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Educator Effectiveness Initiative in Wisconsin

DPI Task Force members

Getting to know YOU: Please share… o name

o what and where you teach

o experience (if any) with SLOs

o Based on your TELL self-evaluation:

• something you do well

• something you would like to work on

Examine: Wisconsin Educator Effectiveness Project

Focus on: Educator Effectiveness for World Language Teachers

Consider: What is WORTH measuring? How do we know?

Prepare an SLO (step by step)

Identify helpful resources to help develop and evaluate your SLO

Beginning in the 2014-2015 school year, all Wisconsin

educators (administrators and teachers) will be evaluated

based on student achievement. School districts can choose

between two evaluation systems that are essentially very

similar: The Department of Public Instruction’s Wisconsin

Educator Effectiveness System and the CESA 6

Effectiveness Project Professional Evaluation System.

Both systems use DPI’s model for Student Learning

Objectives (SLOs)& Other Student Outcomes Measures.

TELL (Teacher Effectiveness for Language Learning)

https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcTDZSRkKcxplmjdZtxZwk4lFO0vp9AOTV15TXQ_3wImUF9REMFD

EEP-Educator Effectiveness Plan

SLO-Student Learning Objective

PPG- Professional Practice Goal

SMART Goals: (Specific,Measurable, Attainable,Result oriented,Time-

bound)

Other….https://www.youtube.com/watch?v=KBKnbh5wzbs

..but I thought that…….

http://ee.dpi.wi.gov/

FOR CURRENT INFORMATION:

PILOT PROGRAM (LAST TWO YEARS)

SEVERAL SCHOOLS WENT THROUGH

THE EDUCATOR EFFECTIVENESS

PROCESS AND PROVIDED FEEDBACK

Reduction from two SLOs to one SLO

annually.

An evaluator is no longer required to

formally approve the EEP or SLO goals.

Educators will self-evaluate SLO’s.

Grounded in

World-Readiness Standards

for Learning Languages

• NCSSFL-ACTFL Can-Do Statements

• ACTFL Performance Descriptors

• ACTFL Proficiency Guidelines

What do effective world language

teachers do to ensure that students

are building proficiency in their

communication skills?

YOU MUST ASSESS STUDENTS

BEFORE YOU WRITE AN SLO.

What should that assessment look like?

What is not acceptable evidence of

student growth in a World Language? http://www.state.nj.us/education/aps/cccs/wl/StudentGrowth.pdf

Watch this clip Level 3

students talking about

their families

If this were your baseline

assessment in the fall,

what might be some

identified areas for

improvement in the

proficiency level?

Wisconsin Student/School Learning Objective Planning Template After reviewing data and identifying the student population for whom the SLO will apply, create a Student/School Learning Objective. Submit the SLO Plan to your evaluator prior to the Planning Session.

Instructional/Leadership Strategies and Support: (What methods or interventions will you use to support this objective?)

Subject Area/Grade Level

Baseline Data and Rationale: (Why did you choose this objective? What evidence can you provide related to your current student population’s baseline abilities as it relates to this goal?)

Learning Content and Grade Level: (What appropriate standards relate to this goal?)

Student Population: (Who are you going to include in this objective? Indicated in the rationale above?)

Targeted Growth: (What is your goal for student growth?)

Interval: (How long will you focus on this objective?)

Assessment/Evidence Source(s): (What assessments and/or evidence sources will you use for ongoing measurement of student progress toward your goal?)

SLO Goal Statement: (Specific, Measureable, Attainable, Results-based, and Time-bound)

1. Baseline Data and Rationale: Why did you choose this objective? What evidence can you

provide related to your current student population's baseline abilities as it relates to this goal?

2. Learning Content and Grade Level: What CONTENT STANDARDS relate to this goal?

3. Student Population: Who are you going to include in this objective? Indicated in the

rationale above?

4. Targeted Growth: What is your goal for student growth?

5. Interval: How long will you focus on this objective?

6. Assessment/Evidence Source(s): What assessments and/or evidence sources will you use

for ongoing measurement of student progress toward your goal?

7. SLO Goal Statement: (SMART goal)

8. Instructional Leadership Strategies and Support: What methods of interventions will you

use to support this objective?

Name of Teacher

Laura Wilberding

Names of Reviewers

Content Area/Grade Level

Spanish 2 (9-12)

Date Reviewed

Student Learning Objective (SLO): 90% of Spanish II students will attain a level of Intermediate

Mid level of proficiency in Interpersonal Communication based

on LinguaFolio Wisconsin/ACTFL CanDo statements by the

completion of the year-long course. This will be evidenced by

student self-monitoring and their substantiation collected in an

electronic portfolio of authentic assessments.

Student Learning Objective:

90% of selected Spanish II students will attain a level of Novice High proficiency in Presentational Speaking based on ACTFL Can-Do statements by the completion of the year-long course. This will be evidenced in a speaking task completed and assessed by two educators near the end of the year. Progression towards the goal will be evidenced by student self-monitoring and their substantiation in an electronic portfolio of authentic assessments.

Baseline Data and Rationale: According to ACTFL, a student in a Level II difficulty language course (Spanish II) should attain a __________________ level of proficiency by the completion of a year-long course. This proficiency level is also broken down into three sub groups to differentiated between the attainment of students with different experiences and abilities:

*Intermediate Mid 1 *Intermediate Mid 2 *Intermediate Mid 3 "1" equates to showing proficiency in 70% of the targeted LinguaFolio “Can Do” statements, as corroborated by a dossier/portfolio . “2” equates to showing proficiency in 80% of the targeted LinguaFolio “Can Do” statements, as corroborated by a dossier/portfolio. “3” equates to showing proficiency in 90% of the targeted LinguaFolio “Can Do” statements, as corroborated by a dossier/portfolio).

Baseline Data and Rationale:

Using an analytical rubric rating speaking tasks that Cuba City

has adopted from Fairfax County Public Schools, 85% of

students scored at Does Not Meet Expectations or Almost

Meets Expectations level on a speaking task completed early

in the year.

According to ACTFL, a student in a Level II course should attain

a Novice High level of proficiency by the completion of a two

year course.

This means students should be exceeding expectations by the

end of the year.

Learning Content:

The SLO addresses interpersonal communication, which is students’ conversational fluency in the target language.

Student Population: (Who are you going to include in this objective?)

All students in Spanish II will be covered by this SLO. 45 students are enrolled. There are 36 sophomores, 8 juniors and 1 senior. There is one IEP student and one student who is Mexican-American whose family speaks Spanish regularly in the home. No students will be excluded under this SLO unless it is otherwise required by their IEP.

Learning Content:

The SLO addresses presentational speaking proficiency.

Student Population: (Who are you going to include in this

objective?)

A selected group of 15 Spanish II students who scored a Does

Not Meet Expectations on a speaking task will be included in

this SLO. There is one IEP student.

Targeted Growth:

90% of students will attain a level of Intermediate Mid level of proficiency in Interpersonal Communication based on LinguaFolio Wisconsin./ACTFL Can do Statements. The Intermediate Mid level will be further divided into three subcategories to allow for the variety of backgrounds and abilities of each student.

In general, at the Intermediate Mid Level learners will be able to participate in conversations on familiar topics using sentences and series of sentences. They can handle short social interactions in everyday situations by asking and answering a variety of questions. They can say what they want to say about themselves and their everyday lives.

According to research conducted by the American Council on the Teaching of Foreign Languages, these targets are both attainable and rigorous. Students will have to demonstrate that they are capable of communicating in the language. Differentiation within the Intermediate Mid range can be distinguished by the 1 (70% of requirements met), 2 (80% of requirements met), or 3 (90% of requirements met). 90% of students should be within the Intermediate Mid range of proficiency as described above by the end of the course (two years of study).

Targeted Growth:

90% of selected students will show growth of one level

of distinction or more (Almost Meets Expectations,

Meets Expectations or Exceeds Expectations)

Interval:

This year-long course began on September 1st and will end on

May 30th. The duration of each class is 47 minutes and the

class is scheduled to meet 175 class days over the course of

the year, for a total of 137 hours of instruction, although

district testing and other events (snow days, athletic

tournaments, pep rallies, assemblies, etc.) will likely decrease

the overall instructional time.

Assessment/Evidence Source(s):

Students will self-assess themselves at the beginning, middle

and end of the evaluation period using LinguaFolio, Wisconsin

can do statements based on the ACTFL proficiency guidelines.

They will provide evidence using an online portfolio of

authentic assessments. A large part of these assessments will

be unit stamp sheets where students will have to prove they

can do various tasks and the teacher will verify achievement.

Assessment/Evidence Sources:

Students will be rated by the classroom teacher and an

outside Spanish teacher using the rubric Cuba City has

adopted to assess speaking tasks from Fairfax County Public

Schools.

Rubrics for assessment

LinguaFolio at Cuba City

Student Example

Strategies and Support (What methods or interventions will you use to support this objective?)

Students will be familiar with the LinguaFolio can do statements and submitting evidence into their portfolios. They will begin the year with a self-assessment and will conference with the teacher to develop strategies and create goals for the year. Activities will be targeted to help students improve in all areas, especially interpersonal communication. Daily practice with help students become more comfortable. Targeted areas will be increased vocabulary acquisition, practice with transitions, and increased use of a variety of tenses.

Strategies and Support:

Activities will be targeted to help students improve in all

communication. Daily practice will help students become more

comfortable. Areas of emphasis will be increased vocabulary,

practice with transitions, and increased use of a variety of

tenses with special attention to pronunciation. I will use

holistic rubrics to rate students as they practice so they can

identify strengths and weaknesses.

HAVE I WRITTEN A “QUALITY” SLO?

HOW DO I KNOW?

SLO Scoring Guide: http://ee.dpi.wi.gov/files/ee/pdf/SLO%20Process%20Guide.pdf

Other Resources:

o Ohio: http://education.ohio.gov/Topics/Ohio-s-New-Learning-Standards/Foreign-Language/SLO-Guidance-for-World-Language-Educators

o New Jersey: http://www.state.nj.us/education/aps/cccs/wl/StudentGrowth.pdf

Collaborate to design an SLO for YOUR

instruction.

What OPPORTUNITIES

might be presented by

the implementation of

the Educator

Effectiveness System?

Examine: Wisconsin Educator Effectiveness Project

Focus on: Educator Effectiveness for World Language Teachers

Consider: What is WORTH measuring? How do we know?

Prepare an SLO (step by step)

Identify helpful resources to help develop and evaluate your SLO

“We believe in the power of words, of dialogue and

empathy, of the spaces for action and human

connection that are opened when we share our

ideas and experiences on an even platform. It's

through this flow that preconceptions are

challenged, that lives are empowered, that

ancient politics of representation are disrupted

and ultimately dissolved. And it's in this that the

notions of respect and understanding are rooted.” o http://www.studentlanguageexchange.org