1. EE, SLOs, and GT: Connecting Acronyms to Support High Ability/ High Potential Students WATG November 6, 2015

4. Topics Educator Effectiveness Student Learning Objectives –What they are –Steps –SMART Goals Webb’s Depth of Knowledge The Potential of SLOs

5. Educator Effectiveness (EE) Wet Ink: When I think of EE I think of …. Teaching and instructional leadership are the most important school-based factors affecting student learning. Wisconsin’s EE system provides educators with feedback and support to positively impact student achievement and growth.

6. Student Learning Objectives (SLOs) Think-Pair-Share: When I think of SLOs I think of ….. SLOs are detailed, measurable goals developed by educators in collaboration with supervisors or colleagues to address identified student needs across a specified period of time.

7. Steps to Develop SLOs Review baseline informationIdentify SLO groupDetermine learning goals/outcomes Identify evidence to measure progress towards learning goals/outcomes Determine the timeframeSelect strategies, tasks, and supports

8. Baseline Information What sources of evidence do you use for baseline information? Use a body of evidence.

9. Learning Goals Connect to standards/core curriculum Deepen/extend or accelerate learning

10. Measuring Student Growth Align to learning goals Use pre/post assessments and other formative practices Use a body of evidence

11. SMART Goals Specific – The goal is focused on specific and key areas of need Measurable – An appropriate evidence source is identified Attainable – The goal is within the educator’s control Results-based – Progress toward the goal can be monitored Time-bound - there is a clear timeline for the goal

12. Conceptual SLO for a Group of High Ability Students (Measures of Academic Progress) MAP Achievement Status Growth reports indicate that 60 percent of the 5th grade students identified for Tier 2 challenges in reading did not improve their skills in evaluating textual evidence. Eighty five percent of the identified students will demonstrate growth in evaluating the validity of reasoning in texts and the relevance and sufficiency of evidence during the first 8 weeks of semester 2 using the pre/post assessments included in the curriculum unit. William and Mary Curriculum Unit: Autobiographies and Memoirs. The gifted/talented resource teacher and reading specialist will co-teach the unit during the daily intervention block. EvidenceStudent Growth GoalStrategy

13. Huddle Write an SLO with others at your table.

14. Webb’s Depth of Knowledge Recall and Reproduction Skills and Concepts Strategic Thinking Extended Thinking

15. Huddle Using a DOK lens, revisit the SLO your table wrote.

16. Huddle Talk with your colleagues about the following questions: What is the potential of SLO’s for meeting the needs of high ability/high potential students in your educational setting? What are your next steps?

17. Chrystyna Mursky Education Consultant, Gifted and Talented and Advanced Placement Wisconsin Department of Public Instruction 608-267-9273 chrystyna.mursky@dpi.wi.gov