overview
DESCRIPTION
Student Learning Objectives. Overview. Dianna Tyler, ESA 605-367-4680 d [email protected]. What have we gotten into this time?. Grass isn’t always greener (Just a little history) Hard work = results Learn from others’ and your mistakes What’s the most important…?. - PowerPoint PPT PresentationTRANSCRIPT
+What have we gotten into this time?Grass isn’t always greener (Just a little history)
Hard work = results
Learn from others’ and your mistakes
What’s the most important…?
+
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+Multiple Measures of Teacher Effectiveness
• Domain 1• Domain 2• Domain 3• Domain 4
Professional Practice
• Learning Targets• Assessment DataStudent
Growth
+
=SD Teacher Effectivenes
s System
+Important to Know…
All measures are supported by evidence and artifacts!!
+Why use SLO’s?
Focus on student results
Explicitly connect teaching and learning
Improve instructional practices
Tool for school improvement
+Using SLOs to Measure Student GrowthFour Step Process
1. Develop Student Learning Targets
2. SLO Approval by Evaluator3. Ongoing Communication4. Prepare for Summative
Conference
+Our Focus Today
Step 1: Develop Student Learning Objectives
- This morning (overview of the pilot program)
- This afternoon – learn about and create SLOs
+Student Growth - Definition
Student growth is defined as a positive change in student achievement between two or more points in time. Using a measure of student growth – as opposed to using student achievement results from a single test delivered at a single point in time – is more reflective of the impact an individual teacher has on student learning.
+Student Learning Objective- Definition
A Student Learning Objective is a teacher- ‐driven goal or set of goals that establish expectations for student academic growth over a period of time. The specific, measurable goals must be based on baseline data and represent the most important learning that needs to occur during the instructional period. SLTs are aligned to applicable Common Core, state or national standards, and typically also reflect school or district priorities.
+Four Questions to Consider1. What do I want my students to
know and be able to do?Identify the core concepts and standards
2. Where are my students starting?Gather then analyze data to determine how well prepared students are to learn core concepts and standards
+Four Questions to Consider3. What assessments are available?
Select or develop an appropriate assessment to measure student learning and growth.
4. What can I expect my students to achieve?
Leads to the development of student growth targets with a strong rationale supporting why the targets are appropriate.
+ Student Growth Process
Step 1:Determine
needs
Step 2:Collaborate
with administration to create
specific learning
targets based on pre-
assessment
Step 3:Create and implement
teaching and learning
strategies
Step 4:Monitor student progress through ongoing
formative assessment
Step 5:Determine whether students
achieved the goal(s) for
target
SD Step 1: Developing Student Learning Objectives SD Step 2: Administrative
Approval
SD Step 3: On going communication
SD Step 4:SummativeConference
+ Student Growth Process
S D Steps
Domain(s) from Danielson Framework
Content 1 Domain 1. Planning and Preparation
Context 1 Domain 1. Planning and Preparation
Baseline Data 1 Domain 1. Planning and Preparation
Student Learning Objective Statement
2 Domain 4. Professional Responsibilities
Instructional Strategies
3 Domain 1. Planning and PreparationDomain 3. Instruction
Monitoring SLT Acquisition
3 Domain 1. Planning and PreparationDomain 3. Instruction
Determining SLT Acquisition
4 Domain 4. Professional Responsibilities
+Determine the Need
You must get the needs assessment correct to get the goal correct.
The needs assessment must generate relevant student data.
Selected assessments must produce comparable data at beginning and ending of year/course.
+ The SMART Process A Format for Developing SLTs
SSpecific- The
goal addresses student needs
within the content.
The goal is focused on a specific area
of need.
MMeasurable- An
appropriate instrument or
measure is selected to
assess the goal.
The goal is measurable and uses an appropriate instrument.
AAppropriate- The goal is
clearly related to the role and responsibilities of the teacher.
The goal is standards-based and
directly related to the subject and students
that the teacher teaches.
RRealistic- The
goal is attainable.
The goal is doable, but
rigorous and stretches the outer bounds
of what is attainable.
TTime-bound- The goal is
contained to a single school year/course.
The goal is bound by a
timeline that is definitive
and allows for determining
goal attainment.
+(Smart) Specific
The goal should state exactly what content is to be addressed.
The content should be tied directly to the standards for this grade and subject.
+(sMart) Measurable
Measures are stated by increases in:Rate,Percentage,Number,Level of performance,Rubric standards, orLevel of the standard.
+(smArt) Appropriate
The goal should be directly related to the subject, to the standard(s), and to the students.
The goal is within the teacher’s realm of influence in the classroom.
+ (smaRt) Realistic/Rigorous
Realistic goals are rigorous and should stretch the outer bounds of what is attainable.
Realistic goals are not easy goals.
+(Smart) Time-bound
The goal has a time frame for accomplishing the measurable target.
Ongoing progress monitoring provides data for adjusting the learning experience toward the goal.
Data is collected between 2 points in time, as close to beginning and ending of course as possible.
+Beyond SMART…
The goal addresses growth for ALL students in the classroom.
Comparable across classroomsMeasuresGoals (rigor)
+SMART SLO for Student GrowthChecklist for Goal Quality
Appropriate needs assessment?
Specific?
Measurable?
Appropriate?
Realistic/Rigorous?
Time-bound?
Includes all student?
Comparable across classrooms?
Context:
Elementary Art
Baseline data show that less than 1% of my students met the benchmark (80% score) on the art assessment developed by the district.
Two students out of the 90 met the benchmark. These two students have been taking art lessons outside of school.
SMART Goal:
By the end of the current school year, at least 80% of my students will meet or exceed the benchmark for art assessment.
+ How SMART is this SLO? Specific? yes
Measurable? yes, based on pre and post assessments
Appropriate? it is in the teacher’s realm of control
Realistic?
Time-bound? by end of school year
Standards based? assume the dist. assessment is standards based
+How SMART is this SLO? Rigorous? Yes, if 80% stretches the outer bounds of
attainable
Appropriate assessment? if the district assessment is based on state or national standards
Data between 2 points in time? not stated, but probably understood that baseline was set in beginning of year
Comparable across classrooms? district assessment ensures comparable assessment, but not sure if goal is comparable across classrooms.
Includes all students? all students are included in the assessment, but the two students already at benchmark are not addressed and there is no growth expectation for the other 20%.
+Original SMART SLO:
By the end of the current school year, at least 80% of my students will meet or exceed the benchmark for art assessment.
Revised SMART SLO:
By the end of the current school year, all of my students will show growth and at least 80% of my students will meet or exceed the benchmark for art on the district developed assessment.
+How do I get a student growth score?
+By the end of the current school year, all of my students will show growth and at least 80% of my students will meet or exceed the benchmark for art on the district developed assessment.
+Let’s try this again…
+SMART SLO for Measuring Student Growth
Checklist for Goal Quality
Appropriate needs assessment?
Specific?
Measurable?
Appropriate?
Realistic/Rigorous?
Time-bound?
Includes all student?
Comparable across classrooms?
Context:
4th Grade Reading
STAR data reveals that 58% of students are reading on or above grade level.
SMART Goal:
For the current school year, all of my students will be reading on or above grade level by the end of the school year as measured by the STAR assessment.
+How SMART is this SLO? Specific? yes
Measurable? yes, based on pre and post assessments
Appropriate? it is in the teacher’s realm of control
Realistic? Highly unlikely, but dependent on the pre-assessment data of the other 42% of students
Time-bound? by end of school year
Standards based? STAR is standards based
Rigorous? add a stretch goal for the 58% who are already at grade level
Appropriate assessment? yes
Data between 2 points in time? yes, beginning and ending STAR assessments are referenced
Comparable across classrooms? district assessment
Includes all students? all students are measured, but there is no growth expectation for the 58% already at grade level
+Original SMART SLO:
For the current school year, all of my students will be reading on or above grade level by the end of the school year as measured by the STAR assessment.
Revised SMART SLO:
For the current school year, all 90% of my students will be reading on or above grade level by the end of the school year as measured by the STAR assessment, and all students will show at least one year’s growth.
+Score related to 90%
+Options for establishing
SLOs Can set uniform
SLOs for the whole class
Can establish multiple, differentiated targets based on students’ initial mastery of the content standard
Can be individualized to a specific teaching assignment
Can be established collaboratively by a PLC
Can be structured to conform to school or district goals
+How many SLOs do I
need?In the pilot year, teachers can start with just one SLOTo think about for the future. . .
Elementary teachersSecondary teachersK-12 teachersTeachers with multiple preps
+What is the timeline for writing, incorporating, and assessing SLOs?
School calendar
Course length
Knowledge of students
Scope of SLT
Recommendation to wrap up post-assessments by end of April.
+Assessing SLOsDo I need to use the same pre/post test?
NoCan use multiple measures to gather data
Does it have to be a test?NoRubricsPerformance assessmentsPresentationsSamples of student work
+Common State Assessments
Assessments that are pre-approved and mandated for use state-wide OR assessments that are purchased and used across multiple districts.
Common District Assessments
Assessments that are pre-approved and used in many classrooms in multiple schools in a district.
Common School Assessments
Assessments that are mandated or optional for use school-wide.
Classroom Assessments
Assessments used by a single teacher for a particular course.
+Common State Assessments
Assessments that are pre-approved and/or mandated for use state-wide OR assessments that are purchased and used across multiple districts.
Smarter BalanceSDAPNCRCEOCWrite to LearnDIBELSAP ExamsSTARS reading/mathMAPSAIMSACT (SDMyLife practice exams and quizzes)CTE contests/judging
Common District Assessments
Assessments that are pre-approved and used in many classrooms in multiple schools in a district.
DIBELSSTARSMAPSAIMSDistrict created/purchasedPublisher materials
+Assessing SLOs
Common School Assessments
Assessments that are mandated or optional for use school-wide.
•Exams written by the science teachers and used in all chemistry courses. •Publisher materials
Classroom Assessments
Assessments used by a single teacher for a particular course.
Individual teacher created assessments for use in a single course.
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+ Student Growth Process
Step 1:Determine
needs
Step 2:Collaborate
with administration to create
specific learning
targets based on pre-
assessment
Step 3:Create and implement
teaching and learning
strategies
Step 4:Monitor student progress through ongoing
formative assessment
Step 5:Determine whether students
achieved the goal(s) for
target
SD Step 1: Developing Student Learning Objectives SD Step 2: Administrative
Approval
SD Step 3: On going communication
SD Step 4:SummativeConference
+Teacher Learning ObjectiveFor the current break time,
all teachers will make measurable progress in taking a break and relocating refreshed and ready to write SLOs!