creating smart student learning objectives 4 aac 04.205(e)(2) uses data from the statewide,...
TRANSCRIPT
Creating Smart Learning Objectives
Connector – Stephen Covey
“To set and work toward any goal is an act
of courage”
Essential Question?
How can the skillful development
and use of SMART SLO’s inform and
improve educator effectiveness and
practice?
OUTCOMES
Participants will:
Know how to write SLO’s that are specific, measureable,
attainable, results-based and time-bound (SMART).
Learn a powerful tool for developing SMART goals as a
team or individually and translating them into SLO
statements that meet the criteria of SMART
Be able to analyze and reflect of their SLO against set
criteria that incorporate aspect of SMART Criteria
Align aspects and process of the SLO with components
of practice in Danielson’s Framework for Teaching
AGENDA
Why are SLOs an important component of teacher
effectiveness
What SMART means and why it works
How to write a SMART SLO using tools
Assessing your SMART SLO
Aligning the SLO to the Framework for Teaching
Reflection on your practice, feedback and next steps
Take a moment…
Think about a personal life goal
you currently have or a prior goal you have
already achieved.
Jot down what the goal did for you before, during and after the goal was set and a quick image that represents your key idea.
What do goals do for you on a personal level? Imagine what goals can do for educators?
Discuss and record themes and
patterns that surface.
As a table team, create an image,
collage, depiction that captures the
ideas your table shared.
Be ready to share your posters
Only visuals (no words) and everyone must
contribute to the visual/depiction
Personal Goals
Give direction
Help to prioritize
Motivate
Keep us accountable
Instill hope
Build confidence
Create and maintain focus
A. Conzemius (2001)
Goal setting is a uniquely human
exercise because it requires the ability
to think beyond today into the
unknown, to imagine the possibilities
while discerning what is truly possible
and then, to put action to faith.
High Five
My greatest hope for the SLO process is….
My greatest fear for the SLO process is….
My burning question about the SLO process is…
Requirements:Student Learning Data
Supports the purpose of educator evaluation
Educator evaluation must provide information and analysis that…
Helps the educator grow professionally
Improves the effectiveness of instruction
Relates to the future employment of the educator 4 AAC 19.010(a)
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Requirements:Educator Engagement
Educators subject to the evaluation system must be consulted
when establishing performance standards for student growth 4
AAC 04.205(e)(1)
When selecting the measures in a particular subject and grade
level, educators who teach the subject and grade level or a
related subject and grade level must be consulted 4 AAC
19.030(d)
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Requirements:Student Learning Data
Includes two to four measures of student growth per teacher or
administrator 4 AAC 04.205(e)(2)
Uses data from the statewide, standard-based test as one
measure, when and where appropriate 4 AAC 04.205(e)(3)
Insures students’ data are appropriately assigned to the
educator 4 AAC 04.205(e)(5)
Required in administrator and teacher evaluations beginning in
the 2015-2016 school year
4 AAC 19.030(d)
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Requirements:Student Learning Data Definition
Measurable gains
Knowledge, understanding, and skills
Objective, empirical, and valid
Standardized and non-standardized
Statewide tests, when approved
4 AAC 19.099 (2-4,6 & 7) 4 AAC 04.205 (e)(3)
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Requirements:Overall Educator Rating
Beginning in the 2015-2016 school year, a district shall include student
learning data in teacher and administrator’s overall rating according to
the following schedule:
SY 2015‐16 & SY 2016‐17, at least 20%
SY 2017‐18, at least 35%
SY 2018‐19 and after, at least 50%
4 AAC 19.010(e)(2)
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What approaches are being used to incorporate student learning data
into an educators evaluation?
• Value-Added Measure (VAM)
• Student Growth Percentiles (SGP)
• Student Learning Objectives (SLO)
16Student Learning Data
What approaches are being used to incorporate student learning data
into an educators evaluation?
• Value-Added Measure (VAM)
• Student Growth Percentiles (SGP)
• Student Learning Objectives (SLO)
17Student Learning Data
Recommendations:What was considered…
Value-added & Student Growth Percentiles
Difficult to explain
Limited to tested grades
and subjects
Limited to standardized
assessments
Disconnected
Student Learning Objectives
Understandable & values
the educator’s knowledge
& skill
Utilized by all teachers in all
subjects and grades
Adaptable and
collaborative
Connects teacher practice
to student learning
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Student Growth
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.
Definition:
Student Learning Objectives (SLOs)
An SLO is a measurable, long-term,
academic goal informed by available
data that a teacher or teacher team sets
at the beginning of the year for all students
or for subgroups of students.
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Practitioner’s Definition of SLO
Student learning objective (SLO)
A goal statement that expresses the desired
impact of the actions of a teacher or teachers
on student learning
A series of decisions made by teachers to
determine areas of instructional focus
What makes a SLO SMART?
Individually, on a post-it, write down what your letter standards for as it relates to a SMART Goal?
With your table team, come to consensus on one word, and discuss why it is important that the SLO meet the criteria your table identified.
Be ready to report on your table’s word
Why the criteria your table choose is important
Share an example of a statement that would meet that criteria.
Specific
Measureable
Attainable
Results-based (Relevant)
Time-bound
Why do SMART SLOs Work?
SMART SLOs focus on the
few things most likely to
have the greatest impact
on student learning.
BREAK
Develop a SMART SLO
Purpose:
Create direction and focus for
instructional actions aimed at
achieving the SLO.
What are some graphic organizers you
use right now?
With your elbow partner, share a few benefits of
using the graphic organizers you identified.
The SLO Flowchart is…
A graphic organizer
A collaborative planning tool
A template for making SLOs SMART
Results vs Process
Results focus on what you want as an outcome;
processes focus on how you will get there.
Results can be measured in multiple ways; processes
either occur or do not occur.
Results reflect impact; processes reflect implementation
Both are important and necessary for teacher
effectiveness to be maximized.
Graphic Organizer
“R” Plug your
Desired Result in
Here
“S” Specific Area of Focus
“M” “A” and “T”
“M” “A” and “T”
“S” Specific Area of Focus
“M” “A” and “T”
“M” “A” and “T”
“S” Specific Area of Focus “M” “A” and “T”
“M” “A” and “T”
Desired Result
Determine which statement is a Process or Result?
Implement a cross-curricular unit that integrates performing and visual arts.
90% of our 8th grade students will demonstrate proficiency on three of the four performing and visual arts standards.
Process:
Implement a cross-curricular unit that integrates performing and visual arts.
Results:
90% of our 8th grade students will demonstrate proficiency on three of the four performing and visual arts standards.
Determine which statement is a Process or Result?
Develop an agility program for primary students.
Increase by 50% the agility of primary student on gross motor tasks by the end of the day.
Process:Develop an agility program for primary students.
Results: Increase by 50% the agility of primary student on gross motor tasks by the end of the day.
Desired Result
A statement that incorporates a broad
category of need, time frame and
measureable outcome for student
learning.
How is a desired result selected?
Teacher review grade-level content standards
and students’ baseline performance on
curriculum-based assessments.
Evidence Sources to Establish Baseline
and rationale
Curriculum based assessments
District Benchmark assessments
Common grade level departmental course or
unit assessments
Commercial products
End of Course Assessments
Others….
Graphic Organizer
“R” Plug your
Desired Result in
Here
“S” Specific Area of Focus
“M” “A” and “T”
“M” “A” and “T”
“S” Specific Area of Focus
“M” “A” and “T”
“M” “A” and “T”
“S” Specific Area of Focus “M” “A” and “T”
“M” “A” and “T”
Desired Result
How are the Specific Indicators
Selected for the Goal Flow Chart?
After analyzing baseline assessment
results, teacher select one to three
specific skills or knowledge indicators
that represent the most significant
needs of their students.
Specific Indicators
Learning Content/Grade Level
PURPOSE:
Isolate specific area(s) of student
learning needs.
Graphic Organizer
By the end of the trimester, all 4th grade students will have basic
skills for producing
quality artwork.
Perspective
“M” “A” and “T”
“M” “A” and “T”
Detailed Features
“M” “A” and “T”
“M” “A” and “T”
Accuracy of Representation “M” “A” and “T”
“M” “A” and “T”
Desired Result
Specific
Indicators
Specific Indicators
The high priority skills and/or
knowledge within the
standard(s) that comprise or
lead to achievement of the
desired result.
Create a balanced Assessment Plan
Measurement of Growth
Your plan:
Establish a baseline of specific performance for setting you SLO Growth and or
attainment targets
Verify specific area(s) and extent of learning need(s) for your student
population
Determine for whom these needs are greatest (i.e. student groups, individual
students)
Link you SL to key content and performance standards
Know whether your SLO is attainable
Demonstrate that your students are making adequate academic progress
Balanced Assessment Plan
Specific Skills and
Knowledge for
producing quality
artwork
How will we
measure where we
are now?
Baseline
How and when will
we measure
progress?
How and when will
we know which
students need
Artistic
Representations
Product rubric Midpoint and end
of unit assessments
using product rubric
Ongoing
assessments for
learning
Perspective Curriculum
Benchmarks
Weekly standard-
based quizzes
Tiered results from
standard-based
quizzes
Details Student self-
reflection and
teacher
observations
Self assessment by
students (pre and
post unit); teacher
observations
ongoing
Performance
portfolios
(evidence)l student
reporting; teacher
observations
Multiple Measures
Multiple assessment tools and/or events which
monitor progress toward the desired result.
Measures are aligned to specific indicators.
Graphic Organizer - Sample
By the end of the trimester, all 4th grade students will have basic
skills for producing
quality artwork.
Perspective
Product Rubric “A” and “T”
Curriculum Benchmark
“A” and “T”
Detailed Features
Product Rubric “A” and “T”
Checklist “A” and “T”
Accuracy of Representation Self-Assessment “A” and “T”
Portfolio “A” and “T”
Desired ResultSpecific
Indicators
Multiple
Measures
Graphic Organizer
By the end of first
semester all 4th
grade students will have basic skills
for producing
quality work.
Perspective
Product RubricAverage increase of 1/3
point per week
Curriculum Benchmark50% growth from baseline in
3rd week
DetailProduct Rubric
Average increase of 1 point by 3rd week
Curriculum BenchmarkAll students achieve 8/10 by
end of semester
Accuracy of Representation
Self AssessmentAccuracy of student’s self-analysis on final product is
80% or higher
Portfolio“A” and “T” Pre, mid, and
post instruction work samples illustrate observable growth
Desired Result
Incremental Targets
Short term, incremental steps toward the desired
result.
Targets express the amount and type of growth
expected within a given time frame on each
measure.
Graphic Organizer - Sample
By the end of the trimester, all 4th grade students will have basic
skills for producing
quality artwork.
Perspective
Product RubricAverage increase of 1/3
point per week
Curriculum Benchmark50% growth from baseline
by 3rd week
Detailed Features
Product RubricAverage increase of 1
point by 3rd week
ChecklistAll students achieve 8/10
by end of trimester
Accuracy of Representation
Self-AssessmentAccuracy of student’s self analysis on final product is
80% or higher
PortfolioPre, mid, and post
instruction work samples illustrate observable growth
Desired Result
Specific
Indicators
Multiple
Measures
Incremental
Targets
Translating the Goal Flow Chart to an SLO
The SLO statements are based on the specific indicators
because:
This column of the flow chart identify the appropriate
learning targets
These are within direct control of the educator
They are embedded in grade level subject/course
curriculum and standards
They represent the actual student learning outcomes
that are desired
They are the focus instructional decision making
Example A
By the end of the first semester, 100% of 4th grade
art students will have improved their performance
on perspective tasks by a minimum of 1 point from
baseline on the standards product rubric and
achieve a passing rate on the district
benchmark’s assessment.
Example B
By the end of the first semester, 80% of 4th grade
art students will be able to accurately assess their
own drawings at a rate of 80% of higher using a
defined set of criteria and will be able to explain
the strengths and weaknesses of their own
representations from the beginning of the trimester
to the end.
Your Turn – Assess this SLO Statement
How SMART is this SLO?
By the end of the first six weeks, 50% of 8th graders will
demonstrate mastery of three essential learning standards
in writing.
What, if anything would you change to make it SMARTER?
Your Turn – Assess this SLO Statement
How SMART is this SLO?
By the end of the school year, at least 60% of our 10th
grade students will score proficient or advanced, and not
one student will score minimal on the writing subtest of the
Language component of the AMP.
What, if anything would you change to make it SMARTER?
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• Student Population
• Interval of
Instruction
• Standard/Learning
Targets
• Assessment
• Baseline/Trend
Data
• Student Targets
Recommendations: TemplatesSLOs – What do they look like?
Before we get started… Take out your FFT
SMART CARD…. And look at the sample SLO
templates…SLO Template
Question
FfT Component Alignment Rationale for your decision
Describe the student
population
1b. Knowledge of Students IEP, 504 students
Accommodations
What do I want my
students to know and
be able to do?
1c. Selecting Student Outcomes What is most important?
What are those essential
needs for academic
growth?
Where do SLO criteria & Danielson
components align?
1c-Setting Instructional Outcomes
1b-Demonstrating Knowledge of Students
1f-Designing Student Assessments
3d-Using Assessment in Instruction
4a-Reflecting on Teaching
4b-Maintaining Accurate Records
Let’s Check-InI can draft an attainable SLO.
So I can measure student growth
and enhance my instructional
practices for student learning.
I will have preliminary ideas listed
under each component of my SLO.