Student/School Learning Objectives
An Overview of the WI Educator Effectiveness process for developing Student/School Learning Objectives.
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Connector
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Can you do the following in the context of your specific job as teacher?
1) Identify what students are supposed to know and be able to do intheir time with you as building leader or classroom leader?
2) Assess where they are in their baseline abilities as they relate to those skills?
3) Assess their periodic growth over the time they are with you?
OUTCOMESParticipants will:
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•Understand the relationship of the SLO to thelarger system of Educator Effectiveness
•Understand the key components of a quality SLO
• Practice writing SLOs
If we are truly going to transform our schools into places where each and every student is meeting and exceeding standards, we will first need to shift our thinking to focus on the results that we want.
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Conzemius &ONeill (2006)
The Educator Effectiveness System
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50%
2013-14 Principal Outcome Measures
22.5%
22.5%
50%
State Assessment Growth
Student Learning Objectives
Schoolwide Reading Growth/Graduation Rates District Choice
Principal Practice
2.5%2.5%6
2013-14 Teacher Outcome Measures
45%50%
Student Learning Objectives
Schoolwide Reading Growth/Graduation RatesDistrict Choice
Teacher Practice
2.5%2.5%7
• All educators must develop 2 SLOs annually for a maximum of 6 SLOs in a rating year.
REQUIRED NUMBER OF SLOS
SLO #1
So that….
Student Outcomes
So that….
Student Outcomes
SLO #2
• PPGs are also required annually.• PPG = Professional Practice Goal
aligned to the SLO.
REQUIRED NUMBER OF SLOS
Instructional Practice
I will….
PPG
Goal AlignmentEducator Evaluation
Plan (EEP)
PDP(Licensure)
Instructional Practice
I will….
PPGSLO
So that….
Student Outcomes
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Turn and Talk
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• Turn to your table mates and talk about what you just learned related to the educator effectiveness system and the SLO process.
• What questions do you have so far?
Definition of SLO
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Student/School Learning Objectives (SLO) aredetailed, measurable goals for student academic growth
to be achieved in a specific period of time (typically an academic year), based on prior student learning data, and
developed collaboratively by educators and their evaluators.*
* The process should also include colleagues, coaches, and peers in the development and review of SLOs, particularly in formative evaluation years.
Dual Meaning of the Term SLO
1. PRINCIPALS - School Learning ObjectivesGoals established by the building principal, but are focused at theschool level
2. TEACHERS- Student Learning ObjectivesAcademic growth or attainment goals for entire classrooms or atargeted population within a classroom/grade level
Established by individual teachers or teams of teachers
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Sample Student /School Learning ObjectiveStudent Learning Objective
(Teacher):
By May 2014, 80% of my students
who scored below proficiency on the district writing assessment administered in the fall
will increase their scores to the proficient level
as measured by the district writing assessment rubric in the spring.
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School Learning Objective (Principal):
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
as measured by the district writing assessment rubric in the spring.
THE SLO Process Step 1:Review Data and Prepare
SLO
Step 2:Review and Approve SLO
Step 3:Collect Evidence and
Conduct Mid-Year Review
Step 4:Review and Score
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Pre-Steps
• What content (knowledge, skills or understandings) do you want to assess as a baseline?
• What assessment process will you use to measure this content?
Step 1:Review Data and Prepare
SLO
Step 2:Review and Approve SLO
Step 3: Collect Evidence and
Conduct Mid-Year Review
Step 4: Review and Score
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Review student baseline data and evidence to identify needs and targetpopulations.
For teachers, student data could include prior year assessments, portfolios of work, pre-tests, etc.
Based on student needs, set student growth targets and select an assessment or evidence source that will be used to measure growth.
Final evidence sources can include nationally-normed assessments, district common assessments, teacher developed assessments, rubrics used to score student work, etc. Final evidence should not include WKCE/Smarter Balanced.
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SLO Step 1
Step 2:Review and Approve SLO
Step 3:Collect Evidence and
Conduct Mid-Year Review
Step 4:Review and Score
Step 1:Review Data and
Prepare SLO
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Educators submit SLOs to theirevaluator.
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Evaluators approve SLOs or recommend revisions.
Evaluators should work with educators to review and revise the SLO if needed (coaching conversations).
SLO Step 2
Step 1:
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Review Data and Prepare SLO
Step 2:Review and Approve SLO
Step 3:Collect Evidence and
Conduct Mid-Year Review
Step 4:Review and Score
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Educators collect evidence of student progress toward meeting SLO goals.
Educators and their evaluator will conduct a mid-year review to assess student progress toward meeting SLO goals.
Adjustments to goal only if evidence warrants adjustment. Use caution. Examples: chronic absence, transient target population.
SLO Step 3
At the end of the SLO cycle, educators submit final assessment results and evidence or other SLO documentation to their evaluator.
Evaluators review SLO results and assign a final score or rating using a rubric.
Evaluators discuss the results with educators during an end of year conference.
Use results to inform goals and professional development for the following school year.
Review Data and Prepare SLO
Step 2:Review and Approve SLO
Step 3: Collect Evidence and
Conduct Mid-Year Review
Step 4:Review and Score
Step 1:
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SLO Step 4
Introduction to Student Learning Objectives
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What are you already doing to set goals
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around student academic growth?
• Which of these practices do you already engage in?
• What might you need to do to ready yourself, your team, and your building for these practices?
SLO Resources• DPI Website:
http://ee.dpi.wi.gov/
• LiveBinder Resources: http://www.livebinders.com/play/play?id=950308&backurl=/shelf/my
• SLO Guidebook: http://www.livebinders.com/play/play?id=950308&backurl=/shelf/my#anchor
• SLO Info Brief: http://ee.dpi.wi.gov/files/ee/pdf/IB3_SLOs.pdf
SLOs are SMART Goals
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• SpecificGoal is focused on specific and key areas of need
• MeasurableAn appropriate evidence source is identified
• AttainableThe goal is within the teacher’s control
• Results-basedProgress toward the goal can be monitored
• Time-boundThere is a clear deadline for the goal
How SMART is this goal?
Teacher A – Second GradeDuring this school year, my students will improve on
word knowledge and decoding, and readingcomprehension.
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Reviewing Teacher A’s SMART Goal
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Aspect of the Goal Statement
Yes or No Recommendations?
Specific No- the goal is very broad
Measurable No- the goal does not state how it will be measured
Attainable No- because there is no specific area identified or measurement tool, it is difficult to say if it is attainable
Results-based No- what will be the indicator of student growth?
Time-bound Yes- identified the current school year as the time interval
Revising Teacher A’s GoalOriginal Goal:During this school year, my students will improve on word knowledge and decoding, and reading comprehension.
Revised Goal:By May, students who are below grade level in reading comprehension will increase their instructional reading level by 1.5 years as demonstrated by their Fountas and Pinnell Benchmark Assessment level.
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How SMART is this goal?
Teacher B – Elementary Physical Education
100% of third graders who had not met benchmark by the end of 2nd grade will demonstrate proficiency locomotor skills as described on level 3 of the standards-based observational assessment rubric (rubric attached) (Standard 1).
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Reviewing Teacher B’s SMART Goal
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Aspect of the Goal Statement
Yes or No Recommendations?
Specific Yes-the population of students and the areas of physical fitness are identified
Measurable Yes- although a preassessment would need to establish baseline
Attainable ???- probably not, as proficiency might not be a realisitic goal forall students depending on individual needs.
Results-based Yes- it is focused on student growth aligned to PE standards.
Time-bound No- the interval is not indicated in the goal statement.
Revising Teacher B’s Goal
Original Goal:100% of third graders who had not met benchmark by the end of 2nd grade will demonstrate proficiency locomotor skills as described on level 3 of the standards-based observational assessment rubric (rubric attached) (Standard 1).
Revised Goal:By the end of March 2015, 90% of the 44% of third graders who had not met benchmark by the end of 2nd grade will demonstrate proficiency on 5 out of 7 locomotor skills as described on level 3 of the standards-based observational assessment rubric (rubric attached) (Standard 1).
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SLO Planning Template
Use this template to plan your SLO.
You will enter it in Teachscape eventually.
Fine Arts Samples
• DPI link
• https://sites.google.com/a/dpi.wi.gov/fineartspd/slo-arts
Beginning of Year
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90% of SLO work takes place during the beginning of the year.
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Step 1:Review Data and Prepare
SLO
Step 2:Review and Approve SLO
Step 3:Collect Evidence and
Conduct Mid-Year Review
Step 4:Review and Score
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Pre-Steps• What content (knowledge,
skills or understandings) do you want to assess as a baseline?
• What assessment process will you use to measure this content?
SLO Planning Template
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SMART Goal
Key Characteristics of SLO PlansBaseline Data and RationaleWhy did you choose this objective and what sources of data did you examine?
Learning ContentWhich content standard(s) and/or skills does the objective address? (e.g., Common Core)
PopulationWhich students are included in this objective?
IntervalWhat timeframe is involved? (typically year-long)
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Evidence SourcesHow will you measure the objective?
Targeted Growth/AttainmentWhat is your goal for studentgrowth/attainment?
Strategies/Instructional PracticesWhat methods or interventions will you use to support this SLO? Identify related Domains and Components.
SupportWhat instructional support or professional development is necessary to accomplish this SLO?
Group SLO Practice• Task #1 – SLO SMART Goal• Task #2 – SLO Planning
Template
TASK #1:SLO Activity-Write an SLO SMART Goal
1.Organize with a partner or in a small group.
2. Discuss and select an assessment to be used as a baseline assessment (pre-steps).
3. Determine how you would analyze the data from the assessment.
4. Determine how you would select students for the SLO target.
5. Write a SMART SLO goal statement together using this assessment.
6. Write the sample SLO on chart paper to share.
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TASK #2: Practice completing the SLO Planning Template
• After writing the SLO SMART goal statement
• Try completing the entire planning template – either individually or as a group
Bring Back to Share
• Chart paper with SMART goal
• Your SLO Planning Template
SLO Review Carousel
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Walk around the room and review the SLOs.
Write comments on post-it notes and attach them tothe chart paper. Consider:
• Does the SLO follow SMART goal criteria?
• What feedback might you provide to strengthen the SLO?
Consider how you would Revise the SLO
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SLO Selection/Approval Rubric/Guide
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Rubric Reflection
With a partner, use the rubric to review the SLO template.
How does this approval rubric guide the development of an SLO?
Additional SLO Resources
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Educator Effectiveness Website:http://ee.dpi.wi.gov/
SLO Information Brief:http://ee.dpi.wi.gov/files/ee/pdf/IB3_SLOs.pdf
Live Binder SLO Toolkit:http://bit.ly/170d4sU
SLO Repository:http://bit.ly/1dmJ0us
Fine Arts Exampleshttps://sites.google.com/a/dpi.wi.gov/fineartspd/slo-arts
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