The SLO Process Day 1Day 2Day 3Day 4. Academy Agenda Day One -Framing the Work and Introduction to the Professional Practice Rubric -Introduction to the

The SLO Process

Day 1

Day 2

Day 3

Day 4

Academy Agenda

Day One-Framing the

Work and Introduction to

theProfessional

Practice Rubric-Introduction to

the Online Observer

Training (FFTPS)-Component 2A

Training-Professional

Practice Evidence

Collection

Day Two-Part I: Building an Understanding of

the Parts-Part II: The

Evaluator’s Process-Part III:

Implementation: Overcoming

Challenges and Utilizing Resources

Day Three-Practice

observation calibration protocol-Calculating a Final

Effectiveness Rating

Day Four-Understanding the

Support Professional Model

-RIDE’s Data Systems

3

Objectives and Agenda

Objectives:

•Develop an understanding of high-quality SLOs

•Understand the role of evaluators throughout the SLO process

•Consider best-practices for implementation, including overcoming challenges and utilizing resources

Agenda:Part I: Building an Understanding of

the Parts Intro and Framing Understanding SLOs Writing Objective Statements Baseline Data & Information Deepening Assessment

Literacy with the Assessment Toolkit

Setting Targets for Student Learning

--LUNCH—

Part II: The Evaluator’s Process Approving SLOs Mid-Year Revisions Scoring SLOs

Part III: Implementation – Overcoming Challenges and Utilizing Resources Getting from Intent to

Implementation RIDE resources Proactive planning

4

Norms

Norms

Equity of voice

Active listening

Confidentiality

Usage of parking lot

Respectful/ appropriate

use of technology

Safety to share

different perspective

s

5

Dual-Track Learning

PARTICIPANT PACKET:

Utilize the note taking template Jot down key messages that you feel

would be important to communicate to your teachers

BIG IDEAS DETAILS/QUESTIONS

NEXT STEPS AS A LEARNERNEXT STEPS AS AN

INSTRUCTIONAL LEADER

6

SLOs in Rhode Island

Student Learning Objectives (SLOs) are long-term, measurable academic goals that educators set for their students. They should focus on priority content, be measured by appropriate sources of

evidence, and include specific targets for student mastery or progress. They are used as a measure of student learning by all

educators participating in the Educator Evaluation System.

•Respects the diversity of all grades, subjects, and courses

•Written by educators for their own students

•Tied directly to the teaching and learning happening in every teacher’s individual classroom

•Reflects the most important content and skills students should learn

Improving student learning is at the center of all our work.

Teachers have the greatest school-based impact on student learning.

Research shows that student learning improves when teachers set goals.

SLOs recognize and encourage the work that excellent teachers are

already doing in their classrooms.

7

Making the Leap

As you watch:What are the: a) Big Ideas and Messages; and b) Strategies or Lessons Learned that the educators in the video touch upon?

Video: Implementing SLOs in Rhode Island

http://media.ride.ri.gov/PD/Eval/ImplementingSLOsRI.mp4

8

Understanding SLOs

Objectives:•Understand how to use online tools•Understand how SLOs are an integral part of curriculum, instruction, and assessment

Part I: Building an Understanding of the Parts

Intro and Framing Understanding SLOs Writing Objective Statements Baseline Data & Information Deepening Assessment Literacy with

the Assessment Toolkit Setting Targets for Student Learning

9

Accessing RIDE’s Resources for Educator Evaluation

10

Online Modules & Tools

11

Layout and Functionality of Online Modules

12

Turn and Talk

Is this how SLOs have been implemented in your district? If yes, what has made that possible? If no, what has prevented that from happening?

13


14


15

Understanding SLOs Takeaways

SLOs are focused on the student learning in specific

content areas and grade levels

SLOs are integrated with the most important work of

districts--curriculum, instruction, and assessment--

and are not an add-on

Goal-setting is an important part of effective teachers'

practice

http://www.google.com/url?sa=i&rct=j&q=&source=images&cd=&cad=rja&docid=xoaPiw3r_Ym4bM&tbnid=TO01ex3qI05GMM:&ved=0CAUQjRw&url=http://www.hardin.k12.ky.us/chhs/dept/MediaCent/central_hardin_virtual_library.htm&ei=yXKwUZeDBKjl4AP11oDIDQ&bvm=bv.47534661,d.dmg&psig=AFQjCNGOr6U5qctdFCDOMltXSOXpFpMBcw&ust=1370604583710359

16

Writing an Objective Statement

Objective:

•Clarify the process for writing an Objective Statement




17

The Process for Writing a Student Learning Objective

New Resource

18

Writing an Objective Statement

19

Examining Objective Statements

1. Objective Statement: (Elementary) Students will improve their overall proficiency in mathematics.

a. Is the objective statement clear in articulating the content or skills students should achieve?

Clear Not clear

enough

b. Is the scope of the objective statement broad enough to capture the most important course content or skills? (If the focus is too narrow it might be possible to teach it in a unit, but it will not be a central focus for students throughout the interval of instruction. If the focus is too broad it is not a targeted objective that is measurable. If the target is met, students should have the essential knowledge and/or skills necessary for success in the next grade, level of instruction, or will have narrowed a critical gap.)

Too broad Acceptabl

e Too

Narrow

20


2. Objective Statement: (Middle School) All Gr. 6-8 students who scored Substantially Below Proficient on the beginning-of-year mathematics pretest (86 students) will reach Nearly Proficient or above by the end-of-year post-test.


Clear Not clear

enough


Too broad Acceptabl

e Too

Narrow

21


3. Objective Statement: (High School) Students will develop an understanding of the major events and eras of American history (as defined by the curriculum units). Through close reading and expository writing, students will analyze how cycles of conflict and cooperation affected different groups of people and shaped our modern society.


Clear Not clear

enough


Too broad Acceptabl

e Too

Narrow

22


4. Objective Statement: (Elementary) Students will increase their fluency.


Clear Not clear

enough


Too broad Acceptabl

e Too

Narrow

23


5. Objective Statement: (Middle School) Students will be able to write arguments to support claims with clear reasons, drawing relevant evidence from literary or informational texts to support analysis and reflection, and including the acknowledgement of opposing claims, references to credible sources, a concluding statement, and a formal style.


Clear Not clear

enough


Too broad Acceptable Too Narrow

24


6. Objective Statement: (High School) Algebra I students will demonstrate proficiency with creating equations that describe numbers or relationships and solving equations with inequalities in one variable.


Clear Not clear

enough


Too broad Acceptabl

e Too

Narrow

25

Writing Objective Statement Takeaways

When educators create their SLO Objective

Statements, they should follow these four steps:

1) Examine their standards and curriculum

2) Determine their Priority of Content

3) Write an objective statement

4) Check the scope, or grain-size


26

Using Baseline Data and Information to Set SLO Targets

Objectives:

•Understand the purpose of baseline data

•Be able to identify several sources of baseline data

•Understand how baseline data can be used to set targets




27

Using Baseline Data and Information to Set SLO Targets

28

Baseline Data & Information Scenarios

Review scenario

Discuss scenario

Whole group solution

share

7 min3 min

29

Scenario #1

When you sit down with Mr. Jacobs, a Biology teacher, to talk about his SLOs, he says that he does not have any baseline data. As he puts it,

this is the first Biology course his 9th graders have taken and the students matriculate from three

different middle schools. There is no standardized 8th grade Science curriculum in your district, so his

students may have learned different things last year. What guidance would you give him? What

could he use as sources of baseline data/information?

30

Scenario #2

Ms. Palmer and Mrs. Gray are your two 4th grade teachers. They come to you because they are

overwhelmed by the amount of information they have on their incoming students. In addition to students’ official records and state assessment scores, the 3rd grade teachers have passed on

writing and Social Studies portfolios, EOY reading levels, and detailed comments on each child’s behavior, interests, strengths, and areas for

improvement. They don’t know where to begin. What guidance would you give them? How can this information be useful to them as their write their

SLOs?

31

Scenario #3

Mrs. Scotto teaches French I to sixth graders at your middle school. She does not

understand why she has to include baseline data in her SLO because none of her students

speak any French at the beginning of the interval of instruction. How would you

describe the purpose of baseline data/information to Mrs. Scotto and what

recommendations might you give for possible sources that would be of use to her?

32

Scenario #4

Mr. DuBois is an 11th grade English teacher. Prior to setting targets for his SLO, he reviewed his

students’ grades and writing samples from their 10th grade English courses. Based on those, he was able to make some preliminary groupings.

However, after administering his first assignment of the year, he noticed that several

students are performing differently than he expected (some much lower, some much

higher). Now he is confused about how to group students and set appropriately tiered targets.

What guidance would you give him? How should he handle these sometimes-conflicting data

sources?

33

Conversation before Break

Table Talk: How might you support teachers in collaborating in grade level or content-alike teams to engage in the 4 Step Process of setting Objective Statements?

What additional support might new teachers need to engage in the process of collecting and analyzing Baseline Data and Information?

How you might differentiate this for new and returning teachers?

34

Deepening Assessment Literacy with the Assessment Toolkit

Objectives:

•Develop a shared understanding of the various types and purposes of educational assessment

•Identify best practices for local assessment development


Intro and Framing Understanding SLOs Writing Objective Statements Baseline Data & Information Deepening Assessment Literacy

with the Assessment Toolkit Setting Targets for Student Learning

35

Deepening Assessment Literacy

36

The Assessment Toolkit

37

Assessment Quiz

1. Assessment development should always begin with identifying the:

a. formatb. purposec. scaled. vendor

2. Summative assessments are primarily used to:e. Inform instructionf. Screen/identifyg. Measure outcomes

3. Formative assessments should be used:h. To monitor progress toward SLO targetsi. As evidence on SLOs

38

Assessment Quiz

4. In educational assessment, the construct is:a. The intended audience of the assessmentb. What the assessment is supposed to measurec. The format of the assessmentd. How the assessment is constructed

5. If you weigh 160 pounds, and every time you step on the scale it reports your weight as 190 pounds, that scale is:

e. Valid, but not reliablef. Reliable, but not validg. Neither valid nor reliable

6. NECAP score reports are an example of:h. Quantitative datai. Qualitative data

39

Assessment Quiz

7. Which of the following item types is most likely to produce false positives?

a. Multiple choiceb. Fill-in-the-blankc. Constructed response

8. Adding more items and norming scorers are two strategies for:

d. Increasing rigore. Decreasing cheatingf. Increasing reliability

9. Written comments about student’s photography portfolios are an example of:

g. Quantitative datah. Qualitative data

40

Assessment Quiz

10. Which of the following could be used as baseline data:a. Final grades in a pre-requisite course b. Pre-test scoresc. Assignments from the first few weeks of schoold. All of the above

11. Which of the following is an example of a modification:e. Providing a scribe to a student with a broken wrist f. Simplifying the numbers in a word problem for a student with a

specific learning disability g. Enlarging print for a student with a visual impairment

12. Teacher-created performance tasks can be used as evidence for SLOs:

h. Truei. False

41

Assessment Quiz

13. What is validity?a. The degree to which the assessment measures what it is

supposed to measureb. The consistency of assessment results across multiple

administrations c. The degree to which the assessment is free from bias

14. Which of the following are true of pre-test/post-test models:

d. It is difficult to equate formse. Pre-test scores may be deflatedf. Post-test scores may be inflatedg. All of the above

42

Assessment Takeaways

Assessment is integral to teaching because it tells us what students know and are learning

Assessment selection/design should always begin with your purpose

SLOs are measured with summative assessments, though other types should be used for progress monitoring

Alignment, format, item type, administration, and scoring all contribute to the validity of assessment data


43


Objectives:

•Develop a conceptual understanding of target-setting as part of the SLO process

•Clarify frequently asked questions around target-setting

•Develop a shared understanding of “rigorous yet appropriate” targets


Intro and Framing Understanding SLOs Writing Objective Statements Baseline Data & Information Setting Targets for Student

Learning Deepening Assessment Literacy with

the Assessment Toolkit

44


45

Discussing the Online Module

1. Compare the notes you took while watching the online module with your table. Did you take away similar Big Ideas, Details/Questions, or Next Steps?

2. How will you share the guidance and resources with teachers?

46

Supporting Teachers as they Write SLOs: A Focus on Target Setting

Directions:

1. Read the SLO.

2. For all completed answers code:

I would have answered the question the same way

I would have answered this question differently

3. Answer the five questions related to targets on your own.

4. Using stickers, indicate your answers to the five target questions on the posters around the room.

5. Be prepared for discussion.

47

The Evolution of an SLO

DRAFT EVALUATOR’S FEEDBACK

The initial draft submitted by a teacher or group of teachers

The comments and suggested revisions from the evaluator

REVISION HIGHLIGHTED CHANGES

The revised sections from the teacher to reflect the evaluator’s comments

Annotations that highlight these changes

1 2

3 4

6th grade sample: Writing Arguments in Response to Text

48

Target Setting Takeaways

What are some of your Target Setting takeaways?

LUNCH!


49

Part II: The Evaluator’s Process

Part II: The Evaluator’s Process

Approving SLOs Mid-Year Revisions Scoring SLOs

Objectives:

•Calibrate SLO approval using the Quality Review Tool

•Determine if an SLO needs or does not need revision mid-year

•Reflect on ways to support teachers in regard to student learning

•Understand how to utilize two critical tools for scoring SLOs including the Scoring Process Map and Additional Scoring Guidance

50

The SLO Process

51

Approving SLOs

52

SLO Approval Calibration

Independently Review SLO

Complete SLO Quality

Review Tool

Whole group calibration

10 min5 min 30 min

53

Mid-Year Revisions

Most teachers will be making progress with their SLOs and the Mid-Year Conference will be an opportunity to formally check-in.

Some teachers may voice concerns if students are not “on track” to meet their targets. This should trigger a more in-depth conversation, in which the evaluator decides whether or not the SLO needs revision.

1

SLO DOES NOT NEED REVISION

2

SLO NEEDS REVISION

In either case, the evaluator provides feedback, guidance,

and support, as necessary.

NOTE: Just not being “on track” to meeting an SLO is not adequate as the only criteria for revision

54

Reasons for a Mid-year Revision

SLO needs REVISION

Teaching schedule or assignment have changed significantly

The composition of the class has

changed significantly

New, more reliable

sources of evidence are

available

New information gathered since they were set, objectives fail to address the

most important learning challenges

in the classroom/school

NOTE: Just not being “on track” to meeting an SLO is not adequate as the only criteria for revision

1. Revisions should be rare

2. There may be extenuating circumstances that do not fit these four categories in which the evaluator must use professional judgment

p. 26

55

Process for SLOs that Require Action

1. Discuss SLO progress and any areas of concern2. Evaluator will determine if the SLO should be maintained or revised and

offer feedback


1.Evaluator and educator discuss reasons for not revising and how the original SLO can be met

2.Evaluator and teacher discuss options for supports throughout the remainder of the year, if necessary, and determine next steps

SLO needs REVISION1.Evaluator and educator discuss

reasons for revising the SLO2.Evaluator provides feedback on how

to revise SLO3.Evaluator unlocks SLO in EPSS;

teacher revises and resubmits4.Evaluator approves or sends back

with feedback for additional revision5.Evaluator and teacher discuss

options for supports throughout the remainder of the year, if necessary, and determine next steps

56

The Connection to Professional Practice

Student Learning Objectives articulate

WHATstudents will learn

Professional Practice components highlight

HOWeducators effectively teach

students

At the mid-year, if students are not making appropriate progress, it is important for teachers and evaluators to investigate WHY this is occurring with a sense of urgency to help students get back on track for success.

One place to look is Professional Practice of a teacher. Are there areas that need focused support in order to impact student learning?

57

Providing Feedback to Teachers

If an SLO needs REVISION:

1. Explain your reasoning for approving a revision. 2. Provide feedback on how to revise SLO (be specific as to which

elements require revision).

3. Provide options for supports, as necessary.

If an SLO DOES NOT NEED REVISION:

1. Explain your reasoning for not allowing a revision to the SLO.

2. Provide options for supports, as necessary.

58

MY Revision: Scenario #1

Mr. Dewey wrote an SLO with a tiered target for his 3rd, 4th, and 5th grade Visual Art classes, based on his original schedule, which allowed him to meet with the groups twice per week for 60 minutes. However, in late October, the 1st and 2nd grade Visual Art teacher unexpectedly quit. The schedule was reorganized so that the younger students could continue taking art. Now Mr. Dewey meets with the 1st-5th graders once per week for 60 minutes. Mr. Dewey has earned all 3s and 4s in observations so far, but when asked about his SLO, he reports that the older students are substantially behind his original mid-year benchmarks because of the schedule change and would like to revise his targets. 1


2

SLO needs REVISION

59


Mrs. Callihan teaches in a school with a high population of transient students. In the beginning of the year, when she wrote her SLO, she had 22 students in her class. By the mid-year conference 5 students have left the school and 3 have joined her class. Since nearly 23% of her original students are no longer on her roster and the three additional students are not accounted for in her SLO, she has requested to revise it to include them.

1


2

SLO needs REVISION

60


Ms. Ober has been teaching 6th grade mathematics for eight years. At the beginning of the year, when first drafting her SLOs, she reviewed the end-of-year performance of last year’s 6th grade class. But when she began teaching this year, she found that many of her students did not have the foundational mathematical skills that her students had in the past. After examining student’s performance on September tasks she tried to set SLO targets accordingly. However, by November it became apparent to her that students’ gaps were wider than she initially thought and she needed to do quite a bit more remediation in order to get students prepared to access the 6th grade material. She reports that 75% of students are on track to meet their goals and would like to adjust her targets to account for her students’ lack of foundational knowledge and the re-teaching she has had to do. 1


2

SLO needs REVISION

61


Mr. Palazola set his SLOs in October but needed knee surgery and had to take medical leave for the months of November and December. Before he left he created clear lesson plans, with materials and assessments for the permanent substitute teacher and met with him to discuss the students and the upcoming units. When he returned in January he was disappointed to find his students far behind where they should have been. After talking with students and viewing their collected work it is clear to him that the substitute did not adhere to the plans and pacing. He feels he will not be able to meet the targets he initially set now and has requested to adjust them. 1


2

SLO needs REVISION

62


Mr. Washington has created an SLO for his three sections of 8th grade ELA. He thought out the targets carefully but when you meet with him at the mid-year conference he is discouraged by the fact that only 69% of students are on track to meet the targets based on the midterm. When asked to explain, he shows his class attendance records, which indicate that 16 of his 66 students (24%) miss school approximately once per week, and 4 students (6%) miss class approximately twice per week. All but three of the students who failed the midterm fall into one of these groups of frequently absent students. He expresses his belief that he would be able to get most students to meet the learning objective if he had more time with them.

1


2

SLO needs REVISION

63


Ms. Williams taught 9th grade honors classes for 7 years and has just started teaching 7th grade this year for the first time. She created her SLO about writing arguments after analyzing literary and informational text at the beginning of the school year and set targets after administering baseline assessment tasks. However, as the year continued she realized that students had significant reading comprehension gaps. She has focused on developing their comprehension and believes the SLO should be rewritten to reflect this as the Objective Statement.

1


2

SLO needs REVISION

64

Scoring SLO Resources

1

2

65

The SLO Scoring Process Map

66

Additional SLO Scoring Guidance

67

The Importance of Approving High-Quality SLOs

A critical part of making the SLO process a meaningful one is to ensure that SLOs

(along with their associated assessments) are of high-

quality in the fall.

68

Part III: Implementation

Part III: Implementation – Overcoming Challenges and Utilizing Resources

Getting from Intent to Implementation

RIDE resources Proactive planning

Objectives:

•Consider best-practices for implementation

•Reflect on the day’s learning

69

The Challenge of Getting From Intent to Reality

The Intent of the SLO Process

The Reality of Implementation

•Reflects the most important content and skills students should learn•Respects the diversity of all grades, subjects, and courses•Written by educators for their own students•Tied directly to the teaching and learning happening in every teacher’s individual classroom

•Requires time for educators to collaborate in the writing of SLOs and the monitoring of student learning•Teachers and administrators need to have a strong foundation in standards & curriculum, assessment, and data use•The SLO process often shines a light on areas that districts or schools needed to attend to (with or without SLOs)•Local policies or practices can either turn SLOs into disconnected compliance or make them an integral part of reflective instruction

70

Resources to Support a Quality SLO Process

What resources and tools can help

educators and evaluators through the SLO process?

GuidebookSLO FAQsIndicators of a Strong SLOSLO and SOO samplesThe Process for Writing a Student Learning Objective: A Guide for Educators in Rhode IslandSLO Quality Review ToolSLO VideoSLO Online Modules:

Understanding SLOs Writing an Objective Statement Using Baseline Data and Information to Set SLO

Targets Setting Targets for Student Learning Deepening Assessment Literacy The Assessment Toolkit Approving SLOs Scoring SLOs Special Educators and SLOs/SOOs Building Administrator SLOs

Assessment Tool #1: Quality Assessment GuidanceAssessment Tool #2: Using Baseline Data & Information Guidance and WorksheetAssessment Tool #3: Assessment Review ToolAssessment Tool #4: Protocols for Analyzing and Scoring Student WorkSetting Targets in Student Learning Objectives Guidance DocumentStandard Setting for Local Assessments Guidance DocumentEvolving SLO samplesSLO Approval Calibration Workshop materialsScoring SLOs Calibration Workshop materialsSLO Self-Audit for LEAs and Schools

71

Discussion

1. Everyone identify one idea/message or strategy/lesson learned (from the educators in

the video, from the online modules, from activities, from other participants or

facilitators) that you think will be essential for you to use as an evaluator implementing

SLOs this year. Discuss these in small groups.

2. Each table shares out with the larger group.

72

Reflecting on the Day

1. What were some of your personal takeaways

from today?

2. What key messages did you prioritize for your

teachers?

3. What resources do you plan to share with your

teachers?

Documents

The SLO Process Day 1Day 2Day 3Day 4. Academy Agenda Day One -Framing the Work and Introduction to the Professional Practice Rubric -Introduction to the