Presentation is loading. Please wait.

Presentation is loading. Please wait.

Introduction to Student Learning Objectives (SLOs)

Similar presentations

Presentation on theme: "Introduction to Student Learning Objectives (SLOs)"— Presentation transcript:

1 Introduction to Student Learning Objectives (SLOs)
Teacher Training Module 1

2 Outcomes Understand the use of SLOs as a student growth measure.
Identify key tasks associated with the development and implementation of SLOs. Identify the components of a high quality SLO. Begin planning for the development of a SLO for use within your evaluation.

3 SLOs within Expanded ADEPT Support and Evaluation System

4 Expanded ADEPT System Purpose
To provide ongoing feedback to educators to inform professional growth and development and improve teaching and learning.

5 Major Shifts Isolation to collaboration
Management to Instructional Leadership Highly Qualified to Highly Effective Practice to Outcomes

6 Expanded ADEPT Support and Evaluation System
Multiple Measures - no one component 100% Student Growth a significant factor State Model: Matrix Student Growth  20% District Choice is optional Test Scores – ESEA-required ELA and Math 4-8 SLOs an option for all teachers 4 levels

7 Summative Rating Decision Matrix
South Carolina Teacher Evaluation Summative Rating Decision Matrix Student Growth Unsatisfactory Needs Improvement Proficient Exemplary Professional Practice Needs Improvement

8 Growth vs Proficiency

9 Student Growth Measures
Growth measures are based on, and determined by, the academic growth students make during an interval of instruction. Two methods of collecting student growth measures: Statewide Test-Score-Based Measures Student Learning Objectives as a vehicle for organizing data on assessment measures (could include statewide test-score-based measures within the SLO).

10 Measuring Student Growth
All teachers should calculate student growth in as good teaching practice and as required by the ESEA waiver. :* Measured using some combination of the following: ESEA Test Scores when required Alternative Measures recorded within SLOs (which may include the ESEA test score measure) In all circumstances, student growth measures must incorporate ESEA test scores in required grades and subjects. (*Phase-in being requested. No guarantee.)

11 Definition of SLO Academic growth goals a teacher sets for students.
Data-based, standards-based. Individual or team-based. Collaborative development and monitoring.

12 Types of SLOs Individual: Teacher develops a goal unique to his/her context. Teacher is responsible for his/her own outcomes. Team: Teachers have the same SLO objective, but each are responsible for his/her own students’ outcomes. Student target population, data, outcomes and score unique to each individual teacher.

13 Approaches to SLOs Class: Course:
HS: (2) sections of Art History and (2) Pottery classes Student population comes from one section of one subject. All students are included in the student population. Course: HS: Student population comes from both sections of Art History.

14 Approaches to Growth Targets
Targeted: Sub population(s) of students are the focus of the SLO goal. Appropriate for course approach as a second SLO when the first includes all students. Tiered: All students included at varying degrees of expected growth. Appropriate for class, course approach, e.g., Tier 1: 5 Advanced Students: Goal is final assessment score of 90 or above, plus in-depth project. Tier 2: 15 Basic Students: Goal is final assessment score of 80 or above. Tier 3: 4 Below Basic Students: Goal is final assessment score of 75 or above.

15 Approaches to Growth Targets
Individualized: Appropriate for class or course-based SLOs. Individualized growth targets based on previous performance and expectations. Student A will show a 27+ pt. growth. Student B will show a 38+ pt. growth. Student C will show a 22+ pt. growth.

16 SLO Business Rules for SC
District Business Rules Will Vary

17 Suggested Parameters Teacher must be present in assignment for 85% of the teaching interval for SLO “Student Growth” to apply. Students included in the SLO population must be present for 75% of the SLO interval to be factored into the score. The focus of the goal must be academic (not behavioral) in nature. IEP goals can inform, but not be used as, SLO goals.

18 Suggested Parameters SLO Approved by building principal or designee (trained evaluator). Three required conferences: Preliminary Conference (Principal – Designee Approval). Mid-Course Conference. Summative Conference (Principal – Designee Score).

19 Suggested Parameters Minimum of six students.
Subject to district business rules, principals can determine whether teachers with fewer than 6 students are required to write SLOs or whether they are exempt. Recommended: selecting the class/course with the greatest number of students. Recommended: elementary teachers’ selecting reading/literacy or math as the focus.

20 District Flexibility Spectrum
District Standardization Teacher Autonomy

21 District Level Decisions
Content Alignment Assessments Growth Targets Scoring Rubric

22 What are SLOs? Product and Process

23 Product The Anatomy of a SLO
Objective- The goal statement. Identifies content; focused enough that it is measurable. Student Population- Specific population targeted by the SLO; includes information about student learning. Teacher Professional Growth and Development (and Action Research): SC specific component. Content/Standards/Interval of Instruction- Specifies time period of instruction, and demonstrates content standard alignment. Assessment- Describes which assessment(s) and grading procedures will be used and why they are appropriate. Progress Monitoring- Describes type and frequency of interim assessments to measure student progress. Baseline and Trend Data- Describes students’ baseline knowledge for learning and patterns in data. Instructional Strategies- Describes research-based instructional strategies that will be used during interval. Growth Targets- Describes teacher’s expectations for student growth at end of interval; tiered for all students. Rationale- Explains how growth targets and student population were determined.

24 SC SLO Template- A Case Study
Ms. Smith – Grade 9 Physical Science

25 SLOs Promote Collaboration (among teachers and teachers/administration/support staff). Teachers’ enhanced capacity for data driven instruction. Clear connection between curriculum, assessment, and student data. A process of measuring student growth outcomes. Teacher input and ownership in his/her evaluation.

26 Process: The SLO Cycle SLO Development
Preliminary Conference- SLO Approval Mid-Course Conference Final Review and Score Summative Conference and Reflection

27 Preliminary Conference- SLO Approval
SLO Development Preliminary Conference- SLO Approval Mid-Course Conference Final Review and Score Summative Conference and Reflection

28 Baseline Assessment and Trend Data Activity

29 Activity Part I: Analyzing Baseline Data
Are there clear groups of students? If so, what are they? What students are included in each grouping? How would you describe the performance of each grouping? Are there any students that are not easily assigned to a group?




33 Baseline Data Analysis Process
A Baseline Assessment is administered at the beginning of the SLO interval. The Baseline Assessment should be aligned to the content standards addressed in the SLO, and be aligned to the post assessment. Baseline Assessment can be a performance assessment using a teacher-created rubric. Baseline Data should: Describe students in terms of groups. Describe student performance over time. Inform growth targets. Inform instructional strategies.

34 Benchmark Assessments
Graphics courtesy of WI Department of Public Instruction

35 Historical/Trend Data Analysis
Trend data and other student data helps educators determine how much growth each student is likely to make Identify and gather trend data: Test scores from prior years (any available). Current and past grades. Formative assessment data from this year and previous years, including running records. Reading and math conferences. Data to inform the student population section, such as attendance records or 504 plans. Results from diagnostic assessments.

36 Historical/Trend Data
Student 1st Grade Fall MAP Reading RIT Score 1st Grade Winter MAP Reading RIT Score 1st Grade Spring MAP Reading RIT Score 2nd Grade Fall MAP Reading 1 166 (67th percentile) 177 (68th percentile) 185 (72nd percentile) 182 (65th percentile) 2 147 (16th percentile) 160 (22nd percentile) 171 (34th percentile) 165 (25th percentile) 3 187 (98th percentile) 190 (93rd percentile) 201 (95th percentile) 206 (97th percentile) 4 148 (18th percentile) 159 (20th percentile) 162 (16th percentile) 158 (13th percentile) 5 168 (73rd percentile) 181 (78th percentile) 189 (80th percentile) 188 (78th percentile) 6 154 (32nd percentile) 165 (33rd percentile) 170 (33rd percentile) 167 (29th percentile) 7 167 (71st percentile) 177 (69th percentile) 187 (76th percentile) 186 (75th percentile) 8 161 (54th percentile) 171 (52nd percentile) 177 (51st percentile) 9 173 (84th percentile) 185 (85th percentile) 190 (82nd percentile) 192 (86th percentile) 10 151 (24th percentile) 160 (16th percentile)

37 Historical/ Trend Data

38 Activity Part III: Setting Growth Targets
Baseline Performance Level Growth Target Below Proficiency At Proficiency Above Proficiency + 15 points or more + 7 points or more + 2 points or more Demonstrates ability to transfer skills to authentic situations

39 Refining Growth Targets
Set initial growth targets What growth have students made in previous years? What is the minimum score at which students can be “proficient”? Does the initial growth target allow students to make meaningful progress toward proficiency? Adjust growth targets Are there contextual factors that are likely to affect students’ growth in positive or negative ways? Are these factors reflected in students’ previous growth or are they new? What growth have students with similar factors made in the past? Review targets Are these targets rigorous and attainable? Record results Future trend data.

40 SLO Approval: Preliminary Conference
SLO Development Preliminary Conference- SLO Approval Mid-Course Conference Final Review and Score Summative Conference and Reflection When? Prior to start of SLO interval. Who? Final approval is issued by the building principal.

41 SLO Quality Review The Center for Assessment Rubric for Rating SLO Quality Tool is designed to: Provide teachers, principals/evaluators, and district administration guidance for evaluating SLOs Ensures SLO meets “acceptable quality” JThompson, Center for Assessment SLO Toolkit (2013)

42 Rubric for Rating SLO Quality Tool
Focuses on three main components of the SLO: Learning Goal Targets Assessments and Scoring

43 Reviewing SLOs

44 Reviewer Comments

45 Implementation of the SLO
Begins after approval and lasts the duration of time the teacher is leading instruction. Implementation includes regular review of data to determine progress and adjust instruction accordingly. Evidence is collected throughout the interval to include assessment results and other evidence of student learning.

46 Assessment and Evidence: Monitoring Progress
Graphics courtesy of WI Department of Public Instruction

47 Assessment and Evidence: Monitoring Progress
Graphics courtesy of WI Department of Public Instruction

48 Preliminary Conference- SLO Approval Mid-Course Conference
SLO Development Preliminary Conference- SLO Approval Mid-Course Conference Final Review and Score Summative Conference and Reflection

49 SLO Scoring Each Student Learning Objective, upon review of the evaluator(s), will be given a rating. The ratings are based on the percentage of students that have met their growth goals based upon the rubric agreed upon at the beginning conference and any mid-course conference adjustments.

50 Preliminary Conference- SLO Approval Mid-Course Conference
SLO Development Preliminary Conference- SLO Approval Mid-Course Conference Final Review and Score Summative Conference and Reflection

51 Scoring Rubric Example
SLO Rating Percentage of Attainment Unsatisfactory 50% or fewer students met growth goal. Needs Improvement 51 -99% of students met growth goal. Proficient All students met growth goal. Exemplary All students met growth goal; 25% of students exceeded goal.

52 Summative Conference and Reflection
SLO Development SLO Approval Midcourse check in Final Review and Score Summative Conference and Reflection

53 Teacher Next Steps Consider sources for assessment and evidence.
Develop assessments for use with SLOs. Consider your context and any unique considerations associated with writing SLOs. Support your district in SLO process decisions.

54 SCDE Next Steps Continued development of teacher SLO resources.
SLO Evaluator training resources. Additional Training Modules: Beginning, Mid- Interval, and Scoring ( ). Monitor feedback and adjust process accordingly.

55 Questions, feedback and SLO examples
SLO Support Questions, feedback and SLO examples SLO Toolkit resources

Download ppt "Introduction to Student Learning Objectives (SLOs)"

Similar presentations

Ads by Google