ee, slos, and gt: connecting acronyms to support high ability/ high potential students watg november...
TRANSCRIPT
EE, SLOs, and GT:Connecting Acronyms
to Support High Ability/
High Potential Students
WATGNovember 6, 2015
Topics
• Educator Effectiveness• Student Learning Objectives–What they are– Steps– SMART Goals
• Webb’s Depth of Knowledge• The Potential of SLOs
Educator Effectiveness (EE)
• Wet Ink: When I think of EE I think of ….
• Teaching and instructional leadership are the most important school-based factors affecting student learning.
• Wisconsin’s EE system provides educators with feedback and support to positively impact student achievement and growth.
Student Learning Objectives (SLOs)
• Think-Pair-Share: When I think of SLOs I think of …..
• SLOs are detailed, measurable goals developed by educators in collaboration with supervisors or colleagues to address identified student needs across a specified period of time.
Steps to Develop SLOsReview baseline information
Identify SLO group
Determine learning goals/outcomes
Identify evidence to measure progress towards learning goals/outcomes
Determine the timeframe
Select strategies, tasks, and supports
Baseline Information
• What sources of evidence do you use for baseline information?
• Use a body of evidence.
Learning Goals
• Connect to standards/core curriculum• Deepen/extend or accelerate
learning
Measuring Student Growth
• Align to learning goals• Use pre/post assessments and other
formative practices• Use a body of evidence
SMART Goals• Specific – The goal is focused on
specific and key areas of need• Measurable – An appropriate evidence
source is identified• Attainable – The goal is within the
educator’s control• Results-based – Progress toward the
goal can be monitored• Time-bound - there is a clear timeline
for the goal
Conceptual SLO for a Group of High Ability
Students
(Measures of Academic Progress) MAP Achievement Status Growth
reports indicate that 60 percent of the 5th grade students identified for Tier 2 challenges in reading did not
improve their skills in evaluating textual evidence.
Eighty five percent of the identified students will demonstrate growth in evaluating the validity of reasoning
in texts and the relevance and sufficiency of evidence during the
first 8 weeks of semester 2 using the pre/post assessments included in the
curriculum unit.
William and Mary Curriculum Unit: Autobiographies and Memoirs.
The gifted/talented resource teacher and reading specialist will co-teach
the unit during the daily intervention block.
Evidence Student Growth Goal Strategy
Huddle
• Write an SLO with others at your table.
Webb’s Depth of Knowledge
Recall and Reproducti
on
Skills and Concepts
Strategic Thinking
Extended Thinking
Huddle
• Using a DOK lens, revisit the SLO your table wrote.
HuddleTalk with your colleagues about
the following questions:• What is the potential of SLO’s for
meeting the needs of high ability/high potential students in your educational setting?
• What are your next steps?
Chrystyna MurskyEducation Consultant, Gifted and Talented
and Advanced PlacementWisconsin Department of Public [email protected]