Slo writing workshop
Transcript of Slo writing workshop
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Recognition for our
Evaluation Volunteers
• Our outstanding veteran teachers who have
volunteered to take part in the process for
setting Student Learning Objectives.
• These professionals are a valuable asset to
the process as we learn how to refine it.
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Objectives
Gain a basic understanding of
student learning objectives (SLOs) and
the annual development process.
Participate in a SLO Writing Workshop.
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Student Learning Data
Regulation, Recommendations, Resources
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Student
Learning
Objectives (SLOs) are a
measurable, long-term,
academic goals informed
by available data that a
district, team of teachers,
or teacher sets at the
beginning of the year or
instructional period for all
students or for subgroups
of students.
Districts
are encouraged
to use SLOs as
measures
of a teacher or
administrator’s
students learning.
Student Learning Data Recommendation
STEP 2:
SLO Approval
Process
STEP 3:
Mid-Year Review
STEP 1:
Collect, Sort & Analyze
Data and Develop SLO
STEP 4:
Review &
Determine
Summative Rating
ANNUAL APPROACH TO SLOs
SLO Assessments
How are they selected?
Assessment Selection
Recommendations
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• Student Learning Objectives using• district existing assessments
• teacher teams for selection & target setting
(e.g. grade levels and subject areas)
• use assessment data for historical information
to establish baseline
• Pilot: One measure (version 1.0)
• Implementation: Two measures (version 2.0)
Assessment Inventories
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Assessment Quality Assurance Checklist
STEP 2:
SLO Approval
Process
STEP 3:
Mid-Year Review
STEP 1:
Collect, Sort & Analyze
Data and Develop SLO
STEP 4:
Review &
Determine
Summative Rating
ANNUAL APPROACH TO SLOs
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• Student Population
• Interval of Instruction
• Standard
• Assessment
• Baseline/Trend Data
• Student Targets
SLOs, what do they look like?
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Step 1: Collect, Sort & Analyze Data and Develop SLO
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Step 1: Collect, Sort & Analyze Data
and Develop SLO
Step 1: Collect, Sort & Analyze Data
and Develop SLO
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StudentsPreparedness
(High, Medium, Low)
Pre-
Assessment Target
Archie Low 15 60
Betty Low 20
Cassandra High 85 120
Clark Medium 55
Diana Medium 40
Forsythe Medium 60
Gordon Medium 40
Harley Medium 45
Jessica Medium 40
Logan Medium 55
Lois High 90
Preparedness Target
Low Increase
by 45 wpm
Medium Increase
by 40 wpm
High Increase
by 35 wpm
Using the Growth Targets established in the SLO, determine the growth target for each of the eleven students on the class roster.
Use Data to Choose Your Focus
Use baseline and/or trend data at the
beginning of the year to determine areas
where your students clearly need support
and growth.
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Selecting a Standard Focus for
Growth – Recommendations;
If you teach English/Language Arts, select 2 from the ELA Standards
If you teach Math, select 2 from the Math Standards
If you teach science, social studies, or other technical classes, select 1 from the Literacy Standards, and 1 from either the ELA Standards or Math Standards
http://www.eed.state.ak.us/akstandards/17
Your Baseline Data
What assessments would help you to get
your baseline data to measure student
growth against these standards?
What assessments would help you monitor
progress toward targets?
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STEP 2:
SLO Approval
Process
STEP 3:
Mid-Year Review
STEP 1:
Collect, Sort & Analyze
Data and Develop SLO
STEP 4:
Review & Determine
Summative Rating
ANNUAL APPROACH TO SLOs
Step 2: SLO Approval Process
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STEP 2:
SLO Approval
Process
STEP 3:
Mid-Year Review
STEP 1:
Collect, Sort & Analyze
Data and Develop SLO
STEP 4:
Review & Determine
Summative Rating
ANNUAL APPROACH TO SLOs
Step 3: Mid-Year Review
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Review Student Data
Collegial Conversation & Feedback: An essential step
Possible Summative if semester only.
Identify Any Needed Changes
Instructional practice, student support services, and professional development, possible reset of goals
“Feedback is essential for learning at the
individual, group, or organizational level.
It is feedback that can help people see
the discrepancy between what they think
they are doing and what they are
actually doing. It is feedback that can
interrupt the defensive reasoning or
routines that happen with individuals
and groups. It is feedback that allows
people to recognize and eliminate error
and thus allows learning to occur. It can
show people where new skills and
capabilities need to be developed and
lead to insights into ways to improve
work processes & practices.”
ON PROVIDING FEEDBACK…
Robert Hargrove
Masterful
Coaching
STEP 2:
SLO Approval
Process
STEP 3:
Mid-Year Review
STEP 1:
Collect, Sort & Analyze Data and
Develop SLO
STEP 4:
Review & Determine
Summative Rating
ANNUAL APPROACH TO SLOs
Step 4: Review & Determine
Summative Rating
StudentsPreparedness
(High, Medium, Low)
Pre-
Assessment Target Post-Assessment
Target
(Met/Not Met)
Attendance Threshold
(Met/Not Met)
Archie Low 15 60 55 N Y
Betty Low 20 65 66 Y Y
Cassandra High 85 120 100 N N
Clark Medium 55 95 96 Y
Diana Medium 40 80 83 Y
Forsythe Medium 60 100 97 Y
Gordon Medium 40 80 81 Y
Harley Medium 45 85 85 Y
Jessica Medium 40 80 82 Y
Logan Medium 55 95 102 Y
Lois High 90 125 130 Y25
Indicate if the target was met or not met; and score this SLO for Ms. Chalk (excluding any students that did not meet the attendance threshold requirements).
_______________ % of students meeting or exceeding their targets
Step 4: Review & Determine
Summative Rating
StudentsPreparedness
(High, Medium, Low)
Pre-
Assessment Target Post-Assessment
Target
(Met/Not Met)
Attendance Threshold
(Met/Not Met)
Archie Low 15 60 55 N Y
Betty Low 20 65 66 Y Y
Cassandra High 85 120 100 N N
Clark Medium 55 95 96 Y Y
Diana Medium 40 80 83 Y Y
Forsythe Medium 60 100 97 N Y
Gordon Medium 40 80 81 Y Y
Harley Medium 45 85 85 Y Y
Jessica Medium 40 80 82 Y Y
Logan Medium 55 95 102 Y Y
Lois High 90 125 130 Y Y
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Indicate if the target was met or not met; and score this SLO for Ms. Chalk (excluding any students that did not meet the attendance threshold requirements).
__80%_of students meeting or exceeding their targets
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__80%_ of students meeting or exceeding
their targets
Step 4: Review & Determine
Summative Rating
Ms. Chalk’s rating:
Exemplary Proficient Basic Unsatisfactory
SLO Targets How do you set them?
Target Setting Activity
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Common Target Setting Method
Individual Growth Targets
Minimum Rigor Target
Basic Growth Target
Banded/Range-based/Tiered
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Individual Growth Targets
Each student has an individual target based on individual baseline academic performance and other background information.
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Method #1: Individual GrowthStudent Baseline Target Actual Meet Target
(Y/N)
A 30 65 81
B 52 70 58
C 60 85 94
D 48 70 77
E 62 80 80
F 20 65 62
G 54 74 92
H 32 52 87
I 12 32 58
J 28 48 70
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Method #1: Individual GrowthStudent Baseline Target Actual Meet Target
(Y/N)
A 30 65 81 Y
B 52 70 58 N
C 60 85 94 Y
D 48 70 77 Y
E 62 80 80 Y
F 20 65 62 N
G 54 74 92 Y
H 32 52 87 Y
I 12 32 58 Y
J 28 48 70 Y
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Method #2: Class-wide Minimum Rigor Target
All students have a minimum rigor target for what would reflect the “Meets” level of performance.
Example: All my students will score 70 of 100 on the post assessment.
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Method #2: Class-wide Minimum Rigor Target
Student Baseline Target Actual Meet Target
(Y/N)
A 30 70 81 Y
B 52 70 58 N
C 60 70 94 Y
D 48 70 77 Y
E 62 70 80 Y
F 20 70 62 N
G 54 70 92 Y
H 32 70 87 Y
I 12 70 58 N
J 28 70 70 Y
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Method #3: Basic Growth Target
All students have the same growth target.
Example: All of my students will grow by 30 points by the end of the instructional period.
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Method #3: Basic Growth TargetStudent Baseline Target Actual Meet Target
(Y/N)
A 30 60 81 Y
B 52 82 58 N
C 60 90 94 Y
D 48 78 77 N
E 62 92 80 N
F 20 50 62 Y
G 54 84 92 Y
H 32 62 87 Y
I 12 42 58 Y
J 28 58 70 Y
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Method #4: Banded/Range-based/Tiered
Group students together based on their pre-assessment scores.
Divide students into three or more categories (low, medium, high).
Set target for each of the categories.
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Baseline Ranges and Targets
Ranges on Baseline Targets
0-15 65
16-40 70
41-50 75
51+ 80
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Method #4: Banded/Range-based/Tiered
Student Baseline Target Actual Meet Target
(Y/N)
A 30 70 81
B 52 80 58
C 60 80 94
D 48 75 77
E 62 80
F 20 62
G 54 92
H 32 87
I 12 58
J 28 70
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Student Baseline Target Actual Meet Target
(Y/N)
A 30 70 81 Y
B 52 80 58 N
C 60 80 94 Y
D 48 75 77 Y
E 62 80 80 Y
F 20 70 62 N
G 54 80 92 Y
H 32 70 87 Y
I 12 65 58 N
J 28 70 70 Y
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Method #4: Banded/Range-based/Tiered
Target Setting Matching Activity
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5. Not a growth target
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Indicate on your handout which target setting method
each of the provided target statements represent:
1. Individual Growth
2. Class-wide Minimum Rigor
3. Basic Growth
4. Banded/Range-based/Tiered
5. Not a Growth Target
Which target setting methods make sense for your
situation? Why?
To Review
Many things should be considered when setting targets.
Various target-setting models are available and should be purposefully selected.
The “I noticed…” and the “I wonder…” conversations provides the opportunity for reflections that can lead to more meaningful support and professional learning.
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Where can I find more
information?
Resources
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