1. 1 WI Educator Effectiveness System Understanding Student Learning Objectives (SLOs)

2. 2 Outcomes Develop a deeper understanding of the process involved in developing quality SLOs. Consider the unique contexts of the work in your areas, and identify quality components of an SLO. Know where to go for resources and answers as it applies to SLOs

3. 3 State Model Performance on rubrics aligned with professional standards, InTASC (teachers) and ISLLC (principals) Measured by Multiple observations Review of student artifacts Includes formative feedback Summative scores Performance in improving student outcomes Measured by Approved standardized tests Student Learning Objectives School-wide reading Graduation rate District choice

4. 4 Domain 3 Instruction Domain 2 Classroom Environment Domain 3 Instruction 3aCommunicating with Students 3bUsing Questioning and Discussion Techniques 3cEngaging Students in Learning 3dUsing Assessment in Instruction 3eDemonstrating Flexibility & Responsiveness Domain 2 Classroom Environment 2aCreating an Environment of Respect & Rapport 2bCreating a Culture of Learning 2cManaging Classroom Procedures 2dManaging Student Behavior 2eManaging Physical Space Domain 4 Professional Responsibilities Domain 1 Planning and Preparation Domain 4 Professional Responsibilities 4aReflecting on Teaching 4bMaintaining Accurate Records 4cCommunicating with Families 4dParticipating in a Professional Community 4eGrowing and Developing Professionally 4fShowing Professionalism Domain 1 Planning and Preparation 1aDemonstrating Knowledge of Content & Pedagogy 1bDemonstrating Knowledge of Students 1cSetting Instructional Outcomes 1dDemonstrating Knowledge of Resources 1eDesigning Coherent Instruction 1fDesigning Student Assessment

5. 5 Award-winning education technology tool Efficient and customized evaluations to promote sustained improvement hosts a comprehensive evaluator certification training and test management of the actual evaluation process hosts a deep and comprehensive repository of professional growth resources aligned with the educator's individual results

6. 6 Logic Model/From Teacher Learning to Impact on Student Engagement and Learning Teacher Learning Changes to: Teacher Knowledge and/or Attitudes/Beliefs Changes in Teacher Practices (Domains 1-4) Improved Student Engagement And Learning

7. 7 Logic Model/From Teacher Learning to Impact on Student Engagement and Learning Teacher Learning Professional Development, Department Collaboration, Peer Observation, Peer Coaching, Teacher Evaluation Changes to: Teacher Knowledge, Attitudes/Beliefs Practicing New Skills Changes /Improved: Teacher Decision- making and Planning, Classroom Environment, Instruction, Curriculum and/or Assessment Practices Improved Student Engagement And Learning

8. 8 Table Discussion: What would these domains/components look like in your area? Educators may have to discuss “look fors” as they relate to their area with their evaluator.

9. 9 What are SLOs? Dual Meaning in the EE system SMART goals focused on student academic growth Need to be developed in a way that a teacher can directly link growth to instructional strategies in the classroom

10. 10 Dual Meaning of the SLO Acronym

11. 11 Student/School Learning Objectives to be achieved in a specific period of time (typically an academic year), based on prior student learning data (baseline assessment), developed collaboratively by educators and their supervisors.

12. 12 Flexibility of Approaches to the SLO Process StructuredMore Flexible Assessments Growth Targets Scoring Rubric Implementation New York D.C. Georgia Austin Rhode Island Wisconsin Indiana Denver

13. 13 Linking Practice to Outcomes SLOs must be meaningful to the individual SLOs must be relevant to the subject area, context of the job. Examples, not exemplars

14. 14 SMART Goals Specific Manageable Attainable Results based Time Bound

15. 15 Goals focused on growth: Capture student learning over time. Allows the educator to directly link academic achievement to the instructional strategies they’ve employed.

16. 16 How often? How many? Educators set SLO goals annually The number of SLOs required is dependent on the other outcome measures available to the educator Most educators will complete more than one

17. 17 Key Characteristics of SLOs Baseline Data and Rationale Learning Content Population Interval Evidence Sources Targeted Growth Strategies and Support

18. 18 CTE Considerations: What should your students know and be able to do? What assessment might capture their baseline skills? What might you use to track growth over time (evidence)?

19. 19 Let’s Take A Break! Be back in 15 minutes!

20. 20 SLO Process Step 1: Prepare SLO Step 2: Submit SLO for Approval Step 3: Collect Evidence Step 4: Review and Score Approved Not Approved Fall Mid year check: Goal adjustment appropriate if evidence warrants an adjustment. Spring

21. 21 Step 1 – Prepare SLOs Analyze Data, Set Targets and Select Assessments Critical Step Readiness Considerations Rigorous, yet attainable Appropriate assessment needed to track growth

22. 22 EXAMPLE : Mrs. Timm is a marketing teacher at the HS. Marketing is a year long course. At the end of the course, students need to present (orally, and in writing) the potential risks and benefits of their business plan. Mrs. Timm will develop an SLO to address this skill….

23. 23 Is it SMART? Specific? Manageable? Attainable? Results Based? Time Bound? During the course of the school year, students will improve on their ability to identify potential risks and benefits of a business plan.

24. 24 Is it SMART? Aspect of the Goal Statement Yes or No Recommendations? SpecificNo- the goal is very broad MeasurableNo- the goal does not state how it will be measured AttainableNo- because there is no specific area identified or measurement tool, it is difficult to say if it is attainable Results-basedNo- what will be the indicator of student growth? Time-boundYes- identified the current school year as the time interval

25. 25 Better? During the course of the school year, students scoring below proficiency on the cost/benefit analysis writing prompt will improve in their ability to identify potential risks and benefits of a business plan.

26. 26 Is it SMART? Aspect of the Goal Statement Yes or No Recommendations? SpecificGetting better, but could be more specific in both students, and amount of growth. MeasurableNo- no indication of assessment tool AttainableCould be, but improvement is very general, and it doesn’t indicate the amount of improvement Results-basedWeak indication of type of growth desired Time-boundYes- identified the current school year as the time interval

27. 27 There? 85% (6 of 7) of students scoring minimal on the writing rubric will make two rubric level gains (proficient) by semester end. 85% (9 of 10) of the students scoring basic on the writing rubric will make one rubric level gain(proficient) by semester end.

28. 28 Mrs. Timm’s SLO example Table Time: Look at the finished example of the SLO that Mrs. Timm will submit for approval. Using the Guiding Questions, has Mrs. Timm completed a quality SLO?

29. 29 STEP 2- Submit for Approval Approval is a collaborative meeting where teacher and principal review data, target population and goals. Only a licensed administrator can approve SLO goals.

30. 30 STEP 3- Monitor Progress/ Collect Evidence Throughout the school year, educators collect evidence and data toward meeting SLOs. Examples of Evidence: Purchased assessments, district or regionally produced assessments, common assessments designed by schools or teacher teams, assessments designed by individual teachers

31. 31 Mrs. Timm’s Evidence SEPT DECAPRIL Rubric Level Minimal7 students3 students Proficient 4 students Basic (42%) 6 students Proficient 1 student Basic (85%) Basic10 students 5 students Proficient 5 students Basic (50%) 10 Students Proficient (100%) MET EXCEEDED

32. 32 STEP 3- Review and Score Scoring typically occurs at the end of the year. Rubric based scoring Important to start with solid SLO, engage in entire process. No surprises at the end of the year.

33. 33 STEP 3- Review and Score 43214321

34. 34 EE System Readiness Familiarize yourself with the Danielson 2013 FFT. Consider artifacts/evidence of practice as it applies to your unique area. Consider sources of baseline evidence, and SLO assessment evidence as it applies to your unique area.

35. 35 RESOURCES EE Website: http://ee.dpi.wi.gov/ EE Help Desk: https://helpdesk.dpi.wi.gov/footprints/eehelp.html Teachscape (Webinars, Research, Awards, and Information): http://www.teachscape.com/

36. 36 QUESTIONS