The Tangipahoa Way: Creating Student Literacy Learning Targets

Using the Scholastic Reading Inventory

Model Schools 2013

Dr. Daniel Williams, Director of Curriculum

and Dr. Linda Baker, Literacy Coordinator

Tangipahoa Parish

School System Demographics 2011-2012Number of Students: 19,511% Free/Reduced Lunch: 75.5%% Minority Students: 52.7%

2010 Census Information Population, 2010 121,097Population, percent change, 2000 to 2010 20.4%White persons, percent, 2010 (a) 66.2%

Black persons, percent, 2010 (a) 30.3%

High school graduates, percent of persons age 25+, 2006-2010 79.1%

Bachelor's degree or higher, pct of persons age 25+, 2006-2010 19.7%

Per capita money income in past 12 months (2010 dollars) 2006-2010 $19,788Median household income 2006-2010 $38,957Persons below poverty level, percent, 2006-2010 22.5%

Persons per square mile, 2010 153

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Compass Process & Components

Two Components of EvaluationStudent Growth

Measures• Student Learning

Targets

• Value-Added Model data, where available

Professional Practice

Measures• Observations

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Introduction to Student Learning Targets

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Why This Approach to Measuring Growth?

• Research shows that setting high expectations for students has a positive impact on their achievement.

• Student learning targets can be employed in a wide variety of content areas and represent sound instructional practice for all teachers, (including those receiving value-added scores!)

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Guiding PrinciplesSetting ambitious, achievable goals for students is good instructional practice.• Goals establish a vision for what students should be able to

accomplish at the end of the year.• While value-added data establishes some comparable data for

use in teacher evaluation, these teachers should also set goals to develop a vision for what their students will achieve.

Strong goals share certain characteristics. However, no single goal or assessment is appropriate for all grades, content areas, or students.

Therefore, it is not the intent of the state to over prescribe how educators set student learning targets. This practice should be driven by those closest to students.

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What is a Student Learning Target?

A student learning target (SLT) is a measurable goal for student achievement

over a given period of time.

Strong student learning targets share three key characteristics:

Priority Content Focuses on learning content

that is aligned to state and/or common core

standards (when applicable).

Rigor Represents an appropriate amount of student learning (challenging, yet attainable) for the specified interval of

instruction and the specified set of students.

High-Quality Evidence

Assessment provides data from the beginning and end

of students' time with teacher and is based on a

common assessment when available, or meets

assessment criteria if not.

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What Do Strong SLTs Look Like?

U.S. HistoryBy the end of the course, at least 21 out of 25 students achieve a score of 65 out of 80 or above on the End of Course Assessment.

Pre-KBy the end of the year, 60% or more of my Pre-Kindergarten students will score at or above the 50th percentile on each of the sub-tests of the Developing Skills Checklist in the identified skill areas: language, logical reasoning, concepts of print.

Special Education: Significant DisabilitiesThe student will increase his language arts skills as evidenced by an increase from 9 points to 11 points on the Staugler’s Literacy Rubric by the end of the IEP year.

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What Does the Annual SLT Process Look Like?

Summer

• LEAs determine strategy for standardizing targets and/or assessments

Beginning of Year

• Teachers set at least two targets and define what performance will look like at each level of effectiveness

• Evaluators and teachers agree on targets based on three characteristics

Mid-Year

• Teachers and evaluators monitor progress towards targets

• Teachers and evaluators update targets, if assignment or student population changes significantly

End of Year

• Evaluators assign teachers a final rating based on students’ progress towards target, using the agreed upon definitions of effectiveness from the beginning of the year

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What Responsibilities Do Educators Have?

Teacher Role• Consult with evaluator to determine

local guidance• Collaborate with colleagues to define

ambitious, achievable SLTs• Write at least two SLTs per year:

• These may target whole classes or subgroups of students

• Consider maximum coverage of students and most significant content in setting SLTs

• Agree upon targets and scoring plan with evaluator

• Monitor student progress• Update SLTs, if needed• Collect and present evidence of

student progress

Evaluator Role• Inform teachers of local guidance

relative to SLTs and assessments• Review SLTs and provide feedback, as

needed, to ensure SLTs have three key characteristics

• Agree upon targets and scoring plan with teachers if they have three key characteristics

• Approve updated SLTs, if teacher assignments or their student population shifts significantly, and the SLTs have three key characteristics

• Assess evidence of student progress• Rate each SLT according to its scoring

plan

What Responsibilities Do LEAs & LDOE Have?

LEA Role• Provide guidance to educators relative

to:• Recommended Assessments• Standardized SLTs for teachers with

certain assignments• Opportunities and/or structures for

educator collaboration on SLTs• Local timelines/deadlines for SLT

process• Parameters for revising SLTs

• LEAs should start making decisions about this guidance this summer – upcoming Compass workshops will help to facilitate decision-making.

LDOE Role• Provide resources to support LEAs,

evaluators, and teachers, including:• SLT Guidebook• SLT Template• Library of SLT Exemplars• Recommended Common

Assessments List

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Writing Student Learning Targets

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Guidance for Teachers on Writing Strong SLTs• Determine most important concepts in your

course• Identify aligned Common Core State Standards or

GLEs1. Define the Content

• Consult available LEA guidance and the LDOE Common Assessment List

2. Identify an Assessment

• Set SLTs for either an entire class or a subgroup of students, (i.e. the lowest performing group)

• Try to include the majority of your students across all of your SLTs

3. Identify the Student Group

• Take baseline data into account to set a goal that is challenging, but attainable)

• Agree upon a scoring plan with your evaluator after setting the target

4. Set the Expectation for Growth & Provide

Rationale

Guidance on Setting Achievement RangesInsufficient Attainment of Target (1):

The teacher has demonstrated an insufficient impact on student learning by falling far short of the target.

Partial Attainment of Target (2):

The teacher has demonstrated some impact on student learning, but did not meet the target.

Full Attainment of Target (3):

The teacher has demonstrated a considerable impact on student learning by meeting the target.

Exceptional Attainment of Target (4):

The teacher has demonstrated an outstanding impact on student learning by surpassing the target by a meaningful margin.

Achievement range:Insufficient Attainment is any result below Partial Attainment.

Achievement range:Enter a range from 10-15% below the target to just below the actual SLT.

Achievement range:

START HERE: Enter a range from the actual SLT up to 10-15% above the target.

Achievement range:Exceptional Attainment is any result above the Full Attainment range. This range should represent more than a year’s worth of growth.

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District List of Common Assessments9th - 12th

Reading Comprehension Scholastic Reading Inventory Scholastic Reading Inventory - T2IB courses teacher developed pre-test IB test - T1

AP courses teacher developed pre-test AP test - T1

Dual Enrollment Courses teacher developed pre-test College Credit Test - T2

appropriate course (ACT prep) Plan ACT - T1

Algebra I EAGLE/LEAP EOC - T1

Geometry EAGLE EOC - T1

Algebra II EAGLE EAGLE* - T3

Advanced Math EAGLE EAGLE* - T3

Trigonometry EAGLE EAGLE* - T3

English I EAGLE/LEAP EAGLE* - T3

English II EAGLE EOC - T1

English III EAGLE EOC - T1

English IV EAGLE EAGLE* - T3

Biology EAGLE EOC - T1

Physical Science EAGLE EAGLE* - T3

Chemistry EAGLE EAGLE* - T3

Physics EAGLE EAGLE* - T3

Environmental Science EAGLE EAGLE* - T3

US History EAGLE EOC - T1

Civics EAGLE EAGLE* - T3

World Geography EAGLE EAGLE* - T3

World History EAGLE EAGLE* - T3

Career Technical Courses teacher developed pre-test IBC - T1

Sample SLT

Why use the Scholastic Reading Inventory for setting Student

Learning Targets?

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A computer-adaptive research-based assessment that measures reading comprehension and reports results as Lexile measures.

Scholastic Reading Inventory Assessment.

What Is the SRI?

IG page 8

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The Lexile Framework for Reading

What Is a Lexile?

IG pages 16–17

Student Lexile Measure: represents a range of text a student can read with 75% comprehension

Text Lexile Measure: indicates readability of text

Lexile of Book

Lexile of Student

Determining Lexile Measures

52%

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Take a Guess!

What percentage of 12th graders taking the

ACT college entrance exam did not meet the reading benchmark?

1460L Advanced College textbook 1430L Medicare Rules and Regulations 1380L The New York Times 1355L College textbook

1270L Application for Federal Student Aid

1200L USA Today

1120L iPod Installation Manual

1020L Arkansas Driver’s Manual 24

Supporting College and Career Readiness

1500L

1400L

1300L

1200L

1100L

1000L

How does this apply to what you just saw?

6th Grade Academy SLT

Rational

Rationale for SLT: (Please include targeted content standards and/or explanation of assessment method, as applicable)

Our district has adopted the Scholastic Read 180 Program for struggling readers that is aligned to the new common core Louisiana GLE’s and assessments for ELA. The Scholastic Reading Inventory test will be given 3 times a year to determine students’ Lexile reading number as a predictor of how my students will score on the iLEAP test in the spring. My focus will be to use these results to identify the components of ELA that my students need to become successful readers.

Student Learning Target

Student Learning Target:

At the close of the 2012-2013 school year, 35% of my students will score Basic or above on the Scholastic Reading Inventory from Scholastic Read 180 Program.

Baselind Data

Baseline Data: (Please include what you know about the targeted students’ performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background info used in setting your target)

Using the Reading Performance Report of the SRI 15% of my students scored at Basic reading level, 88% scored Below Basic. Considering that only 15% of my students are currently scoring Basic, I have set the goal of 35% of my students to score at Basic or above on the final SRI test.

Stacy said…

“This is the SLT I wrote using the SRI and I also included some data showing their growth and level at the end of the year.”

“Based on the number of students I have now, I have 58% that are basic or above according to the SRI and I was hoping for 35%, I was very proud of my class.”

Stacey

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Read 180 Student Learning Target

By the end of the year, 40% or more of my students will achieve a score of Basic on their 8th grade LEAP assessment.

My Read 180 students will demonstrate mastery of required skills to achieve Basic on the LEAP test. Some examples of these skills include: read/comprehend text, analyze literature, and apply reading strategies. ELA 8.9, RL.8.1, RL.8.2, RL.8.5, RL.8.3

My target is based on iLeap scores from the previous year as well as Scholastic Reading Inventory scores from this year. Last year, 13 out of 18 (72%) scored Approaching Basic on iLeap while 5 out of 18 (28%) scored Unsatisfactory. On the Scholastic Reading Inventory, 0 out of 18 scored Advanced (0%), 4 out of 18 (22%) scored Proficient, 11 out of 18 (61%) scored Basic, and 3 out of 18 (17%) scored Below Basic.

Rational

Rationale for SLT: (Please include targeted content standards and/or explanation of assessment method, as applicable)

My Read 180 students will demonstrate mastery of required skills to achieve Basic on the LEAP test. Some examples of these skills include: read/comprehend text, analyze literature, and apply reading strategies. ELA 8.9, RL.8.1, RL.8.2, RL.8.5, RL.8.3.

Student Learning Target

Student Learning Target:

By the end of the year, 40% or more of my students will achieve a score of Basic on their 8th grade LEAP assessment.

Baseline Data

Baseline Data: (Please include what you know about the targeted students’ performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background info used in setting your target)

My target is based on iLeap scores from the previous year as well as Scholastic Reading Inventory scores from this year. Last year, 13 out of 18 (72%) scored Approaching Basic on iLeap while 5 out of 18 (28%) scored Unsatisfactory. On the Scholastic Reading Inventory, 0 out of 18 scored Advanced (0%), 4 out of 18 (22%) scored Proficient, 11 out of 18 (61%) scored Basic, and 3 out of 18 (17%) scored Below Basic.

SLT Worksheet

NameLexile

8/2012 SLTLexile

5/2013 Growth exceeded SLT byiLeap 2012

iLeap 2013

Adams, John 512 below basic 99 813 basic 301 101 AB 271 B 305

Bush, George 772 basic 58 911 proficient 139 272 AB 250 B 321

Carter, Jimmy 950 proficient 46 1052 proficient 102 56 AB 279 B 317

Clinton, Bill 811 basic 55 918 proficient 107 52 AB 284 B 306

Coolidge, Calvin 565 basic 86 767 basic 202 114 AB 271 AB 295

Eisenhower, Dwight 696 basic 67 1078 proficient 382 315 AB 271 B 301

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1st TestFall

2nd TestWinter

3rd TestSpring

4th Test End of Year

SRI Tangipahoa Testing Windows?

Baseline Placement Growth Monitoring

#3 Feb. 1 end of 3rd testing Window#4 April 10-19th End of Year SRI Window

(except R180 which test in May)

Lexile Proficiency Bands Normative Data

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Far Below GL Below GL Grade Level Above GL

Data Reports

How do Lexiles relate to students growing into avid readers?

Allow for the choice of age-appropriate, leveled books that increase in text-complexity, allowing students to

read confidently according to their own abilities.

Interest + Lexile Range

Selecting reading materials in this Lexile range supports successful

reading practice and promotes growth.

Your Lexile range spans 100L below to 50L above your Lexile measure.

100 Lexiles Below 50 Lexiles Above

Why should students care?

We know that, “providing teachers with graphic displays of students' scores on formative assessments was associated with a 26 percentile point gain in achievement.” 1

1 Fuchs, L. S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A metaanalysis.Exceptional Children, 53(3), 199–208.

Goal Setting with Lexiles

Setting Lexile Growth Goals Student Worksheet

Matching Students With Text

Matching Students With Text

Matching Students With Text