Stronge
Teacher Effectiveness Performance
Evaluation System
Student Learning Objectives
Teacher Effectiveness
Student
Achievement
Student Achievement
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Before We Begin…
• Who uses Student Learning Objectives
(SLOs)?
• How are they used?
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Why Student Learning
Objectives?
Focus on STUDENT RESULTS
TEACHING PROCESSES
STUDENT
RESULTS
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Why Student Learning
Objectives?
Explicitly connect teaching and learning
TEACHING
LEARNING
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Why Student Learning
Objectives?
Improve instructional practices
Instruction
Curriculum
Assessment
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Why Student Learning
Objectives?
Framework for Coherence
Looking
at student
data
Formative
assessment
Professional
Development
Differentiation
Best
practices
Common
planning
Lesson
plans
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Framework for Coherence
Formative
assessment
Looking
at
student
data
Differentiation
Student
Learning
Objectives
Best
practices
Professional
Development
Lesson
plans
Common
planning
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Why Student Learning
Objectives?
SCHOOL IMPROVEMENT
& STUDENT SUCCESS
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Student Learning Objective Process
What does research say about student
learning objectives for student achievement?
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Student Learning Objective Process
Step 2:
Step 1:
Determine
needs
Create
specific
learning
objectives
based on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Step 4:
Monitor
student
progress
through ongoing
formative
assessment
Step 5:
Determine
whether the
students
achieved the
objective
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Step 1: Determining Needs
Step 2:
Step 1:
Determine
needs
Create
specific
learning
objectives
based on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Step 4:
Monitor
student
progress
through ongoing
formative
assessment
Step 5:
Determine
whether the
students
achieved the
objective
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Who Determines Areas of Focus?
• District?
• Principals?
• Teacher groups?
• Individual teachers?
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How Do We Determine
Areas of Focus?
• What sources of data are available?
• How broad/narrow will our focus be?
o
Example: Grade 4 math OR
o
Grade 4 math in the areas of number sense
and computation & estimation
Sunshine Elementary
Grade 5
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Percent of Students Passing
End-of-Year Assessments
2009-2010
2010-2011
2011-2012
Reading
92%
95%
91%
Writing
87%
89%
91%
Math
72%
83%
75%
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The Pre-Assessment:
A Necessity
You might know where
you’re going…but if you
don’t know where you’re
starting, how can you
make a plan to get there?
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How Do We Determine What
Pre-Assessments to Use?
• Emphasis on tests with higher
validity and reliability
• Must be able to show progress in
skills or content
• What is already in place?
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Maria Sanchez
Sunshine Elementary
Grade 5 Teacher
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Looking at her baseline data, what
challenges will Maria have this year in
teaching math?
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Step 2:
Creating SMART Objectives
Step 2:
Step 1:
Determine
needs
Create
specific
learning
objectives
based on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Step 4:
Monitor
student
progress
through ongoing
formative
assessment
Step 5:
Determine
whether the
students
achieved the
objective
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What is a
Student Learning Objective?
Objective … a statement of an intended outcome of
your work: Student Learning
Distinct from Strategies

Strategies = Means

Objective = End
“Are you going to New York or by train?
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What Makes Objectives
SMART?
• Specific
• Measureable
• Appropriate
• Realistic
• Time-bound
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SPECIFIC: Focus
• Does the objective focus on
one content area or specific
skills in that content area?
• Does the objective focus on
the needs of ALL groups of
learners?
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MEASURABLE
• Has an appropriate instrument
been chosen to measure the
objective?
• NOTE: must match the preassessment measurement
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APPROPRIATE
Is it within the teacher’s control
to affect change?
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REALISTIC
Is the objective feasible?
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TIME-BOUND
Is the objective contained to a
single school year or course?
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Progress vs. Achievement
ACHIEVEMENT
Students will
score X% greater
on the post-test
than on the pretest.
X% of students will
achieve a score of
X or higher.
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Maria’s Objective
Objective Statement:
In the current school
year, each student will
achieve an average of 1
year’s gain using the
STAR Math assessment
for students below, on,
and above grade level as
tested in August.
A good objective
statement is one
that is…

Specific

Measurable

Appropriate

Realistic

Time-bound
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Be the Evaluator:
Assess Maria’s Objective Using the SMART
criteria
Aspect of
Objective
Statement
Specific
Measurable
Appropriate
Realistic
TimeBound
Evidence
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How Rigorous is the Objective?
Originally developed by Keith Everson, Gwinnett County Schools, Georgia, 2011
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Objectives in other areas…
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Anna Tate
8th Grade Language Arts Teacher
Pre-Assessment of Student Ability in
Expository Writing
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Composing
Written
Expression
Usage and
Mechanics
Rubric used for Assessing Students
1
2
3
4
The writer demonstrates
little or no control of
most of the composing
domain’s features.
The writer demonstrates
inconsistent control of
several features, indicating
significant weakness in the
composing domain.
The writer demonstrates
consistent, though not
necessarily perfect,
control of the
composing domain’s
features.
The writer demonstrates
little or no control of
most of the written
expression domain’s
features.
The writer demonstrates
inconsistent control of
several features, indicating
significant weakness in the
written expression domain.
The writer demonstrates
little or no control of
most of the domain’s
features of usage and
mechanics.
The writer demonstrates
inconsistent control of
several features, indicating
significant weakness in the
domain of usage and
mechanics.
The writer demonstrates
reasonable, but not
consistent, control of the
composing domain’s
features; the writer may
control some features
more than others.
The writer demonstrates
reasonable, but not
consistent, control of the
written expression
domain’s features; the
writer may control some
features more than
others.
The writer demonstrates
reasonable, but not
consistent, control of
most of the domain’s
features of usage and
mechanics.
The writer demonstrates
consistent, though not
necessarily perfect,
control of the written
expression domain’s
features.
The writer demonstrates
consistent, though not
necessarily perfect,
control of the domain’s
features of usage and
mechanics.
2
3
1
2
3
3
2
1
3
2
3
3
1
3
3
2
Written
Expression
2
3
1
2
2
2
1
1
3
2
2
3
1
3
2
2
Usage and
Mechanics
1
4
1
1
2
2
1
1
3
1
2
3
1
4
2
2
0
0
0
3
3
2
2.25
3
3
1
1.95
2
4
1
1.9
Student
Composing
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
(no response)
Student 18
Student 19
Student 20
Average
Average
1.67
3.33
1
1.67
2.33
2.33
1.33
1
3
1.67
2.33
3
1
3.33
2.33
2
0
2.67
3.33
1.33
Student
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
(no response)
Student 18
Student 19
Student 20
Average
2
3
1
2
3
3
2
1
3
2
3
3
1
3
3
2
Written
Expression
2
3
1
2
2
2
1
1
3
2
2
3
1
3
2
2
Usage and
Mechanics
1
4
1
1
2
2
1
1
3
1
2
3
1
4
2
2
0
0
0
3
3
2
2.25
3
3
1
1.95
2
4
1
1.9
Composing
Average
1.67
3.33
1
1.67
2.33
2.33
1.33
1
3
1.67
2.33
3
1
3.33
2.33
2
0
2.67
3.33
1.33
Student
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
(no response)
Student 18
Student 19
Student 20
Average
2
3
1
2
3
3
2
1
3
2
3
3
1
3
3
2
Written
Expression
2
3
1
2
2
2
1
1
3
2
2
3
1
3
2
2
Usage and
Mechanics
1
4
1
1
2
2
1
1
3
1
2
3
1
4
2
2
0
0
0
3
3
2
2.25
3
3
1
1.95
2
4
1
1.9
Composing
Average
1.67
3.33
1
1.67
2.33
2.33
1.33
1
3
1.67
2.33
3
1
3.33
2.33
2
0
2.67
3.33
1.33
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Student Performance by Groups
Low Performing
Students
Mid-performing
Students
High Performing
Students
.75
2.54
3.0
.75
2.08
3.0
.75
1.62
4.0
Composing
Written
Expression
Usage and
Mechanics
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Anna’s Goal
Goal Statement:
A good goal statement
is one that is…
For the 2011 – 12 school year,
100% of my students will make
measurable progress in writing.
Each student will improve by one
performance level in
composition, written expression,
and mechanics/usage.
Furthermore, 80% of the
students will score a “3” or better
overall.

Specific

Measurable

Appropriate

Realistic

Time-bound
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Sample SMART SLO
During the 2011-12 school year, my sixth grade physical
education students will improve performance by 20% on
each of the Presidential Fitness Test sub areas.





Specific: Focused on physical education, specifically
the Presidential Fitness sub areas
Measurable: Identified Presidential Fitness Test to be
used to assess objective
Appropriate: The teacher teaches the content and
skills contained in the Presidential Fitness Tests.
Realistic: The objective of increasing student
performance by 20% is realistic. It is not out of reach
and yet not too easy.
Time-bound: Goal attainment can be addressed by the
end of the year with the final Presidential Fitness Test.
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Anita Knapp’s Baseline Data
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Anita Knapp’s Baseline Data
9
9
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How SMART is this objective?
Anita Knapp – Second Grade Teacher
During this school year, my students will improve on word
knowledge and oral reading fluency.
Aspect of
Objective
Statement
Specific
Measurable
Appropriate
Realistic
TimeBound
Evidence
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How Rigorous is the Objective?
Originally developed by Keith Everson, Gwinnett County Schools, Georgia, 2011
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Better SLO for Anita Knapp?
Objective Statement:
During this school year, 100% of my students
will improve in word knowledge and oral
reading as measured by PALS. Each student
will move up at least a grade level in
instructional reading level from fall to spring.
Furthermore, students who are below grade
level in instructional reading level will increase
their instructional reading level by 1.5 years.
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How SMART is this Objective?
Mason Dixon – Government Teacher
For the current school year, my students will have the knowledge and
skills to be productive members of their society because they will be
able to analyze primary and secondary source documents.
Aspect of
Objective
Statement
Specific
Measurable
Appropriate
Realistic
TimeBound
Evidence
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How Rigorous is the Objective?
Originally developed by Keith Everson, Gwinnett County Schools, Georgia, 2011
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Better Objective for Mason Dixon?
Objective Statement:
During this school year, 100% of my students
will improve in analyzing primary and secondary
source documents. Each student will increase
his/her ability to analyze documents by one level
on the rating rubric. Furthermore, 75% of
students will score at “proficient” or above.
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How Smart is this Objective?
Anne Droid – Basic Technical Drawing/Design/CAD (Teacher N)
During this school year, 100% of my students will demonstrate measurable
progress in the basic technical drawing by improving at least one
performance level on the rubric. At least 85% of my students will score
proficient on the end of the year performance assessment according to line
quality, neatness, accuracy, and title block.
Aspect of
Objective
Statement
Specific
Measurable
Appropriate
Realistic
Time-Bound
Evidence
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Revise Maria’s SLO
Original SLO
Statement:
In the current school
year, the students will
achieve an average of
1 year’s gain using the
STAR Math
assessment for
students below, on, and
above grade level as
tested in August.
Revised SLO
Statement:
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Revise Maria’s SLO
Original SLO
Statement:
Revised SLO
Statement:
In the current school
year, the students will
achieve an average of
1 year’s gain using the
STAR Math
assessment for
students below, on, and
above grade level as
tested in August.
In the current school
year, all students will
achieve at least 1
year’s gain using the
STAR math
assessment; students
in the below grade level
category will achieve at
least 1.2 year’s gain.
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How Rigorous is the Objective?
Developed by Keith Everson, Gwinnett County Schools, Georgia, 2011
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Step 3: Create and implement
teaching and learning strategies
Step 2:
Step 1:
Determine
needs
Create
specific
learning
objectives
based on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Step 4:
Monitor
student
progress
through ongoing
formative
assessment
Step 5:
Determine
whether the
students
achieved the
objective
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Strategies should be:
• Linked specifically to the objective
• Specific to what the teacher will do
• Measurable
• As high-yield as possible
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Maria’s Strategies for
Teaching and Learning
Strategy
Measurable By
Target Date
Institute “exit cards” in which students spend
the last 5 minutes of every lesson answering
1-3 questions from the current material in
order to determine where more emphasis is
needed
Lesson plans,
observations,
examples of exit
cards
Work with math coach to implement math
groups (3x a week) that focus on using
formative data to deliver relevant lessons to
students.
Lesson plans,
October 1
observations;
student assessments
Start a “math club” for students needing
more help on a voluntary basis during lunch
Observations
September 15
October 15
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Writing Instructional Strategies
Who in the building or district can
provide assistance for
“developing” or “needs
improvement” teachers?
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Step 4: Monitor Student Progress
Step 2:
Step 1:
Determine
needs
Create
specific
learning
objectives
based on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Step 4:
Monitor
student
progress
through ongoing
formative
assessment
Step 5:
Determine
whether the
students
achieved the
objective
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Steps in the
Mid-Year Review Process
Step 1
Collect and
reflect on
informal and
formal midyear data
Step 2
Reflect on
progress
toward
objective
Step 3
Reflect on
effectiveness
of strategies
Step 4
Adjust
strategies
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Maria’s Mid-Year Data
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Maria’s Mid-Year Reflection
Strategy
Measurable
By
Target
Date
Outcome
Institute “exit cards” in which students
spend the last 5 minutes of every lesson
answering 1-3 questions from the
current material in order to determine
where more emphasis is needed
Lesson plans,
observations,
examples of
exit cards
Sept. 15
At first used exit cards
concentrating on
computation; in November,
added a problem-solving
piece. Helpful in determining
groups.
Work with math coach to implement
math groups (3x a week) that focus on
using formative data to deliver relevant
lessons to students.
Lesson plans,
observations;
student
assessments
Oct. 1
Took until October 15 to fully
implement; meet with each
group 3x a week for at least
15 minutes. Meet with
lowest group for each skill for
20 min 4x a wk.
Start a “math club” for students needing
more help on a voluntary basis during
lunch
Observations
Oct. 15
Only a few students
volunteered to come
Teach students how to write “math
journals” as part of their independent
work during group time, focusing on
explaining their strategies in writing.
Journals
Jan. 30
Can further use to determine
areas of students
misconceptions
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Step 5: Evaluate Results
Step 2:
Step 1:
Determine
needs
Create
specific
learning
objectives
based on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Step 4:
Monitor
student
progress
through ongoing
formative
assessment
Step 5:
Determine
whether the
students
achieved the
objective
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Review the Objective
In the current school year, all students will
achieve at least 1 year’s gain using the
STAR math assessment; students in the
below grade level category will achieve at
least 1.2 year’s gain.
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STAR Math Growth Report
9
Number of students
8
7
6
5
August
4
June
3
2
1
0
2
3
4
5
6
Grade Equivalency (GE)
7
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STAR Math Grade: 5
Teacher: Maria Sanchez
Instructional Math Level Change
Grade
Equivalent
August
June
1
Below
GE
On GE
Above
9
9
1
5
2
4
5
6
Within 2 months
of 5.0 (4.8 - 5.2)
2
Within 2 months
of 5.9 (5.7 - 6.1)
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STAR Math Grade: 5
Teacher: Maria Sanchez
Instructional Math Level Change
Loss <.6 = 5
.7 - 1.0 = 6
> 1.0 = 8
Smooth Sailing Elementary School
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STAR Math Grade: 5
Teacher: Maria Sanchez
Grade Equivalent Change
August Grade
Equivalent
June GE Gain
Below GE
+0.9
On GE*
+0.4
Above GE**
+1.2
* Within 2 months
of 5.0 (4.8 - 5.2)
** Within 2
months of 5.9 (5.7
- 6.1)
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Did Maria reach her objective?
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Is Maria…
• Highly Effective?
• Effective?
• Partially Effective?
• Ineffective?
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Summative Evaluation:
Example Decision-Making Rules
• Highly Effective: 90% of students met
objective and more than 50% of students
exceeded the objective
• Effective: At least 80% of students met or
exceeded the objective
• Partially Effective: Less than 80% of
students met or exceeded the objective; AND
< 50% of students failed to meet the objective
• Ineffective: Less than 80% of students met
or exceeded the objective; AND ≥ 50% of
students failed to meet the objective
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When collecting data, consider…
• Do you want scores by individual
students or student groups?
• Do you want averages?
• Will you look at progress,
achievement, or both?
• Will teachers turn in graphs,
charts, or raw data?
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In summary…
What are the benefits of student learning
objectives?
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In summary…
What are the challenges to student learning
objectives?
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1.
Common Challenges
Data access & analysis
• Robustness
• Teacher
of data system
& administrator skills
2.
Sufficient & appropriate assessments
3.
Writing SMART objectives
4.
Clarifying the acceptable amount of progress
5.
Developing instructionally-based strategies
•
See Marzano et al., Schmoker, Collins, Blankstein,
Fullan, etc….
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Setting Student Learning
Objectives…
•
Focuses on student results
•
Connects teaching with learning
o Improved
•
instruction in the classroom
Contributes to school improvement
But … must be based on valid and reliable
assessments of student learning
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Which of these will have the most direct effect
on individual student learning?
District
Curriculum and
Assessments
State
Standards and
Assessments
Classroom
Assessment
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State
Standards and
Assessments
Why is Classroom Assessment so
important?
District
Curriculum and
Assessments
Classroom
Assessment
…Because it is closest to the actual student and to student
learning!
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More Information
James H. Stronge
james.stronge@strongeandassociates.com
757.221.2339
www.eyeoneducation.com