targets may be set for individual teachers on a team if there is a

strong rationale which includes relevant data analysis.

Only teachers who have no district or site Data Team (e.g. those who teach only courses

which are not offered anywhere else in the district) will write an individual SLO/SOO.

This scope for SLOs/SOOs was chosen to complement the district’s existing Data Teams/Professional Learning

Communities. This decision aligns with OSDE’s recommendation.

INTEGRATING SLO/SOO TESTING WITH QUARTERLY ASSESSMENTS AND FINAL EXAMS

We recognize that state-required summative testing and the district-required formative testing in Data Teams/PLCs affects instructional time. The quality and validity of those tests is crucial to making the time invested in them meaningful. To limit the lost days of instruction:

Keep SLO/SOO Pre-Tests and Post-Tests confined to Essential Skills. SLOs/SOOs are less broad in scope than Quarterly Assessments and do NOT need to cover all of the state standards. Instead they focus on Essential Skills, e.g. those a student must possess to have a chance for success in the next grade level or subject-area course.

You may use existing Quarterly Assessment questions for use on SLO/SOO Pre-Tests over the Essential Skills. However, if you do so, the SLO/SOO Pre-Test will be distinct from the Post-Test, which CANNOT use any Quarterly Assessment questions.

The SLO/SOO Pre-Test can be used to guide Data Teams work; it can also be part of a broader Pre-Test which covers additional skills covered on the Quarterly Assessments.

Use Quarterly Assessments for the required SLO/SOO Mid-Course Check-Ins, which are NOT part of the

SLO/SOO Growth Ratings.

SLO Post-Tests MUST be separate from any Quarterly Assessments, BUT they can be part of the final exam in a course. A course may give the Post-Test in two parts, one at the end of each semester.


SEQUENCING OF SLOS/SOOS/QUARTERLY ASSESSMENTS/DATA TEAM CYCLES SLO/SOO Post-Tests may NOT use any questions drawn from Quarterly Assessments.

A teacher who does not teach any courses which are taught by others in the district has no Data Team and need not give Quarterly Assessments. But state law requires that he or she must select or create a SLO/SOO and follow the timeline shown below for the SLO/SOO Pre-Test, SLO/SOO Mid-Course Check-In, and SLO/SOO Post-Test. (Different scope and timelines for the 2014-2015 school year only; consult the separate BPSD SLO/SOO Quick Guide.)

Time Required Assessments

Details

Beginning of 1st Quarter

SLO/SOO Pre-Test for the entire course

SLO Pre-Test over Essential Skills for Course/Year

Can optionally use Quarterly Assessment questions covering Essential Skills, but be aware it will then be distinct from the SLO Post-Test(s) which CANNOT use QA questions

Can optionally be part of a broader Pre-Test covering additional Quarterly Assessment skills

During 1st Quarter

Set Growth Target for SLO/SOO; completed template due by September 30 If there is a Data Team, also give Formative assessments in Data Team cycles chosen using SLO/SOO Pre-Test results, or other optional pre-tests if those are given

End of 1st Quarter

1st Quarter Assessment

1st Quarter Assessment for Data Teams will be used as part or all of the SLO Mid-Course Check-In (does not apply to singleton courses without Data Teams/Quarterlies)

During 2nd Quarter

If there is a Data Team, formative assessments in Data Team cycles chosen using SLO/SOO Pre-Test results, or other optional pre-tests if those are given

The SLO Mid-Course Check-In, using results of the 1st Quarter Assessment and/or other available formative assessments, usually occurs at a TLE post-observation conference in the 1st semester, but the deadline is January 30.

End of 2nd Quarter

2nd Quarter Assessment & separate

1st Semester SLO/SOO Post-Test

2nd Quarter Assessment for Data Teams these can be used as part of the SLO/SOO Mid-Course Check-In if that check-in occurs after the start of the 2nd semester (does not apply to singleton courses without Data Teams/Quarterlies)

Separate SLO/SOO 1st Semester Post-Test over Essential Skills for the Semester (unless Data Team opts for a single Post-Test in May) CANNOT use any Quarterly Assessment questions

Can be same as part or all of the SLO/SOO Pre-Test only if the Pre-Test did NOT use any Quarterly Assessment questions

Teacher can choose to make this part of a semester final exam

Beginning of 3rd Quarter

2nd Semester QA Pre-Test

Optional Data-Team 2nd Semester Pre-Tests which are not part of SLO/SOO (covering non-essential standards on 3rd and/or 4th QA)

During 3rd Quarter

If there is a Data Team, give Formative assessments in Data Team cycles chosen using SLO/SOO Pre-Test results, or other optional pre-tests if those are given

End of 3rd Quarter

3rd Quarter Assessment

3rd Quarter Assessment for Data Teams (does not apply to singleton courses without Data Teams/Quarterlies)

During 4th Quarter

If there is a Data Team, give Formative assessments in Data Team cycles chosen using SLO/SOO Pre-Test results, or other optional pre-tests if those are given

End of 4th Quarter

4th Quarter Assessment & separate

2nd Semester SLO/SOO Post-Test

4th Quarter Assessment for Data Teams (except in OCCT/EOI courses and

singleton courses without Data Teams/Quarterlies)

Separate SLO/SOO Post-Test over Essential Skills for the Semester (or for the year if a 1st semester SLO/SOO Post-Test was not given) CANNOT use any Quarterly Assessment questions


Teacher can choose to make this part of a semester final exam


SLO/SOO Cycle for Semester Subjects

If a teacher has a semester-length course with a SLO/SOO, they would complete a cycle each semester. If the

course is only taught for one of the two semesters, the SLO/SOO cycle is complete after that semester. If the

course is taught BOTH semesters, the results of the SLO/SOO cycle for each semester are combined to form their

annual SLO/SOO cycle results.

(For 2014-2015 only, only the 2nd semester is in the SLO/SOO, with different deadlines; see the separate BPSD SLO/SOO Quick Guide.)


Details

Beginning of Semester

SLO/SOO Pre-Test for Entire 1-semester course

SLO Pre-Test over Essential Skills for Course

If the course has a Data Team with Quarterly Assessments, the Pre-Test can optionally use Quarterly Assessment questions covering Essential Skills, but be aware it will then be distinct from the SLO Post-Test(s) which CANNOT use QA questions

Can optionally be part of a broader Pre-Test covering additional Quarterly Assessment skills, if applicable

During 1st Quarter of the Semester

Set Growth Target for SLO/SOO; completed template due no later than September 30 If there is a Data Team, give formative assessments in Data Team cycles chosen using SLO/SOO Pre-Test results, or other optional pre-tests if those are given.

End of 1st Quarter of the Semester

1st Quarter Assessment (if applicable)

Mid-Course Check-In: 1st Quarter Assessment for Data Teams will be used as part or all of the SLO

Mid-Course Check-In. If the teacher does not give Quarterly Assessments, the administrator should visit with the teacher about how students have done on SLO/SOO objectives on the unit tests or other assessments given thus far.

During 2nd Quarter

If there is a Data Team, give formative assessments in Data Team cycles chosen using SLO/SOO Pre-Test results, or other optional pre-tests if those are given

End of 2nd Quarter

2nd Quarter Assessment (if applicable) & separate

Semester SLO/SOO Post-Test

2nd Quarter Assessment for Data Teams If the teacher has a Data Team; if not, this is omitted.

Separate SLO/SOO Post-Test over Essential Skills for the Semester CANNOT use any Quarterly Assessment questions


Teacher can choose to make this part of a course final exam; if the course has no final exam, the SLO/SOO Post-Test must be given as a separate test at the end of the course.

If the course is taught for BOTH semesters, repeat the above cycle In both semesters (using the same growth targets in both semesters) and group the SLO/SOO results from both semesters into a single overall group of results for the SLO/SOO template.


SLO/SOO Cycle for Quarter-Length Subjects

If a teacher has a quarter-length course with a SLO/SOO (e.g. some middle school electives), they would

complete a cycle each quarter. The results of the cycles for each quarter are combined at the end of the year to

form their annual SLO/SOO cycle results.

(For 2014-2015 only, only the 4th semester is in the SLO/SOO for courses only lasting one quarter, with different deadlines; see the

separate BPSD SLO/SOO Quick Guide.)


Details

Beginning of Quarter

SLO/SOO Pre-Test for Entire 1-quarter course

SLO Pre-Test over Essential Skills for Course

If the course has a Data Team with Quarterly Assessments, the Pre-Test can optionally use Quarterly Assessment questions covering Essential Skills, but be aware it will then be distinct from the SLO Post-Test(s) which CANNOT use QA questions

Can optionally be part of a broader Pre-Test covering additional Quarterly Assessment skills, if applicable

During first 4.5 weeks

Set Growth Target for SLO/SOO; completed template due no later than 3 weeks after the course begins If there is a Data Team, give formative assessments in Data Team cycles chosen using SLO/SOO Pre-Test results, or other optional pre-tests if those are given.

4.5 week Progress Report time

Mid-Course Check-In: If the teacher does not give Quarterly Assessments, the administrator should visit with the teacher about how students have done on SLO/SOO objectives on the unit tests or other assessments given thus far.

During 2nd Quarter

If there is a Data Team, give formative assessments in Data Team cycles chosen using SLO/SOO Pre-Test results, or other optional pre-tests if those are given

End of 2nd Quarter

2nd Quarter Assessment (if applicable) & separate

Semester SLO/SOO Post-Test

2nd Quarter Assessment for Data Teams (omit if there is no Data Team)

Separate SLO/SOO Post-Test over Essential Skills for the Semester CANNOT use any Quarterly Assessment questions


Teacher can choose to make this part of a course final exam; if the course has no final exam, the SLO/SOO Post-Test must be given as a separate test at the end of the course.

If the course is taught for MULTIPLE quarters, repeat the above cycle In each quarter the course is taught (using the same growth target throughout) and group the SLO/SOO results from all quarters into a single overall group of results for the SLO/SOO template.


FREQUENTLY ASKED QUESTIONS

HOW WILL SLOS/SOOS BE APPROVED?

Bartlesville Public Schools has decided that SLOs/SOOs will be submitted by the site or

district-level Data Teams, or individual teachers when necessary, to site evaluators who will

have final approval. This option was chosen to align with the Other Academic Measures

component of TLE. Evaluators may choose to form a site-level team of educators to initially

approve SLOs/SOOs, with final approval still resting with the evaluator.

The teacher and any Data Team should ensure that the SLO/SOO as submitted on the

SLO/SOO Template meets all of the requirements in the Quality Components row of the

SLO/SOO Quality Checklists. High Quality Components on those checklists are desired but not

required. If the reviewer does not approve the SLO/SOO, it is returned to the teacher(s) with

feedback to guide revisions and resubmission.

A teacher may request variations from a Data Team SLO/SOO only if there is a strong

rationale which includes relevant data analysis. (For example, a teacher whose students differ

markedly from the other students taught by the rest of the Data Team in ways the team’s

growth targets fail to adequately address.) The Data Team should be asked for its

recommendation about the variation, but the decision to approve or reject the variation rests

with the evaluator.

The SLO/SOO must be approved by the approval deadline; the teacher and evaluator sign the

template and it becomes a final document that cannot be changed except for significant

extenuating circumstances.

WHAT IF A SLO/SOO IS NOT APPROVED?

If a reviewer or evaluator does not approve a SLO/SOO even after extensive feedback is offered, the

SLO/SOO may be referred to the district Teacher Appraisal Committee for review and advice to be shared

with the teacher(s) and evaluator(s) at the discretion of the superintendent or his designee, who will make

a final decision.

WHAT ABOUT EXTENUATING CIRCUMSTANCES REQUIRING REVISION OR OMISSION OF A SLO/SOO? If a student’s attendance or enrollment in a course is less than 85%, that student’s data may be excluded

from the SLO/SOO.

At the Mid-Course Check-In, Year-End Reflection, or Summative Conference, some rare cases of

extenuating circumstances may require revision of a SLO/SOO. Any changes in a SLO/SOO template due to

extenuating circumstances must be documented by attaching to the original template the revised template

as well as the SLO/SOO Extenuating Circumstances Revision Form. Both the revised template and

extenuating circumstances form must be signed by the teacher and the evaluator and filed with the

Superintendent or his designee.

There must be sufficient evidence that the extenuating circumstances are unexpected, significantly

disruptive, beyond a teacher’s control, and may have reasonably affected the teacher’s performance or

viability of the SLO/SOO.


For example, if a teacher must be out on leave for part of the school year or is hired late in the year, the

SLO/SOO ratings may need to be restricted to skills which were taught by the teacher to the students when

the teacher was present. If a planned post-assessment is not available, the teacher must propose to the

evaluator a substitute assessment and growth targets which are as similar as possible to the original ones.

In the rare case that the extenuating circumstances are so severe that a SLO/SOO is fatally compromised

beyond repair, the Superintendent or his designee must be consulted about what is the best course of

action.

HOW WILL SLO/SOO SCORING OCCUR?

Bartlesville Public Schools has decided that SLOs/SOOs will be scored collaboratively by the

teacher(s) who developed them. Site or district Data Team leaders are responsible for

coordinating the scoring of their team’s assessments and coordinating the transmission of

pre-test data, post-test data, and growth calculations to the evaluator(s), while teachers with

no Data Team score and transmit their own pre-test data, post-test data, and growth

calculations to their evaluator. This may be done in written or electronic form.

The data can be shared using the district’s Growth Calculation Spreadsheet(s) which can be

downloaded from the district website’s TLE area at http://www.bps-ok.org/faculty/tle

Proper documentation is required for the Final Score section of the SLO/SOO Template to be

completed.

An evaluator may ask the teacher to present a copy of the pre-test and post-test, portfolio,

rubric, or project used in a SLO/SOO.

A copy of the SLO/SOO Pre-Test (if any), Post-Test, student scores, and growth calculations

should be retained at the site after the corresponding TLE Rating has been finalized.

WHAT WILL BE DONE TO ASSESS THE QUALITY AND IMPLEMENTATION OF DISTRICT SLOS/SOOS?

The district Teacher Appraisal Committee is charged with guiding, monitoring, and reviewing the

implementation of SLOs/SOOs throughout the district. The committee may request copies of any SLO/SOO

if the identity of the teacher being evaluated is redacted. It may request summaries of SLO/SOO results by

site, grade level, or department. Both evaluators and teachers may be asked for organized feedback

regarding the implementation of SLOs/SOOs at each site.


WHO RECEIVES A VALUE ADDED MEASURE AND THUS DOES NOT DO A SLO/SOO?

Individual state Value Added Measures (VAMs) are produced for teachers of 4th-8th Grade Reading or

Math, Algebra I, Algebra II, or Geometry, and English III. Only teachers with at least 10 eligible students are

included; eligible students must have both a valid state post-test score from one of the grades and subjects

listed above and a valid state pre-test score in the related subject from the previous year (using state OCCT

and EOI exams). Students who are repeating the current grade or course are ineligible, as are special

education students with OMAAP or OAAP scores for prior or current assessments. Students who take a

course out of the typical grade levels may also be excluded. The state-determined typical grades are 8 and

9 for Algebra I, 9 through 11 for Geometry, 9-12 for Algebra II, and 11 for English III.

WHAT ABOUT SLOS/SOOS FOR TEACHERS NEW TO THE PROFESSION, STATE, OR DISTRICT?

Scenario 1: First-year teacher, new to the profession

Year 1: Teacher will receive 100% of his or her TLE score from the Qualitative component. This

teacher will collect no SLO/SOO data or OAM data during this first year.


teacher will also collect SLO/SOO data or OAM data during this second year to be used the

following year.

Scenario 2: First year teaching in Oklahoma, previous experience in another state


teacher will collect data for OAMs and SLOs/SOOs.

Year 2: Teacher will receive 50% of his or her score from the Qualitative component, 35% from

Student Academic Growth, and 15% from OAMs.

Scenario 3: First year teaching in an Oklahoma district, previous experience in another Oklahoma district

Year 1: Teacher will receive 50% of his or her score from the Qualitative component, 35% from

Student Academic Growth, and 15% from OAMs. This data will be available to the new district via

the TLE Dashboard.


SLO/SOO TEMPLATE


STUDENT LEARNING OBJECTIVES (SLO) QUALITY CHECKLIST


STUDENT OUTCOME OBJECTIVES (SOO) QUALITY CHECKLIST

BPSD TLE SLO/SOO GUIDEBOOK - bartlesville.k12.ok.us · PDF fileBPSD TLE SLO/SOO GUIDEBOOK...

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