49
EDUCATOR EFFECTIVENESS: STUDENT LEARNING OBJECTIVES FUNDAMENTALS Julee Dredske, Curriculum Specialist, CESA 5 http://educatoreffectiveness.pbworks.com
EDUCATOR EFFECTIVENESS:
STUDENT LEARNING
OBJECTIVES FUNDAMENTALS
Julee Dredske, Curriculum Specialist, CESA 5
http://educatoreffectiveness.pbworks.com
Welcome and Introductions
1 2 3 4 5
http://educatoreffectiveness.pbworks.com
Agenda: Part 1: SLO Fundamentals
Part 2: Assessment Literacy
Part 3: Writing a High Quality SLO
Part 4: 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
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?
SLO Fundamentals
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:
System Balance:
50% on effective practice in the classroom
50% will be based on student outcomes.
10
Practices
Score: 4, 3, 2, or 1
Outcomes
Score: 4, 3, 2, 1
Educator Practices
Standards and Indicators
•Observations
•Surveys
•Professional Practices Goal (Self
– Assessment)
•Artifacts
SUMMATIVE YEAR SCORED
Student Outcomes
•SLO Process - 95%
•Graduation Rate (HS) OR
Reading (EL. / MS) 5%
3 SLO’s over 3 Year Cycle
SUMMATIVE YEAR SCORED
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 middle-
school 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
Step 1:
Prepare SLO
Step 2:
SLO Approved in
Summative Year
Step 3:
Collect Evidence
Step 4:
Review and Score
Ap
prove
d
No
t
Ap
prove
d
Simplified SLO Timeline
Beginning of Year
Approved by 10/31
Throughout the Year
Mid point check
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 pre-
assessment 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.
Step 1:
Prepare SLO
Step 2:
SLO Approved in
Summative Year
Step 3:
Collect Evidence
Step 4:
Review and Score
Ap
prove
d
No
t A
pp
rove
d
The SLO Process: Key Decision Points
and Flexibility/Structure
Assessment Selection
Target Setting
Scoring Process
Areas for Possible
Standardization
EEP
Educator Effectiveness Plan
PPG
Professional Practice Goal
SLO
Student Learning Objective
SLO
Student Learning 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 SLO
What is your intended outcome?
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?
Part A: Description
Part B: Goal Statement
Reflection & Part C: Rationale
Part B: Goal Statement
How is a SLO like a PDP?
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?
Part D: Plan for Assessing
Part E: Action Plan
Part E: Action Plan
Part B: Goal Statement
Like a PDP goal on STEROIDS
Standards, Standards, Standards
Topic 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
31
Comparison of PDP and SLO
PDP
Broad
Portable
WES
You Determine
Behaviors & Academics
3-5 years
SLO
Specific
Unique
InTASC
Others Influence
Academics
Sem/year
DATA
COMPONENTS
EEP
Educator Effectiveness Plan
PPG
Professional Practice Goal
PDP
“I will”
(your professional growth)
SLO
Student Learning Objective
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
PLC Team Goals
Individual Goals
YES!
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?
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.
5th Grade Teacher SLO Principal SLO
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?
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
The Value of SLOs
What did you learn?
Take the SLO Fundamentals: POST ASSESSMENT
Still smiling? Good!
