Student/School Learning Objectives An Overview of the WI Educator Effectiveness process for developing Student/School Learning Objectives.

Connector Can you do the following in the context of your specific job as teacher? Identify what students are supposed to know and be able to do in their time with you as building leader or classroom leader? Assess where they are in their baseline abilities as they relate to those skills? Assess their periodic growth over the time they are with you?

•Understand the relationship of the SLO to the OUTCOMES Participants will: •Understand the relationship of the SLO to the larger 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. Conzemius &ONeill (2006)

The Educator Effectiveness System 50%

2013-14 Principal Outcome Measures 22.5% State Assessment Growth Student Learning Objectives 50% Schoolwide Reading Growth/Graduation Rates District Choice 22.5% Principal Practice 2.5% 2.5%

2013-14 Teacher Outcome Measures Student Learning Objectives 45% Schoolwide Reading Growth/Graduation Rates 50% District Choice Teacher Practice 2.5% 2.5%

REQUIRED NUMBER OF SLOS All educators must develop 2 SLOs annually for a maximum of 6 SLOs in a rating year. SLO #1 So that…. Student Outcomes SLO #2 So that…. Student Outcomes

REQUIRED NUMBER OF SLOS PPGs are also required annually. PPG = Professional Practice Goal aligned to the SLO. Instructional Practice I will…. PPG

Goal Alignment Educator Evaluation Plan (EEP) SLO So that…. Student Outcomes Instructional Practice I will…. PPG PDP (Licensure) 49

Turn and Talk 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? 10

Student/School Learning Objectives (SLO) are Definition of SLO Student/School Learning Objectives (SLO) are detailed, 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 Objectives Goals established by the building principal, but are focused at the school level 2. TEACHERS- Student Learning Objectives Academic growth or attainment goals for entire classrooms or a targeted population within a classroom/grade level Established by individual teachers or teams of teachers

Sample Student /School Learning Objective Student 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. 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.

Review Data and Prepare THE SLO Process Step 1: Review Data and Prepare Not Approved 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 Step 2: Review and Approve SLO Step 3: Collect Evidence and Conduct Mid-Year Review Step 4: Review and Score Approved

SLO Step 1 Review student baseline data and evidence to identify needs and target populations. 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. 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 Not Approved Approved

Conduct Mid-Year Review SLO Step 2 Step 1: Educators submit SLOs to their evaluator. Review Data and Prepare SLO Not Approved Evaluators approve SLOs or recommend revisions. Evaluators should work with educators to review and revise the SLO if needed (coaching conversations). Step 2: Review and Approve SLO Step 3: Collect Evidence and Conduct Mid-Year Review Step 4: Review and Score Approved

SLO Step 3 Step 1: Educators collect evidence of student progress toward meeting SLO goals. 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 Not Approved 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. Approved

SLO Step 4 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. Step 1: Not Approved 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 Approved

Introduction to Student Learning Objectives

What are you already doing to set goals 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.co m/play/play?id=950308&b ackurl=/shelf/my SLO Guidebook: http://www.livebinders.co m/play/play?id=950308&b ackurl=/shelf/my#anchor SLO Info Brief: http://ee.dpi.wi.gov/files/e e/pdf/IB3_SLOs.pdf

SLOs are SMART Goals Specific Goal is focused on specific and key areas of need Measurable An appropriate evidence source is identified Attainable The goal is within the teacher’s control Results-based Progress toward the goal can be monitored Time-bound There is a clear deadline for the goal

How SMART is this goal? Teacher A – Second Grade During this school year, my students will improve on word knowledge and decoding, and reading comprehension.

Reviewing Teacher A’s SMART Goal 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 Goal Original 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.

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).

Reviewing Teacher B’s SMART Goal 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 for all 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. 30

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). 31

SLO Planning Template Use this template to plan your SLO 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 Pre-Steps 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 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? Not Approved Approved 90% of SLO work takes place during the beginning of the year.

SLO Planning Template SMART Goal

Key Characteristics of SLO Plans Baseline Data and Rationale Why did you choose this objective and what sources of data did you examine? Learning Content Which content standard(s) and/or skills does the objective address? (e.g., Common Core) Population Which students are included in this objective? Interval What timeframe is involved? (typically year-long) Evidence Sources How will you measure the objective? Targeted Growth/Attainment What is your goal for student growth/attainment? Strategies/Instructional Practices What methods or interventions will you use to support this SLO? Identify related Domains and Components. Support What 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 Organize with a partner or in a small group. Discuss and select an assessment to be used as a baseline assessment (pre-steps). Determine how you would analyze the data from the assessment. Determine how you would select students for the SLO target. Write a SMART SLO goal statement together using this assessment. Write the sample SLO on chart paper to share.

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 Walk around the room and review the SLOs. Write comments on post-it notes and attach them to the 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

SLO Selection/Approval Rubric/Guide

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 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 Examples https://sites.google.com/a/dpi.wi.gov/fineartspd/slo-arts 75