Student Learning Objectives Overview for New Districts

Size: px

Start display at page:

Download "Student Learning Objectives Overview for New Districts"

Melinda Simpson
6 years ago
Views:

1 Student Learning Objectives Overview for New Districts Teacher and Leader Effectiveness Division Welcome to the SLO Overview for New Districts Introductions Restrooms Parking Lot Please silence electronic devices. March 21,

2 AEIOU Norms A: Appreciate one another s expertise E: Engage fully in this learning experience I: Invest in the learning O: Open your mind to new ways of thinking U: Unite in purpose Today s Agenda Defining SLOs Exploring SLO Implementation Process and Assessment Resources Using Data to Set SLO Growth Targets Writing SLOs and Using the Platform for SLO Work Closing Activity March 21,

3 Defining SLOs Teacher Keys Effectiveness System Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure) Teacher Assessment on Performance Standards (Observations and Documentation) Support and Documentation Surveys of Instructional Practice (Grades 3 5, Grades 6 8, Grades 9 12) Student Growth and Academic Achievement Teachers of Tested Subjects Student Growth Percentile Achievement Gap Reduction Teachers of Non Tested Subjects DOE approved, district developed Student Learning Objectives March 21,

4 Leader Keys Effectiveness System Leader Keys Effectiveness System (Generates a Leader Effectiveness Measure) Leader Assessment on Performance Standards -Performance Goal Setting -Documentation of Practice Support and Documentation Governance and Leadership -Climate Survey -Student Attendance -Retention of Effective Teachers Student Growth and Academic Achievement - Student Growth Percentile Measures - Achievement Gap Reduction DOE Approved Student Learning Objectives Utilizing District Identified Growth Measures Theory of Action If educators have a clear understanding of growth needed for students to become proficient in a year s time, and If educators are provided trustworthy data with respect to the academic growth of students, then Educators will have a deeper understanding of the real extent of student learning in classrooms, schools, districts, and the state. Also, then, students and their parents will have a clearer understanding of growth needed to reach proficiency and beyond, and Student learning and achievement will increase in Georgia. 8 March 21,

5 SLOs are District wide measurable, long term academic SMART goals set to determine student growth. Generated by student performance between two points in time. Aligned to the course s required curriculum. A demonstration of the teacher s impact on student learning. SLOs are SMART Goals Specific: Focused on content standards Measurable: An appropriate instrument or measure is selected to assess SLO Appropriate: Is within teachers control to effect change; is a worthwhile focus for instructional period Realistic: SLO is feasible for teacher Time Bound: SLO designates the instructional period March 21,

6 SLO Statement with Growth Target Formula From August 2013 to May 2014, 100% of American Government and Civics students will improve their knowledge of the principles of democracy, the Constitution, and rules of law as measured by the Mountain School System American Government and Civics SLO Assessments. Students will increase from their pre-assessment scores to these post-assessment scores as follows: The minimum expectation for individual student growth is based on the formula which requires each student to grow by increasing his/her score by 50% of his/her potential growth. Pre Assessment Score + [(100 Pre Assessment Score) *Potential Growth] = Target.Students scoring at least 10 points higher than their target would be considered exceeding their target. Example using 40 on a Pre Assessment: 40 + [(100 40) *.50] 40 + [(60) *.50] 40 + [30] = 70 A score of 70 is the growth target for the post assessment ( Meets ) A score of 80 denotes exceeding the growth target ( Exceeds ) SLO Statement Sample with Growth Target Formula From August 2013 to May 2014, 100% of American Government and Civics students will improve their knowledge of the principles of democracy, the Constitution, and rules of law as measured by the Mountain School System American Government and Civics SLO Assessments. Students will increase from their pre-assessment scores to these post-assessment scores as follows: The minimum expectation for individual student growth is based on the formula which requires each student to grow by increasing his/her score by 50% of his/her potential growth. Pre Assessment Score + [(100 Pre Assessment Score) *Potential Growth] = Target.Students scoring at least 10 points higher than their target would be considered exceeding their target. Example using 40 on a Pre Assessment: 40 + [(100 40) *.50] 40 + [(60) *.50] 40 + [30] = 70 A score of 70 is the growth target for the post assessment ( Meets ) A score of 80 denotes exceeding the growth target ( Exceeds ) March 21,

7 SLO Statement Sample with Growth Target Formula From August 2013 to May 2014, 100% of American Government and Civics students will improve their knowledge of the principles of democracy, the Constitution, and rules of law as measured by the Mountain School System American Government and Civics SLO Assessments. Students will increase from their pre-assessment scores to these postassessment scores as follows: The minimum expectation for individual student growth is based on the formula which requires each student to grow by increasing his/her score by 50% of his/her potential growth. Pre Assessment Score + [(100 Pre Assessment Score) *Potential Growth] = Target.Students scoring at least 10 points higher than their target would be considered exceeding their target. Example using 40 on a Pre Assessment: 40 + [(100 40) *.50] 40 + [(60) *.50] 40 + [30] = 70 A score of 70 is the growth target for the post assessment ( Meets ) A score of 80 denotes exceeding the growth target ( Exceeds ) SLO Statement Sample with Growth Target Formula From August 2013 to May 2014, 100% of American Government and Civics students will improve their knowledge of the principles of democracy, the Constitution, and rules of law as measured by the Mountain School System American Government and Civics SLO Assessments. Students will increase from their pre-assessment scores to these postassessment scores as follows: The minimum expectation for individual student growth is based on the formula which requires each student to grow by increasing his/her score by 50% of his/her potential growth. Pre Assessment Score +[(100 Pre Assessment Score) *Potential Growth] = Target. Students scoring at least 10 points higher than their target would be considered exceeding their target. Example using 40 on a Pre Assessment: 40 + [(100 40) *.50] 40 + [(60) *.50] 40 + [30] = 70 A score of 70 is the growth target for the post assessment ( Meets ) A score of 80 denotes exceeding the growth target ( Exceeds ) March 21,

8 SLO Statement Sample with Growth Target Formula From August 2013 to May 2014, 100% of American Government and Civics students will improve their knowledge of the principles of democracy, the Constitution, and rules of law as measured by the Mountain School System American Government and Civics SLO Assessments. Students will increase from their pre-assessment scores to these post-assessment scores as follows: The minimum expectation for individual student growth is based on the formula which requires each student to grow by increasing his/her score by 50% of his/her potential growth. Pre Assessment Score + [(100 Pre Assessment Score) *Potential Growth] = Target.Students scoring at least 10 points higher than their target would be considered exceeding their target. Example using 40 on a Pre Assessment: 40 + [(100 40) *.50] 40 + [(60) *.50] 40 + [30] = 70 A score of 70 is the growth target for the post assessment ( Meets ) A score of 80 denotes exceeding the growth target ( Exceeds ) SLO Evaluation Rubric Rubric is not in final form. Exemplary (3 points) The work of the teacher results in extraordinary student academic growth beyond expectations during the school year. Proficient (2 points) The work of the teacher results in acceptable, measurable, and appropriate student academic growth. Needs Development (1 point) Ineffective (0 points) The work of the teacher The work of the teacher results in student does not result growth that does not meet in acceptable the established standard student and/or is not achieved with academic all populations taught by the growth. teacher. Fifty percent (50%) or more students exceeded the Student Learning Objective, at least 40% met the Student Learning Objective, and no more than 10% did not meet the Student Learning Objective. Eighty percent (80%) or more students met or exceeded the Student Learning Objective and no more than 20% did not meet the Student Learning Objective. Fifty percent (50%) or more students met or exceeded the Student Learning Objective. Forty nine percent (49 %) or less of students met or exceeded the Student Learning Objective. March 21,

Benefits of Using SLOs Provide data on student academic

success in the classroom Powerful tool for increasing

TAPS/LAPS performance standards TKES/LKES conferences

evaluator monitor student progress through a formative

9 Benefits of Using SLOs Provide data on student academic growth Promote collaboration district wide Recognize success in the classroom Powerful tool for increasing student learning SLOs and TAPS/LAPS SLOs connect to TAPS/LAPS performance standards TKES/LKES conferences should include discussions about SLO process Teacher and evaluator monitor student progress through a formative process Evaluator and teacher determine SLO attainment based on postassessment March 21,

10 Student Learning Objectives Student must be enrolled 65% of course instructional days and have completed a pre and post assessment. (Roster Verification) Teacher must be employed 65% of the instructional days. The minimum number is 15 students. The Research Denver Public Schools Students whose teachers had highquality SLOs outperformed their peers on state and national standardized tests over a four year period Student achievement rose as the length of teacher participation with SLOs increased. March 21,

11 Questions? Exploring SLO Implementation Process and Assessment Resources March 21,

2013 2014 SLO Work Expectations Cohort I (RT3) measures Continue full

Cohort III Study year or modified implementation based on district goals and

12 SLO Work Expectations Cohort I (RT3) measures Continue full implementation of SLO Cohort II Augmented implementation based on district plan Cohort III Study year or modified implementation based on district goals and readiness TEM/LEM contribution year based on district s cohort SLO Team Members 24 March 21,

13 Encouraging SLO Work Collaboration SIP, GAPSS, or SACS Team Professional Learning Communities Teacher Advisory Groups "Teamwork divides the task and multiplies the success. " ~ Unknown SLO Team at each school and at district level Data Teams An SLO Representative at each school Leadership Teams SLO Implementation Action Plan March 21,

SLOs and possible team members for carrying out SLO

14 SLO Development Timeline Let s Talk In your small group, please discuss the benefits of implementing SLOs and possible team members for carrying out SLO work in your district. Groups will report out. March 21,

15 Questions? Fifteen Minute Break March 21,

SLO Assessments Different from the SLO statement, yet a crucial component of SLO process Are either commercial or regionally/locally developed Allow for reflection on the work of teachers and

16 SLO Assessments Different from the SLO statement, yet a crucial component of SLO process Are either commercial or regionally/locally developed Allow for reflection on the work of teachers and students through data analysis May be revised each year Dr. Norman Webb s DOK Levels How deeply students have to know and understand content (complexity of thinking) to be successful on a task. Level 1: Recall/Reproduction Level 2: Skills and Concepts Level 3: Strategic Thinking Level 4: Extended Thinking March 21,

17 What DOK Looks Like in the Classroom? US History 4 th Grade Math and ELA Level 1 Level 2 Level 3 Level 4 Name the presidents of the US in order. Using the left and right political continuum, categorize the presidents of the 20 th and 21 st centuries according to their political standing. Hypothesize how Dwight D. Eisenhower would react to today s world political situation. Level 1 Level 2 Level 3 Level 4 List the ingredients of a peanut butter and jelly sandwich. Collect the ingredients and write a recipe. Investigate how many people are coming to dinner and formulate the appropriate amounts of ingredients for eight people. Analyze the strategies and effectiveness of George Bush s war strategies in the Persian Gulf with the war strategies of George W. Bush in Iraq. Design the plan to feed the entire class if one jar of peanut butter makes ten sandwiches; one jar of jelly serves eight; one loaf of bread contains 18 slices. SLO Assessment Development Process Step 1 Content Alignment Step 2 Table of Specifications Step 3 Criteria Table March 21,

Names DOK 35 Table of Specification Creates a blueprint of

18 Content Alignment Identifies essential standards; most important learning Determines instructional emphasis and unpack standards Names DOK 35 Table of Specification Creates a blueprint of assessment Ensures alignment Develops assessment questions and tasks March 21,

Criteria Table Evaluates assessment using criteria guidelines Develops scoring procedures and administration guidelines Ensures quality control 37 SLO Assessment Development Assessments are based on

19 Criteria Table Evaluates assessment using criteria guidelines Develops scoring procedures and administration guidelines Ensures quality control 37 SLO Assessment Development Assessments are based on specified standards determined by the district. Pre assessment allows students to demonstrate knowledge. The assessment should measure what students know and are able to do at the course s end. The post assessment s format and content should allow students to demonstrate their learning of the standards. March 21,

(Coming Soon) Assessment Training Guides and Templates SLO Team

20 Assessment Development Resources for Districts 2013 Item Bank 2012 Public Domain Assessments (PDAs) SLO Resource Library (Coming Soon) Assessment Training Guides and Templates SLO Team SharePoint www. rt3georgia. com Password protected 40 March 21,

21 Questions? Using Data to Set SLO Growth Targets March 21,

SLO Data Practices Select knowledgeable staff to review data; Involve teachers in process Collect SLO course data Historical Baseline Ensure data are accurate, consistent, and easy to understand

22 SLO Data Practices Select knowledgeable staff to review data; Involve teachers in process Collect SLO course data Historical Baseline Ensure data are accurate, consistent, and easy to understand Become familiar with data and draw conclusions that illustrate performance trends Use performance trends as the foundation for SLO growth targets SLO Growth Targets Set at district level for students in course Include Meets and Exceeds goals based on course length May vary from year to year Use a numerical format March 21,

23 May have an individualized target May be determined by a rubric score Will note a meets and exceeds target Potential Growth Target Calculator Pre Assessment Score + [(100 Pre Assessment Score) * Potential Growth] = Target March 21,

24 Growth Target Sample with Formula From August 2013 to April 2014, 100% of third grade reading students will improve their knowledge of vocabulary and comprehension skills as measured by the Jackson County Schools Third Grade Reading SLO Assessments. Students will increase from their pre assessment scores to these post assessment scores as follows: The minimum expectation for individual student growth is based on the formula which requires each student to grow by increasing his/her score by 50% of his/her potential growth. Pre-Assessment Score + [(100 Pre-Assessment Score) *Potential Growth] = Target. Students scoring at least 10 points higher than their target would be considered exceeding their target. Example using 40 on a Pre-Assessment: 40 + [(100-40) *.50] 40 + [(60) *.50] 40 + [30] = 70 A score of 70 is the growth target for the post-assessment ( Meets ) A score of 80 denotes exceeding the growth target ( Exceeds ) Questions? March 21,

25 Writing SLOs and Using the Platform SLO District Form March 21,

26 SLO Statement Sample with Growth Target From September 2013 to May 2014, 100% of sixth grade Business and Computer Science students will improve their keyboarding, word processing software, and basic database skills as measured by the King County Schools Sixth Grade Business and Computer Science SLO Assessments. Students will increase from their pre assessment scores to these post assessment scores as follows: The minimum expectation for individual student growth is based on the formula which requires each student to grow by increasing his/her score by 50% of his/her potential growth. Pre-Assessment Score +[(100 Pre-Assessment Score) *Potential Growth] = Target. Students scoring at least 10 points higher than their target would be considered exceeding their target. Example using 40 on a Pre-Assessment: 40 + [(100-40) *.50] 40 + [(60) *.50] 40 + [30] = 70 A score of 70 is the growth target for the post-assessment ( Meets ) A score of 80 denotes exceeding the growth target ( Exceeds ) The TLE Electronic Platform User Name: Password: March 21,

27 SLO Submission Process SLO Approval and Audit Process March 21,

28 Teacher SLO Implementation Plan March 21,

29 Ongoing SLO trainings and support from GaDOE 3 Day New District Training Recommended Participants Content Weeks Support based on district need Open lines of communication between GaDOE and school districts Continuous gathering of feedback from districts TLE Electronic Platform: GaDOE website: (SLO Page) SLO Manual: (SharePoint) March 21,

30 Questions? SLOs are SMART Goals Never Give Up! March 21,

Thank you for your time! Please call on us anytime. SLO Team Contact Information Michele Purvis Program Manager mpurvis@ doe.k12.ga.

31 Thank you for your time! Please call on us anytime. SLO Team Contact Information Michele Purvis Program Manager doe.k12.ga.us (404) Becky Bryant Evaluation System Specialist Sharon Ericson Evaluation System Specialist Shauntice Bryant Evaluation System Specialist Tawni Taylor Evaluation System Specialist 62 March 21,

Delaware Performance Appraisal System Building greater skills and knowledge for educators

Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide (Revised) for Teachers Updated August 2017 Table of Contents I. Introduction to DPAS II Purpose of