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 LeadershipHighly Qualified to Highly EffectivePractice to Outcomes
6 Expanded ADEPT Support and Evaluation System Multiple Measures - no one component 100%Student Growth a significant factorState Model: MatrixStudent Growth 20%District Choice is optionalTest Scores – ESEA-requiredELA and Math 4-8SLOs an option for all teachers4 levels
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 MeasuresStudent 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 requiredAlternative 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 SLOsIndividual: 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 classesStudent 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 ParametersTeacher 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 ParametersSLO 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 StandardizationTeacher Autonomy
21 District Level Decisions Content AlignmentAssessmentsGrowth TargetsScoring Rubric
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 9Physical Science
25 SLOs PromoteCollaboration (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 ApprovalMid-Course ConferenceFinal Review and ScoreSummative Conference and Reflection
27 Preliminary Conference- SLO Approval SLO DevelopmentPreliminary Conference- SLO ApprovalMid-Course ConferenceFinal Review and ScoreSummative Conference and Reflection
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 makeIdentify 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.
38 Activity Part III: Setting Growth Targets Baseline Performance LevelGrowth TargetBelow ProficiencyAt ProficiencyAbove Proficiency+ 15 points or more+ 7 points or more+ 2 points or moreDemonstrates ability to transfer skills to authentic situations
39 Refining Growth Targets Set initial growth targetsWhat 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 targetsAre 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 targetsAre these targets rigorous and attainable?Record resultsFuture trend data.
40 SLO Approval: Preliminary Conference SLO DevelopmentPreliminary Conference- SLO ApprovalMid-Course ConferenceFinal Review and ScoreSummative Conference and ReflectionWhen? Prior to start of SLO interval.Who? Final approval is issued by the building principal.
41 SLO Quality ReviewThe Center for Assessment Rubric for Rating SLO Quality Tool is designed to:Provide teachers, principals/evaluators, and district administration guidance for evaluating SLOsEnsures 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 GoalTargetsAssessments and Scoring
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 DevelopmentPreliminary Conference- SLO ApprovalMid-Course ConferenceFinal Review and ScoreSummative Conference and Reflection
49 SLO ScoringEach 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 DevelopmentPreliminary Conference- SLO ApprovalMid-Course ConferenceFinal Review and ScoreSummative Conference and Reflection
51 Scoring Rubric Example SLO RatingPercentage of AttainmentUnsatisfactory50% or fewer students met growth goal.Needs Improvement51 -99% of students met growth goal.ProficientAll students met growth goal.ExemplaryAll students met growth goal; 25% of students exceeded goal.
52 Summative Conference and Reflection SLO DevelopmentSLO ApprovalMidcourse check inFinal Review and ScoreSummative 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 SupportQuestions, feedback and SLO examplesed.sc.gov/sloSLO Toolkit resources