SLO Component Rules District Inquiry Contact Comments Standardized District Procedures District SLO Training for Mandatory and other trained As scheduled Administrators district facilitators District Orientation for Teachers Mandatory *SLOs will be an embedded discussion section of the district orientation to the assigned ADEPT evaluation process Site-based SLO training (school) Mandatory to be facilitated by school administrators *APs may assist in training personnel Review SCDE SLO Online Modules **http://ed.sc.gov/slo Required Teachers *Process for late hired teachers SLO Approval Mandatory - All teachers, administrators, and evaluators ALL Core Content, SPED, ESOL *Itinerant teachers who plan, deliver and assess instruction Consult *Late hired teachers who have time to collect baseline data for the instructional interval may participate Principal: primary approver *By Sept. 23 rd for 1 st semester and year-long SLOs *By Jan. 27th for 2 nd semester SLOs *By October 14 th for quarter long SLOs Consult Todd Bornscheuer, Christine Brown, Mona Lise Dickson, Celeste LaVan, Donald Gruel, Chad Cox, *May use SCDE online Toolkit Principal: *For teachers new to BCSD, collect and maintain certificates of completion until requested by HR ADEPT office *Excludes: Guidance, Speech, Media Specialists, Interventionists, and Instructional Coaches Consult *May exclude teachers hired on a Letter of Agreement *May consult and collaborate with other principals, DO content specialists, SPED Consultants, etc. *May designate an AP as an SLO approver and scorer Updated: July 2016 Page 1
Implementation Timeline Follow district calendars * *Follow calendar aligned to contract level and ADEPT process Intervals of Instruction The period/interval for which the objective is planned. The duration the teacher is responsible for student instruction (i.e. quarter, *Principals, APs, and instructional coaches may provide ongoing feedback and support for teachers via observations, PD sessions and data analysis support semester, year) #SLOs Required One per year *Quarter *Semester *Year long SLOs by Contract Level Same at all contract levels The only differences will occur when teachers write individual or team/collaborative SLOs; or class vs. course SLOs Documentation BCSD SLO Template and *other documentation to best display progress monitoring and student growth District webpage *Documentation teacher deems necessary to provide evidence of progress monitoring and/or student growth Examples Various content examples District webpage Resources Rubicon, Enrich, PowerSchool, etc. Consult instructional coaches SLO Development Reviewers/Development Principals, Assistant principals Principal: Site-based decision Consult instructional coaches Facilitators SLO Objective Priority content and learning expected to occur during the instructional interval Principal: Site-based decision SLO Focus (Content Area) Content Area Priority Standards; Content and content standards to be addressed by the SLO Jennifer Morillo, N Kia Campbell, Charley Becker, Melissa Murray, Heather Brabham, Carmen Dillard, Karen Gilbert, Bonnie Principal: Site-based decision *May incorporate school choice *May be collaboratively developed Updated: July 2016 Page 2
*Developed for groups of students SPED Resource Teachers Courses with no state standards Determine SLO Rationale Development Context Student Population Minimum # of students *Elementary generalists must select reading or math *May identify content standards in addition to priority standards Based on information from IEPs, develop an SLO that supports the greatest number of students in the content area (i.e. Reading or Math) *Must be academic, not behavioral Determine the priority learning goals *Use content that students are expected to know or use in order to demonstrate proficiency. These enduring understandings form the basis of the SLO related content. Align target with school and district goals Whole school, grade/department level, individual In-depth description of the student population included in the SLO Six; select a course, if multiple sections of a course taught, Almond, Pete Burvenich, Brenda Hunt Principal may consult department chairperson, SPED Consultant, or SPED Director Jennifer Morillo, N Kia Campbell, Charley Becker, Melissa Murray, Heather Brabham, Carmen Dillard, Karen Gilbert, Bonnie Almond, Pete Burvenich, Brenda Hunt, Administrators/teachers: Sitebased decision Administrators: Site-based decision Principal (or designee): Sitebased decision *Allow cross-disciplinary SLO development as appropriate *Academic and technical standards may be included in same SLO as in the case of CATE courses *Essential Maps SPED IEP goals are specific to individual students, can only inform SLO goals, which are academic growth goals for groups of students. *The teacher may use as the basis for writing a broad SLO goal that runs the full instructional interval of time teacher is responsible for student. Consult administrator, course designer Could possibly be aligned to school choice *Faculty meetings, PLCs, collaborative discipline meetings, etc. If SLO is collaborative, teacher reports on his/her assigned students If fewer than six students, the principal must contact Updated: July 2016 Page 3
Baseline Data : Historical and Trend Data Setting Growth Targets Professional Growth & Development Plan (PGDP) Scoring the SLO select the class with the largest number of students Gather information about students level of performance prior to the start of the interval of instruction *Trend data might have to be qualitative in nature if this data is not available. May be gathered from teachers in similar courses or previous years experience. Principal Approval: Must be rigorous for all students, yet attainable. *Site-based decision Complete Section IX. of SLO template; May consult My Learning Plan (MLP) *See district selected scoring rubric; may need to use an approved alternate depending on the assessment(s) selected *Cross district collaboration, review of SLO types encouraged to standardize rigor. Scoring Michelle Mathis Michelle Mathis Michelle Mathis Brett Fritz, Michelle Mathis, Brenda Hunt, to determine the appropriate ADEPT process *Enrich and Power School data may be used *Use of school data teams *Learning needs specialists (e.g. SPED, ESOL, etc.), may be able to provide insight into expected growth. *Adjustments allowable at the mid-course conference as deemed appropriate to ensure instructional modifications support facilitation of student growth targets *Teacher input *Administrator input *DO NOT record in MLP *Use Competence-Building Goal templates (improvement plan), as appropriate Teacher should bring scored SLO to the conference at the end of the instructional interval to be reviewed with the principal or principal s designee *Effectiveness level may be sitebased determined to support the context of the selected goals & assessments. Updated: July 2016 Page 4
Use of results Pre-conference preparations Conferences SLO Revisions Instructional Strategies (Coaching Opportunities) Progress Monitoring (Coaching Opportunities) Student Attendance Requirement *NOT factored into Overall SAFE-T Formal evaluation judgment *Inform development of Professional Growth & Development Plans (PGDPs) Implementation Teacher must submit to principal (3) days prior to review conferences *Preliminary (Initial) *Mid-course *Summative May be requested by teacher and/or recommended by principal. Must be approved by principal Strategies employed to facilitate students academic progression toward the growth targets Principals, Assistant Principals, Instructional Coaches, peers Students must be present for > 75% of the teaching interval Attendance Appropriate member Site-based designees Site-based designees Verify via school attendance records *Evidence of student growth *To inform professional development needs May adjust growth target at midcourse, if approved by principal *Principal or designee may conduct the mid-course conference (coaching & professional growth opportunity) Teacher has (5) days to re-submit for approval *Modify instruction *Choose more appropriate assessments * Practice determining more appropriate growth targets Site-based meetings, PLCs, etc. Principals, Assistant Principals, Instructional Coaches, peers Site-based meetings, PLCs, etc. Year-long = 135 days Semester = 68 days Quarter = _34_ days Updated: July 2016 Page 5
Students assigned to disciplinary settings Out-of-district and late arrival students Teacher Attendance Requirement Assessments s: SLO Summary Calculations (Final SLO Ratings) ISS student may be counted OSS - student could be considered for removal from roster Students enrolled after completion of baseline testing should be omitted from the SLO roster Teachers must be present for = > 85% of the instructional interval Principal approval: Refer to district assessment chart; Preand post- testing required; *Each SLO must include at least (2) measures of assessment *VAM teachers must include that assessment as (1) measure *The SCDE is not requiring use of high stakes test data in teachers SLOs. Decision to do so is at the district s discretion. Principal Approval: If post assessment data not available until after the end of the district s final evaluation cycle, teacher may use on-going formative assessments collected as part of the SLO process to determine student growth. Use Summative Scoring Table (see SLO Template) Assessments Verify via school attendance records Brett Fritz, Michelle Mathis, Brenda Hunt, Verify via attendance Munis, etc. Michelle Mathis, Michelle Mathis, Brett Fritz, Michelle Mathis * Teacher may recommend student for removal by providing a strong rationale for the request, but the principal has final approval All students must have baseline data *Assessment chart is open living document for appropriate addition suggestions *May use district- developed common assessments *Multiple forms of assessment are allowable (data triangulation) *Benchmark assessments * End of Course assessments *Performance assessments measured with a rubric Note: Teacher may look at all assessment data collected during the SLO interval to inform student growth targets. *Reported to SC Department of Education, upon request Updated: July 2016 Page 6
End of Year (EOY) SLO Evaluation Results : Presumed Proficient : SLOs informing employment decisions Records Maintenance *Induction I & II Formative use ONLY; archived to build multiple years of student growth data * Annual & Continuing Summative/Formal archived to build multiple years of student growth data *Recertification Renewal archived to build multiple years of student growth data *SLO only (Annual & Continuing) - archived to build multiple years of student growth data Informing employment decisions: Year-long SLOs - administer post assessments prior to May 19th Semester-long SLOs administer post assessments during the semester of the instructional interval Quarter-long SLOs administer before course ends *School site dossier & hard copy *District Office (HR) ADEPT *SLO Template p.1 only (to include Reflection on SLO Data Brett Fritz, Michelle Mathis * End of Year Records Procedures * SCDE: SLOs for 2016-17 scored as Presumed Proficient *SG = student growth data - archived to build multiple years of student growth data * SCDE: SLOs for 2016-17 - Presumed Proficient for all contract levels *Submit individual teacher SLO template p.1 only (to include Reflection on SLO Data ) to HR by calendar due date *Submit school-wide SLO data to HR on SLO School-wide sheet on or before requested date. *Completion timelines allow SLO results to be considered by principals in informing EOY employment and professional development recommendations. *For SLOs ending after the contract recommendations to HR, consider the status of student growth (SG) information from most recent SLO conference. *Submit to HR as required, by requested timeline date *Submit school-wide SLO data to HR on SLO School-wide EOY Template sheet on or before requested date. Updated: July 2016 Page 7
District SLO Implementation Feedback *All district SLO participants *To assist with district review and refinement of the SLO process * District Leadership Meetings *SLO EOY Survey *SLO School-wide EOY Template *BCSD Teacher Evaluation web posts *411 Dropbox - TBD Inquiry Resources *Archived Evaluator Training Independent viewing, Chrissy Robinson BCSD webpage Content Specific Resources Administrators and teachers may, District content Via e-mail, phone, 411 Dropbox request assistance specialists SLO 411 Dropbox - TBD Available to all certified personnel, Chrissy Robinson BCSD webpage Updated: July 2016 Page 8