1 Arizona Department of Education Evaluation Model Implementation Summer Institute July 22-24, 2013.
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Transcript of 1 Arizona Department of Education Evaluation Model Implementation Summer Institute July 22-24, 2013.
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THE STUDENT LEARNING OBJECTIVE PROCESS
Arizona Department of Education Evaluation Model Implementation Summer Institute
July 22-24, 2013
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ADE would like to acknowledge the help and support provided by:
Colorado Dept. of EducationGeorgia Dept. of EducationIndiana Dept. of EducationOhio Dept. of EducationRhode Island Dept. of Education
Center for Great Teachers and LeadersEducation CouncilThe Council of Chief State School OfficersThe Reform Support Network WestEd Comprehensive Center, Empirical, and RELWest
Acknowledgements
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Develop an understanding of the SLO process
Compare the components of a quality SLO process to the LEA’s current status for implementation
Determine high priority action steps to ensure the implementation of a successful SLO process for this year
Agenda
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SLOs allow teachers to take ownership of their continuous improvement process.
Benefits of using SLOs
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SLOs can drive professional learning for teachers to improve their craft.
Benefits of using SLOs
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SLOs can directly link the teacher evaluation process to the inter-disciplinary implementation of AZ Common Core Standards.
Benefits of using SLOs
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Teacher Evaluation FrameworkGroup A & Group B Teachers
33% -50 % 50% -67%
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50%-67% Teacher Performance33%- 50% Student Academic Progress School or Classroom Level Data
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“Teachers with available classroom-level student achievement data that
are valid and reliable, aligned to Arizona’s academic standards and appropriate to individual teacher’s
content areas.”
AZ Framework for Measuring Educator Effectiveness April 2011
Group A Teachers
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Elementary Teachers Grades 2-6 SEI Teachers Special Education Teachers Math & Language Arts Middle Grade
Teachers Math & English Grades 9-10 Science Teachers Grades 4, 8, & 10 Reading Interventionists Math Interventionists
Examples of Group A Teachers
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AIMSSTANFORD 10
AIMS AAZELLA
Advanced PlacementInternational Baccalaureate
LEA-wide AssessmentsOther Valid & Reliable Classroom Level Data
Group A TeachersExamples of Assessments
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“Teachers with limited or no available classroom-level student achievement
data that are valid and reliable, aligned to Arizona’s academic standards, and appropriate to
individual teacher’s content areas.”
AZ Framework for Measuring Educator EffectivenessApril 2011
Group B Teachers
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Visual Arts Music Computers Theatre Dance CTE P.E.
Gr. K-1 Elementary Gr. 7-10 Social Studies Gr. 7 & 9 Science Gr. 11-12 All Subjects First year teachers,
teachers new to the LEA, or new to the content area
Examples of Group B Teachers
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Advanced PlacementInternational Baccalaureate
LEA-wide AssessmentsOther Classroom or School Level Data
Group B TeachersExamples of Assessments
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Definition: A student learning objective (SLO) is a classroom level standards-based measure relevant to the content area taught during the current school year that is:
Specific and measureable Based on baseline data Based on growth and/or achievement
Student Learning Objectives
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A measure of student mastery within a specific content area. This objective is to include all students in a class/course for one content area.
Student Learning Objectives
Classroom SLO
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All students will demonstrate mastery of geographical, cultural, political, economic, architectural, and historical concepts from the 1800’s to Modern Day with at least 75% accuracy on the Harcourt World History Exam by the end of the year.
Classroom SLO
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Classroom SLO Scoring Rubric
Mastery Achievement Score4 3 2 1
100% - 90% of the students met the SLO
89% - 80% of the students met the SLO
79% - 60% of the students met the SLO
Less than 60% of students met the SLO
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Targeted SLO
A measure of student growth between two points in timefor a particular set of students in the Lowest Level of Preparedness in orderto master the standards in the content area.
Student Learning Objectives
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5 out of the 5 students who scored a 1 in the beginning range on the LEA-developed music performance assessment rubric measuring intonation, reading music, and fingering skills will move from a 1 to a 2 by the end of the year.
The Targeted Student Learning Objective
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SLOs are one way to assess teacher impact on student performance that involves the teacher in the process of goal setting, monitoring, and assessing of student progress.
So why use SLOs?
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Where are we on the SLO process?
Not yet ready Moving toward the goal
Ready to Implement SLOs
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LEA staff and educators share a common understanding of what implementing SLOs will entail.
All staff demonstrates a shared commitment to implementing the SLO process with fidelity.
Adapted from Great Teachers and Leaders SLO Implementation Continuum
SHARED VISIONLEA Team
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Discuss with your team what has already been done to share the SLO vision throughout the LEA.
Discuss with your team what support is still needed for total staff commitment in implementing the SLO process with fidelity for 2013-2014.
List 1-3 high priority action steps needed to gain staff commitment for the SLO process.
SHARED VISIONLEA TEAM
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Step 1: Determining students’ level of preparedness
Step 2: Choosing quality assessments
Step 3: Setting student learning objectives◦ Classroom SLOs◦ Targeted SLOs
Step 4: Monitoring progress and refining instruction
Step 5: Reviewing results and establishing a summative score
THE SLO PROCESS ADE MODEL
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Implementation Timeline
•Determine Level of Preparedness
•Choose Assessment
•Collect Baseline Data
•Set SLOs
First QuarterJuly-Sept.
• Monitor Progress• First
Observation Conference• Mid-Year Conference (optional)
Second/Third Quarter
Sept.-March
• Collect Data• Summative Evaluation & Conference
Fourth Quarter
April-May
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THE SLO PROCESSSTEP 1
Determining Students’ Level of Preparedness
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What should students already know or understand in order to be successful in your class?
Questions to Ask to Determine Students’ Level of Preparedness
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What prior year assessments or data can be used to determine whether the students are
at “grade level” in terms of preparedness?
Questions to Ask to Determine Students’ Level of Preparedness
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AIMS
DIBELS
LEA Benchmark Assessments
End-of-Course Assessments
Tests from other subjects to
determine prerequisite skills; for
example a physics teacher might
use a mathematics test.
Students’ grades from previous
classes
Portfolios
Performance, Projects, or
Product Rubrics
Attendance
Previous Year Data Sources to Determine Level of Preparedness
Note: Consideration needs to be given to the validity of the assessments/grades of the previous year’s teachers
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Preparedness of Students0%
10%20%30%40%50%60%70%80%90%
100%
Mid-First Grade Level
Second Grade Level
Third Grade Level
Lowest Prepared Adequately PreparedHighest Prepared
Levels of Preparedness – Grade 2
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Determining Students’ Level of Preparedness
LEA Team
The LEA has a fully developed data system.
Information is easily accessible to teachers providing them with greater access to student data.
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Discuss with your team what has already been done to provide teachers with greater access to student data.
Discuss with your team what support is still needed for teachers to have access to student data to determine students’ level of preparedness.
List 1-3 high priority action steps needed to provide teachers with access to student data.
Determining Students’ Level of PreparednessLEA TEAM
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THE SLO PROCESSSTEP 2
Choosing Quality Assessments
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1. Needs to measure the actual skills and content taught at the appropriate level of rigor (valid)
2. Needs to measure teacher performance consistently (reliable)
3. Aligned to the AZ Common Core/Content Standards
4. Rigorous Requires critical thinking Free from bias
Quality Assessment
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Baseline Assessment/Data◦ Given within the first few weeks of the course◦ Measures what the student currently knows
Classroom SLO-Achievement/Mastery of Content◦ Measures the majority of standards◦ Given at the end of a course or term
Targeted SLO-Growth◦ Can measure the majority of standards or a subset ◦ Given at the end of a course or term
Quality Assessments
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Pre-Approved
Both LEA and site assessments need
evaluator approval
State-Wide Assessments (i.e., AIMS, Stanford 10, AIMS A,
AZELLA)
Content Assessments with Reliability and
Validity
Content Assessments used
LEA-WideClassroom Assessments
Textbook-Generated or
Performance Based
Pre-Approved, but LEA needs to verify alignment to AZ Standards
Level of
Confidence
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Choosing Quality AssessmentsPartner 1
The LEA has high quality baseline assessments for all grades and content areas including Group B courses.
The LEA has high quality end-of-course assessments for all grades and content areas including Group B courses.
Adapted from Great Teachers and Leaders SLO Implementation Continuum
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Discuss with your partner/team what has already been done to determine or create baseline and end-of course assessments.
Discuss with your partner/team what support is still needed to determine or create baseline and end-of-course assessments.
List 1-3 high priority action steps needed to establish baseline and end-of-course assessments for this year.
Choosing Quality AssessmentsPartner 1
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THE SLO PROCESSSTEP 3
Setting the Targeted Student Learning
Objective
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1. Targeted students2. Baseline assessment data3. SLO and rationale for SLO4. Aligned standards and learning strategies5. Interval of instructional time6. Quality assessment7. Cut score8. Scoring and evaluation
Components of the SLO Process
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What is a realistic, yet rigorous growth target for the Low Level of
Preparedness Students?
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Formula Example:
All of the targeted students will show a 65% increase on the end-of-course general science exam including cell biology, ecosystems, properties of matter and energy, and the Earth’s System, from the beginning of the year baseline assessment to the end of year assessment.
The Targeted Student Learning Objective
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Baseline score + (Total possible points-Baseline score) x .65 = Cut Score
If Susan scores a 40 out of 100 points, the formula would look like this:
40 + (100-40) x .65 = Cut Score40+(60 x .65) = 39 (Expected Growth)40+39=79 (Cut Score)
(Revised from Georgia Dept. of Ed.)
Rigor of Cut ScoreStep 6: Cut Score Formula
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4 3 2 1The students have surpassed the teacher’s expectations of growth described in the targeted SLO.
The students have met the teacher’s expectations of growth described in the targeted SLO.
The students have not fully met the teacher’s expectations of growth described in the targeted SLO.
The students did not meet the teacher’s expectations of growth described in the targeted SLO.
TARGETED SLO SCORING RUBRIC Growth Score
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Formula Example:
All 10 students in the Low Level of Preparedness Category will increase their physical endurance by at least 65% on the end-of-year Fitness Gram Shuttle Run as measured by the Fitness Gram age appropriate table.
The Targeted Student Learning Objective
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Performances
Portfolios
Projects
Products
Targeted SLO Growth Score using a Performance Rubric
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5 out of the 5 students who scored a 1 in the beginning range on the LEA developed music performance assessment rubric measuring intonation, reading music, and fingering skills will move from a 1 to a 2 by the end of the year.
The Targeted Student Learning Objective
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Rubric Example:
4 out of 4 students in the Lowest Level of Preparedness Category will increase at least one level on the DIBELS end of year Nonsense Word Fluency Assessment based on the DIBELS (6th Edition).
The Targeted Student Learning Objective
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DIBELS DATA CHART
Letter Naming Fluency
StatusBeginning of Year Month
1-3
StatusEnd of Year Month 7-10
Comments
Rubric Score
John Intensive -at risk
Benchmark-low risk
Increased two levels
4
Susie Intensive -at risk
Intensive-at risk
Did not increase one level
2
Mary Strategic -some risk
Benchmark - low risk
Increased one level 3
Jose Strategic-some risk
Intensive-at risk
Decreased one level 1
Targeted SLO score = 2.50 (average)
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THE SLO PROCESSSTEP 4
Monitoring Student Progress and Refining
Instruction
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Instruction
Formative Assessment
s
Data Collection
Collaborative Data
Analysis
Adjust and Refine
InstructionResponse to Intervention
Monitoring of Student Progress
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Setting the SLOs and Monitoring Progress:Partner 2
Using student data to inform instruction is common practice.
Teachers consistently use student data to adjust planning and improve instructional practice.
Professional development opportunities for teachers and leaders are based on student data.
Adapted from Great Teachers and Leaders SLO Implementation Continuum
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Discuss with your partner/team what has already been done to provide teachers with the time and skills needed to use data to drive instruction.
Discuss with your partner/team what support is still needed for teachers to consistently use student data to adjust planning, improve instructional practice, and seek professional development.
List 1-3 high priority action steps needed to provide teachers with the time and skills needed to use data to drive instruction.
Setting the SLOs and Monitoring Progress:Partner 2
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THE SLO PROCESSSTEP 5
The Summative Evaluation
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4 3 2 1The students have surpassed the teacher’s expectations of growth described in the targeted SLO.
The students have met the teacher’s expectations of growth described in the targeted SLO.
The students have not fully met the teacher’s expectations of growth described in the targeted SLO.
The students did not meet the teacher’s expectations of growth described in the targeted SLO.
TARGETED SLO SCORING RUBRICGrowth Score
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All of the targeted students will show a 65% increase on the end-of-course general science exam including cell biology, ecosystems, properties of matter and energy, and the Earth’s System, from the beginning of the year baseline assessment to the end of year assessment.
40+(60 x .65) = 39 Expected Growth40+39=79 Cut Score
The Targeted Student Learning Objective
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BaselineScore
Formula Cut Score
End-of- Course Score
Rule Rubric SLO points
Mary 10 10+[(100-10)*0.65]=90*.065=5910+59=69
69 70 End-of-Course Score >Targeted Score
The students have surpassed the teacher’s expectations described in the targeted SLO.
4
Dan 20 20+[(100-20)*0.65]=80*.065=5220+52=72
72 72 End-of-Course Score = Targeted Score (+/-5)
The students have met the teacher’s expectations described in the targeted SLO.
3
John 30 30+[(100-30)*0.65]=70*.065=4630+46=76
76 70 End-of-Course Score <Targeted Score with difference less than 10 points
The students have not fully met the teacher’s expectations described in the targeted SLO.
2
Susan 40 40+[(100-40)*0.65]=60*0.65=3940+39=79
79 65 End-of-Course Score <Targeted Score by 10+ points
The students did not meet the teacher’s expectations described in the targeted SLO.
1
Targeted SLO score (4+3+2+1)/4= 2.5 (average)
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Group B Specials Teachers
Percent of School-Level Data Category Point Value School/Classroom Level Data
33% of total
Achievement
6 Classroom SLO(s)
6 Classroom SLO(s)
Growth (must be 20% of total points)
12 Targeted SLO(s)
12 Targeted SLO(s)
Career & College Ready4
Choice of the following
Graduation Rate
Percent of Grade 8 Students Passing AIMS Mathematics
AIMS CCR Equivalent Score
Sample Group B Data Table
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Classroom Level Data
Possible Points Results Points
Classroom SLO
680% of the students mastered their ability to read music, play as one
unit, and improve intonation and fingering dexterity by one rubric score on the LEA-wide music performance exam
3 (rubric score) x 1.5 (# of points each rubric category is worth) = 4.54.5
690% of the students mastered their ability to read music, play as one
unit, and improve intonation and fingering dexterity by one rubric score on the LEA-wide music performance exam
4 (rubric score) x 1.5 (# of points each rubric category is worth) = 66
Targeted SLO20% required growth score by USDOE (24 points)
12On average the students have not fully met the teacher’s expectations
described in the targeted SLO.2.5 x 3 (# of points each rubric category is worth) = 7.5
7.5
12On average the students have met the teacher’s expectations
describe in the targeted SLO.3 x 3 (# of points each rubric category is worth) = 9
9
College/Career Ready 4 Graduation Rate 80% 4
33% Classroom Data Sub Total 31/40
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Implementation Timeline
•Determine Level of Preparedness
•Choose Assessment
•Gather Baseline Data
•Set SLOs
First QuarterJuly-Sept.
• Monitor Progress• First
Observation Conference• Mid-Year Conference (optional)
Second/Third Quarter
Sept.-March
• Gather Data• Summative Evaluation & Conference
Fourth Quarter
April-May
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Evaluator PreparationLEA Team
The school has a site team of qualified evaluators that possess sufficient expertise, time, and commitment to approve SLOs.
The school has a site team of qualified evaluators skilled in providing valuable feedback and support to teachers.
Adapted from Great Teachers and Leaders SLO Implementation Continuum
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Discuss with your team what has already been done to provide the necessary skills and expertise to the qualified evaluators at the site to effectively critique and approve the components of the SLO process.
Discuss with your team what support is still needed for qualified evaluators to possess sufficient expertise, time, and commitment to approve SLOs and provide valuable feedback and support to teachers.
List 1-3 high priority action steps needed to provide qualified evaluators with the time and skills to implement the SLO process with fidelity.
Evaluator PreparationLEA Team
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NEXT STEPS?
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Performance Based Assessments
Connecticut:http://www.ctcurriculum.org/
Washington:http://www.k12.wa.us/Arts/PerformanceAssessments default.aspx
Lynn TuttleDirector of Arts Education
Arizona Department of Education602-364-1535
Arizona Department of Education Resources and Support
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Student Learning Objective Handbook Student Learning Objective Templates Student Learning Objective Summary Guide
www.ade.az.gov
Virginia StodolaEffective Teachers and Leaders Unit
602-364-3552 [email protected]
Arizona Department of Education SLO Support