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OverviewDianna Tyler, ESA605-367-4680dianna.tyler@edec.org

Student Learning Objective

s

+What have we gotten into this time?Grass isn’t always greener (Just a little history)

Hard work = results

Learn from others’ and your mistakes

What’s the most important…?

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+Multiple Measures of Teacher Effectiveness

• Domain 1• Domain 2• Domain 3• Domain 4

Professional Practice

• Learning Targets• Assessment DataStudent

Growth

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=SD Teacher Effectivenes

s System

+Important to Know…

All measures are supported by evidence and artifacts!!

+Why use SLO’s?

Focus on student results

Explicitly connect teaching and learning

Improve instructional practices

Tool for school improvement

+Using SLOs to Measure Student GrowthFour Step Process

1. Develop Student Learning Targets

2. SLO Approval by Evaluator3. Ongoing Communication4. Prepare for Summative

Conference

+Our Focus Today

Step 1: Develop Student Learning Objectives

- This morning (overview of the pilot program)

- This afternoon – learn about and create SLOs

+Student Growth - Definition

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.

+Student Learning Objective- Definition

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. SLTs are aligned to applicable Common Core, state or national standards, and typically also reflect school or district priorities.

+Four Questions to Consider1. What do I want my students to

know and be able to do?Identify the core concepts and standards

2. Where are my students starting?Gather then analyze data to determine how well prepared students are to learn core concepts and standards

+Four Questions to Consider3. What assessments are available?

Select or develop an appropriate assessment to measure student learning and growth.

4. What can I expect my students to achieve?

Leads to the development of student growth targets with a strong rationale supporting why the targets are appropriate.

+ Student Growth Process

Step 1:Determine

needs

Step 2:Collaborate

with administration to create

specific learning

targets based on pre-

assessment

Step 3:Create and implement

teaching and learning

strategies

Step 4:Monitor student progress through ongoing

formative assessment

Step 5:Determine whether students

achieved the goal(s) for

target

SD Step 1: Developing Student Learning Objectives SD Step 2: Administrative

Approval

SD Step 3: On going communication

SD Step 4:SummativeConference

+ Student Growth Process

S D Steps

Domain(s) from Danielson Framework

Content 1 Domain 1. Planning and Preparation

Context 1 Domain 1. Planning and Preparation

Baseline Data 1 Domain 1. Planning and Preparation

Student Learning Objective Statement

2 Domain 4. Professional Responsibilities

Instructional Strategies

3 Domain 1. Planning and PreparationDomain 3. Instruction

Monitoring SLT Acquisition

3 Domain 1. Planning and PreparationDomain 3. Instruction

Determining SLT Acquisition

4 Domain 4. Professional Responsibilities

+Determine the Need

You must get the needs assessment correct to get the goal correct.

The needs assessment must generate relevant student data.

Selected assessments must produce comparable data at beginning and ending of year/course.

+ The SMART Process A Format for Developing SLTs

SSpecific- The

goal addresses student needs

within the content.

The goal is focused on a specific area

of need.

MMeasurable- An

appropriate instrument or

measure is selected to

assess the goal.

The goal is measurable and uses an appropriate instrument.

AAppropriate- The goal is

clearly related to the role and responsibilities of the teacher.

The goal is standards-based and

directly related to the subject and students

that the teacher teaches.

RRealistic- The

goal is attainable.

The goal is doable, but

rigorous and stretches the outer bounds

of what is attainable.

TTime-bound- The goal is

contained to a single school year/course.

The goal is bound by a

timeline that is definitive

and allows for determining

goal attainment.

+(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, orLevel of the standard.

+(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 target.

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.

+Beyond SMART…

The goal addresses growth for ALL students in the classroom.

Comparable across classroomsMeasuresGoals (rigor)

+SMART SLO for Student GrowthChecklist for Goal Quality

Appropriate needs assessment?

Specific?

Measurable?

Appropriate?

Realistic/Rigorous?

Time-bound?

Includes all student?

Comparable across classrooms?

Context:

Elementary Art

Baseline data show that less than 1% of my students met the benchmark (80% score) on the art assessment developed by the district.

Two students out of the 90 met the benchmark. These two students have been taking art lessons outside of school.

SMART Goal:

By the end of the current school year, at least 80% of my students will meet or exceed the benchmark for art assessment.

+ How SMART is this SLO? Specific? yes

Measurable? yes, based on pre and post assessments

Appropriate? it is in the teacher’s realm of control

Realistic?

Time-bound? by end of school year

Standards based? assume the dist. assessment is standards based

+How SMART is this SLO? Rigorous? Yes, if 80% stretches the outer bounds of

attainable

Appropriate assessment? if the district assessment is based on state or national standards

Data between 2 points in time? not stated, but probably understood that baseline was set in beginning of year

Comparable across classrooms? district assessment ensures comparable assessment, but not sure if goal is comparable across classrooms.

Includes all students? all students are included in the assessment, but the two students already at benchmark are not addressed and there is no growth expectation for the other 20%.

+Original SMART SLO:

By the end of the current school year, at least 80% of my students will meet or exceed the benchmark for art assessment.

Revised SMART SLO:

By the end of the current school year, all of my students will show growth and at least 80% of my students will meet or exceed the benchmark for art on the district developed assessment.

+How do I get a student growth score?

+By the end of the current school year, all of my students will show growth and at least 80% of my students will meet or exceed the benchmark for art on the district developed assessment.

+Let’s try this again…

+SMART SLO for Measuring Student Growth

Checklist for Goal Quality

Appropriate needs assessment?

Specific?

Measurable?

Appropriate?

Realistic/Rigorous?

Time-bound?

Includes all student?

Comparable across classrooms?

Context:

4th Grade Reading

STAR data reveals that 58% of students are reading on or above grade level.

SMART Goal:

For the current school year, all of my students will be reading on or above grade level by the end of the school year as measured by the STAR assessment.

+How SMART is this SLO? Specific? yes

Measurable? yes, based on pre and post assessments

Appropriate? it is in the teacher’s realm of control

Realistic? Highly unlikely, but dependent on the pre-assessment data of the other 42% of students

Time-bound? by end of school year

Standards based? STAR is standards based

Rigorous? add a stretch goal for the 58% who are already at grade level

Appropriate assessment? yes

Data between 2 points in time? yes, beginning and ending STAR assessments are referenced

Comparable across classrooms? district assessment

Includes all students? all students are measured, but there is no growth expectation for the 58% already at grade level

+Original SMART SLO:

For the current school year, all of my students will be reading on or above grade level by the end of the school year as measured by the STAR assessment.

Revised SMART SLO:

For the current school year, all 90% of my students will be reading on or above grade level by the end of the school year as measured by the STAR assessment, and all students will show at least one year’s growth.

+Score related to 90%

+Options for establishing

SLOs Can set uniform

SLOs for the whole class

Can establish multiple, differentiated targets based on students’ initial mastery of the content standard

Can be individualized to a specific teaching assignment

Can be established collaboratively by a PLC

Can be structured to conform to school or district goals

+How many SLOs do I

need?In the pilot year, teachers can start with just one SLOTo think about for the future. . .

Elementary teachersSecondary teachersK-12 teachersTeachers with multiple preps

+What is the timeline for writing, incorporating, and assessing SLOs?

School calendar

Course length

Knowledge of students

Scope of SLT

Recommendation to wrap up post-assessments by end of April.

+Assessing SLOsDo I need to use the same pre/post test?

NoCan use multiple measures to gather data

Does it have to be a test?NoRubricsPerformance assessmentsPresentationsSamples of student work

+Common State Assessments

Assessments that are pre-approved and mandated for use state-wide OR assessments that are purchased and used across multiple districts.

Common District Assessments

Assessments that are pre-approved and used in many classrooms in multiple schools in a district.

Common School Assessments

Assessments that are mandated or optional for use school-wide.

Classroom Assessments

Assessments used by a single teacher for a particular course.

+Common State Assessments

Assessments that are pre-approved and/or mandated for use state-wide OR assessments that are purchased and used across multiple districts.

Smarter BalanceSDAPNCRCEOCWrite to LearnDIBELSAP ExamsSTARS reading/mathMAPSAIMSACT (SDMyLife practice exams and quizzes)CTE contests/judging

Common District Assessments

Assessments that are pre-approved and used in many classrooms in multiple schools in a district.

DIBELSSTARSMAPSAIMSDistrict created/purchasedPublisher materials

+Assessing SLOs

Common School Assessments

Assessments that are mandated or optional for use school-wide.

•Exams written by the science teachers and used in all chemistry courses. •Publisher materials

Classroom Assessments

Assessments used by a single teacher for a particular course.

Individual teacher created assessments for use in a single course.

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+ Student Growth Process

Step 1:Determine

needs

Step 2:Collaborate

with administration to create

specific learning

targets based on pre-

assessment

Step 3:Create and implement

teaching and learning

strategies

Step 4:Monitor student progress through ongoing

formative assessment

Step 5:Determine whether students

achieved the goal(s) for

target

SD Step 1: Developing Student Learning Objectives SD Step 2: Administrative

Approval

SD Step 3: On going communication

SD Step 4:SummativeConference

+Teacher Learning ObjectiveFor the current break time,

all teachers will make measurable progress in taking a break and relocating refreshed and ready to write SLOs!