student learning objectives part 1: an overview leading change 2014 virginia stodola & susan...
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STUDENT LEARNING OBJECTIVES
PART 1: AN OVERVIEW
LEADING CHANGE 2014
VIRGINIA STODOLA & SUSAN POOLE
EFFECTIVE TEACHERS AND LEADERS UNIT
OBJECTIVES To Gain Knowledge About Using
Student Learning Objectives Within A Teacher’s Evaluation
To Determine Next Steps To Implementing The SLO Process
MULTIPLE SOURCES OF DATA
School-wid
e
data
AND
CLASSROOM
LEVEL DATA
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ACKNOWLEDGEMENTSADE would like to acknowledge the help and support
provided by:
Colorado Dept. of Education
Georgia Dept. of Education
Indiana Dept. of Education
Ohio Dept. of Education
Rhode Island Dept. of Education
Center for Great Teachers and Leaders
Education Council
The Council of Chief State School Officers
The Reform Support Network
WestEd Comprehensive Center, Empirical, and RELWest
HOW ARE GROUP B TEACHERS CURRENTLY EVALUATED IN YOUR LEA?
CTE
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EDUCATOR EVALUATION & SUPPORT SYSTEM
AzCCRS
Assessments
Teaching Performance
Student Academic Progress
Surveys
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
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STUDENT ACADEMIC PROGRESS
Performance& Surveys 67%
Achievement 13%
Growth20%
College and Career ReadyAchievement
Growth
STATE ASSESSMENT
PRIOR YEAR DATA
Student Efficacy: Attendance and Graduation Rates-Lag Data
Current Year Data for Achievement and Growth
STUDENT ACADEMIC PROGRESS DATA
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GROUP A TEACHERS Arizona Framework For Measuring Educator Effectiveness – April 2011
Elementary Teachers Grades 2-6Special Education TeachersMath & English Grades 9-10
Science Teachers Grades 4, 8, & 10Reading and Math Interventionists
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GROUP B TEACHERS Arizona Framework For Measuring Educator Effectiveness – April 2011
CTE Performing Arts Computers P.E. Gr. K-1 Elementary Gr. 7-10 Social
Studies Gr. 7 & 9 Science Gr. 11-12 All Subjects
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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
PLANNING A SYSTEM OF SUPPORT TO MEASURE GROWTH
Determining Prior
Knowledge
Instruction & Assessments
Setting Growth Targets
Interventions
Collecting Data
SLO PROCESS-ADE MODEL1. Determining
Students’ Preparedness
2. Choosing Quality
Assessments
3. Setting SLO Targets
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?
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
skillsLOW
ADEQUATE
HIGH
DETERMINING STUDENTS’ LEVELS OF PREPAREDNESS
75%
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Full Knowledge of Standard
SLO ACHIEVEMENT STATEMENT
75%
Our expectation is that all students should at least reach this threshold
100%
STA
ND
AR
DS
The reality is that some will surpass and some will fall short so the rubric will compensate for adjustment.
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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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MUSICSLO ACHIEVEMENT STATEMENT
90% of music students will reach the
proficiency level
of (3) on the LEA-developed
music performance rubric
by May 2015.
80% of 8th grade students will score at least
a 75% on the end-of-course 8th Grade Social Studies
final by May 2015.
85 % of all first grade students will reach
Benchmark on the DIBELS
Composite Assessment by
April 2015
POSITIVE MESSAGINGQuestion Message
“Why focus on “mastery” or “proficiency” of the content for Group B Teachers?
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SLO GROWTH STATEMENT
A measure of student growth between two points in time in order to master the standards in the content area and to close the achievement gap.
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OPTION #1: LEVELS OF PREPAREDNESS GROWTH APPROACH
Preparedness of Students
Low
Adequate
High
65% Growth
55% Growth
45% Growth
OPTION #1: LEVELS OF PREPAREDNESS
GROWTH APPROACH
High Level of Preparedness
• All students will increase their growth score by at least 45 %
Adequate Level of Preparedness
• All students will increase their growth score by at least 55 %
Low Level of Preparedness
• All students will increase their growth score by at least 65 %
Differentiates the amount of growth for each individual student based on a prescribed formula and/or rubric
Option #2: Individualized Growth Statement
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FIRST GRADE DIBELSSLO INDIVIDUALIZED GROWTH
STATEMENTS
Each of the targeted students will move over at least one category on DIBELS by May 2015.
JIGSAW ACTIVITY
1. How do SLOs benefit students? How could using SLOs improve student learning?
2. How do SLOs benefit teachers? Why are they worth the effort?
3. How do SLOs benefit principals? Why should principals prioritize SLO implementation?
CHOOSING QUALITY ASSESSMENTS
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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!
VALIDITY AND RELIABILITY
Valid: An assessment is valid when the test items are representative of the actual skills/concepts taught and is administered consistently.
Reliable: A reliable assessment provides consistent results across different administrations, thus yielding similar results on different occasions.
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LIFE OF AN ASSESSMENT
Valid & Reliable
Assessment1st Administration
No validity
or reliability
Highly confident of validity and
reliability
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NOT YET READYMOVING TOWARDS
READINESS
READY TO IMPLEMENT SLOs
The LEA has a limited number of high-quality assessments available.
The LEA is working to develop more high-quality baseline assessments, end-of-course assessments, and formative assessments.
The LEA has high-quality common assessments for all grades and subjects.
PARTNER DISCUSSION
REFLECT ON YOUR LEA/SITE’S CURRENT ASSESSMENTS
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IMPLEMENTATION TIMELINE
•Determine Level of Preparedness
•Choose Assessment
•Collect Baseline Data
•Set SLOs
First Quarter
July-Sept.
• Monitor Progress• Refine Instructional
Strategies• First Observation
Conference• Mid-Year Conference
Second/Third Quarter
Sept.-March
• Collect Data• Summative Evaluation & Conference
Fourth Quarter
April-May
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All staff demonstrates a shared commitment to implementing the SLO process with fidelity.
Adapted from Great Teachers and Leaders SLO Implementation Continuum
SHARED VISION
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WHERE ARE WE ON THE SLO PROCESS?
Not yet ready Moving toward the goal
Ready to Implement
NEXT STEPS
Discuss what your next steps will be in implementing
the SLO process.
STAY TUNED FOR THE DEEPER DIVE
SESSION II11:30 – 1:00
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CONTACT INFORMATION
Susan Poole, Education Program [email protected]
Virginia Stodola, Education Program [email protected]
Steve Larson, Education Program [email protected]
Yating Tang, Director of Program Evaluation, Research and Evaluation602 [email protected]
RESOURCES AND SUPPORT
Add link to ADE Educator Evaluation Website
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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________