What are SLO's


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Dr. Voltz's presentation at Raising Student Achievement Conference

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What are SLO's

  1. 1. What  are  SLO’s   Dr.  Richard  Voltz,  Associate  Director   Illinois  Associa;on  of  School   Administrators  
  2. 2. PERA   (Performance  Evalua;on  Review  Act)   •  Performance  Evalua;on  Reform  Act  2010  (PERA)   •  New  evalua;ons  for  teachers  and  principals  to   address  prac;ce  and  student  performance  in  an   effort  to  improve  student  achievement   •  Guided  by  the  work  of  PEAC  –  Performance   Evalua;on  Advisory  Council   –  32  representa;ve  members  P-­‐20   –  Meet  monthly  since  2010   –  State  Models  and  Guidance  for  Districts   –  Open  Mee;ngs   –  Website  Info    
  3. 3. Two  Parts   Teacher  Prac)ce   Student  Growth  
  4. 4. Two  Parts   Teacher  Prac)ce   50%  to   75%   Student  Growth   50%  to   25%  
  5. 5. Common  Approaches  To   Measuring  Student  Growth   •  Simple Growth Model - Measures difference in student attainment over time. •  Value-Added Model - Measures difference in student attainment over time, controls for stable student factors (e.g. race, SES)
  6. 6. At  least  one  Type  I  or  Type   II  assessment   At  least  one  Type  III   assessment  
  7. 7. Type  I   A  reliable  assessment  that  measures  students  in   the  same  manner  with  the  same  poten;al   assessment  items,  is  scored  by  a  non-­‐district   en;ty,  and  is  administered  beyond  Illinois.   (Norm-­‐referenced)  
  8. 8. Type  II   Developed,  adopted,  approved,  &  u;lized   district-­‐wide    (example:  District-­‐wide  Algebra  test)  
  9. 9. Type  III   Rigorous,  aligned  with  the  course  curriculum.   The  evaluator  &  teacher  determine  measures  of   student  learning.  (Classroom  Test,  por[olios)    
  10. 10. Must  have  one  from  Type  I  or  Type  II   and  one  from  Type  III  
  11. 11. ISBE  Assump;ons   •  Districts  should  pilot  student  growth  for  one   year  prior  to  implementa;on   •  Districts  should  use  PARCC  as  Type  I  for  math   and  ELA   •  Much  work  will  be  done  outside  of  formal   PERA  Joint  Commi^ee  mee;ngs  
  12. 12. Student  growth  is   “Demonstrable  change  in  a   student’s  learning  between  two  or   more  points  in  ;me.”  
  13. 13. Who  decides?   •  District  PERA  Joint  Commi^ee  decides  metrics   &  targets  for  teachers,  including  subgroups.   (ELL,  etc.)   •  Evaluator  and  Principal  agree  upon  metrics  &   targets  for  principals.      
  14. 14. Ques;ons  about  student  growth   •  •  •  •  •  •  •  •  •  •  •  What  assessments  will  you  choose?   How  will  you  measure  core  (tested)  courses?   How  will  you  measure  non-­‐tested  areas?   If  you  use  a  por[olio,  what  is  the  rubric?   What  happens  with  co-­‐teaching?   What  is  the  appropriate  a^endance/class  ;me  to  consider?   What  if  a  student  changes  sec;ons?   How  does  block  scheduling  fit?   What  is  the  minimum  number  of  students?   What  is  the  target  growth?   How  do  the  4  ra;ngs  fit  into  the  scheme  of  student   growth?  
  15. 15. Student  Growth  Metrics  should  align   to  Educa;on  Best  Prac;ces   Standards  based   Team  Teaching   Professional  Learning  Communi;es   Do  not  put  teachers  into  compe;;on  with   each  other   •  Each  teacher  should  be  compared  to  a   standard  so  all  could  poten;ally  receive   favorable  ra;ngs   •  •  •  • 
  16. 16. Are  SLO’s  required?  
  17. 17. Why  would  you  choose  SLO’s?   •  Districts  decide  on  their  own.   •  For  those  school  districts  defaul;ng  to  the   state  model  for  student  growth  for  Type  III   assessments,  SLOs  are  the  required   measurement  model  for  student  growth.    
  18. 18. What  is  the  process?   •  Design  Commi^ee   •  Formalized  PERA  Joint  Commi^ee   –  Commi^ee  has  180  days  to  agree   –  Then  ISBE  “Default  Plan”  for  whatever  parts  not   agreed  upon.  
  19. 19. Plan  Requirements   •  Mul;ple  data  points   •  One  Type  III  required   •  Decide  on  the  Type  III  assessment   –  Teacher  created   –  Textbook  created   –  Student  work  samples  or  por[olios   –  Student  performance  assessment   –  Grade-­‐level  experts  designed  
  20. 20. Plan  Requirements   •  Teachers  without  Type  I  or  II  must  include  two   Type  III   •  Student  growth  expecta;ons  are  consistent   with  the  assessment  and  model  selected   •  Requires  midpoint  review  of  progress  which   may  adjust  expecta;ons   •  Determine  how  student  characteris;cs  (Sp  Ed,   ELL)  are  used  
  21. 21. Suggested  Timeline   •  Each  district  should  pilot  their  student  growth   approach  for  one  year  prior  to  full   implementa;on     •  PARCC  assessments  will  be  considered  an   appropriate  Type  I  assessment  for  math  and   ELA  when  they  are  available.  
  22. 22. More  Sugges;ons   •  •  •  •  Gradual  implementa;on   Pilot  without  stakes   Sample  pilot   Revise  as  you  learn  more  
  23. 23. Decisions  of  Joint  Commi^ee   •  Determine  which  categories  of  teachers  will   be  required  to  have  a  single  Type  III   assessment  and  which  will  have  two  Type  III   assessments.   •  Decide  what  types  of  SLOs  will  be  allowed  and   under  what  condi;ons  they  can  be  used.   •  Select  and  ar;culate  each  step  the  teacher   and  administrator  should  follow  to  develop  an   SLO.  
  24. 24. •  Select  the  appropriate  Type  III  assessments  for   each  category  of  teacher.  Iden;fy  assessments   that  will  need  to  be  developed  and  the  supports   needed  to  do  so.     •  Select  or  develop  an  SLO  review  and   documenta;on  process.     •  Decide  how  SLOs  will  be  scored  and  combined   with  other  measures  of  student  growth.   Determine  what  percentage  or  weight  your   district  will  a^ribute  to  the  SLOs  within  the   broader  evalua;on  system.  
  25. 25. •  Develop  a  plan  for  monitoring  and  evalua;ng   the  SLO  process    
  26. 26. Ques;ons   •  Are  the  assessments  currently  in  use  in  your   district  aligned  to  the  standards?     •  What  Type  I,  Type  II,  and  Type  III  assessments   does  the  district  currently  have  available  to   use  for  student  growth  purposes?   –  District  should  list  each  Category  of  Teacher   followed  by  specific  Type  I,  II,  and  III  assessment   available  
  27. 27. District  Assessment  Iden;fica;on  Tool   Category  of  Teacher       Early  Elementary,  Pre-­‐K,  K   1st-­‐5th  Grade  Core   Elementary  PE   Elementary  Resource   6-­‐8  Math   6-­‐8  ELA   6-­‐8  Science   6-­‐8  Social  Studies   6-­‐8  PE   6-­‐12  Health   6-­‐8  Resource   HS  Math   HS  English   HS  Biology   HS  Physics   HS  Social  Studies   HS  PE   HS  Foreign  Language   HS  Driver  Educa;on   HS  Business   HS  CTE   Type  I                                                                                           Type  II                                                                                           Type  III                                                                                          
  28. 28. Build, Buy, Borrow: Selecting Appropriate Assessments   •  Does the assessment match the content that the teacher(s) intend to teach?   •  Do a majority of the items on the assessment align with the curriculum standards identified?   •  Does the assessment measure growth over the interval of instruction? How?   •  Will the data from the assessment be beneficial to teachers? Students? The district? How?   •  Are the assessments administered the same?   •  Are the assessment scored the same way?  
  29. 29. SLO’s  
  30. 30. What  are  SLO’s   •  Targets  of  student  growth  that  teachers  set  at   the  start  of  the  school  year  and  strive  to   achieve  by  the  end  of  the  semester  or  school   year.   •  These  targets  are  based  on  a  thorough  review   of  available  data  reflec;ng  students’  baseline   skills  and  are  set  and  approved  aner   collabora;on  and  consulta;on  with  colleagues   and  administrators.  
  31. 31. What  is  in  an  SLO?   •  Baseline  data  and  trend  data   –  Specify  data  used,  it  should  be  measureable,  it   should  target  specific  academic  concepts,  skills  or   behaviors.  What  does  the  data  show  you  about   the  student’s  star?ng  points?   •  Possible  data   –  Pre-­‐assessment   –  Review  student’s  previous  performance  
  32. 32. •  Student  popula;on   –  Which  students  will  be  included  in  this  SLO?   Include  course,  grade  level,  and  number  of   students.  Evaluator  involved  in  the  process.   –  ALL  students  should  be  included,  exclusions  need   to  align  to  PEAC  and  district  guidelines.   •  All  of  my  3rd  period  class  of  seventh  grade   science  students.    There  are  18  students  in  the   class.  
  33. 33. •  Interval  of  instruc;on   –  What  is  the  dura?on  of  the  course  that  the  SLO   will  cover?  Include  beginning  and  end  dates   •  This  is  a  unit  SLO  for  Chemistry.    This  area  of   the  curriculum  generally  runs  from  the   beginning  of  December  through  the  end  of   February.  
  34. 34. •  Standards  and  content   –  What  content  will  the  SLO  target?  To  what  related  standards  is  the   SLO  aligned?   •  11.A.3c    Collect  and  record  data  accurately  using  consistent   measuring  and  recording  techniques  and  media.   •  12.C.3a    Explain  interac;ons  of  energy  with  ma^er  including   changes  of  state  and  con-­‐serva;on  of  mass  and  energy.   •  12.C.3b    Model  and  describe  the  chemical  and  physical   characteris;cs  of  ma^er  (e.g.,  atoms,  molecules,  elements,   compounds,  mixtures).   •  13.A.3a    Iden;fy  and  reduce  poten;al  hazards  in  science  ac;vi;es   (e.g.,  ven;la;on,  handling  chemicals).   •  13.B.3f    Apply  classroom-­‐developed  criteria  to  determine  the   effects  of  policies  on  local  science  and  technology  issues  (e.g.,   energy  consump-­‐;on,    landfills,  water  quality).   •  CC.7.W.3.d  Text  Types  and  Purposes:  Use  precise  words  and   phrases,  relevant  descrip;ve  details,  and  sensory  language  to   capture  the  ac;on  and  convey  experiences  and  events  
  35. 35. •  The  assessment(s)  to  be  used   –  What  assessments(s)  will  be  used  to  measure   student  growth  for  this  SLO?   •  Department  (PLC)  created  Chemistry  unit   exam  which  includes  a  hands  on  component,  a   mul;ple  choice  sec;on,  and  a  wri^en  essay   response.  
  36. 36. •  Student  characteris;cs   –  What  accommoda?ons  will  you  make  to  allow  for  the  considera?on  of  the   characteris?cs  or  special  student  popula?ons  (Special  Educa?on,  ELL,  At  Risk,   etc)?   •  For  sped  students,  IEP  requirements  will  be  followed,  for  example  some   students  will  take  an  alternate  form  of  the  test  with  ques;ons  adapted  to   simpler  language  or  read  aloud.    Growth  goals  will  be  adapted  to  each   student  on  an  individual  basis  based  upon  prior  growth  evidence.   •  ELL  students  will  be  tested  using  a  modified  form  of  the  exam.    Growth   goals  will  be  adapted  to  each  student  on  an  individual  basis  based  upon   prior  growth  evidence.     •  At  risk  student/poverty  student  has  absenteeism  issues,  the  growth  goal   will  be  less  ambi;ous  due  to  lack  of  exposure  to  material  during  the  unit.   If  student  misses  more  than  95%  of  school  year,  removal  from  SLO  may   result.   •  All  students  scoring  more  than  95%  on  the  pre-­‐test  will  be  given  and   alternate  assessment  for  the  post  test.    I  will  use  an  essay  style  of  test,  it   will  test  the  same  standards  in  a  different  and  higher  level  manner,  it  will   require  students  to  show  a  deeper  level  of  synthesis.    I  will  use  the  district   approved  scoring  rubric  for  wri;ng  in  the  content  area.    All  students  will   be  expected  to  score  3.5  or  be^er  to  meet  growth  goal.   •  All  students  not  iden;fied  in  the  above  4  categories  will  have  rigorous  but   reasonable  growth  goals  based  upon  prior  baseline  date  indicators.  (Most   will  be  expected  to  grow  a  minimum  of  15%)  
  37. 37. •  Growth  targets   –  Considering  all  available  data  and  content   requirements,  what  growth  target(s)  can  students   be  expected  to  reach?   –  Should  never  be  based  on  IEP  goals.  (SLO’s  are  for   groups  of  students,  IEP  is  for  individual  student)   •  See  a^ached  for  student  roster  of  growth   goals.  
  38. 38. •  Ra;onale  for  growth  target   –  What  is  your  ra?onale  for  seOng  the  above  target(s)   for  student  growth  within  the  interval  of  instruc?on     •  This  goal  is  reasonable  because  I  will  have  ample   ;me  to  instruct  my  students.    There  will  be  three   chapter  tests  along  the  way  so  I  can  monitor  and   adjust  instruc;on  when  necessary.    I  have  built  in   3  days  for  full  class  re-­‐teach  if  necessary.    Kids  on   track  will  have  alternate  work  those  days.  
  39. 39. •  Mid-­‐Point  Learning  Data  Review   –  What  kind  of  mid-­‐point  data  did  you  review  in   order  to  review  student  progress  towards  goals?   What  did  your  review  reveal?    What  adjustments   to  instruc?on  will  be  made  (if  any)?   •  Review  of  chapter  4  and  5  tests.       Implemented  two  re-­‐teach  days  so  far.    Re-­‐ taught  Bohr  model  to  whole  class  on  day  18   aner  informal  assessments  revealed  great   misunderstandings.  
  40. 40. Types  of  SLO’s   •  Course-­‐level  SLO’s   –  Focused  on  the  en;re  student  popula;on  for  a  given   course,  onen  across  mul;ple  classes     •  Class-­‐level  SLO’s   –  Focused  on  the  student  popula;on  in  a  specific  class     •  Targeted  Student  SLO’s   –  Separate  SLOs  for  subgroups  of  students  who  need  specific   support     •  Targeted  Content  SLO’s   –  Separate  SLOs  for  specific  skills  or  content  that  students   must  master     •  Tiered  SLO’s   –  Course-­‐  or  class-­‐level  SLOs  that  include  differen;ated   targets  for  the  range  of  student  abili;es    
  41. 41. Teachers  should  not  develop  SLO   assessments  in  isola;on.   Assessments  should  be  developed   by  content  and  grade  level  experts   or  in  a  collabora;ve  PLC  learning   environment  made  up  of  all  the   teachers  in  the  subject  and/or   grade  level.  
  42. 42. What  do  we  want  all  students  to  know   and  be  able  to  do?  
  43. 43. How  will  we  deliver  content?  
  44. 44. How  do  we  know  all  students  are   learning?  
  45. 45. What  will  we  do  if  students  are  not   learning?  
  46. 46. For  teacher  evalua;on  purposes,   common  forma;ve  assessments   should  gauge  student  growth  of   essen;al  skills/knowledge,  not   student  a^ainment  for  a  specific   subject  test  or  quiz.  
  47. 47. Growth  is  NOT  A^ainment  
  48. 48. Student  growth  should  cover  a   recurring  set  of  standards/objec;ves.  
  49. 49. Aligning to Common Core Essential Skills/Knowledge 1.    Endurance:  Will  this  standard  or  indicator  provide  students  with   knowledge  and  skills  that  will  be  of  value  beyond  a  single  test  date?    This   is  informa;on  a  student  will  need  to  know  far  beyond  the  last  test  the   teacher  gives.       2.    Leverage:  Will  this  provide  knowledge  and  skills  that  will  be  of  value  in   mul;ple  disciplines?    (For  example:    making  inferences  is  a  skill  that  can  be   used  in  many  subjects)   3.    Readiness  for  the  next  level  of  learning:  Will  this  provide   students  with  essen;al  knowledge  and  skills  that  are  necessary  for  success   in  the  next  grade  of  the  next  level  of  instruc;on?   Ainsworth,  L.  (2003)  
  50. 50. Dis;nguish  content  vs.  skills.  
  51. 51. SLOs  need  to  be  focused  on   academic  targets  that  are  both   long-­‐term  and  measurable.    
  52. 52. PLC’s  are  vital  for  providing  input  and   answers  for  student  growth  measures.   •  What  will  be  assessed?   –  What  all  students  have  to  know  and  be  able  to  do.   •  How  it  will  be  assessed?   –  Selected  responses,  constructed  responses,   performance   •  Determine  complexity  of  assessment.   –  Determine  how  many  levels.  
  53. 53. Sandoval  School  District  SLO   Process  
  54. 54. The  next  slide  is  the  most  important   slide  of  this  en;re  presenta;on!  
  55. 55. Baseline   •  •  •  •  •  •  What  do  you  know  about  your  students?   What  does  the  data  tell  you?   What  are  their  strengths  and  weaknesses?   How  did  your  students  perform  on  the  pre-­‐test?   What  student  needs  are  iden;fied  from  the  data?   Set  your  criteria  ahead  of  ;me:   –  Must  be  measurable   –  Use  allowable  data  to  drive  instruc;on  and  set  growth   targets   –  Targets  specific  academic  concepts,  skills,  or  behaviors   –  What  assessments  are  available  in  your  district?  
  56. 56. Popula;on   •  Identify all students being included on the SLO. •  Set your criteria ahead of time. –  Attendance •  Mobile students, late move ins –  Pre-test data must be available –  Exceptions are allowed with approval
  57. 57. Objec;ve   •  What  is  your  long-­‐term  goal  for  advancing   learning?   •  What  are  the  students  expected  to  do  or  know   by  the  end  of  the  semester/year?   •  Set  criteria  ahead  of  ;me:   •  •  •  •  •  Rigorous   Targets  specific  academic  or  behavioral  skills   Must  use  baseline  data   Must  be  measurable   Collabora;on  is  required  
  58. 58. Examples   •  Students  will  be  able  to  write  reflec;ons,  that   respond  to  a  narra;ve  selec;on,  that   demonstrate  higher  order  thinking  skills.   •  Students  will  increase  their  comprehension,   vocabulary,  and  fluency  in  reading.   •  Students  will  use  the  scien;fic  method  to   organize,  analyze,  evaluate,  make  inferences,  and   predict  trends  using  data  from  the  classroom   experiments.   •  Students  will  demonstrate  an  understanding  of   quadra;cs  and  exponent  rules.  
  59. 59. Ra;onale   •  What  is  the  compelling  why  behind  choosing  the   objec;ve?   •  Why  is  it  important  to  cover  the  content?   •  Using  your  data  analysis,  how  does  the  content   relate  to  student  strengths  and  weaknesses?   •  Set  criteria  ahead  of  ;me:   •  Align  with  school  and  district  improvement  plans   •  Align  with  teaching  strategies  and  learning  content   •  Classroom  data  is  reviewed  for  strengths  and  needs  by   student  group,  subject,  concept,  skill,  and  behavior.  
  60. 60. Examples   •  Students  struggle  with  mo;ve,  inference,   making  predic;ons,  drawing  conclusions  from   text,  according  to  the  pre  assessment.  ,  so  I   will  focus  on  these  specific  reading  skills.  Most   students  have  mastered  (19/23)  character   traits,  main  idea,  cause-­‐effect,  summarizing.  
  61. 61. Strategies   •  How will you help your students achieve the objective? •  Set criteria ahead of time: –  Identify the type of instruction or key strategies –  Be appropriate for learning content and skill level –  Research based
  62. 62. Targeted  Growth   •  How  much  growth  is  expected  by  the  end  of  the   evalua;on  cycle?   •  Set  criteria  ahead  of  ;me:   •  •  •  •  •  •  •  Maximum  of  5  ;ers   Expressed  in  whole  numbers   Encourage  collabora;on   Covers  75%  of  the  popula;on   Based  upon  pre-­‐assessment  data   Students  can  uphold  high  achievement   Quan;fiable  goals  
  63. 63. Assessment   •  What assessment will be used to measure student growth? •  Set criteria ahead of time: •  Administered in a consistent manner and data secure •  Applicable to the purpose of the class and reflective of skills being covered in the class •  Produces timely and useful data •  Standardized: Same content, administration, and reporting of results •  Aligned with standards
  64. 64. SLO  Expecta;ons   •  Elementary   –  ELA  and  Math   •  Middle  School  and  High  School   –  If  teaching  mul;ple  content  areas  must  have   objec;ves  in  at  least  2  content  areas   •  All  students  in  the  class  must  be  assessed  
  65. 65. Scoring  SLO’s   — Assign SLO with value of 1-4 — SLO’s are averaged (Keep decimal value)
  66. 66. Finalizing Performance Evaluation Rating   — 75% Teacher Practice -25% Student Growth — Teacher Practice Rating (1-4) x 0.75 + Student Growth Rating (1.0-4.0) x 0.25 = Overall Rating
  67. 67. Student  Demographics   •  Do  not  adjust  expecta;ons  for  students  based   on  a  student’s  demographic  or  AYP   classifica;ons.   •  Students  with  the  same  performance    history   should  not  have  different  achievement   expecta;ons  based  on  their  demographics.  
  68. 68. Use  External  and  Internal  Assessments   •  Student  achievement  growth  should  be   derived  from  both  external  and  internal   assessments.   •  These  assessments  need  to  be  universally   administered.   •  Districts  should  not  use  different  tests  for   different  teachers  in  the  same  content  area.  
  69. 69. Measurement  Model   •  Per  state  stature  (Illinois  Administra;ve  Code,   Part  50)  districts  must  adopt  a  measurement   model  that  will  be  used  to  analyze  changes  in   student  test  scores.   •  Districts  need  to  compare  the  student’s   projected  achievement  and  the  student’s   actual  achievement  as  the  measurement   model  for  growth.  
  70. 70. Student  growth  projec;ons  should   be  based  on  the  same  general   methodology  across  all  grades,   subjects,  tests  and  rubrics.  
  71. 71. Reliability   •  Research  is  conclusive  in  documen;ng  that   growth  scores  from  mul;ple  measures  is  more   reliable  than  growth  from  single  measures.     •  Combining  growth  scores  into  a  single   summa;ve  growth  score  for  the  teacher  will   greatly  improve  the  reliability  of  the  district’s   teacher  evalua;on  system.  
  72. 72. Common  Misunderstandings   •  The  new  ISBE  growth  value  table  model  is   unrelated  to  the  default  state  growth  model   for  teacher  evalua;on.   •  Growth  Value  Table  are  for  NCLB  purposes   •  Default  State  Growth  Model  is  the  work  of   PEAC  to  develop  the  default  state  growth   model  for  principal  and  teacher  evalua;on.  
  73. 73. ISAT  is  allowable  for  teacher   evalua;on  
  74. 74. Type  III  assessments  need  not  be   teacher  created  for  use  in  his/her   classroom    
  75. 75. Assessments  mee;ng  the   defini;on  of  Type  I  and/or  Type  II,   can  also  be  used  as  a  Type  III   provided  it  aligns  to  the   curriculum.    
  76. 76. Reliable  and  valid  assessment  does   not  ensure  a  reliable  and  valid   system  for  measuring  growth    
  77. 77. Student  Learning  Objec;ve  (SLOs)   as  a  methodology  s;ll  requires  that   the  district  adopt  a  measurement   model  to  quan;fy  how  changes  in   student  test  scores  reflect  changes   in  student  knowledge  or  skills.  
  78. 78. Founda;onal  Issues   •  Assessment  does  not  equal  performance   •  Type  I  can  be  a  Type  II  and  can  be  a  Type  III   •  If  test  results  are  within  the  normal  ranges   then  teacher  prac;ce  score  trumps   •  Focus  on  reliability  and  validity  of  systems,  not   of  tests.   •  Combine  local  tests  with  norm  referenced   tests  to  increase  reliability  
  79. 79. •  Focus  on  building  good  performance   evalua;on  systems  not  good  tests.   •  The  only  score  that  ma^ers  is  the  score  you   use  for  ra;ng  purposes.   •  Reliability  is  a  func;on  of  a  psychometric   analysis.  
  80. 80. For additional information contact: