slo writing workshop

Recognition for our Evaluation Volunteers

• Our outstanding veteran teachers who have volunteered to take part in the process for setting Student Learning Objectives.

• These professionals are a valuable asset to the process as we learn how to refine it.

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Objectives

Gain a basic understanding of student learning objectives (SLOs) and the annual development process.

Participate in a SLO Writing Workshop. 3

Student Learning DataRegulation, Recommendations, Resources

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Student Learning Objectives (SLOs) are a measurable, long-term, academic goals informed by available data that a district, team of teachers, or teacher sets at the beginning of the year or instructional period for all students or for subgroups of students.

Districts are encouraged to use SLOs as measures of a teacher or administrator’s students learning.

Student Learning Data Recommendation

STEP 2: SLO Approval Process

STEP 3: Mid-Year Review

STEP 1: Collect, Sort & Analyze Data and Develop SLO

STEP 4: Review & Determine Summative Rating

It’s A Journey!

ANNUAL APPROACH TO SLOs

Orientatio

n

To System

SLO Assessments How are they selected?

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Assessment Selection Recommendations

• Student Learning Objectives using• district existing assessments • teacher teams for selection & target setting

(e.g. grade levels and subject areas)• use assessment data for historical information

to establish baseline

• Pilot: One measure (version 1.0)

• Implementation: Two measures (version 2.0)

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Assessment Inventories

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Assessment Quality Assurance Checklist





It’s A Journey!


Orientatio

n

To System

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• Student Population• Interval of Instruction• Standard• Assessment• Baseline/Trend Data• Student Targets

SLOs, what do they look like?

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Step 1: Collect, Sort & Analyze Data and Develop SLO

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Students Preparedness (High, Medium, Low)

Pre-Assessment Target

Archie Low 15 60

Betty Low 20

Cassandra High 85 120

Clark Medium 55

Diana Medium 40

Forsythe Medium 60

Gordon Medium 40

Harley Medium 45

Jessica Medium 40

Logan Medium 55

Lois High 90

Preparedness Target

Low Increase by 45 wpm

Medium Increase by 40 wpm

High Increase by 35 wpm

Using the Growth Targets established in the SLO, determine the growth target for each of the eleven students on the class roster.

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Use Data to Choose Your Focus

Use baseline and/or trend data at the beginning of the year to determine areas where your students clearly need support and growth.

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Selecting a Standard Focus for Growth – Recommendations;

If you teach English/Language Arts, select 2 from the ELA Standards

If you teach Math, select 2 from the Math Standards

If you teach science, social studies, or other technical classes, select 1 from the Literacy Standards, and 1 from either the ELA Standards or Math Standards

http://www.eed.state.ak.us/akstandards/



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Your Baseline Data

What assessments would help you to get your baseline data to measure student growth against these standards?

What assessments would help you monitor progress toward targets?





It’s A Journey!


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Step 2: SLO Approval Process





It’s A Journey!


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Step 3: Mid-Year Review

Review Student Data

Collegial Conversation & Feedback: An essential step

Possible Summative if semester only. Identify Any Needed Changes

Instructional practice, student support services, and professional development, possible reset of goals

“Feedback is essential for learning at the individual, group, or organizational level. It is

feedback that can help people see the discrepancy between what they think they are doing and what they are actually doing. It is feedback that can interrupt the defensive

reasoning or routines that happen with individuals and groups. It is feedback that allows people to recognize and eliminate error and thus allows

learning to occur. It can show people where new skills and capabilities need to be developed and

lead to insights into ways to improve work processes & practices.”

ON PROVIDING FEEDBACK…

Robert Hargrove Masterful Coaching





It’s A Journey!


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Step 4: Review & Determine Summative Rating


Pre-Assessment Target Post-Assessment Target

(Met/Not Met)Attendance Threshold

(Met/Not Met)

Archie Low 15 60 55 N Y

Betty Low 20 65 66 Y Y

Cassandra High 85 120 100 N N

Clark Medium 55 95 96 Y

Diana Medium 40 80 83 Y

Forsythe Medium 60 100 97 Y

Gordon Medium 40 80 81 Y

Harley Medium 45 85 85 Y

Jessica Medium 40 80 82 Y

Logan Medium 55 95 102 Y

Lois High 90 125 130 Y

Indicate if the target was met or not met; and score this SLO for Ms. Chalk (excluding any students that did not meet the attendance threshold requirements).

_______________ % of students meeting or exceeding their targets

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Pre-Assessment Target Post-Assessment Target

(Met/Not Met)Attendance Threshold

(Met/Not Met)

Archie Low 15 60 55 N Y

Betty Low 20 65 66 Y Y

Cassandra High 85 120 100 N NClark Medium 55 95 96 Y Y

Diana Medium 40 80 83 Y Y

Forsythe Medium 60 100 97 N Y

Gordon Medium 40 80 81 Y Y

Harley Medium 45 85 85 Y Y

Jessica Medium 40 80 82 Y Y

Logan Medium 55 95 102 Y Y

Lois High 90 125 130 Y Y

Indicate if the target was met or not met; and score this SLO for Ms. Chalk (excluding any students that did not meet the attendance threshold requirements).

__80%_of students meeting or exceeding their targets

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__80%_ of students meeting or exceeding their targets


Ms. Chalk’s rating:

Exemplary Proficient Basic Unsatisfactory

SLO Targets How do you set them?

Target Setting Activity

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Common Target Setting Method

Individual Growth Targets

Minimum Rigor Target

Basic Growth Target

Banded/Range-based/Tiered

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Individual Growth Targets Each student has an individual

target based on individual baseline academic performance and other background information.

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Method #1: Individual GrowthStudent Baseline Target Actual Meet Target

(Y/N)

A 30 65 81

B 52 70 58

C 60 85 94

D 48 70 77

E 62 80 80

F 20 65 62

G 54 74 92

H 32 52 87

I 12 32 58

J 28 48 7032

Method #1: Individual GrowthStudent Baseline Target Actual Meet Target

(Y/N)

A 30 65 81 Y

B 52 70 58 N

C 60 85 94 Y

D 48 70 77 Y

E 62 80 80 Y

F 20 65 62 N

G 54 74 92 Y

H 32 52 87 Y

I 12 32 58 Y

J 28 48 70 Y 33

Method #2: Class-wide Minimum Rigor Target

All students have a minimum rigor target for what would reflect the “Meets” level of performance.

Example: All my students will score 70 of 100 on the post assessment.

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Method #2: Class-wide Minimum Rigor Target

Student Baseline Target Actual Meet Target(Y/N)

A 30 70 81 YB 52 70 58 NC 60 70 94 YD 48 70 77 YE 62 70 80 YF 20 70 62 NG 54 70 92 YH 32 70 87 YI 12 70 58 NJ 28 70 70 Y

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Method #3: Basic Growth Target

All students have the same growth target.

Example: All of my students will grow by 30 points by the end of the instructional period.

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Method #3: Basic Growth TargetStudent Baseline Target Actual Meet Target

(Y/N)

A 30 60 81 YB 52 82 58 NC 60 90 94 YD 48 78 77 NE 62 92 80 NF 20 50 62 YG 54 84 92 YH 32 62 87 YI 12 42 58 YJ 28 58 70 Y

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Method #4: Banded/Range-based/Tiered

Group students together based on their pre-assessment scores.

Divide students into three or more categories (low, medium, high).

Set target for each of the categories.

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Baseline Ranges and Targets

Ranges on Baseline Targets

0-15 65

16-40 70

41-50 75

51+ 80

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A 30 70 81

B 52 80 58

C 60 80 94

D 48 75 77

E 62 80

F 20 62

G 54 92

H 32 87

I 12 58

J 28 7040


A 30 70 81 YB 52 80 58 NC 60 80 94 YD 48 75 77 YE 62 80 80 YF 20 70 62 NG 54 80 92 YH 32 70 87 YI 12 65 58 NJ 28 70 70 Y

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Target Setting Matching Activity

5. Not a growth target

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Indicate on your handout which target setting method each of the provided target statements represent:

1. Individual Growth 2. Class-wide Minimum Rigor3. Basic Growth4. Banded/Range-based/Tiered5. Not a Growth Target

Which target setting methods make sense for your situation? Why?

To Review

Many things should be considered when setting targets.

Various target-setting models are available and should be purposefully selected.

The “I noticed…” and the “I wonder…” conversations provides the opportunity for reflections that can lead to more meaningful support and professional learning. 44

Where can I find more information?

Resources

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http://education.alaska.gov/




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slo writing workshop

Education

ydiana medium

ylogan medium

yjessica medium

yharley medium

ygordon medium

yforsythe medium

slo approvalprocessstep

assessment data