Student Learning ObjectivesPart 2: A Deeper Dive
Leading Change 2014Virginia Stodola
Susan PooleEffective Teachers and Leaders Unit
Holistic View of Teacher Effectiveness and Use of Multiple Measures:
ADE Teacher Evaluation Model
50%
33%
17%
Teaching Performance: • Planning and Preparation• The Classroom Environment• Instruction• Professional Responsibilities
Student Academic Progress• Achievement• Growth• College and Career Ready
Surveys• Student Survey• Parent Survey• Peer Review• Self-Reflection
SLO Process-ADE Model1. Determining Students’ Level of Preparedness
2. Choosing Quality
Assessments
3. Setting Achievement and
Growth SLOs
4. Monitoring and Adjusting
Instruction
5. Establishing Summative
Score
What do we expect students to learn?
How will we know if students have learned it?
What will we do if they don’t learn it?
What will we do if they already know it?
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Grades 3-8, and 10 Group B Teachers
Student Academic Progress Data Category Point
ValueClassroom Level
DataPoint Value
40 Points (33% of total)
Achievement 12 SLO Achievement Statement(s) 12
Growth 24 SLO Growth Statement(s) 24
College and Career Ready 4
AIMS CCR Equivalent Score-Reading 2
AIMS CCR Equivalent Score-Mathematics 2
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So why use SLOs?
SLOs are one way to assess teacher impact on student performance that involves the teacher in the process of goal setting, monitoring, and assessing of student progress within the expertise of their own content area.
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What is a Student Learning Objective?
What They Are
Classroom level measures of student growth and achievement
Over the entire course
Standards based content
Specific & Measurable
What They Are Not
Individual lesson objectives
Units of study
Teaching to the test
1. Determining Students’ Levels of Preparedness
2. Choosing Quality
Assessments
3. Setting SLOs4. Monitoring and Adjusting
Instruction
5. Establishing Summative
Score
Students who start the course having already
mastered significant key knowledge and skills
Students who start the course appropriately prepared to meet
the demands of the course
Students who are in need of an intensive intervention having yet to master prerequisite knowledge and skills
LOW
ADEQUATE
HIGH
Determining Students’ Levels of Preparedness
1. Determining
Students’ Preparedness
2. Choosing Quality
Assessments
3. Setting SLOs4. Monitoring and Adjusting
Instruction
5. Establishing Summative
Score
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State-Wide Assessments (i.e., AIMS, Stanford 10, AIMS A, AZELLA)
Content Assessments(Purchased)
Department/Grade Level Developed
Teacher Developed
Performance Based
Leve
l of C
onfid
ence
Alignment to AZCCR and State AssessmentsAlignment to AZCCRS and
State Assessments
Assessment Quality Check!
Types of Assessments
Baseline• Similar to end-of-
course exam OR• Measures
beginning skill level• ______________• Product, project,
portfolio, performance
• Written or oral
Formative• Daily, weekly, or
monthly• Simple and quick• _____________• Written or oral• Thumbs Up/Down
Summative• Occurs at end of
instructional time• ______________• Product, project,
portfolio, performance
• Written or oral
FIND OUT WHAT
THEY KNOW!
FIND OUT WHAT THEY ARE LEARNING!
FIND OUT WHAT THEY LEARNED!
1. Determining
Students’ Preparedness
2. Choosing Quality
Assessments
3. Setting Achievement
& Growth SLOs
4. Monitoring and Adjusting
Instruction
5. Establishing Summative
Score
SLO Summative RubricAchievement and Growth Score
4 3 2 1
100% - 90% of the
students met the SLO
89% - 80% of the
students met the SLO
79% - 60% of the students met
the SLO
Less than 60% of students
met the SLO
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Option #1: Levels of Preparedness Growth Approach
Preparedness of Students
Low
Adequate
High
65% Growth
55% Growth
45% Growth
SLO Teacher/Evaluator Conference
1. Determining
Students’ Preparedness
2. Choosing Quality
Assessments
3. Setting SLO Statements
4. Monitoring and Adjusting
Instruction
5. Establishing Summative
Score
1. Determining
Students’ Preparedness
2. Choosing Quality
Assessments
3. Setting Goals4. Monitoring and Adjusting
Instruction
5. Summative Score
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Contact Information
Susan Poole, Education Program [email protected]
Virginia Stodola, Education Program [email protected]
Yating Tang, Director of Program Evaluation, Research and Evaluation602 [email protected]
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Interest CardsI am interested in receiving technical assistance for:
Teacher Evaluation System (All Components)______Teacher Performance Component_______Student Academic Progress Component______Student Learning Objectives - SLOs_______Surveys_______
Principal Evaluation System________
Name: ______________________ Phone: ________________
E-mail: ________________________________________________
LEA: __________________ Position: _______________________