SLO Training WCMadison

Report
South Dakota
Student Learning
Objectives
Dianna Tyler
Welcome!!
New Information
+
Practice
=
New Learning
lightb lb
moments
If it doesn’t
Challenge
It doesn’t
Y O U
Change
Y O U
?
Let’s
4 CORNERS!
4 Corners
1. I know what an SLO is.
2. I know how an SLO connects to teacher
evaluation.
3. I know how growth ratings are calculated.
4. I know how to establish baseline data and
determine growth.
5. I understand the four steps of the SLO
process.
6. I know the components of a SMART goal.
7. I can determine if an SLO meets SD criteria.
Outcomes Today
– I know what an SLO is.
– I know how SLOs connect to teacher evaluation.
– I know how growth ratings are calculated.
– I know how to establish baseline data and
determine growth.
– I understand the 4 steps of the SLO process.
– I know the components of a SMART goal.
– I can determine if an SLO meets South Dakota
criteria.
Norms for the Day
Listen with Engagement
Honor Each Other’s Thinking
Honor Private Think Time
Everyone has a Voice
Be Respectful of all Comments
Limit Side Conversation
Take Care of Your Needs
Cell Phones Off/Vibrate
A Little Bit of History
• South Dakota’s work to develop meaningful
educator effectiveness systems is united by a
common aspiration: To improve instruction and
student learning.
– The 2010 Teacher Standards Workgroup
– The 2011-2012 Teacher Standards Pilot Districts
– The 2012 Teacher Evaluation Workgroup
– The SD Commission of Teaching and Learning
– The 2012-2014 Teacher Effectiveness Pilot
participants
– The 2013-2014 Principal Effectiveness Pilot
participants
– The University of South Dakota
Determining Teacher Effectiveness
Using multiple measures of professional practice and student learning
South Dakota Framework for Teaching
Student Growth
Domain 1
Domain 1
Domain 1
Domain 1
SLOs
Planning and
Preparation
Classroom
Environment
Instruction
Professional
Responsibilities
State Assessments
• Classroom Observations and Evidence of Effective Practice
• Components from Each of the 4 Domains
(as one measure if available)
District Assessments
Evaluator-Approved
Assessments
• At Least 8 Components Chosen Based on District or School Priorities
Professional Practice Rating
Growth Rating
Summative Rating Matrix
Professional Oversight: Is the rating fair and accurate based on the evidence
and data shared by the teacher
Differentiated Performance Categories
Below Expectations
Meets Expectations
Exceeds Expectations
Determining Teacher Effectiveness
Using multiple measures of professional practice and student learning
South Dakota Framework for Teaching
Student Growth
Domain 1
Domain 1
Domain 1
Domain 1
SLOs
Planning and
Preparation
Classroom
Environment
Instruction
Professional
Responsibilities
State Assessments
• Classroom Observations and Evidence of Effective Practice
• Components from Each of the 4 Domains
(as one measure if available)
District Assessments
Evaluator-Approved
Assessments
• At Least 8 Components Chosen Based on District or School Priorities
Professional Practice Rating
Growth Rating
Summative Rating Matrix
Professional Oversight: Is the rating fair and accurate based on the evidence
and data shared by the teacher
Differentiated Performance Categories
Below Expectations
Meets Expectations
Exceeds Expectations
Summative Scoring Matrix
✪
Summative Teacher Effectiveness Rating Categories
Below
Expectations
Meets
Expectations
Exceeds
Expectations
Judgment
Rating Subject
✪ to Review
Let’s Define It!
Student Growth
Student Learning Objective
Student growth is defined as a
positive change in student
achievement between two or
more points in time. Using a
measure of student growth – as
opposed to using student
achievement results from a
single test delivered at a single
point in time – is more
reflective of the impact an
individual teacher has on
student learning.
A Student Learning Objective is a
teacher-‐driven goal or set of goals
that establish expectations for
student academic growth over a
period of time. The specific,
measurable goals must be based on
baseline data and represent the
most important learning that needs
to occur during the instructional
period. SLOs are aligned to
applicable Common Core, state or
national standards, and typically also
reflect school or district priorities.
Why use SLOs?
•
•
•
•
Reflect Best Practice
Collaborative
Flexible
Focused
Chunking today
– I know what an SLO is.
– I know how SLOs connect to teacher evaluation.
– I understand the 4 steps of the SLO process.
– I know the components of a SMART goal.
– I know how growth ratings are calculated.
– I can determine if an SLO meets South Dakota
criteria.
The SLO Process
SLO
Development
Answer 4 questions
Prioritize Learning Content
SLO Approval
What do I want my students to be able to
know and do?
Analyze data and develop baselines
Where are my students starting?
Ongoing
Communication
Prepare for
Summative
Select or develop an assessment
What assessments are available?
Write growth goal
What can I expect my students to achieve?
SLOs to Measure
Student Growth
Four Step Process
1. SLO Development
2. SLO Approval
3. Ongoing Communication
4. Prepare for Summative Conference
Teacher SLO Approval
• Teacher submits a completed SLO
process guide to Evaluator
• Teachers meets with Evaluator
– At least one face to face meeting
– May take place during other
evaluation/related meeting
• Teacher and Evaluator mutually agree
on SLO and approve
Principal SLO Approval
• Principal meets with Teacher
– At least one face to face meeting
– May take place during other
evaluation/related meeting
• Clearly identify information needed to
determine SLO quality (SLO Checklist)
including amount and type of data
• Identify revision window
Prepare for Summative
• Make sure your principal has adequate
time to determine rating prior to your
summative meeting.
• Teachers: consider self scoring and
reflect to guide conversation during
summative meeting
• Assessment data may be used as
evidence/artifacts for Danielson
Chunking today
– I know what an SLO is.
– I know how SLOs connect to teacher evaluation.
– I understand the 4 steps of the SLO process.
– I know the components of a SMART goal.
– I know how growth ratings are calculated.
– I can determine if an SLO meets South Dakota
criteria.
http://www.youtube.com/watch?feature=play
er_detailpage&v=sS_ylsL-Nqg (6:08)
Walk, Talk, Process
Chunk # 3
HOW DO I
WRITE AN
SLO?
SLOs to Measure
Student Growth
Four Step Process
1. SLO Development
2. SLO Approval
3. Ongoing Communication
4. Prepare for Summative Conference
4 Questions to Consider
1. What do I want my students know
and be able to do?
2. Where are my students starting?
3. What assessments are available?
4. What can I expect my students to
achieve?
What do I want my students to know
and be able to do?
– Identify the core concepts and
standards.
– Know your timeline for instruction
Where are my students
starting?
• Gather and analyze data to determine how
well prepared students are to learn core
concepts.
– Know your students
– Consider which students will be addressed by
this SLO
– Consider special needs
and behaviors
What assessments are available?
• Select or develop an appropriate assessment
to measure student learning and growth.
• Content assessed at baseline is the
comparable to content assessed at the end of
instruction
• Describe how the goal
attainment will be measured.
Appropriate?
• Aligned to priority content & standards
• Valid measures what it was designed to
measure
• Reliable produces accurate and consistent
picture of what student know & do
• Realistic gives sufficient time to administer
and generates data in a timely fashion
? WHAT ASSESSMENTS DO YOU
CURRENTLY HAVE AVAILABLE
? ARE THEY APPROPRIATE?
Less Common
More Common
Appropriate…
STATE MANDATED ASSESSMENTS
This category includes assessments mandated for use statewide and includes assessments
required by state and federal law.
Examples: Smarter Balanced Assessment, Dakota Step Science Assessment (or the staterequired science assessment)
COMMON STATE AND DISTRICT ASSESSMENTS
This category includes assessments not mandated for state use but are widely used by
several districts and schools. Assessments in this category include commercially available
assessments, district-developed pre- and post-tests or course-level assessments.
Assessments could also take the form of established rubric-scored performance-based
assessments.
Examples: Assessments available through the South Dakota Assessment Portal, End-ofCourse Exams, Write-to-Learn, WIDA-Access Placement Test (English-Language learners),
National Career Readiness Certificate, DIBELS, AP Exams, STARS reading/math, MAPS, AIMS
Web, CTE Performance Contests/Judging.
TEACHER-DEVELOPED ASSESSMENTS
This category of assessments includes classroom assessments used by a single course for a
particular teacher.
What can I expect my
students to achieve?
• Leads to the development of student growth
objectives with a strong rationale supporting
why the objectives are appropriate.
•How will I help my students
obtain the goal?
Appropriate…
• Measures are stated by increases in:
–Rate,
–Percentage,
–Number,
–Level of performance,
–Rubric standards,
–Gain Score or
–Other ways…
Growth Goals
• Class Mastery
• Differentiated Growth
• Shared Performance
Growth Goals
Based on quality baseline data and an
educator-determined definition of mastery.
Goal is strutted based on percent of students
attaining mastery.
Establishes tiered expectations for student
growth for groups of students. The educators
defines what grot looks like for each group of
students.
Teams of teachers agree to work
collaboratively and share responsibility for
student learning for a content area, grade
level or school.
Class
Mastery
Differentiate
d Growth
Shared
Performanc
e
The SMART Process
A Format for Developing SLOs
S
M
A
R
T
Specific
Measurable
Appropriate
Realistic &
Rigorous
Time-bound
The goal
addresses
student
needs within
the content.
An
appropriate
instrument or
measure is
selected to
assess the
goal.
The goal is
standardsbased,
needsfocused (and
directly
addresses all
students)
The goal is
attainable
and stretches
student
learning.
The goal is
contained to
a single
school
year/course.
(Smart) Specific
• The goal should state exactly what
content is to be addressed.
• The content should be tied directly
to the standards for this grade and
subject.
(sMart) Measurable
• Measures are stated by increases in:
–Rate,
–Percentage,
–Number,
–Level of performance,
–Rubric standards,
–Gain Score or
–Other ways…
(smArt) Appropriate
• The goal should be directly related
to the subject, to the standard(s),
and to the students.
• The goal is within the teacher’s
realm of influence in the classroom.
(smaRt) Realistic & Rigorous
• Realistic goals are rigorous and
should stretch the outer bounds of
what is attainable.
• Realistic goals are not easy goals.
(Smart) Time-bound
• The goal has a time frame for
accomplishing the measurable
objective.
• Ongoing progress monitoring provides
data for adjusting the learning
experience toward the goal.
• Data is collected between 2 points in
time, as close to beginning and ending
of course as possible.
Chunking today
– I know what an SLO is.
– I know how SLOs connect to teacher evaluation.
– I understand the 4 steps of the SLO process.
– I know the components of a SMART goal.
– I know how growth ratings are calculated.
– I can determine if an SLO meets South Dakota
criteria.
http://www.youtube.com/watch?feature=play
er_detailpage&v=GEOZ31HeZT4 (5:47)
Walk, Talk, Process
Chunk # 4
PRACTICE
Scaffolding Instruction:
“I DO”
• Pull out your sample SLO
Teacher Student Growth
Rating
PERFORMANCE
CATEGORY
DESCRIPTION
Low
Less than 65% goal attainment
Expected 65% to 85% goal attainment
High
86% to 100% percent attainment
Principal Student Growth
Rating
PERFORMANCE
CATEGORY
DESCRIPTION
Low
Less than 80% of teachers earned
expected growth
Expected
80-90% of teachers earned expected
growth
High
91-100% of teachers earned expected
growth
*A secondary measure of principals impact on student growth-SPI/AMO – will be added for
the 2014-15 school year, and will account for 355 of the principals student growth rating.
“We Do”
• Pull out your SLO Quality Checklist
• Read it closely
• Develop at least one
– Question
– Comment
– Observation
“I Do”
• When you completed 2 samples.
• Individually draw a card
– Elementary teachers = blue
– High teacher = green
• Read through the goal
• Assess the quality using the checklist
• Share your findings with your table
Chunking today
– I know what an SLO is.
– I know how SLOs connect to teacher evaluation.
– I understand the 4 steps of the SLO process.
– I know the components of a SMART goal.
– I know how growth ratings are calculated.
– I can determine if an SLO meets South Dakota
criteria.
?
Let’s
4 CORNERS!
4 Corners
1. I know what an SLO is.
2. I know how an SLO connects to teacher
evaluation.
3. I know how growth ratings are calculated.
4. I know how to establish baseline data and
determine growth.
5. I understand the four steps of the SLO
process.
6. I know the components of a SMART goal.
7. I can determine if an SLO meets SD criteria.
Thanks!
CLOSURE

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