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What are SLO's

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Dr. Voltz's presentation at Raising Student Achievement Conference

Dr. Voltz's presentation at Raising Student Achievement Conference

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    What are SLO's What are SLO's Presentation Transcript

    • What  are  SLO’s   Dr.  Richard  Voltz,  Associate  Director   Illinois  Associa;on  of  School   Administrators  
    • 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    
    • Two  Parts   Teacher  Prac)ce   Student  Growth  
    • Two  Parts   Teacher  Prac)ce   50%  to   75%   Student  Growth   50%  to   25%  
    • 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)
    • At  least  one  Type  I  or  Type   II  assessment   At  least  one  Type  III   assessment  
    • 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)  
    • Type  II   Developed,  adopted,  approved,  &  u;lized   district-­‐wide    (example:  District-­‐wide  Algebra  test)  
    • Type  III   Rigorous,  aligned  with  the  course  curriculum.   The  evaluator  &  teacher  determine  measures  of   student  learning.  (Classroom  Test,  por[olios)    
    • Must  have  one  from  Type  I  or  Type  II   and  one  from  Type  III  
    • 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  
    • Student  growth  is   “Demonstrable  change  in  a   student’s  learning  between  two  or   more  points  in  ;me.”  
    • 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.      
    • 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?  
    • 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   •  •  •  • 
    • Are  SLO’s  required?  
    • 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.    
    • 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.  
    • 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  
    • 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  
    • 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.  
    • More  Sugges;ons   •  •  •  •  Gradual  implementa;on   Pilot  without  stakes   Sample  pilot   Revise  as  you  learn  more  
    • 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.  
    • •  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.  
    • •  Develop  a  plan  for  monitoring  and  evalua;ng   the  SLO  process    
    • 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  
    • 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                                                                                          
    • 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?  
    • SLO’s  
    • 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.  
    • 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  
    • •  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.  
    • •  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.  
    • •  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  
    • •  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.  
    • •  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%)  
    • •  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.  
    • •  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.  
    • •  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.  
    • 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    
    • 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.  
    • What  do  we  want  all  students  to  know   and  be  able  to  do?  
    • How  will  we  deliver  content?  
    • How  do  we  know  all  students  are   learning?  
    • What  will  we  do  if  students  are  not   learning?  
    • 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.  
    • Growth  is  NOT  A^ainment  
    • Student  growth  should  cover  a   recurring  set  of  standards/objec;ves.  
    • 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)  
    • Dis;nguish  content  vs.  skills.  
    • SLOs  need  to  be  focused  on   academic  targets  that  are  both   long-­‐term  and  measurable.    
    • 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.  
    • Sandoval  School  District  SLO   Process  
    • The  next  slide  is  the  most  important   slide  of  this  en;re  presenta;on!  
    • 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?  
    • 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
    • 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  
    • 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.  
    • 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.  
    • 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.  
    • 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
    • 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  
    • 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
    • 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  
    • Scoring  SLO’s   — Assign SLO with value of 1-4 — SLO’s are averaged (Keep decimal value)
    • 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
    • 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.  
    • 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.  
    • 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.  
    • Student  growth  projec;ons  should   be  based  on  the  same  general   methodology  across  all  grades,   subjects,  tests  and  rubrics.  
    • 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.  
    • 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.  
    • ISAT  is  allowable  for  teacher   evalua;on  
    • Type  III  assessments  need  not  be   teacher  created  for  use  in  his/her   classroom    
    • 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.    
    • Reliable  and  valid  assessment  does   not  ensure  a  reliable  and  valid   system  for  measuring  growth    
    • 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.  
    • 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  
    • •  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.  
    • For additional information contact: Dr. Richard Voltz rvoltz@iasaedu.org 217-741-0466 http://richvoltz.edublogs.org