DAY 2 WELCOME BACK TO DAY 2!!!!!! Presenter: TAMMY JO
SCHLECHTER [email protected]@k12.sd.us
http://bit.ly/SDDay2SLO THIS HAS RESOURCES YOU MAY USE FOR DAY
2
Slide 2
SLOs and Assessments 2 Selecting or Creating Assessments to
Establish and Assess SLOs Good morning! Welcome!
https://www.youtube.com/watch?v=_W1cN66 V4Qg
Slide 3
S.M.A.R.T. Growth Goal A.K.A. OUR S.L.0. By the end of the day,
85% of the participants in the training will have a specific plan
for their S.L.O. including their assessment piece.
Slide 4
WARMUP ACTIVITY AB PYRAMID GAME: Find a partner from a
different table lets make peanut butter and jelly like yesterday.
(One partner faces the board, the other faces the back wall)
Slide 5
Round 1 Student Growth Baseline Data High Growth S.M.A.R.T.
Goal
What did we learn yesterday? S.L.O. Definition and 4 step
Process How to Calculate Growth Ratings and Link Between Teacher
Evaluations & S.L.O.s Different ways to write Growth Goals
Format of the Process Guide
Slide 10
Summative Rating Matrix Professional Oversight: Is the rating
fair and accurate based on the evidence and data shared by the
teacher Determining Teacher Effectiveness Using multiple measures
of professional practice and student learning Domain 1Domain
2Domain 3Domain 4 Planning and Preparation Classroom Environment
Instruction Professional 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 ExpectationsMeets ExpectationsExceeds
Expectations Differentiated Performance Categories Student Growth
SLOs Growth Rating SLOs State Assessments (as one measure if
available) District Assessments Evaluator-Approved Assessments
Slide 11
SLOs & Danielson components 1c-Setting Instructional
Outcomes 1f-Designing Student Assessments 3d-Using Assessment in
Instruction 4a-Reflecting on Teaching 4b-Maintaining Accurate
Records
Slide 12
Agenda GET SOME WORK DONE!!!!!!!!!!!!!! 1.Priority Content
-Focused or Comprehensive? -Course or Class? -Standards covered?
2.Assessment - Assessment Methods & Options? - Assessment
Quality Guidelines? 3.Sharing & Work Time
Slide 13
What Will Be the Scope of SLOs? From yesterday Comprehensive
ScopeEssential Skills and ContentFocused Scope (e.g., all Grade 8
Common Core State Standards for English language arts [ELA]) (e.g.,
all Grade 8 Common Core State Standards for informational text in
ELA) (e.g., Grade 8 Common Core State Standards for evaluating
arguments and claims in text)
StrengthsDrawbacksStrengthsDrawbacksStrengthsDrawbacks Covers all
learning May work well for courses that already have finals or
cert. exams Can be difficult or cumbersome to assess well Focuses
on most important learning Can still be difficult to assess well
Involves judgment to determine what is most important Can focus on
area of need Easiest of the three to assess Not representative of
the learning that occurred during the course
Slide 14
Norms for the Day Listen with Engagement Honor Each Others
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
Slide 15
Video-- Look for something you connect with
http://bit.ly/SDDay2SLO Task during the video: Jot down 2 or 3
statements/ideas you connect with in the video.
Slide 16
Hello, PARTNER! Find a partner with a similar characteristic
for today. Discuss the 2 or 3 statements you jotted down and
connected with from the video
Slide 17
S.L.O. Process Guides Do you have yours out from yesterday?? Do
you want a fresh one? Paper copy Computer copy
Slide 18
What do I want my students to know and be able to do? Identify
the core concepts and standards. What resources might you use to
determine big/essential ideas? i.e. blueprints, disaggregated
standards, curriculum maps, power standards, national standards,
content standards and common core standards Know your timeline for
instruction
Slide 19
Prioritizing Learning Content Pre-test Last years end of year
data Statewide summative data Trend data District assessment data
Other Prioritize Learning Content: Identify standards and content.
What is the most important learning that needs to occur during the
instructional period? Specify which standard(s) the SLO addresses
and Identify the specific data source or trend data used. (1a)
Students can write, apply, and use expressions, equations, and
inequalities (7 th and 8 th ). (EE) Students can apply previous
understanding about arithmetic to algebraic expressions; reason
about and solve one-variable equations and inequalities; and
represent and analyze quantative relationships between dependent
and independent variables (6.EE). Students can use properties of
operations to generate equivalent expressions and solve real-life
and mathematical problems using numerical and algebraic expressions
and equations (7.EE). Students can work with radicals and integer
exponents; understand the connections between proportional
relationships, lines, and linear equations; and analyze and solve
linear equations and simultaneous linear equations (8.EE).
Slide 20
Prioritizing Learning Content Students can write, apply, and
use expressions, equations, and inequalities (7 th and 8 th ). (EE)
Students can apply previous understanding about arithmetic to
algebraic expressions; reason about and solve one-variable
equations and inequalities; and represent and analyze quantative
relationships between dependent and independent variables (6.EE).
Students can use properties of operations to generate equivalent
expressions and solve real-life and mathematical problems using
numerical and algebraic expressions and equations (7.EE). Students
can work with radicals and integer exponents; understand the
connections between proportional relationships, lines, and linear
equations; and analyze and solve linear equations and simultaneous
linear equations (8.EE).
Slide 21
REFINE OR REDO IDENTIFY STANDARDS & CONTENT 30 minutes of
Work Time!!! Prioritizing Learning Content Prioritize Learning
Content: Identify standards and content. What is the most important
learning that needs to occur during the instructional period?
Specify which standard(s) the SLO addresses and Identify the
specific data source or trend data used. (1a)
Slide 22
Sharing a Resource and a Moment
http://mathsnacks.com/scaleella.php Teenagers and texting. Wheres
the math?
Slide 23
Resource http://doe.sd.gov/ContentStandards /index.aspx
http://doe.sd.gov/ContentStandards /index.aspx Other content areas
Unpacked standards
Slide 24
Resource http://sdccteachers.k12.sd.us Blueprints Disaggregated
common core standards
Slide 25
Resource parking lot Please share your assessment resources,
books, websites, tools, etc. on the resource parking lot. Lets do
this: every time we take a break, each person share a resource etc.
that you are using at the Parking Lot
Slide 26
BREAK TIME 10 MINUTE BREAK When Tammy Jo ends video abruptly,
that signals when we will begin.
https://www.youtube.com/watch?v=w_hph89OA8I
Slide 27
Effective teachers... Know their kids. Know their content. Set
goals. Assess student growth. Revise instruction when needed.
Communicate results.
Slide 28
SLOs are what weve been doing all along, with deliberate
intention and specificity.
Slide 29
SLOs play a significant factor in both the Teacher and
Principal Effectiveness Models.
Slide 30
Summative Rating Matrix Professional Oversight: Is the rating
fair and accurate based on the evidence and data shared by the
teacher Determining Teacher Effectiveness Using multiple measures
of professional practice and student learning Domain 1Domain
2Domain 3Domain 4 Planning and Preparation Classroom Environment
Instruction Professional 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 ExpectationsMeets ExpectationsExceeds
Expectations Differentiated Performance Categories Student Growth
SLOs Growth Rating SLOs State Assessments (as one measure if
available) District Assessments Evaluator-Approved Assessments
Slide 31
Lets think about assessments!
Slide 32
Assessments are the backbone of the SLO process. An SLO is only
as good as the assessments upon which it is built. Bad data in, bad
data out. Assessment comparability between teachers in like
subjects is valuable for many reasons. Why the focus on
assessments? 32
Slide 33
WEBB LEVELS
Slide 34
General types of assessments State assessments-can be used to
identify priority content and standards Commercially available
assessments District or team-created assessments Teacher-created
assessments
Slide 35
General types of assessments State assessments-can be used to
identify priority content and standards Commercially available
assessments District or team- created assessments Teacher-created
assessments These assessments can be both FORMATIVE and SUMMATIVE,
depending on how they are administered and how the results are
used.
Slide 36
SD Assessment & SLO Facts
Slide 37
How do state assessments impact SLOs? SBAC Individuals who
teach ELA or math at grades 3-8, and 11 must write an SLO based on
ELA or math. DSTEP Science Individuals who teach sciences grades
5,8, or 11 must write an SLO based on science. Grade 5 teachers who
teach ELA, math, and science must select one of those content areas
on which to write the SLO.
Slide 38
How do state assessments impact SLOs? Future SBAC/ former DSTEP
Individuals who teach ELA or math at grades 3-8, and 11 are to use
state level assessment data in the decision making process when
selecting priority content and standards for the SLO. DSTEP Science
Individuals who teach sciences grades 5,8, or 11 are to use state
level assessment data in the decision making process when selecting
priority content and standards for the SLO.
Slide 39
Table activity State AssessmentsCommercial assessments District
created assessments Teacher created assessments FORMATIVE
Assessments
Slide 40
Large group assessment share Museum Walk Is it 9:30 AM?
Slide 41
Take time to discuss What options are available in your
district??? What are you going to use for your S.L.O. ASSESSMENT???
A. COMMERCIAL ASSESSMENT B. DISTRICT CREATED ASSESSMENT C. TEACHER
CREATED ASSESSEMENT Think-Pair-Share
Slide 42
How do state assessments impact SLOs? Does that mean my growth
is measured by my students performance on SBAC/DSTEP? NO
Slide 43
How do state assessments impact SLOs? So, what does that mean
for me as an ELA, math, or science teacher? It means that your SLO,
like all instructional decisions, should be based on available
data, whether it be assessment data, grades, failure rates, student
work samples, etc.
Slide 44
Priority Content & Assessment
Slide 45
Revisiting Webb Levels Knowledge Reasoning Skill Product
Disposition Find handouts 1 and 2 for next task
Slide 46
Evidence of learning: reasoning Peanut Butter and Jelly Partner
Share : Silent reading- Peanut Butter reviews handout 1, and Jelly
reviews handout 2. Sharing- Peanut Butter has one minute to share
about handout 1, then Jelly has one minute to share about handout
2.
Slide 47
Evidence of learning: reasoning Inductive and deductive
reasoning Analytical reasoning Comparative reasoning Classification
Evaluative reasoning Synthesizing Find handouts 3 and 4
Slide 48
Evidence of learning: reasoning Peanut Butter and Jelly Partner
Share : Silent reading- Peanut Butter reviews handout 3, and Jelly
reviews handout 4. Sharing- Peanut Butter has one minute to share
about handout 3, then Jelly has one minute to share about handout
4.
Slide 49
Evidence of learning: reasoning A-B partner share directions:
Silent reading-Partner A reviews handout 3, and partner B reviews
handout 4. Sharing-A has one minute to share about handout 3, then
B has one minute to share about handout 4.
Slide 50
Priority content & assessment Some resources to share are
on upcoming slides. We need to identify our priority
content/standards.
Slide 51
Example Sixth Grade Earth/Space Science Indicator 1: Analyze
the various structures and processes of the Earth system. (6.E.1.1,
6.E.1.2, 6.E.1.3; 6.E.2.1) Indicator 2: Analyze essential
principles and ideas about the composition and structure of the
universe. Performance Descriptors analyze the role of water as it
interacts with the Earths spheres; explain the role of plate
tectonics in shaping the earth; compare and contrast terrestrial
and gaseous planets.
Slide 52
Priority content & assessment Take a minute to jot down the
priority content/standard(s) on which you will write your SLO, and
if applicable, the associated skills or understandings that go with
that content.
Slide 53
Evidence of learning: skill Handout 1 again: Demonstrate
mastery of specific skills. Speaking a foreign language Giving a
speech Applying correct technique to serving volleyball Playing an
instrument Driving Often assessed with a rubric
Slide 54
Evidence of learning: products From Handout 1: Create quality
products. Write a poem Draw a picture Build a model Creating a
months worth of menu for a person with dietary needs Produce a
video Often assessed with a rubric
Slide 55
Dispositions (2a-2b) Affective goals of the educational
experience not assessed for the purpose of grading. Positive
attitude Good citizenship Respect for self and others Teamwork
Perseverance
Slide 56
Priority content & assessment To think about: What is your
priority content/standards assessing?
Assessment methods: Selected response/short answer Multiple
choice True/false Matching Fill in the blank Labeling
Slide 60
Assessment methods: extended written response Students
construct a written response to a question or task that is at least
several sentences in length. For example, *Compare pieces of
informational text, solutions to problems, world events. *Analyze
forms of government, artwork, methods for completing tasks.
*Interpret scientific information, music, polling data. *Describe
in detail a process or principle.
Slide 61
Different methods- different responses Lets compare a
selected-response item with an extended- response item.
Slide 62
Multiple choice A teacher is planning a field trip and will
need school buses to transport students. A school bus holds 36
students. If 1,128 students will be transported, how many buses are
needed? a.31c. 32 b.31.33d. 36
Slide 63
Extended written response A teacher is planning a field trip
and will need school buses to transport students. A school bus
holds 36 students. If 1,128 students will be transported, how many
buses are needed? Explain your answer. Show your work.
Slide 64
Are these answers correct? If you have 31 buses, there are 12
people left over. These 12 people can squeeze into 31 buses. So,
they just need 31 buses. You need 31 buses, but there are 12 people
left. They need to go too. But one bus for these 12 people is too
big, so you just need another minivan. Therefore the answer is 31
buses and 1 minivan. Twelve people are left, another bus is needed
for 12 people, so the answer is 32.
Slide 65
Assessment methods: performance assessment Students demonstrate
a skill or develop a product. The assessment is based on
observation and a scoring rubric. Thinking through a story problem
Find a new way to visualize a concept Performance Tasks Use a
Rubric??
Slide 66
One math performance task
Slide 67
Scoring performance assessments Define and describe quality
with common language Define distinguishable levels of success Focus
on important content Align with standards Provide models Use no
fudge words such as adequate or sometimes Use positive language in
all descriptors, such as do use black ink, instead of do not use
red ink Use non-value based adjectives Handout 5
Slide 68
Assessment method: personal communication Students provide
information about what they have learned through interaction with
teachers and other students. Questions and answers Class
discussions Conferences/Interviews Oral examinations Journals and
logs
Slide 69
Spend some time exploring http://www.smarterbalanced.org/sm
arter-balanced-assessments/#item http://www.smarterbalanced.org/sm
arter-balanced-assessments/#item
Slide 70
RESOURCES Elbow Partners: Revisit Handout 4 and then discuss
the Webb Levels found in the assessments you currently use. Do you
feel you could adapt questions if they are predominantly at a Webb
Level 1 or 2? Poll Everywhere Activity:
Possible lunch break moment here!
http://blog.mrmeyer.com/category/3 acts/
Slide 73
https://www.youtube.com/watch?v=RelL-PdcCSk Teachers Anthem for
Round Up After Lunch
Slide 74
Which assessment methods might work best for your priority
content/standards? selected response extended written response
performance assessment personal communication
Slide 75
Assessment quality guidelines Now that you have priority
content/standards in mind and are considering an assessment method,
lets discuss assessment quality.
Assessments should cover key subject and grade-level content
standards. No items, questions, or prompts should cover standards
that the course does not address. The assessment structure should
mirror the distribution of teaching time devoted to course content.
The cognitive demand of the assessment should match the full range
of cognitive thinking required during the course. Alignment
considerations 78
Slide 79
Mr. Hinton is an Algebra 1 teacher. Mr. Hintons S.L.O. is
dealing with the year long Algebra 1 course. By the end of the
course, students should be able to collect, organize, evaluate, and
synthesize information from multiple sources to draw logical
conclusions and communicate this information. An available
50-question assessment has 20 multiple-choice questions focused on
ancient Greece and 20 multiple-choice questions focused on ancient
Rome. Is this assessment sufficiently aligned with the content and
skills of the course? Alignment scenario 79
Slide 80
Assessments should: Allow both low- and high-performing
students to demonstrate growth. Challenge highest performing
students. Stretch 80 Lowest performing students Highest performing
students Student A Student B Student C Student D Student E Student
F
Slide 81
Ms. Simpson teaches second-grade reading. Most of her students
are reading on grade level. One student reads at a first-grade
level and three students are reading slightly above grade level.
The selected assessment: Covers all reading standards for
informational text and literature for second grade. Some questions
also cover first- and third-grade expectations for reading. Does
this assessment have enough stretch? Stretch Scenario 81
Slide 82
The assessment should: Be validit measures what it says it
measures. Be reliableit produces consistent results. Contain
clearly written and concise questions and directions. Be fair to
all groups of students. Validity and reliability considerations
82
Slide 83
Is my assessment ALIGNED to the correct content/standards? Does
my assessment STRETCH enough to allow me to measure growth for low
achieving and high achieving students? Is my assessment Valid,
Reliable, and Fair? ASSESSMENT QUESTIONS
Slide 84
1)Discuss the 4 steps of the S.L.O. process. What are the most
important aspects for us to focus on this summer? 2)Explain how a
teachers summative teacher effective rating is determined. (Below,
Meets, or Exceeds Expectations) 3)Discuss the Assessment aspect of
the S.L.O. process. What assessments are needed and why? 4) Explain
what it means for your assessment to be aligned, have stretch, have
validity and have reliability. PEOPLE SEARCH: Review Plus New
DO WE HAVE ACCESS TO IT?? Need a paper copy?? TAKE A LOOK AT
THE ASSESSMENT USING THE S.L.O. Assessment Checklist TAKING A LOOK
AT HANDOUT #10 and the MATH SAMPLE
Slide 87
A team of band teachers create a performance assessment for
students. In addition to developing the tasks together, the
teachers specify a set of directions and testing conditions that
each teacher will follow. For example, each student will be asked
to perform a short piece of music during small-group lessons. All
teachers will assess the students using the same band rubric. Prior
to grading, teachers will practice using the rubric and make sure
they are grading performances consistently. Any validity concerns
with this assessment? Validity & reliability scenario 87
Slide 88
Assessment considerations With a partner, review the scenarios
on Handouts 6-9 and use the bulleted questions to guide your
discussion. Table share in 15 minutes. 88
Slide 89
Tool for Assessment Selection and Development Use the quality
checklist Handout 10 to review the assessment you brought with you
today or use the assessment provided by the trainer. What new
information did the checklist help you notice about the assessment?
What revisions might need to be made to the assessment? How might
using the checklist impact your selection of assessments in the
future? 89
Slide 90
Assessment Creation guidelines Develop assessments
collaboratively. Align all assessments to standards. Align
assessments with district, school, or other identified goals. Make
sure all your priority content is covered in the assessment.
Incorporate items that vary in difficulty. Include a sufficient
number of test items to ensure rigor. Collaboratively determine
possible modifications if needed. Make sure content-and skill-based
rubrics are specific and address multiple levels of
proficiency.
Slide 91
WEBB LEVELS
Slide 92
Go to SDAP power point to share this resource, if needed.
https://sdap.emetric.net/Portal
Slide 93
Your Take Out Take a break and we will have our work session.
The work session will provide you with something for take out...
For your classroom!
Slide 94
TIME TO WORK PREPARING YOUR PRETEST YOUR GOAL FOR THIS WORK
TIME IS TO PREPARE YOUR PRE-TEST and POSSIBLY EVEN BEGIN TO ADJUST
IT TO MAKE YOUR PROGRESS UPDATE AND POST- TEST
Working alone, in pairs, or groups, complete an SLO assessment
overview and possibly post by sending it to Tammy Jo to display.
Possible ideas for getting into our groups: by standard(s), by
assessment, or by topic Complete this task in ___ minutes. Sharing
out for 15 minutes. Assessment Development Task Handout 11
Slide 97
Why is selecting appropriate assessments important? What are
the benefits of using common assessments? What resources or
supports exist in the school district or at the school to help
teachers select appropriate assessments? What additional supports
are needed? Reflection 97
Slide 98
Share your take away about today and what your ideas are for
your assessment piece of your S.L.O. On a sticky note
Slide 99
S.M.A.R.T. Growth Goal A.K.A. OUR S.L.0. By the end of the day,
85% of the participants in the training will have a specific plan
for their S.L.O. including their assessment piece.
Slide 100
Are we moving up the mountain? Where are you now in your
comfort level with writing and/or determining an assessment for
your SLO? Going from the valley of confusion up the slope of
understanding? (Top 20 lingo here. Giggle)
https://www.surveymonkey.com/s/ slo day1 (if you did not get
there yesterday) https://www.surveymonkey.com/s/ slo day1
https://www.surveymonkey.com/s/ slo day2
https://www.surveymonkey.com/s/ slo day2 EVALUATION
Slide 103
I would love to hear your feedback about todays presentation!
If you have a couple moments, please share with Tammy Jo about the
things we should A. Definitely Keep. B. Possibly Change. Sparkling
in Education with You!
Slide 104
Thank you!
Slide 105
Tammy Jo needs to take attendance before her guests leave!
[email protected]
