Web viewThe Teacher SLO Implementation Plan is located on the TLE Electronic Platform and ... in...

Student Learning Objectives (SLO) Coordinator Handbook2014-2015

COMPILED BY: DR. JO-NE BOURASSA

DISTRICT SLO COORDINATOR

[email protected]

478-955-0102

SLO Coordinator’s Manual 2014-2015 Revised 8-7-14 JCB Page | 1

Strength of Character and College Ready

TABLE OF CONTENTS

I. Purpose of SLOs……………………………………………………………….. 3

II. TEM Calculation………………………………………………………………. 4

III. Administration Procedures…………………………………………………….. 6

a. Before Administration……………………………………………. 6

b. During Administration…………………………………………….. 6

c. After Administration………………………………………………. 7

IV. Using the SLO Assessment Data………………………………………………. 8

V. List of SLOs for 2014-2015……………………………………………………. 9

VI. Appendix

A. SLO Assessment Teacher Assurance Form…………………………… 13

B. Performance Matters Quick Guides…………………………………... 15

C. Bibb SLO Assessment Item Issue Sheet………………………………. 17

D. DOE SLO Calendar 2014-2015………………………………………. 18

E. SLO Unique Circumstances and Non-traditional Settings……………. 19

F. Depth of Knowledge Guide…………………………………………… 26



What is a Student Learning Objective (SLO)? District determined SLOs are aligned to curriculum standards focused on student growth. SLOs give educators, school systems, and state leaders an additional means by which to understand, value, and recognize academic success in the classroom.

Purpose of SLOs The primary purpose of SLOs is to improve student achievement at the classroom level. An equally important purpose of SLOs is to provide evidence of each teacher’s instructional impact on student learning.

Student Growth and Academic AchievementStudent learning is the ultimate measure of the success of a teacher and an instructional leader. A vital component of the Teacher Keys Effectiveness System is Student Growth and Academic Achievement. For teachers of tested subjects, this component consists of a student growth percentile measure. Tested subjects include reading, English language arts, mathematics, science, and social studies for grades 4-8 and all high school courses for which there is an End- of-Course Test (EOCT).

Overview of SLO process



Components of the TEM The Teacher Effectiveness Measure (TEM) consists of two components: (1) Teacher Assessment on Performance Standards (TAPS), and (2) Student Growth. These two components contribute to the overall Teacher Effectiveness Measure (TEM) for each teacher.

General Score Scale: Exemplary, Proficient, Needs Development, Ineffective Student Growth (50%) Student Learning Objectives (SLOs) – The measure of student growth for non-state-tested subjects. The aggregate measure of SLO performance for all non-tested courses taught by a teacher will be used in calculating the TEM.

Teacher Rating Student ResultsLevel I < 50% demonstrates expected or high growthLevel II > = 50% demonstrates expected or high growthLevel III > = 80% demonstrates expected or high growthLevel IV > = 90% demonstrates expected or high growth AND > = 50%

demonstrates high growth

Student Growth Percentiles (SGPs) – The measure of student growth for core state-tested subjects. A growth percentile can range from 1 to 99. SGPs are produced for the CRCTs (grades 4-8 reading, English / language arts, math, science, and social studies) and EOCTs. The grand mean of SGP performance for all tested courses taught by the teacher will be used in calculating the TEM.

Both SLOs and SGP – When a teacher has both SGP and SLO students, a weighted average of the teacher’s SGP and SLO ratings will be calculated using the number of SGP and SLO student results in order to determine that teacher’s overall Student Growth score. This average will be rounded according to standard rounding rules.

TEM Determination TAPS Overall Rating- An overall TAPS score is calculated by adding the point values for each of the 10 Performance Standards and comparing the sum to the following rating levels to determine a final rating (0-30).

Student Growth- All teachers who have provided instruction for at least 65% of a course for both tested and non-tested subjects, and have results for at least 15 student measures, will receive a Student Growth score. The Student Growth score in a given year is based on the previous year’s data.

Teacher Effectiveness Measure Business Rules 1. Only teachers with both TAPS and student growth will receive a TEM. 2. To have a rating in a student growth measure, a teacher must have at least 15 student measures.



3. For teachers with both SGP and SLO ratings, the overall student growth measure will be determined by weighting each rating by the number of students having that measure, then averaging and rounding the result using standard rounding rules. 4. Each teacher’s combined TAPS and Student Growth ratings will result in a designated cell on the matrix; this cell will determine his or her final TEM rating.



Administration

Timeline

Pre-Assessment (All Courses): August, 2014 Post-Assessment (Semester Courses): December, 2014 Pre-Assessment (Semester Courses): January, 2015 Post Assessment (All Courses): May, 2015

*All scores must be in Performance Matters before the end of Post planning for teachers.

Before Administration Checklist

All teachers administering SLO Assessments for 2014-2015 must read, initial and sign the SLO Teacher Assurance Form. Copies must be kept by the SLO Coordinator and turned in to the District SLO Coordinator at the end of school year 2014-2015. (See Appendix A for Teacher Assurance Form)

Make sure all teachers can log into Performance Matters and can see the SLO assessments to be given in TEST CENTER.

Teachers should activate the online testing for each assessment, (see Quick Guide for Teachers in Appendix)

Teachers need to look at the roster for each section listed to make sure the information is correct. (see Quick Guide for Teachers in Appendix)

If not testing online, print pre-slugged bubble sheets. Use blank bubble sheets ONLY if a pre-slugged is not available for a student on the day of the test. The GTID should be put in the Student ID field flush with the left margin (there will be blank boxes).

All printed copies of the assessment must be inventoried prior to administration. These copies will be collected and either saved for the post administration or destroyed by the SLO Coordinator.

During Administration

Pending scores can be seen by the teachers immediately after the tests have been taken online or after they have been scanned.

Progress Monitoring link > Local Test Scores tab > scroll down to Pending Test Scores.



Progress of Scans can be seen by going to https://scanview.performancematters.com

After Administration

Ensure that all teachers who have administered SLO Assessments have completed a Teacher Assurance form. Keep these on file until the end of the year; add additional forms if needed.

All printed copies of the assessment must be turned in to the SLO Coordinator to be saved for the post-administration or destroyed.

Teachers should check to make sure that all scores were recorded in Performance Matters.

The Teacher SLO Implementation Plan is located on the TLE Electronic Platform and will be completed after the completion of the pre assessment(s). The purpose of this form is to identify instructional strategies and gather evidence to demonstrate progress towards SLO attainment. Progress monitoring should be an on-going process engaging both teachers and evaluators and should occur at regular intervals in various settings.

Integrity of SLO Process and Results Opportunities to misrepresent student data or inappropriate interactions with students to affect pre and post assessment results may be minimized by:

The use of signed assurances (See Appendix A) On-going, systematic triangulation of formal and informal data by evaluators

(observations, report card grades, tests, walk-throughs, documentation of teacher work). SLO data should be somewhat consistent with other student data.

Collaborative planning of groups of teachers around SLOs results/implementation Use of electronic item bank Use of interchangeable passages, scenarios, numbers, etc. in assessment items Increased use of performance tasks Use of sampling to ensure consistency of raters



https://scanview.performancematters.com/

Analysis of SLO Data

Tests will be available for review one month from the beginning of the administration window.

Pre-Test Data

Teachers should look at the Item analysis for each SLO to determine issues with distractors or items. Item alignment to standards should also be reviewed. If there are issues, teachers should complete a SLO Issue sheet and turn it in to Dr. Jo-ne Bourassa, District SLO Coordinator.

Teachers should also look at the Standard analysis for each SLO assessment to provide baseline data to plan for grouping and differentiated instruction for the year.

Post- Test Data

Teachers should look at the Item analysis for each SLO to determine issues with distractors or items. Item alignment to standards should also be reviewed. If there are issues, teachers should complete a SLO Issue sheet and turn it in to Dr. Jo-ne Bourassa, District SLO Coordinator.

Teachers should also look at the Standard analysis for each SLO assessment to determine the standards with the lowest growth. A root cause analysis can be done to determine if enough instructional time was spent on the standard or if the standard was taught during a time that classroom interruptions were frequent or was taught immediately before or after a holiday break.



SLO Assessments – Bibb County

2014-2015

Category Course Number Course Name

CTAE 2.471 Basic Agricultural Science and TechnologyCTAE 6.415 Legal Environment of Business

CTAE 7.083 Business and Computer Science Grade 6



CTAE 7.411 Principles of Accounting 1CTAE 7.421 Banking and InvestingCTAE 7.426 Fiancial LiteracyCTAE 7.441 Business and Technology

CTAE 7.4413 Introduction to Business and Technology

CTAE 8.441 Marketing and EntrpreneurshipCTAE 8.474 Marketing PrincipalsCTAE 10.5181 Audio and Video Technology and FilmCTAE 10.5191 Audio Video Technology & Film IICTAE 11.415 Introduction to Digital TechnologyCTAE 11.451 Digital DesignCTAE 12.544 Introduction to Personal Care ServicesCTAE 13.011 Examining the Teaching ProfessionCTAE 13.012 Contemporary Issues in EducationCTAE 20.013 Family and Consumer Science Grade 8CTAE 20.414 Food for LifeCTAE 20.4161 Food Nutrition and WellnessCTAE 20.424 Early Childhood Education 2CTAE 20.5271 Early Childhood Education 1CTAE 20.531 Introduction to Culinary ArtsCTAE 20.5321 Culinary Arts ICTAE 21.021 Exploring Engineering and TechCTAE 21.022 Invention & Innovation Grade 7CTAE 21.023 Technology Systems Grade 8CTAE 21.425 Foundations of Engineering and TechCTAE 21.471 Engineering ConceptsCTAE 25.44 Essentials of HealthcareCTAE 25.521 Introduction to Healthcare Science



CTAE 28.011 Aerospace Science: A Journey into Aviation History and Leadership

CTAE 28.012 AF JROTC Leadership IICTAE 28.031 Army Leadership Education 1CTAE 28.032 Army JROTC Leadership IICTAE 28.041 MCJROTC Leadership Education 1CTAE 28.0442 MCJROTC Leadership Education 2CTAE 32.021 Career Awareness Grade 6CTAE 32.022 Career Discovery Grade 7CTAE 32.023 Career Management Grade 8CTAE 43.43 Introduction to Law and JusticeCTAE 43.451 Criminal Justice EssentialsCTAE 46.545 Occupational safety & FundamentalsCTAE 46.546 Introduction to ConstructionCTAE 47.461 Fundamental of AviationCTAE 47.531 Basic Maintenance and Light RepairCTAE 48.561 Introduction to Graphics and DesignCTAE 48.562 Graphic Design and ProductionELA 23.001 ELA - KELA 23.002 ELA/Reading - 1ELA 23.003 ELA/Reading - 2ELA 23.004 ELA/Reading - 3ELA 23.032 Journalism IELA 23.033 Journalism IIELA 23.052 British Literature & CompositionELA 23.063 Tenth Grade Literature & CompositionELA 23.091 English ESOL 1ELA 23.092 English ESOL 2ELA 55.002 ESOL Grade 1ELA 55.003 ESOL Grade 2ELA 55.004 ESOL Grade 3ELA 55.011 ESOL Grade 6ELA 55.012 ESOL Grade 7ELA PK.001 Pre-K Literacy

ELA XL.001 ELACC Comprehension & Collaboration (S&L)

Fine Arts 50.002 Visual Arts Grade 1Fine Arts 50.005 Visual Arts Grade 4Fine Arts 50.012 Visual Arts Grade 7Fine Arts 50.013 Visual Arts Grade 8Fine Arts 50.0211 Visual Arts Comprehensive 1Fine Arts 50.0212 Visual Arts Comprehensive 2



Fine Arts 50.0213 Visual Arts Comprehensive 3Fine Arts 50.0313 Visual Arts Drawing and Painting 1Fine Arts 51.0010000 Dance Grade KFine Arts 51.004 Dance Grade 3Fine Arts 51.011 Proficient Dance (Grade 6)Fine Arts 51.013 Proficient Dance (Grade 8)Fine Arts 51.021 Ballet 1Fine Arts 51.031 Jazz Dance 1Fine Arts 52.021 Theatre Arts/Fundamentals 1Fine Arts 52.081 Theatre Arts Literature 1Fine Arts 53.002 General Music Grade 1Fine Arts 53.004 General Music Grade 3Fine Arts 53.033 Beginning Band (Grade 6)Fine Arts 53.0341 Intermediate Band (Grade 7)Fine Arts 53.0371 Intermediate Band 1 (Grades 9-12)Fine Arts 53.0372 Intermediate Band 2 (Grades 9-12)Fine Arts 53.0373 Intermediate Band 3 (Grades 9-12)Fine Arts 53.0374 Intermediate Band 4 (Grades 9-12)Fine Arts 53.0381 Advanced Band 1 (Grades 9-12)Fine Arts 53.0382 Advanced Band 2 (Grades 9-12)Fine Arts 53.0383 Advanced Band 3 (Grades 9-12)Fine Arts 53.0384 Advanced Band 4 (Grades 9-12)Fine Arts 53.051 Orchestra Grades K-5Fine Arts 53.053 Beginning Orchestra (Grade 6)Fine Arts 53.0541 Intermediate Orchestra (Grade 7)Fine Arts 53.0561 Beginning Orchestra 1 (Grades 9-12)Fine Arts 53.0571 Intermediate Orchestra 1 (Grades 9-12)Fine Arts 54.013 Beginning Chorus Grade 6Fine Arts 54.0152 Advanced Chorus Grade 8Fine Arts 54.0211 Beginning Choir (Grades 9-12)Fine Arts 54.0221 Intermediate Choir (Grades 9-12)Health & PE 36.004 PE Grade 3Health & PE 36.006 PE Grade 5Health & PE 36.007 PE Grade 6Health & PE 36.009 PE Grade 8Health & PE 36.021 Introductory Team SportsHealth & PE 36.051 Personal Fitness (Health)Health & PE 36.054 Weight TrainingMath 27.011 Mathematics - KMath 27.012 Mathematics - 1



Math 27.013 Mathematics - 2Math 27.014 Mathematics - 3Math 27.083 Math 3Math 27.084 Math 4Math 27.085 Advanced Mathematical Decision MakingMath 27.093 Accelerated Math 3Math 27.0973 Advanced AlgebraMath 27.977 Acccel CCGPS Pre-CalculusMath PK.002 Pre-K Numeracy

Other 71.216 Gifted Resource Class/Elementary Multi-Grade

Reading 23.0011 Reading - KReading 23.1156 ELT Reading 7 (READ 180)Reading XL.002 ELACC Reading LiteracyScience 26.0611 Environmental ScienceScience 26.073 Anatomy & PhysiologyScience 40.051 Chemistry IScience 40.081 Physics ISocial Studies 45.015 PsychologySocial Studies 45.052 AP Am Government/PoliticsSocial Studies 45.057 American GovernmentSocial Studies 45.083 World HistorySocial Studies 45.088 IB Twentieth Century HistoryWorld Language 60.011 French 1

World Language 60.012 French 2

World Language 60.067 Spanish Grade 6

World Language 60.071 Spanish 1

World Language 60.072 Spanish 2



APPENDIX A Teacher Assurance Form Student Learning Objectives

2014-2015Any action that compromises test/assessment security, leads to the invalidation of an assessment scores, or interferes with the components of the Teacher and Leader Keys Effectiveness System will be viewed by the Georgia Department of Education as inappropriate. In order to maintain the fidelity of TKES and LKES all teachers and administrators must adhere to the following assurances. This list is not exhaustive. Any concerns about test/assessment security or proper implementation of the TKES and LKES components must be reported to the district administration immediately.

Initials AssurancesTeachers have been trained in the appropriate use of all components of the Teacher and Leader Keys Effectiveness System.Students are prepared for the post assessment by the alignment of curriculum and instruction to the district content standardsStudents are appropriately informed about the assessment prior to its administration, including its purposes, uses, consequences, and how the assessment information will be judged or scored.Students are encouraged to put forth optimal effort based on the purpose of the assessment. Results of pre assessments will be appropriately shared with students.An appropriate testing environment is providedAll eligible students are assessed.All reasonable and allowable accommodations for the administration of the assessment are provided to persons with disabilities or special needs.Appropriate security precautions are taken before, during, and after the administration of the assessment.Reasonable quality control procedures are maintained before, during, and after administration and scoring of the assessment.No part of the assessment is revealed to students prior to the administration and distribution of assessment occurs immediately prior to administration.The assessment occurs during the specified schedule of administrationThe specified schedule of administration provides for make-up opportunities for students absent during the administration of the assessment.Teacher actions before, during, or after assessments should not give any particular student or class of students an unfair advantage over others.All standards within the course are taught with the appropriate level of time/emphasis. No course standards are taught to the exclusion of other standards for the sole purpose of SLO attainment.Pre and post assessment will be administered within the district-designated assessment windows. Assessments are scored and recorded in a timely manner as identified by district procedures.Student assessments and all scoring documents are maintained according to the district’s records retention schedule.



It is a breach of proper assessment administration if anyone performs any of the following:

Coaches examinees during testing, performance assessments, or alters or interferes with examinees’ responses in any way.Gives examinees access to assessment questions or prompts prior to administration.

Copies, reproduces, or uses in any manner inconsistent with test security regulations including all or any portion of test booklets, or assessments.Makes answers available to examinees outside the assessment window or assessment time.Reads or reviews test questions before, during or after testing (unless specified in the IEP, IAP or ELL/TPP).Fails to follow security regulations for distribution and return of secure test materials as directed, or fails to account for all secure test materials before, during and after testing. (NOTE: Lost test booklets constitute a breach of test security and will be reported using district designated procedures.Uses or handles secure assessments, prompts, and/or answer documents for any purpose other than examination.Fails to follow administration directions for the assessment.Erases, marks answers, or alters responses on an answer document or interferes with student as they respond to computerized questions, etc.Participates in, directs, assists, counsels, encourages or fails to report any of the above listed acts.

Failure to safeguard assessment materials or to comply with proper administration procedures could adversely affect an individual’s certification status.

_______________________________Teacher Printed Name

_______________________________ ________________________________Teacher Signature Date



APPENDIX B



APPENDIX CSLO Assessment Issue Sheet

2014-2015Course Number: Course Name:

Reported By:(Teacher or STC)

School: Date:

Is there a problem with an item stem?

Yes No Item Number:

Item Problem:

Is there a problem with an item answer or distractor?

Yes No Item Number:

Correct Answer should be:

Is there a problem with the administration instructions?

Yes No Item Number:

What is needed to correct or make the instructions clearer?

Is there a problem with overall test administration?

Yes No How can the administration of this test be easier?



APPENDIX D Georgia Department of Education Student Learning Objectives (SLOs) 2014-2015 Calendar of Events

Date EventsMayMay 14 @ 1:00 District SLO Submission WebinarMay 15 SLO submission window opensJune – AugustAugust 1 SLOs district submission due dateAugust 15 SLOs final submission date for state required revisions

SLO submission window closesSeptemberSeptember 1 SLO submission window reopens for adjusting growth targets based on pre-

assessment dataSeptember 15 SLOs district resubmission due date for adjusting growth targets based on pre-

assessment dataSeptember 30 SLO final approval date from GADOE for adjusting growth targets based on pre-

assessment dataOctoberOctober 1 SLO submission window closesOctober 15 District SLO statements viewable in the platformNovemberNovember 15 2nd semester SLO submission window opensDecemberDecember 15 2nd semester SLOs district submission due date

SLO submission window closesJanuaryJanuary 1 SLO submission window reopens for adjusting growth targets based on pre-

assessment dataJanuary 15 2nd semester SLOs district resubmission due date for adjusting growth targets based on

pre-assessment dataJanuary 30 2nd semester SLO final approval date from GADOE for adjusting growth targets based

on pre-assessment dataFebruaryFebruary 15 District SLO statements viewable in the platform (2nd Semester)

March - JuneJune 15 Post assessment data collection sign off



APPENDIX E

SLO Special Circumstances and Non-Traditional Settings

Student Learning Objectives are tied to the course number and the standards aligned to the course’s required curriculum

65% Rule Student must be enrolled 65% of the course’s instructional days in order for the student data to be included in the Teacher Effectiveness Measure (TEM).

Teacher must be employed at least 65% of the course’s instructional days in order for student growth data to be applicable.

The student data will apply to the Leader Effectiveness Measure (LEM) if the student is enrolled at the school for 65% of the academic year.

Number of students required to generate student growth used in TEM

The teacher must provide instruction to at least fifteen (15) students in order for student growth to be used to generate a Teacher Effectiveness Measure (TEM).

Students will be combined across multiple grade levels and multiple courses to generate the teacher’s combined roster.

This process utilizes the same combining principle as SGPs. A teacher has content specific CRCT data for 4th grade math, ELA/Reading, social studies and science. The single SGP score is the result of the combined content specific data. The combining principle also applies to teachers with less than 15 students in a course. For example, throughout an instructional period an EIP teacher may provide instruction to 5 second grade students in math, 6 third grade students in reading and 5 first grade students. Because each of these courses already have growth measures developed and there are 16 students in all, the SLO data will be combined into one growth score and be applicable in the TEM.

If the teacher provides instruction to less than 15 students, the student data will not be used in Teacher Effective Measure (TEM), but it will be reflected in Leader Effectiveness Measure (LEM).

Advanced Placement® (AP) Classes

District developed SLO will be used. Pre assessment is administered at the beginning of the course. The Advanced Placement® (AP) Exam may be used as post assessment if 95% of the

class participates in the exam. If student participation numbers don’t support utilizing the Advanced Placement®

(AP) Exam, a post assessment is required.

Alternative School Students will have an SLO and/or SGP as determined by the course.



Alternative Schools

(Behavior)

SLO and/or SGP may be applicable if

Teacher is responsible for at least 65% of the instruction and the student is enrolled for 65% of the instructional period.

Students will be combined across multiple grade levels and multiple courses to generate the teacher’s combined roster. If there are less than 15 students on the teacher’s combined roster, the data will not applicable to the teacher’s TEM at the alternative school.

The student data will apply to the LEM of the Site Administrator or Program Director if the student is enrolled at the school or program 65% of the academic year.

Career, Technical, and Agricultural Education (CTAE)

District developed SLO will be used.

Career Technical Instruction (CTI)

SLO may be required. Development of CTI SLO will be a district decision based on the structure for CTI course.

If the teacher exclusively monitors students on worksites, no SLO would be applicable because he/she would be identified as a contributing professional.

If the teacher provides direct instruction to students, then an SLO is applicable. If the teacher is responsible for direct instruction and monitoring student progress

and skill development at worksites, the SLO could reflect both teacher responsibilities.

Connections Classes – Middle School

District developed SLO will be used. The district will develop the assessment and set the growth targets to accurately

reflect instructional time. For example: If a computer class is taught as a nine week course, the assessment and growth target should reflect the appropriate amount of instruction provided.

The final SLO data set must include all students that were enrolled in the course. For example: All students from the 1st nine weeks, all students from the 2nd nine weeks, all students from the third nine weeks and all students from the 4th nine weeks.

Utilizing a sample of student data is not permissible.


For students who repeat a course taught by the same teacher due to scheduling practices…

District developed SLO will be used. All students assigned to the course will take the pre and post assessments. If a

student is already reflected in the teacher’s data, the additional data will be filtered out as duplicate data at the state level.

The first set of data will be used for the student growth measure.




For students who repeat a course with a different teacher due to scheduling practices….

District developed SLO will be used. Student assessment scores will be attached to both teachers.

For example: Student G is assigned to Teacher A for a computer class during the first nine weeks and completes the pre and post assessment. The score on the SLO assessment will be assigned to Teacher A.Student G is then assigned to Teacher B for the same computer course during the third nine weeks. Student G completes the pre and post assessment. The new score on the SLO assessment will be assigned to Teacher B.

Student G’s data will be included in both teachers’ SLO data sets. The SLO pre and post assessment data for Teacher A will be assigned to Teacher A and the SLO pre and post assessment data for Teacher B will be assigned to Teacher B.

Credit Recovery Program

Students will have an SLO and/or SGP as determined by the course. If the teacher does not provide direct instruction and serves as a facilitator, the

teacher is identified as a contributing professional. No SLO is required.

Driver’s Education SLO is optional. This is a district decision.

Early Intervention Program Teachers

District developed SLO and/or SGP will be used. SLO data for all EIP teachers (augmented, pull out or reduced class size) will only

include identified EIP students. EIP teachers must be responsible for at least 65% of the instructional time and the

student must be identified as receiving EIP services for 65% of the instructional time. Please remember all students with growth measures will be combined to generate

student growth. Scenario - Teacher A provides instruction for 1st and 2nd grade reading and math. The

EIP students on her roster for 1st and 2nd grade reading and math will be combined to determine the number of students represented in her student growth measure.

English Language Learners

District developed SLO should utilize ESOL (WIDA) Standards. Exception: If a teacher of EL students serves as the teacher of record for the academic content of a course the content measure should serve as the student growth measure.

Districts may choose to use ACCESS to measure student growth. Sample ESOL SLOs utilizing ACCESS as the assessment are available for review on

Share Point. Post assessment score from previous year may serve as the next year’s pre

assessment score if ACCESS is utilized.



Enrichment Courses

(Art, Music, PE, etc.)

District developed SLO will be used. The district will develop assessments and set growth targets to accurately reflect

instructional time. For example, an art teacher provides instruction to 2nd grade students twice a month. The growth target should reflect the appropriate amount of instruction provided.

Enrichment Classes with different instructional times within the district

(Art, Music, PE, etc…)

If the same course has different instructional periods within the district due to scheduling practice…

The district growth target must be the same, but the assessment may be adjusted to reflect the instructional time.

Scenario 2nd grade PE is provided daily to students at all elementary schools in the district except for 3 schools where 2nd grade students only receive PE 3 times a week. The assessment for the district PE course may be adjusted to reflect the smaller instructional time. The increased items on the longer assessment would account for the increased depth and/or breadth of the standards those students would have access to in the longer course. The district will be responsible for submitting a revised Table of Specifications to reflect the modified assessment. In this scenario 2nd grade PE would have the same SLO statement, growth target and two different Tables of Specifications submitted in the TLE platform.

Gifted Classes District developed SLO and/or SGP will be used. SLO data for all gifted teachers will include identified gifted students only. Gifted teacher must be responsible for 65% of the instructional time and the student

must be identified as receiving gifted services for 65% of the instructional time. All students with growth measures will be combined to generate the teacher’s

roster.

The Georgia Network for Educational and Therapeutic Support- GNETS



Fifteen (15) students must be on a teacher’s roster to generate a TEM for a teacher. If there are less than 15 students on the teacher’s roster the data will not applicable to the teacher’s TEM at the GNETS site.

The student data will apply in the Leader Effectiveness Measure of the Site Coordinator if the student is enrolled at the school or program 65%of the academic year.

The GNETS Director, in collaboration with the Coordinator and a committee consisting of representative districts, will determine the most appropriate district SLOs to administer aligning with the curriculum followed at the program site. Points



for the committee to consider when determining the most appropriate SLO: Which district has the highest student representation at the GNETS site? What is the physical location of the GNETS site?

Scenario: The GNETS facility provides services for 3 districts – District X, Y, Z. The applicable SLOs from District Y will be administered to all students at the GNETS facility regardless of the student’s home district.

The guidance concerning students being assessed using the GAA would also be applicable at the GNETS facility. (See Students who are assessed by the GAA below).

High School Non-tested Courses Taught in A and B Sections



REMINDER - A course is defined by the state course number. The state course number does not reflect the local number used to designate A and B sections of a year-long course. As such, if a teacher does not provide instruction for 65% of the entire course, then student growth will not be applicable.

Scenario #1

If a teacher provides instruction to students for A and B sections of the same course, 1 SLO covering both A and B sections will be used as the growth measure.

Scenario #2

If a teacher provides instruction for only one section of the course, no student growth will be applicable because one section of the course only reflects 50% of the course instructional period.

Hospital/Homebound SLO is not applicable.

International Baccalaureate® (IB) Classes

Two (2) SLOs are applicable.

Two district developed SLOs may be used. One SLO for year one and a different SLO for year two.

Pre assessment is administered at the beginning of the first year in the course. Post assessment is administered at the end of the first year and may also serve as pre assessment for the second year.

The International Baccalaureate® (IB) exam may be used as post assessment at the end of the second year.

Math/Language Support Classes – Scheduled in

Teacher of record and the support class teacher of record may share SLO data and/or teacher of record and the support class teacher of record may share SGP from CRCT/EOCT.

For example, Mathematics II: Geometry/Algebra II/StatisticsSLO Coordinator’s Manual 2014-2015 Revised 8-7-14 JCB Page | 23


conjunction with specific course utilizing the same standards

support teacher will be connected with student data for Mathematics II: Geometry/Algebra II/Statistics class if both courses utilize the same standards.

Math/Language Support Classes – not in conjunction with specific course

District developed SLO will be used. District course developed SLO for related course may be modified to address focus

during support instruction and reflect appropriately aligned standards identified by district.

Special Needs

Pre-Kindergarten and Special Needs

4 and 5 year olds

District developed SLO will be used. Appropriate assessments include Child Outcomes Summary Form (COSF) or Work Sampling System. Districts may also develop a rubric based assessment.

Three year olds do not participate in the SLO process.

Students who are assessed by the GAA

An SLO is applicable. GAA does not generate a SGP and cannot be used as a student growth measure.

Two holistic rubrics, developed in conjunction with Division of Special Education Services and Supports will serve as the SLO measure. Districts may choose which rubric to utilize.

The rubrics reflect the Comprehension and Collaboration Standards and Reading Literacy Standards and will be applicable to all grade levels (K-12) and content areas.

This guidance is for students assessed on GAA or projected to be assessed with GAA. This may include students in grades K-12th grades.

The holistic rubric will be the only SLO measure used for a student that is assessed by the GAA.

Because of the unique structure of the GAA/SLO assessment development requirements, a Table of Specifications and Criteria Table are not required to be submitted to the GaDOE.

It is a district decision whether students assessed by GAA or projected to be assessed by GAA participate in other course SLOs such as art, P.E., music, etc..

Virtual SchoolIf the teacher provides direct instruction, an SLO and/or SGP is applicable.

Students will have an SLO and/or SGP based on the course. If the teacher does not provide direct instruction and serves as a facilitator, the

teacher is identified as a contributing professional. No SLO is required.



Work Based Learning SLO may be required. Development of Work Based Learning SLO will be a district decision based on the structure for Work Based Learning course.

For example, if the teacher provides direct instruction to students, then an SLO is applicable.

If the teacher is responsible for direct instruction and monitoring student progress and skill development at worksites, the SLO could reflect both teacher responsibilities.

If the teacher exclusively monitors students on worksites, no SLO would be applicable because he/she would be identified as a contributing professional.



APPENDIX F

History of Depth of Knowledge (DOK)?

Depth of Knowledge is a model developed by Dr. Norman Webb (1997) to categorize the level of thinking required by state standards and the assessments that measure them. While the model was originally intended to be used with standardized state tests it has been shown to have application to a number of activities in the classroom analyzing standards, curriculum, activities, and assessments. Karin Hess (2004-2012) further developed Webb’s model with content specific descriptors.

4 Levels The Depth of Knowledge model has four levels that build upon one another, with each of the lower levels setting the foundation for the next level.

While Bloom’s Taxonomy and Webb’s model are not the same there is a correlation between the different levels. Bloom’s Taxonomy gives a description of the types of activities that students have to do at each level and concentrates on the verb. It is a way of classifying activities. Webb goes beyond the verb to look at how deeply students have to know the content in order to be successful. Webb’s model is also hierarchical with each level building upon the other while Bloom’s is used for naming and classifying. Not Just the Verb – Context is King



Depth of Knowledge 1. Noun •the degree of depth or complexity of knowledge standards and assessments require. It is not always about the “verb” but instead about what follows the verb. It is about the complexity of mental processing that must occur to answer a question. Focuses on how deeply the student has to know the content in order to respond Not the same as difficulty

DOK 1—RECALL Recall or recognition of fact, information, concept or procedure, facts, definitions, terms, simple procedures, performing simple science processes, demonstrate rote response, use a well-known formula, follow a set procedure (recipe), one-step, perform a clearly defined process of steps, simple word problems

Students either know the answer or they don’t. It doesn’t really need to be “figured out” or “solved”—if the knowledge needed to answer an item automatically provides the answer to the item, then the item is at Level 1.

DOK 2 - APPLICATIONUse of information, conceptual knowledge, following or selecting procedures, two or more steps with decision points along the way, routine problems, organizing/ displaying information engagement of mental processing beyond recall, classify make observations, collect and display data, compare data, must make some decisions about how to approach the question or problem, multi-step more complex

Be careful that the application wasn’t explicitly taught in class, thus making it a DOK 1.

DOK 3—STRATEGIC THINKINGRequires reasoning, developing a plan or sequence of steps to approach a problem; some decision making and justification; abstract and complex; often having more than one possible answer, design an investigation to explain effects requiring justification, detailed explanations, solving non-routine problems, experiments containing more than one dependent variable, developing logical arguments, predict what might happen, modify a law to meet new needs, propose a solution, identifying/ avoiding bias

Students are asked to practice more demanding reasoning.

DOK 4—EXTENDED THINKINGAn investigation or application to real work; requires time to research, thinking; multiple conditions of the problem or task; non-routine manipulations, across disciplines/ content areas/ multiple sources; requires planning, developing most usually over an extended period of time, develop generalizations, apply strategies learned to a new problem, relate ideas among other content areas, open-ended, carry an experiment out from design to analysis and evaluation

Students are expected to perform extended thinking.



Web viewThe Teacher SLO Implementation Plan is located on the TLE Electronic Platform and ... in...

Documents

Transcript of Web viewThe Teacher SLO Implementation Plan is located on the TLE Electronic Platform and ... in...