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
2
3
4
5
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
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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!