South Dakota Student Learning Objectives
description
Transcript of South Dakota Student Learning Objectives
South Dakota Student Learning
Objectives
Dianna Tyler
Welcome!!New Information
+Practice
= New Learning
lightb lb moments
Challenge
If it doesn’t
Y O UIt doesn’t
Change Y O U
4 CORNERS!Let’s
?
4 Corners
1. I know what an SLO is.2. I know how an SLO connects to teacher
evaluation.3. I know how growth ratings are calculated.4. I know how to establish baseline data and
determine growth.5. I understand the four steps of the SLO
process.6. I know the components of a SMART goal.7. I can determine if an SLO meets SD criteria.
Outcomes Today– I know what an SLO is.– I know how SLOs connect to teacher evaluation.– I know how growth ratings are calculated.– I know how to establish baseline data and
determine growth.– I understand the 4 steps of the SLO process.– I know the components of a SMART goal.– I can determine if an SLO meets South Dakota
criteria.
Norms for the Day
Listen with Engagement
Honor Each Other’s Thinking
Honor Private Think Time
Everyone has a Voice
Be Respectful of all Comments
Limit Side Conversation
Take Care of Your Needs
Cell Phones Off/Vibrate
A Little Bit of History
• South Dakota’s work to develop meaningful educator effectiveness systems is united by a common aspiration: To improve instruction and student learning.– The 2010 Teacher Standards Workgroup– The 2011-2012 Teacher Standards Pilot Districts– The 2012 Teacher Evaluation Workgroup– The SD Commission of Teaching and Learning– The 2012-2014 Teacher Effectiveness Pilot participants– The 2013-2014 Principal Effectiveness Pilot
participants– The University of South Dakota
Summative Rating MatrixProfessional Oversight: Is the rating fair and accurate based on the evidence
and data shared by the teacher
Determining Teacher EffectivenessUsing multiple measures of professional practice and student learning
Domain 1 Domain 1 Domain 1 Domain 1
Planning and Preparation
Classroom Environment
InstructionProfessional
Responsibilities
• Classroom Observations and Evidence of Effective Practice
• Components from Each of the 4 Domains
• At Least 8 Components Chosen Based on District or School Priorities
South Dakota Framework for Teaching Student Growth
SLOs
State Assessments(as one measure if available)
District Assessments
Evaluator-Approved Assessments
Professional Practice Rating Growth Rating
Below Expectations Meets Expectations Exceeds Expectations
Differentiated Performance Categories
Summative Rating MatrixProfessional Oversight: Is the rating fair and accurate based on the evidence
and data shared by the teacher
Determining Teacher EffectivenessUsing multiple measures of professional practice and student learning
Domain 1 Domain 1 Domain 1 Domain 1
Planning and Preparation
Classroom Environment
InstructionProfessional
Responsibilities
• Classroom Observations and Evidence of Effective Practice
• Components from Each of the 4 Domains
• At Least 8 Components Chosen Based on District or School Priorities
South Dakota Framework for Teaching
Professional Practice Rating
Below Expectations Meets Expectations Exceeds Expectations
Differentiated Performance Categories
Student Growth
SLOs
Growth Rating
SLOs
State Assessments(as one measure if available)
District Assessments
Evaluator-Approved Assessments
Summative Scoring Matrix
Summative Teacher Effectiveness Rating Categories
Below Expectations
Meets Expectations
Exceeds Expectations
JudgmentRating Subject
to Review
✪
✪
Student GrowthStudent 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.
Student Learning ObjectiveA Student Learning Objective is a teacher- driven goal or set of goals ‐that establish expectations for student academic growth over a period of time. The specific, measurable goals must be based on baseline data and represent the most important learning that needs to occur during the instructional period. SLOs are aligned to applicable Common Core, state or national standards, and typically also reflect school or district priorities.
Let’s Define It!
Why use SLOs?
• Reflect Best Practice• Collaborative• Flexible• Focused
Chunking today
– I know what an SLO is.– I know how SLOs connect to teacher evaluation.
– I understand the 4 steps of the SLO process.
– I can determine if an SLO meets South Dakota criteria.
What IS an SLO?
What is the process?
Practice
– I know the components of a SMART goal.– I know how growth ratings are calculated.How do I write an SLO?
SLO Development
SLO Approval
Ongoing Communication
Prepare for Summative
Answer 4 questions
Prioritize Learning ContentWhat do I want my students to be able to
know and do?
Analyze data and develop baselinesWhere are my students starting?
Select or develop an assessmentWhat assessments are available?
Write growth goalWhat can I expect my students to achieve?
The SLO Process
SLOs to Measure Student Growth
Four Step Process1. SLO Development2. SLO Approval 3. Ongoing Communication4. Prepare for Summative Conference
Teacher SLO Approval
• Teacher submits a completed SLO process guide to Evaluator • Teachers meets with Evaluator–At least one face to face meeting–May take place during other
evaluation/related meeting• Teacher and Evaluator mutually agree
on SLO and approve
Principal SLO Approval
• Principal meets with Teacher–At least one face to face meeting–May take place during other
evaluation/related meeting• Clearly identify information needed to
determine SLO quality (SLO Checklist) including amount and type of data• Identify revision window
Prepare for Summative
• Make sure your principal has adequate time to determine rating prior to your summative meeting.• Teachers: consider self scoring and
reflect to guide conversation during summative meeting• Assessment data may be used as
evidence/artifacts for Danielson
Chunking today
– I know what an SLO is.– I know how SLOs connect to teacher evaluation.
– I understand the 4 steps of the SLO process.
– I can determine if an SLO meets South Dakota criteria.
What IS an SLO?
What is the process?
Practice
– I know the components of a SMART goal.– I know how growth ratings are calculated.How do I write an SLO?
Brain Break!!
Walk, Talk, Process
http://www.youtube.com/watch?feature=player_detailpage&v=sS_ylsL-Nqg (6:08)
HOW DO I WRITE AN SLO?
Chunk # 3
SLOs to Measure Student Growth
Four Step Process1. SLO Development2. SLO Approval 3. Ongoing Communication4. Prepare for Summative Conference
4 Questions to Consider
1. What do I want my students know and be able to do?
2. Where are my students starting?3. What assessments are available?4. What can I expect my students to
achieve?
What do I want my students to know and be able to do?– Identify the core concepts and
standards.–Know your timeline for instruction
Where are my students starting?
• Gather and analyze data to determine how well prepared students are to learn core concepts.– Know your students – Consider which students will be addressed by
this SLO– Consider special needs
and behaviors
What assessments are available?
• Select or develop an appropriate assessment to measure student learning and growth.
• Content assessed at baseline is the comparable to content assessed at the end of instruction
• Describe how the goal attainment will be measured.
Appropriate?
• Aligned to priority content & standards• Valid measures what it was designed to
measure• Reliable produces accurate and consistent
picture of what student know & do• Realistic gives sufficient time to administer
and generates data in a timely fashion
? WHAT ASSESSMENTS DO YOU CURRENTLY HAVE AVAILABLE? ARE THEY APPROPRIATE?
Appropriate…STATE MANDATED ASSESSMENTSThis category includes assessments mandated for use statewide and includes assessments required by state and federal law.Examples: Smarter Balanced Assessment, Dakota Step Science Assessment (or the state-required science assessment)
COMMON STATE AND DISTRICT ASSESSMENTSThis category includes assessments not mandated for state use but are widely used by several districts and schools. Assessments in this category include commercially available assessments, district-developed pre- and post-tests or course-level assessments. Assessments could also take the form of established rubric-scored performance-based assessments.Examples: Assessments available through the South Dakota Assessment Portal, End-of-Course Exams, Write-to-Learn, WIDA-Access Placement Test (English-Language learners), National Career Readiness Certificate, DIBELS, AP Exams, STARS reading/math, MAPS, AIMS Web, CTE Performance Contests/Judging.TEACHER-DEVELOPED ASSESSMENTSThis category of assessments includes classroom assessments used by a single course for a particular teacher.
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What can I expect my students to achieve?
• Leads to the development of student growth objectives with a strong rationale supporting why the objectives are appropriate.
•How will I help my students obtain the goal?
Appropriate…
• Measures are stated by increases in:–Rate,–Percentage,–Number,–Level of performance,–Rubric standards, –Gain Score or–Other ways…
• Class Mastery
• Differentiated Growth
• Shared Performance
Growth Goals
Class Mastery
Differentiated Growth
Shared Performance
Growth Goals
Establishes tiered expectations for student growth for groups of students. The educators defines what grot looks like for each group of students.
Teams of teachers agree to work collaboratively and share responsibility for student learning for a content area, grade level or school.
Based on quality baseline data and an educator-determined definition of mastery. Goal is strutted based on percent of students attaining mastery.
The SMART Process A Format for Developing SLOs
SSpecificThe goal
addresses student
needs within the content.
MMeasurable
An appropriate
instrument or measure is selected to assess the
goal.
AAppropriate
The goal is standards-
based, needs-
focused (and directly
addresses all students)
RRealistic & RigorousThe goal is attainable
and stretches student learning.
TTime-bound
The goal is contained to
a single school
year/course.
(Smart) Specific
• The goal should state exactly what content is to be addressed.• The content should be tied directly
to the standards for this grade and subject.
(sMart) Measurable
• Measures are stated by increases in:–Rate,–Percentage,–Number,–Level of performance,–Rubric standards, –Gain Score or–Other ways…
(smArt) Appropriate
• The goal should be directly related to the subject, to the standard(s), and to the students.• The goal is within the teacher’s
realm of influence in the classroom.
(smaRt) Realistic & Rigorous
• Realistic goals are rigorous and should stretch the outer bounds of what is attainable.• Realistic goals are not easy goals.
(Smart) Time-bound
• The goal has a time frame for accomplishing the measurable objective.
• Ongoing progress monitoring provides data for adjusting the learning experience toward the goal.
• Data is collected between 2 points in time, as close to beginning and ending of course as possible.
Chunking today
– I know what an SLO is.– I know how SLOs connect to teacher evaluation.
– I understand the 4 steps of the SLO process.
– I can determine if an SLO meets South Dakota criteria.
What IS an SLO?
What is the process?
Practice
– I know the components of a SMART goal.– I know how growth ratings are calculated.How do I write an SLO?
Brain Break!!
Walk, Talk, Process
http://www.youtube.com/watch?feature=player_detailpage&v=GEOZ31HeZT4 (5:47)
PRACTICEChunk # 4
Scaffolding Instruction: “I DO”
• Pull out your sample SLO
Teacher Student Growth Rating
PERFORMANCE
CATEGORY DESCRIPTION
Low Less than 65% goal attainment
Expected 65% to 85% goal attainment
High 86% to 100% percent attainment
Principal Student Growth Rating
PERFORMANCE
CATEGORYDESCRIPTION
Low Less than 80% of teachers earned expected growth
Expected80-90% of teachers earned expected growth High91-100% of teachers earned expected growth
*A secondary measure of principals impact on student growth-SPI/AMO – will be added for the 2014-15 school year, and will account for 355 of the principals student growth rating.
“We Do”
• Pull out your SLO Quality Checklist• Read it closely • Develop at least one–Question– Comment–Observation
“I Do”
• When you completed 2 samples.• Individually draw a card–Elementary teachers = blue –Middle teachers = yellow–High teacher = green
• Read through the goal• Assess the quality using the checklist• Share your findings with your table
Chunking today
– I know what an SLO is.– I know how SLOs connect to teacher evaluation.
– I understand the 4 steps of the SLO process.
– I can determine if an SLO meets South Dakota criteria.
What IS an SLO?
What is the process?
Practice
– I know the components of a SMART goal.– I know how growth ratings are calculated.How do I write an SLO?
4 CORNERS!Let’s
?
4 Corners
1. I know what an SLO is.2. I know how an SLO connects to teacher
evaluation.3. I know how growth ratings are calculated.4. I know how to establish baseline data and
determine growth.5. I understand the four steps of the SLO
process.6. I know the components of a SMART goal.7. I can determine if an SLO meets SD criteria.
CLOSURE
Thanks!