writing high quality slo

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EDUCATOR EFFECTIVENESS:WRITING A HIGH QUALITY STUDENT LEARNING OBJECTIVE

Julee Dredske, Curriculum Specialist, CESA 5

New Version

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Current Evaluation Weights

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SLOs help us FOCUS

Components of a SLOs

SLO Goal Statement Use the SMART goal format

Baseline Data and Rationale Why did you choose this objective and what sources of data did

you examine?

Learning Content Which content standard(s) and/or skills does the objective address

(e.g. Common Core) Should be an ongoing standard/skill Should be an ongoing standard/skill

Population Which students are included in this objective? All students or subpopulations?

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Components of a SLOs

IntervalWh i f i i l d ( i ll l What time frame is involved (typically year-long or semester)

Evidence Sources How will you measure the objective?

Targeted Growth/AchievementWhat is your goal for student growth/attainment?

Strategies and Support How will you achieve this objective?

EEP

Educator Educator Effectiveness Plan

PPG

Professional Practice Goal

SLO

Student Learning Objective

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How do I write a high quality SLO?g q y

SMART Goal

How is an SLO SMART?

SSMART

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SMART SLOs

SpecificSpecificMeasureableAppropriate/AttainableRigorous and Realistic Results Time-bound

SPECIFIC: Focus

The SLO focuses on one concept area or specific enduring skills in that content area

A high impact SLO will include growth targets for ALL groups of growth targets for ALL groups of learners

Consider “grain size” of student population and learning content

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MEASURABLE

An appropriate instrument has been chosen to measure the SLOPaper/pencil assessmentRubricChecklistPerformance taskStopwatch

APPROPRIATE/ATTAINABLE

It is within the teacher’s control to effect change

Consider Team SLO: All 4th

grade students vs. 4th grade students in Teacher A’s classroom

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RIGOROUS and REALISTIC RESULTS (TARGETS)

The SLO is feasibleIt is a “stretch” SLO

Goldilocks Principle

Growth vs. Achievement

GROWTHS d ll

ACHIEVEMENTX% f d ll Students will score

X% greater on the post-test than on the pre-test.

OR Students will

X% of students will achieve a score of X or higher.

Students will improve their score by X levels on the post-assessment.

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TIMEBOUND

The SLO can be obtained in a single school-year or course

Submit SLO for Approval

Email

f

Handout

Face-to-face

My Learning Plan – comments will be recorded for dialogue that is threaded. Notification will be sent when your SLO is approved.

Let the rubric guide you!guide you!

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Analyzing SLOs Targets

Handout

Analyzing SLOs Targets

Teacher A – Second Grade

During this school year, my students will improve on word knowledge and decoding,

and reading comprehension.

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Original Goal:

During this school year, my students will improve on word knowledge and decoding, and reading comprehension.

Revised Goal:

WRITE A REVISED GOAL

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Original Goal: D ring this school ear m st dents will impro e on During this school year, my students will improve on

word knowledge and decoding, and reading comprehension.

Revised Goal: By May, students who are below grade level in

reading comprehension will increase their reading comprehension will increase their instructional reading level by 1.5 years as demonstrated by their Fountas and PinnellBenchmark Assessment level.

Rita Bookman Baseline Data: Tiered

Student DRA Levels

5

6

3 3

2

1 1

DRA 1/ Grade K

DRA 2/ Grade K

DRA 3/ Grade K

DRA 3 & 4/ Grade 1

DRA 5 & 6/ Grade 1

DRA 8/ Grade 1

DRA 10/ Grade 1

Number of students reading at each DRA Level & grade level equivalent

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Rita Bookman:Kindergarten Language Arts

SLO target statement: A good SLO statement is one that is…

In the current school year, 100% of students will make measurable progress in the areas of accuracy, fluency, and comprehension as measured by the Developmental Reading Assessment. By the end of the year, all students will be

di i d d l l 6

Specific

Measurable

Appropriate

Realistic and Rigorous

Time-bound

reading at an independent level 6.

Is this a SMART SLO target ? Why or why not?

Baseline Data: Tiered

Student DRA Levels

5

6

3 3

2

1 1

DRA 1/ Grade K

DRA 2/ Grade K

DRA 3/ Grade K

DRA 3 & 4/ Grade 1

DRA 5 & 6/ Grade 1

DRA 8/ Grade 1

DRA 10/ Grade 1

Number of students reading at each DRA Level & grade level equivalent

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Rita Bookman: Better SLO target

SLO Statement:

In the current school year 100% of students will A good SLO statement is In the current school year, 100% of students will make measurable progress in the areas of accuracy, fluency, and comprehension as measured by the Developmental Reading Assessment. Students will make progress as follows:• Students reading at a level 1 or 2 will be

reading at a level 4 or higher on the post-

A good SLO statement is one that is…

Specific

Measurable

Appropriate

Realistic and Rigorousassessment.

• Students reading at levels 3-4 will be reading at a level 16 or higher on the post-assessment.

• Students reading at levels 6-10 will be reading at a level 20 or higher on the post-assessment

Time-bound

Evaluating SLO Statements

Divide into two teams of four.

Review the SLO goal statements and determine how SMART they are.

Can you make it SMARTer?

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Handout

SLO Process: Step 1

Step 1: Prepare SLOp p

Step 2: Submit SLO for Approval

Step 3: Collect Evidence (Monitor SLO)SLO)

Step 4: Review and Score SLO (Evaluate SLO)

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Where to begin?

Writing SLOs

Step 1: Prepare SLO


Writing SLOs

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Which standards?

W A Wisconsin Academic Standards

Common Core State Standards

21st Century Skills

District initiatives/district improvement plans

Building goals/school improvement plans Building goals/school improvement plans

Step 1 – Prepare SLOsReview Student Data and Identify Needs

Review student data to identify needs and target population(s)population(s).

Existing student data could include trend data on state and district assessments, behavioral data, attendance data, other assessment data, etc.

Disaggregation of data will be key in determining the t t l ti ( )target population(s).

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Ask . . .

What did last year’s student struggle with? Will this ear’s st dents also str ggle with the same content?year’s students also struggle with the same content?

What gaps have been identified by state assessments? District assessments? Local assessments? (last year’s data and/or pre assessment)

What learning standards are enduring, critical for success above and beyond this grade/class? (i.e. literacy)

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Discipline Literacy Skills: Reading (H)

CCSS for Literacy in All Subjects StandardAnchor Standard (Reading/History )

RH 1 E li i /i li i i

46

RH 1: Explicit/implicit meanings

RH 2: Main ideas

RH 3: Text relationships

RH 4: Vocabulary

RH 5: Text structure

RH 6: Author purpose/perspective

RH 7: Visual literacy/ technology

RH 8: Argument and support

RH 9: Multiple texts

RH 10: Text complexity

Designing a SLO

Enduring Concept/ Content Standard

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Designing a SLO

Mathematics Problem Solving g

Designing a SLO

Enduring Content/Standard

Indicator

Indicator

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Designing a SLO

Conceptual understanding

Mathematics Problem Solving

Strategies & reasoning

Computation & estimation

Communication

Insights

Designing a SLO

Measurement

Enduring Concept/ Content

Standard

Indicator

Measurement

Measurement

Indicator

Measurement

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Designing a SLO

Conceptual understanding Rubric


Strategies & reasoning Rubric

Computation & estimation Solution

Communication Rubric

Insights Rubric

Designing a SLO

Enduring Concept/ Content

Standard

Indicator

Measurement Target

Measurement Target

Measurement Target

Indicator

Measurement Target

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Designing a SLO

Conceptual understanding Rubric

Intensive

Benchmark

Advanced


Advanced

Strategies & reasoning Rubric

Intensive

Benchmark

Advanced

Computation & estimation Rubric

Intensive

Benchmark

Advanced

Intensive

Communication Rubric Benchmark

Advanced

Insights Rubric

Intensive

Benchmark

Advanced

SAMPLE SLO

Handout

Samantha Darren

Grade 6 Teacher

Sunshine Middle School

SAMPLE SLO

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Baseline Data and Rationale

Why did you choose this objective and what sources f d t did i ?of data did you examine?

Sunshine Middle School: Grade 6

Use the Grade 5 End of Year Assessment Combined Results from the feeder schoolsWhat trends and patterns do you notice?

What implications does this have for 6thWhat implications does this have for 6grade mathematics instruction?

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Baseline Data and Rationale

I administered a grade-level appropriate word problem with prompts on September 20 at the end of problem with prompts on September 20 at the end of our fifth-grade review unit in mathematics and after a lesson showing students how to answer prompts for word problem. I then graded student responses using the Mathematics Problem Solving rubric. The following 5 criteria were considered: conceptual

d t di t t i & i t ti & understanding, strategies & reasoning, computation & estimation; communication, and insights. Scores for each area range from 0-3; a score of 2 is considered proficient.

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How Do We Determine What Pre-Assessments to Use?

Emphasis on tests with higher validity and reliability

Must be able to show progress in skills or content over time

What is already in place?

Example Baseline Problem

Why this problem?Ms. Lewis bought 2 $

From example practice 5th grade assessment

Can be solved in a variety of ways

Can be represented i ll

MP3 albums for $13.35 each and 3 DVDs for $11.99 each. These prices include tax. She

th hi visuallygave the cashier $75.00. How much change should Ms. Lewis have?

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Example Baseline Prompts

1) Create a visual representation of this problem.2) Which operations will you use to solve this 2) Which operations will you use to solve this

problem? How do you know?3) Solve the problem. Justify each step (explain why

you do it).4) How do you know your answer is correct?5) Can this problem be solved another way? If yes,

explain howexplain how.6) Explain another instance in which you would need

to use the same skills to solve a different type of problem.

Baseline Data

Look at individual student baseline data.

Look at class average by component.

What questions do you have for Samantha about her teaching this Samantha about her teaching this year?

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Baseline Data

Samantha

Baseline Data

Baseline Data

5244

4

Intensive

Benchmark

Advanced

Advanced Benchmark Intensive

1/25 (4%) 11/25 (44%) 13/25 (52%)

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Learning Content

After reviewing the Grade 5 End of Year A C bi d R l f f d Assessment Combined Results for our feeder schools, we have determined that the upcoming students generally do well with computation and estimation, but a strand analysis shows that they have difficulty with other subject areas that use more problem-solving. They especially struggle with open-ended, or short answer questions.

Population

I teach in a rural school district. Sixty-fourpercent of the students in the school receive free or reduced lunch. Of my 25 students in 4th period (10 boys, 15 girls), four receive special education services.

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Samantha’s Target

Target Statement A good SLO statement is one that is

In the current school year, each student will increase their score by an average of 5 points on the mathematics problem-solving rubric

one that is…

Specific

Measurable

Appropriate


Time-boundproblem solving rubric. Time-bound

Is this a SMART SLO target? Why or why not?If not, what might you change?

Samantha Darren’s New SLO Target

SLO Statement: A good SLO statement is

one that isIn the 2012-2013 school year, 100% of my students will make measurable progress in mathematics problem solving as measured by a grade-level appropriate problem and rubric.• Students scoring in the Intensive range on the

pre-assessment will improve by at least 5 points during the year.

• Students scoring in the Benchmark range on the

one that is…

Specific

Measurable

Appropriate


Ti b dStudents scoring in the Benchmark range on the pre-assessment will improve by at least 4 points during the year.

• Students scoring in the Advanced range will receive more difficult problems and will maintain or improve their current score.

Time-bound

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Major Types of SLO targets

One group SLO

Tiered SLOs (multiple groups)

Individual SLOsCan use a formula to determine amount

of progressof progress

Writing Instructional Strategies

Strategies should be… When possible…

Within the teacher’s ability to control

Research-

Linked specifically to the SLO

M bl Research-based/high-yield

Measurable

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For strategies, consider…

WHY was this strategy picked?

WHO will be included in the strategy

WHEN will it be used?

HOW will the strategy be implemented?

Samantha’s Strategies for Teaching and Learning

Strategy Evidence Target Date

To address the students’ communication skills, students will respond in a math journal at least 3x a week during independent work time.

Lesson plans; student math journals

Oct. 1

To address insights, each Friday student homework will be to note 3 everyday situations in which they would use math to solve their problem.

Student homework Oct. 1

To address conceptual understanding and strategy & Student Do Now work; Oct 1To address conceptual understanding and strategy & reasoning, as part of their Do Now work each morning, students will solve a problem in which they will first outline the steps they will take to solve the problem before completing computation and estimation.

Student Do Now work; lesson plans

Oct. 1

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Is it working?

Strategy Evidence Target Date

Outcome

T dd th t d t ’ i ti L l N 1 J 25 Th t d t h f 0 88 t 1 60To address the students’ communication skills, students will respond in a math journal at least 3x a week during independent work time.

Lesson plans; student math journals

Nov. 1 January 25: The student average has gone from 0.88 to 1.60. This strategy is effective. In addition, I am also having students begin to look do peer conferences in which they use the rubric to identify strengths and weaknesses of each others’ journal entries. They then grade one self-chosen problem per week using the rubric.

To address insights, each Friday student homework will be to note 3 everyday situations in which they would use math to solve their problem.

Student homework

Nov. 1 January 25: The student average for Insights has gone from 0.88 to 0.92. This strategy is not particularly effective. Many students were using the same or similar problems from week to week. Therefore, I am now requiring students to only submit 1 problem a week, but they must also submit a strategy and answer. Those problems that score a 2 or 3 using the rubric will later be used on a review quiz or homework Therefore students will havea review, quiz, or homework. Therefore, students will have greater incentive to complete the work.

To address conceptual understanding and strategy & reasoning, as part of their Do Now work each morning, students will solve a problem in which they will first outline the steps they will take to solve the problem before completing computation and estimation.

Student Do Now work; lesson plans

Nov. 1 Scores in these areas went from 1.16 to 1.62 (conceptual understanding) and from 1.16 to 1.76 (strategies & reasoning). These strategies are effective. In December, I began “quick-checking” student work as soon as they finished in the morning, and then pairing those students who scored high with those who did not to debrief with one another.

SLO Process Rubric

What indicator in the SLO process rubric did Samantha NOT consider?

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Table Talk

What challenges do you foresee in writing the SLO components?

Data SLO Statement

Working with a partner or table group, analyze the data pro ideddata provided.

Develop a SLO SMART goal statement.

Put your goal statement on a google doc

http://goo.gl/IKyciJ

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SLO Worksheet & Calculator

Technology is your friend

What forms do I need?What forms do I need?

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SLOs can be linked to Practice Goals

What does the educator need to learn/research in order to meet the SLO and/or impro e practice?order to meet the SLO and/or improve practice?

What strategies does the educator need to explore?

What standards do you need to focus on?

PPG is in Self Assessment Form

Abbreviated for Training Purposes

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Handout

The forms help to ensure your SLO is SMART

Abbreviated for Training Purposes

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SLO Process: Step 2

Step 1: Prepare SLO


Step 3: Collect Evidence (Monitor SLO)SLO)

Step 4: Review and Score SLO (Evaluate SLO)

Step 2 – Submit SLOs for Approval

Educators submit SLOs to their supervisor.

Supervisors approve SLOs or recommend revisions. See Appendices B & C for SLO criteria

If revisions are required, educators must revise the SLO and re-submit the SLO for approval.

Supervisors should work with educators to revise the SLO.

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In non-summative years . . .

Self, peers, colleagues, or coaches id f db k ( d may provide feedback (and

approvals)

Key Questions: SLO Approval Rubric

Why did you choose this goal? Which content standard(s) will the SLO address Which content standard(s) will the SLO address,

and which skills(s) are students expected to learn? Which students are included in this goal? What time frame is involved in this SLO? How will you measure the amount of learning that

students make?students make? What is your goal for student growth, and how did

you arrive at this goal?

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Can my SLO be the same in yr/sem?

SLOs may be similar if student needs are similar Baseline data will vary Baseline data – will vary Student population – will vary Content standard – may be the same Strategies – may be the same Timeline – may be the same

A semester SLO may be the same for each semester A semester SLO may be the same for each semester class if needs are similar

Same SLO could be set for multiple years; however, SLO process is done annually

In summary…In summary…

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What’s on your windshield?

Is it clear? Is it “buggy”?

Share what you feel confident about in writing an SLO.

Share what you need further support in writing an SLO.

Investigate Sample SLOs

1. Locate SLOs in your content area. Use the links in the reso rce sectionthe resource section.

2. Share with a partner your findings. What SLOs interested you? Which ones need some work?

3. Share with the whole group those SLOs worth noting.

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Questions/Conversation?

Julee Dredske, CESA 5

608-745-5476

[email protected]

Questions/Conversation?

Example Instructional Strategy:Differentiation with PRE-ASSESSMENT

Math: In order to address the multiple levels of student prior knowledge the summative assessment given to all prior knowledge, the summative assessment given to all students at the end of each unit will include 5 ungraded questions based on the next unit. These questions will be used to determine which students need targeted remediation and which need more challenging work. I will use this information in my small group math y g pinstruction which occurs at least 3 times a week.

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Instructional Strategy Example:Practice with Analysis Using Rubrics

History: Once a week, students will be given a pre io sl nseen primar so rce from the nit we are previously unseen primary source from the unit we are currently studying that they will have to analyze in a paragraph. Students will then exchange their analyses with a partner and use the rubric to discuss the strengths and areas for improvement of their partners’ work I will use their work and their partners work. I will use their work and their discussions as formative assessment to plan future lessons around analyzing primary sources.

3rd Grade Reading (Low-High)

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3rd Grade Math (Low-High)

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writing high quality slo

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