EDUCATOR EFFECTIVENESS: STUDENT LEARNING OBJECTIVES FUNDAMENTALS

EDUCATOR EFFECTIVENESS: STUDENT LEARNING OBJECTIVES FUNDAMENTALS http://educatoreffectiveness.pbworks.com Julee Dredske, Curriculum Specialist, CESA ...
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EDUCATOR EFFECTIVENESS: STUDENT LEARNING OBJECTIVES FUNDAMENTALS

http://educatoreffectiveness.pbworks.com Julee Dredske, Curriculum Specialist, CESA 5

Presented by Julee Dredske, CESA 5 [email protected]

Welcome and Introductions 1

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http://educatoreffectiveness.pbworks.com

Agenda:    

Part 1: Part 2: Part 3: Part 4:

SLO Fundamentals Assessment Literacy Writing a High Quality SLO Monitoring and Evaluating a SLO

http://goo.gl/Ukwiy3

Tight vs. Loose Everything we discuss is subject to change after 2014-15.  While some concepts are CONSISTENT others are FLEXIBLE.  Using the guidelines currently available, let’s pilot the SLO process for next year. 

Share Your Background Knowledge 

What do you know about the SLOs and/or the Educator Effectiveness system?

Post your responses http://padlet.com/Julee/CESA5SLO

SLO Fundamentals What is an SLO? Who writes an SLO? What does an SLO look like? Will I still need to do a PDP? How many SLOs? What is the timeline? Are team SLOs allowable? What about principal SLOs?

Dual Meaning of SLO Acronym Building Principal—School Learning Objectives  Student learning goals, established by the building principal and approved by supervisor, but focused at the school level Teachers & Education Specialists---Student Learning Objectives  Academic growth goals for an entire classroom or targeted population within a classroom or grade level, approved by principal

SLOs defined Student/School Learning Objectives (SLO) are detailed, targeted, measurable goals written by teams or individuals for student

academic or behavioral (principals only) outcomes to be achieved in a specific period of time (typically an academic year), informed by analysis of prior data, and developed collaboratively by educators and their evaluator.

Wisconsin Act 166 Requires: 10

System Balance: 50% on effective practice in the classroom 50% will be based on student outcomes.

Educator Practices Standards and Indicators •Observations •Surveys •Professional Practices Goal (Self – Assessment) •Artifacts

Student Outcomes •SLO Process 95% •Graduation Rate (HS) OR Reading (EL. / MS) 5%

3 SLO’s over 3 Year Cycle

SUMMATIVE YEAR SCORED

SUMMATIVE YEAR SCORED

Practices Score: 4, 3, 2, or 1

Outcomes Score: 4, 3, 2, 1

ACT 166 “Fifty percent of the total evaluation score assigned to a teacher or principal shall be based upon measures of student performance, including performance on state assessments, district-wide assessments, student learning objectives, school-wide reading at the elementary and middleschool levels, and graduation rates at the high school level.”

DEFINING TEACHER “Teacher,” for the purposes of the WI EE System, means any employee engaged in the exercise of any educational function for compensation in the public schools, including charter schools established under s. 118.40, whose primary responsibilities include ALL of the following: instructional planning and preparation; managing a classroom environment; and pupil instruction. District and school administrators will have discretion in determining whether staff are “teachers” or Other Educator Roles

Begin with the end . . . Examine a sample SLO in your handouts or reference the examples in the website

SLO Toolkit Guidebook

Wisconsin Rollout of EE/SLO

Approved

Not Approved

Simplified SLO Timeline Step 1: Prepare SLO Step 2: SLO Approved in Summative Year

}

Beginning of Year Approved by 10/31

Step 3: Collect Evidence

Throughout the Year Mid point check

Step 4: Review and Score

End of Year May 31

Guided SLO goal approval timeline When

Task

April-August prior to start of school

Analyze assessment data of incoming students. Determine targeted standards of endurance and depth.

June-Sept.

Determine a pre-assessment tool for measuring student learning in the standard(s).

September

Assess students. Define demographics of learners.

October 1

Analyze pre-assessment data to determine strategies and learning targets

October 10

Submit SLO with pre-assessment data and a copy of the preassessment to building evaluator (summative year) or peer reviewer (non summative year).

October 20

Make adjustments if necessary

October 31

Final SLO approval.

Principals and teachers may meet F2F or electronically during year to plan SLO.

Approved

Not Approved

The SLO Process: Key Decision Points and Flexibility/Structure Step 1: Prepare SLO

Step 2: SLO Approved in Summative Year Step 3: Collect Evidence Step 4: Review and Score

Assessment Selection

Target Setting

Areas for Possible Standardization

Scoring Process

EEP Educator Effectiveness Plan

PPG Professional Practice Goal

SLO SLO Student Learning Student Learning Objective Objective

Components of a SLO 

Baseline Data and Rationale  Why

did you choose this objective and what sources of data did you examine?



Learning Content  Which

content standard(s) and/or skills does the objective address (e.g. Common Core)  Should be an ongoing standard/skill 

Population  Which

students are included in this objective?  All students or subpopulations?

Components of a SLO (cont.) 

Interval  What

time frame is involved (typically year-long or semester)



Evidence Sources  How



will you measure the objective?

Targeted Growth/Achievement  What



is your goal for student growth/attainment?

Strategies  What

actions will you take to achieve goal?

PDP and SLO  



Is a SLO like a PDP? Will I still l have to do my PDP? Could my PDP and SLO goals be similar?

How is a SLO like a PDP? 



Statement of SLOStatement Part B: Goal  What is your intended outcome? Baseline Data and Rationale Why did you& choose thisC: objective and what sources of data did Reflection Part Rationale you examine?

 

Learning Content  



Which content standard(s) and/or skills does the objective address Part B: Goal (e.g. Common Core) Statement Should be an ongoing standard/skill

Population  

Which students are included in this objective? Part A: orDescription All students subpopulations?

How is a SLO like a PDP? 

Interval  What

framePlan is involved (typically year-long or Part E:time Action semester)





Evidence Sources

Part D: Plan for Assessing  How will you measure the objective? Targeted Growth/Achievement  What

is your goalStatement for student growth/attainment? Part B: Goal



Strategies

Partactions E: Action Plan will you take to achieve goal?

 What

Like a PDP goal on STEROIDS

Standards, Standards, Standards Topic

31

Wisconsin Teacher Standards (License Renewal)

InTASC (Educator Effectiveness)

Content Knowledge

1

4&5

Learner Development

2

1

Differentiation

3

2

Strategies

4

8

Classroom Mgmt.

5

3

Communication

6

10

Lesson planning

7

7

Assessment

8

6

Reflective

9

9

Connected

10

9 & 10

Comparison of PDP and SLO PDP Broad Portable WES You Determine Behaviors & Academics 3-5 years

SLO Specific Unique DATA COMPONENTS InTASC Others Influence Academics Sem/year

EEP Educator Effectiveness Plan

PPG Professional Practice Goal

SLO Student Learning Objective

PDP “I will” (your professional growth)

PDP “So that” (impact on student learning

Table Talk How will the SLO and the SLO components fit models of goal setting at your school/district?

Principal SLOs  

  

Can use data that crosses multiple years Do not use WKCE data (no mid point, not available by May 1, double count) Can use behavioral data May want to use multiple measurement sources Strategies will usually involve teachers

Should a principal SLO focus on teachers meeting their SLOs? Pros and Cons

Principal Targets 









Student Achievement – performance on the WKCE and WAA-SwD in reading and mathematics Student Growth – improvement over time on the WKCE in reading and mathematics Closing Gaps – progress of student subgroups in closing gaps in reading and mathematics performance and/or graduation rates On-track and Postsecondary Readiness – graduation, attendance, 3rd grade reading, 8th grade math, ACT participation Student Engagement Indicators   

Test Participation Rate, with a goal of 95 percent test participation for all students and each subgroup. Absenteeism Rate, with a goal of 13 percent or less. Dropout rate, with a goal of six percent or less.

Principal Targets

Teacher Targets 

 



Student Achievement – final performance on assessments

Student Growth – improvement over time on assessments Closing Gaps – progress of student subgroups in closing performance gaps On-track and Readiness – course completion/passing; benchmark assessments

Are team SLOs allowable?

District Goals

Building Goals YES!

PLC Team Goals Individual Goals

Team SLO’s & PLCs 

 

Can foster collective responsibility for student learning within a similar course, content area, grade level or school Requires on-going communication and collaboration May be relevant for a teacher who needs to set multiple SLO’s (individual & team)

Is a TEAM SLO appropriate? 



 

There are other teachers who teach the same content and have students with similar needs Team plans and works together to accomplish the team SLO A common assessment can be used (i.e SBAC rubric) The different classrooms are approximately equal in terms of students’ starting point and any special learning needs or a tiered target can be written to accommodate various starting points

How do these SLOs improve collaboration? 5th Grade Teacher SLO

Principal SLO

By May 2014, 100% of my students will increase (see targets below) their writing proficiency on the district writing assessment as measured by the district writing assessment rubric.

By May 2014, 80% of students in Grades 3-5 who scored below proficiency on the district writing assessment administered in the fall will increase their scores to the proficient level by May 1as measured by the district writing assessment rubric.

How Many SLOs?   

One SLO written annually May be signed off by peers in years 1 and 2 Approved, monitored, and scored by evaluator in summative year

Table Talk What implications do you see as a result of the implementation of the SLO process? What do you see as the value of SLOs? What questions do you have?

The Value of SLOs Provides a student growth measure for non-tested grades/subjects/ schools that has validity/buy-in Unifies effort by: 

Aligning objectives at the district, school, and classroom levels



Institutionalizing a formal goal-setting process involving educators and their supervisors



Encouraging collaboration and sharing of best practices



Maximizing common planning and backward design

Benefits stakeholders by: 

Providing clear goals to focus on and measure progress toward



Focusing on the relationship between teaching, learning and assessment



Encouraging multiple measures of student progress



Focusing on data that can be used to adjust/improve instruction

What did you learn? Take the SLO Fundamentals: POST ASSESSMENT

Still smiling? Good!

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