Student Learning ObjectivesPart 2: A Deeper Dive

Leading Change 2014Virginia Stodola

Susan PooleEffective Teachers and Leaders Unit

Toward Coherent Instructional Support

2

Center for Great Teachers & Leaders, 2014

Holistic View of Teacher Effectiveness and Use of Multiple Measures:

ADE Teacher Evaluation Model

50%

33%

17%

Teaching Performance: • Planning and Preparation• The Classroom Environment• Instruction• Professional Responsibilities

Student Academic Progress• Achievement• Growth• College and Career Ready

Surveys• Student Survey• Parent Survey• Peer Review• Self-Reflection

SLO Process-ADE Model1. Determining Students’ Level of Preparedness

2. Choosing Quality

Assessments

3. Setting Achievement and

Growth SLOs

4. Monitoring and Adjusting

Instruction

5. Establishing Summative

Score

What do we expect students to learn?

How will we know if students have learned it?

What will we do if they don’t learn it?

What will we do if they already know it?

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Grades 3-8, and 10 Group B Teachers

Student Academic Progress Data Category Point

ValueClassroom Level

DataPoint Value

40 Points (33% of total)

Achievement 12 SLO Achievement Statement(s) 12

Growth 24 SLO Growth Statement(s) 24

College and Career Ready 4

AIMS CCR Equivalent Score-Reading 2

AIMS CCR Equivalent Score-Mathematics 2

75%

45%55%

65%GROWTH

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So why use SLOs?

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 within the expertise of their own content area.

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What is a Student Learning Objective?

What They Are

Classroom level measures of student growth and achievement

Over the entire course

Standards based content

Specific & Measurable

What They Are Not

Individual lesson objectives

Units of study

Teaching to the test

Ms. Stone8th Grade Social Studies

1. Determining Students’ Levels of Preparedness

2. Choosing Quality

Assessments

3. Setting SLOs4. Monitoring and Adjusting

Instruction

5. Establishing Summative

Score

Students who start the course having already

mastered significant key knowledge and skills

Students who start the course appropriately prepared to meet

the demands of the course

Students who are in need of an intensive intervention having yet to master prerequisite knowledge and skills

LOW

ADEQUATE

HIGH

Determining Students’ Levels of Preparedness

1. Determining

Students’ Preparedness

2. Choosing Quality

Assessments

3. Setting SLOs4. Monitoring and Adjusting

Instruction

5. Establishing Summative

Score

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State-Wide Assessments (i.e., AIMS, Stanford 10, AIMS A, AZELLA)

Content Assessments(Purchased)

Department/Grade Level Developed

Teacher Developed

Performance Based

Leve

l of C

onfid

ence

Alignment to AZCCR and State AssessmentsAlignment to AZCCRS and

State Assessments

Assessment Quality Check!

Types of Assessments

Baseline• Similar to end-of-

course exam OR• Measures

beginning skill level• ______________• Product, project,

portfolio, performance

• Written or oral

Formative• Daily, weekly, or

monthly• Simple and quick• _____________• Written or oral• Thumbs Up/Down

Summative• Occurs at end of

instructional time• ______________• Product, project,

portfolio, performance

• Written or oral

FIND OUT WHAT

THEY KNOW!

FIND OUT WHAT THEY ARE LEARNING!

FIND OUT WHAT THEY LEARNED!

1. Determining

Students’ Preparedness

2. Choosing Quality

Assessments

3. Setting Achievement

& Growth SLOs

4. Monitoring and Adjusting

Instruction

5. Establishing Summative

Score

SLOAchievement Statement

%

80%

70%

SLO Summative RubricAchievement and Growth Score

4 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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Option #1: Levels of Preparedness Growth Approach

Preparedness of Students

Low

Adequate

High

65% Growth

55% Growth

45% Growth

Setting the Minimum Cut Score

SLO Teacher/Evaluator Conference

1. Determining

Students’ Preparedness

2. Choosing Quality

Assessments

3. Setting SLO Statements

4. Monitoring and Adjusting

Instruction

5. Establishing Summative

Score

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&docid=DnwjPqzbrDosoM&tbnid=c8obtQs_ckYQBM:&ved=0CAUQjRw&url=http://jesalweddy.edublogs.org/?attachment_id=35&ei=2YqPU5GhH8aJogTE6YDYCA&bvm=bv.68445247,d.cGU&psig=AFQjCNEXs_GrcQ6hQlVVQmS9hsX5bKdOKA&ust=1402002494766502

1. Determining

Students’ Preparedness

2. Choosing Quality

Assessments

3. Setting Goals4. Monitoring and Adjusting

Instruction

5. Summative Score

Summative Conference

Impressive Results

Resources and Support• Add link to ADE Educator Evaluation Website

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Contact Information

Susan Poole, Education Program Specialist602-542-8781Susan.poole@azed.gov

Virginia Stodola, Education Program Specialist602-364-3552Virginia.stodola@azed.gov

Yating Tang, Director of Program Evaluation, Research and Evaluation602 -364-1977Yating.tang@azed.gov

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Interest CardsI am interested in receiving technical assistance for:

Teacher Evaluation System (All Components)______Teacher Performance Component_______Student Academic Progress Component______Student Learning Objectives - SLOs_______Surveys_______

Principal Evaluation System________

Name: ______________________ Phone: ________________

E-mail: ________________________________________________

LEA: __________________ Position: _______________________