partnering to help all kids learn wisconsin student learning objectives (slos)
TRANSCRIPT
Partnering to help all kids learn
WisconsinStudent Learning Objectives
(SLOs)
Today’s Agenda
- What is the SLO purpose?
- Who does the SLO process Involve?
- What are SLOs?
- How can Measures of Academic Progress (MAP) data help in the creation & evaluation of SLOs?
- What is the SLO timeline?
Evaluation Percentage
Effective
Practice
Student Outcomes
Wisconsin DPI Website
SLOs are:- “...detailed, measurable goals for student academic growth...”
- “...developed collaboratively by educators and their supervisors.”
- “intended to provide educators with opportunities to demonstrate their students’ academic growth.”
Wisconsin DPI Website
Sources of Evidence:
- “...standardized (common) assessments”
- “end of course exams”
- “performance demonstrations (portfolios)”
Wisconsin DPI Website
Can MAP be used as the District-Adopted
Standardized Assessment?“DPI has convened a Measurement Work Group.”“MAP would be considered appropriate (e.g., as a
district assessment or as evidence of an SLO).
Within our guidance, we would simply ask local staff to determine if they want to use MAP for summative evaluation purposes, when they likely originally purchased it for formative purposes.”
Using MAP Data to
Develop Student Learning ObjectivesSLOs
Norms/Growth Primmer
NWEA offers many resources and calculators on our website:
http://www.nwea.org/support/article/norms-study-resources
Norms/Growth Primmer
- NWEA tests around 8 million students each
year, and re-norms the results every three* years. - The norm study communicates “status” norms (where each student is in relation to his/her peers).
Norms/Growth Primmer
- The norm study also communicates “growth” norms, based on the starting RIT for each individual student.
- Many NWEA partner schools refer to that as a growth TARGET for a student, class, grade level, school or district.
- We report the growth we observe for each RIT starting point in each grade level. We usually refer to that as PROJECTED/TYPICAL growth.
210 211 212 213 214 215 216 217
Grade 3Math
Fall-Spring
* NOT actual growth numbers
6 4 8 9 5 4 6 2*
Where Does an SLO START?
Should a teacher/teacher group choose the growth targets/subject area for the SLO?
OR
Should an administrator/evaluator choose the growth targets/subject area for the SLO?
Quality SLOs
“Quality SLOs result when educators analyze data in a way that identifies the unique needs of their student population.”
Fall SLO Conference
Begin with the goal in mind.
- What improvement do you want to see in each classroom, or group of classrooms?
The Need forCONTEXT
Historical Context
Similar Student Context
Classroom/School Context
Goal Context
“How much growth of my students previously shown? What was the prior achievement level of my students?”
“How much growth do SIMILAR students show?”
“Do the students in my classroom/school have similar characteristics that may influence how much growth they show?”
“Is this a SAFETY goal or a STRETCH goal?”
The Need forCONTEXT
Context helps set goals that are fair and realistic for teachers, and keep student learning at the forefront.
Fall SLO Conference
What data do you need to use as a starting point?- What MAP report will give you that data?
Do you want to see:- GLOBAL RIT growth in math?- GLOBAL RIT growth in reading?
- Strand-specific growth is problematic.
“I’ve looked at the historical math data from our fourth grade. We struggle here. I want to set a growth goal for our fourth grade teachers that a minimum of 45% of their students will meet or exceed their math RIT growth goal from fall to spring.”
The nationwide average is 50%-55% of students meet/exceed projected/typical growth.
Getting There
Order Reports
Client-Server MAP Web-Based MAP
Student Growth Summary Report
Collaborative SLO Goal Setting
ASG PROJECTION Report
Starting Point
“How many of your 17 students should meet or exceed their projected/typical
RIT growth in (math/reading/language/science) from
fall to spring?”ALL of them!
40% of them
(7 or 8) 55% of them!
Evaluation of Growth Goals
Evaluation of Growth Goals
FA 20XXGrowth
Projection
FA 20XXProjected RIT
GrowthProjection
Met
GrowthIndex
7111810147
131388
107
212196177202190211
190190208207201214
nonononoyesno
noyesyesnonoyes
-3-13-16-112-3
-16106-3-18
Evaluation of Growth Goals
The “Numbers” Following Fall to Spring Testing
Summary of Students with Growth Projection Available and Valid Beginning and Ending Term Scores
Count of Students who Met or Exceeded their Projected RIT
Overall Percentage of Projected RIT Met or Exceeded
Count of Students with Growth Projection Available and Valid Fall 20XX-20XX Test Scores
Fall 20XX-20XX Mean RIT
Fall 20XX-20XX Median RIT
Percentage of Students who Met or Exceeded their Projected RIT
Fall 20XX-20XX Standard Deviation
14
4
28.0%
2.5%
14
195.2
197
15.8
The Objective
“45% of the students in Ms. Smith’s fourth grade class will meet or exceed
their target growth indicated in their fall MAP assessment to their spring
MAP assessment.”
Baseline Data &Rationale
“Following analyzation of longitudinal data of MAP growth in math, we discovered that the
trend was that fewer than 30% of the students in grade four met or exceeded their
MAP typical growth from fall to spring.”
Norms DON’T Control:
Norms don’t control for factors “outside a
teacher’s control,” such as:
- Special Education Status
- SES or Poverty Status
- Norms can/should be used to INFORM, but they are not definitive statements.
Questions?
Wisconsin Contacts:John Woodin
Linda [email protected]
Eric [email protected]
Lynn [email protected]