Presenter Names Month Year The mission of the Center on Great Teachers and Leaders GTL Center is to foster the capacity of vibrant networks of practitioners researchers innovators and experts to build and sustain a seamless system of support for great teachers and leaders for every sch ID: 643361
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Slide1
Introduction to Student Learning Objectives
[Presenter Name(s)]
[Month Year]Slide2
The mission of the Center on Great Teachers and Leaders (GTL Center) is to foster the capacity of vibrant networks of practitioners, researchers, innovators, and experts to build and sustain a seamless system of support for great teachers and leaders for every school in every state in the nation.
Center on Great Teachers
and Leaders’ Mission
2Slide3
Comprehensive Centers Program
2012–17 Award Cycle
3Slide4
GTL is developing a series of modules.PowerPoint, Facilitators Guide, Module Activities, Resources
SLO Module Goals
Workshops aim to build regional center capacity to support SEA student learning objectives (SLO) consideration and/or implementation.
Module materials were developed to build a common language and understanding of the SLO cycle and a variety of SLO approaches.Materials were developed for future SEA-level SLO meetings/workshops cofacilitated by the GTL Center and regional centers.
Use of these shared materials will lead to a valuable collaboration between GTL Center, regional center, and SEA staff.
GTL SLO Module Overview4Slide5
Introduction to the SLO Cycle
Approaches to SLO Guidance
Purposes of SLOs
SLO Approaches
Reviewing SLOs
Writing SLOsSLO Technical and Implementation ChallengesSLO Lessons Learned: A Review of Teacher Incentive Fund (TIF) Grantees
Next Steps for Your TeamStudent Learning Objectives Agenda
5Slide6
Please gauge your familiarity with SLOs and how informed you are, with 1 being no prior exposure to SLOs and 4 being very familiar.
Place your Post-it
®
Note on the spectrum on the chart paper.When you hear the term
student learning objective
, what is one question that comes to mind?Place your questions to the side, and let’s see if they get answered as we go through the training.Connecting Activity
6
123
4No prior exposureLittle familiaritySomewhat
familiar
Very
familiarSlide7
Introduction to the SLO Cycle
7Slide8
An SLO is a measurable, long-term, academic goal informed by available data that a teacher or teacher team sets at the beginning
of the year for all students
or for subgroups of students.
SLOs as a Measure
of Student Growth
8Slide9
When and Why Did We Start Thinking About SLOs as Measures of Student Growth?
9Slide10
Many Race to the Top states require or recommend SLOs for at least some teachers.On the basis of Elementary and Secondary Education Act (ESEA) waivers, additional states are considering the use of SLOs.
Teacher Incentive Fund grantees were the early adopters and continue to be trailblazers in the use SLOs.
Where Are SLOs Being Used?
10Slide11
Use in Districts and States
District/State
Required to Use SLOs
Use of SLO Data
Austin, TX
Teachers
and administratorsCompensation & EvaluationDenver, CO
All teachersCompensationGeorgia
Teachers in NTGSEvaluationHazelwood, MO
All
teachers in SIG schools
Evaluation
Indiana
All teachers in the default model
Evaluation
Kentucky
All teachers
Evaluation
Louisiana
Teachers
in NTGS
Evaluation
Maryland
Teachers in NTGS
Evaluation
McMinnville, OR
All teachers
Compensation
New Haven, CT
Teachers in NTGS
Evaluation
New York
Teachers in NTGS
Evaluation
Ohio
Offered
for all teachers and principals
EvaluationRhode IslandAll teachersEvaluationWisconsinAll teachers Evaluation
11
Source: Lachlan-Hach
é
,
L.,
Matlach,
L., Cushing, E., Mean, M., & Reese, K. (2013).
Student
learning objectives
: Early l
essons from
the Teacher Incentive Fund.
Washington, DC:
Teacher
Incentive Fund Technical Assistance Network.Slide12
Teachers reported increased focus on student achievement and data use and increased use of evidence-based practices as a result of the SLO goal-setting process
(Community Training and Assistance Center, 2013;
What Works Clearinghouse, 2009).
Teachers using SLOs valued the opportunity to analyze data and plan instruction as part of the SLO process and reported feeling “empowered” and taking a more active role in their evaluation after SLOs were implemented (Donaldson, 2012; TNTP, 2012).
What Does Early Research Indicate?
12Slide13
Some positive correlations have been found between the quality of SLOs and student achievement and between the number of objectives met by teachers and student achievement, but mixed results point to a need for more research (Austin Independent School District, 2010; Community Training and Assistance Center, 2013).
SLO approaches vary significantly in terms of teacher agency and SLO comparability (Lachlan-Haché et al., 2013).
What Does Early Research Indicate?
13Slide14
SLOs reinforce evidence-based teaching practices.SLOs can be used with all teachers.
SLOs are adaptable.
SLOs encourage collaboration.
SLOs acknowledge the value of educator knowledge and skill.SLOs connect teacher practice to student learning.
Why Use SLOs?
14Slide15
How Are SLOs Developed?
15
SLO Template
Baseline Data
Student Population
Interval of Instruction
Standards and ContentAssessmentsGrowth Targets
Rationale for Growth Targets
Instructional StrategiesSlide16
How Are SLOs Developed?SLO Checklist
16
Baseline and Trend Data
Student Population
Interval of Instruction
Standards and Content
Assessments
Growth Target(s)
Rationale for Growth Target(s)
Instructional Strategies
Identifies
sources of information about
students
Draws upon trend data, if available
Covers
all students in the class (or in the case of a targeted
SLO,
covers all students in the subgroup
)
Describes
the student population and considers any contextual factors that may impact student growth
Matches
the
length of the course
(
e.g., quarter, semester, trimester, year)
Specifies
how the SLO will address applicable standards from the highest ranking of the following:
Common
Core State
Standards
Academic
Content
Standards
National
standards put forth by education
organization
Identifies
assessments that have been reviewed by content experts to effectively measure course content and reliably measure student learning as intended
Ensures
all students in the course have a growth
target
Uses baseline or pretest data to
determine appropriate growth
Demonstrates
teacher knowledge of students and content
Explains why target is appropriate for the population
Addresses observed student needs
Uses
data to identify student needs and determine appropriate growth
targets
Highlights the instructional methods that will best support the student achievement goals set forth in the SLO
Discusses how the teacher will differentiate instruction in support of this SLOSlide17
What Does an SLO Look Like?Examples From the Field: Ohio (pages 1–2 in handout)
17Slide18
18
What Does an SLO Look Like?
Examples From the Field: Wisconsin (page 3 in handout)Slide19
19
What Does an SLO Look Like?
Examples From the Field: Indiana (page 15 in handout)Slide20
The SLO Evaluation Cycle
20
Source: Lachlan-Haché
, L., Cushing, E., & Bivona, L. (2012).
Student learning objectives as measures of educator effectiveness: The basics.
Washington, DC: American Institutes for Research. Retrieved from http://educatortalent.org/inc/docs/SLOs_Measures_of_Educator_Effectiveness.pdf Slide21
I. SLO Development
21
Source: Lachlan-Haché
, L., Cushing, E., & Bivona, L. (2012).
Student learning objectives as measures of educator effectiveness: The basics.
Washington, DC: American Institutes for Research. Retrieved from http://educatortalent.org/inc/docs/SLOs_Measures_of_Educator_Effectiveness.pdfSlide22
II. SLO Approval
Examples
From
the
Field: Ohio (page 1 in handout)
Ohio Department of Education
22Slide23
II. SLO Approval
Examples From the Field: Wisconsin (page 2 in handout)
23Slide24
II. SLO Approval
Examples From the Field:
The National Center for the Improvement of Educational Assessment, Inc
. (page 5 in handout)
24Slide25
III. Midcourse Check-In
25Slide26
IV. Final Review of
S
LO
Scoring and Attainment
26Slide27
Student Data Snapshot
27
Student
Pretest
(out of 100)
Posttest
(out of 100)
Growth
Target Growth
Met Growth Target?
Student A
20
48
+28
+20
YES
Student B
24
49
+25
+20
YES
Student C
28
40
+12
+20
NO
Student D
45
55
+10
+15
NO
Student E
46
46
+0
+15
NOSlide28
V. Discussion of Summative
Rating and Impact on Performance
28Slide29
Activity: Approaches
to SLO Guidance
29Slide30
What was clear, and what did you find confusing about the examples?What did you like and not like about the examples?
What would work with your state(s)?
SLO Approaches Activity
30Slide31
Activity: Purposes of SLOs
31Slide32
Reflecting on the SLO Process
32Slide33
SLOs reinforce evidence-based teaching practices.SLOs can be used with all teachers.
SLOs are adaptable.
SLOs encourage collaboration.
SLOs acknowledge the value of educator knowledge and skill.SLOs connect teacher practice to student learning.
Why Use SLOs?
33Slide34
SLO Approaches
34Slide35
SLO Approaches
35
Increasing Teacher Agency
Increasing SLO Comparability
Type 1
Set by teacher or teacher team using available assessments
Type 2
Set by teacher or teacher team using assessment list or ranking
Type 3
Set by teacher or teacher team using common assessments
Type 4
Set by local education agency using common assessments and common growth targets
Image adapted from: Lachlan-Haché
, L.,
Matlach,
L., Reese, K., Cushing, E., & Mean, M. (2013).
Student learning objectives: Early lessons from the Teacher Incentive Fund.
Washington, DC: Teacher Incentive Fund Technical Assistance Network.Slide36
Activity: Reviewing an SLO
36Slide37
Review the three SLOs provided in the handout.As you review, jot down questions or concerns about the SLOs using the self-adhesive notes provided.
When finished, place your notes in the appropriate SLO section listed on the chart paper.
As a group, we will review questions and concerns and collectively consider how best to address each.
Reviewing an SLO Activity
37Slide38
Basic Growth TargetAll students have the same growth target.
Example: All of my students will grow by 20 points by the end of the semester.
Examples of SLO Growth Targets
38Slide39
Simple Average Growth CalculationGrowth targets are determined by a common formula, but each student has a different growth target based on his or her preassessment score.
Example:
Based on the preassessment score, students
will score halfway between their baseline score and 100.If student scored 50 on the preassessment, his or her growth target is 75.If a student score 40 on the preassessment, his or her growth target is 70.
Examples of SLO Growth Targets
39Slide40
Tiered Growth TargetGroup students together based on their preassessment scores.
Divide students into three or more categories (low, mid, advanced).
Example:
Examples of SLO Growth Targets
40
Preassessment Score
Growth Score 0–45 points65
46–70 points7570+ points85Slide41
Advanced Tiered Growth Target
Students have a tiered target based on their preassessment.
Divide students into three or more categories (low, mid, advanced).
Students have to reach the greater of the two targets.Example:
Examples of SLO Growth Targets
41
Preassessment ScoreGrowth Score 0–45 points
65 or +35 points, whichever is greater46–70 points75 or +15 points, whichever is greater
70+ points85 or +14 points, whichever is greaterSlide42
Activity: Writing an SLO
42Slide43
Pretend you are a first-year seventh-grade science teacher.Review the information about your students and the assessment information.
Using this information, write an SLO using either SLO Format 1 or SLO Format 2.
Writing an SLO Activity
43Slide44
What do you see as the potential benefits of having teachers write SLOs?What was challenging as you attempted to write this SLO?
Reflect on your experience using the SLO template and corresponding checklist. What did you like about the structure of these tools? What would you change to better
fit your local context?
Based on your SLO writing experience, what supports or additional knowledge will teachers need to successfully write an SLO?
Reflection
44Slide45
SLO Technical and Implementation Challenges
45Slide46
What Are the Challenges of Using SLOs?
46Slide47
Lack of high-quality assessments for all grades and subjects
Difficult to create appropriate growth targets
for all students
Challenging to set rigorous but realistic targets Limits of capacity and resources that make continuous improvement of the SLO process difficult
Limitations of SLOs
47Slide48
Assess the culture change.
Recognize that SLOs may represent a shift in educator practice. To build a sustainable culture of SLO use, consider the obstacles that lie ahead, develop teacher confidence in the SLO process, and create a coherent vision of the value of the SLO process.
How Do States and Districts Prepare for SLO Implementation?
48Slide49
Provide supporting materials. Effective SLO implementation requires resources that promote rigor, consistency, and clarity across schools and districts.
Templates, checklists, timelines, examples
Guidebooks, videos, training materials, FAQ documents
Hotlines, office hoursTransition plans
How Do States and Districts Prepare for SLO Implementation?
49Slide50
Offer training and rater calibration.
Offer ongoing training to ensure rigor and consistency throughout schools and districts.
How Do States and Districts Prepare for SLO Implementation?
50Slide51
Provide a structure and process for scoring SLOs.
Foster consistent and fair ratings across teachers and evaluators while producing scores than can be easily combined with other measures to create a final summative rating.
How Do States and Districts Prepare for SLO Implementation?
51Slide52
Monitor and evaluate SLO implementation. Monitor, triangulate, and research the SLO process to promote
the rigor, discussion, and reflection that lead to insightful revisions to the system.
SLO audits are encouraged in order to ensure fidelity to the SLO
process. Establish a committee of stakeholders (teachers, principals, district staff, etc.) to design a process by which SLOs can be verified.
How Do States and Districts Prepare for SLO Implementation?
52Slide53
SLOs can be considered an investment in our profession. They highlight best practices, create opportunities for collaboration, and provide a valuable link between instruction, curricula,
and assessment.
If implemented sustainably and well, SLOs can drive professional learning, nurture assessment literacy, and build educator capacity for data-driven instruction.
What Lies in the Future for SLOs?
53Slide54
SLO Lessons Learned:A Review of TIF Grantees
54Slide55
Sit with your state teams.
Read the lessons learned.
Select two lessons learned that are critical for your state to consider.
Complete worksheets on pages 5 and 6 of the activity packet.Lessons Learned Activity
55Slide56
Next Steps for Your Team
56Slide57
Use the Next Steps Worksheet to consider the following
with your team members:
What are the benefits of SLOs that your team wants to communicate?
What are some decisions your team needs to make?What are the challenges your team needs to consider? Where do you need more examples or support to do this work well?
Next Steps for Your Team
57Slide58
AIR SLO Implementation Scorecard
and White Papers:
www.educatortalent.org
Center for Assessment SLO Toolkit: http
://www.nciea.org/slo-toolkit/Center on Great Teachers and Leaders:
www.gtlcenter.orgCrafting Business Rules for SLOs: http://www.gtlcenter.org/sites/default/files/docs/GTL_AskTeam_FlexForFairness.pdf Colorado Department of Education Assessment Inventory:
http://www.coloradoplc.org/assessment/assessmentsReform Support Network SLO Toolkit: http://www.engageny.org/sites/default/files/resource/attachments/rsn-slo-toolkit.pdf
Resources to Share58Slide59
Austin Independent School District. (2010).
AISD REACH program update.
Austin, TX: Author.
Retrieved from http://archive.austinisd.org/inside/docs/ope_09-83_RB_Reach_TAKS_and_SLOs.pdfCommunity Training and Assistance Center. (2013).
It’s more than money: Teacher Incentive Fund—Leadership for Educators’ Advanced Performance Charlotte-Mecklenburg Schools.
Boston, MA: Author.Donaldson, M. L. (2012). Teachers’ perspectives on evaluation reform. Washington, DC: Center for American Progress. Lachlan-Haché, L., Matlach, L., Reese, K., Cushing, E., & Mean, M. (2013). Student learning objectives: Early lessons from the Teacher Incentive Fund.
Washington, DC: Teacher Incentive Fund Technical Assistance Network.Lachlan-Haché, L., Cushing, E., & Bivona, L. (2012). Student learning objectives as measures of educator effectiveness: The basics. Washington, DC: American Institutes for Research. Retrieved from
http://educatortalent.org/inc/docs/SLOs_Measures_of_Educator_Effectiveness.pdfLachlan-Haché, L., Cushing, E., & Bivona, L. (2012). Student learning objectives: Benefits, challenges, and solutions.
Washington, DC: American Institutes for Research. Retrieved from http://educatortalent.org/inc/docs/SLOs_Benefits_Challenges_Solutions.pdfTNTP. (2012). Summer report: Creating a culture of excellence in Indiana schools. Indianapolis, IN: Indiana Department of Education.What Works Clearinghouse. (2009).
Using student achievement data to support instructional decision making.
Washington, DC: U.S. Department of Education, Institute of Education
Sciences, National Center for Education Evaluation and Regional Assistance
.
References
59Slide60
Lisa
Lachlan-Haché,
Ed.D.
llachlan@air.orgEllen Cushingecushing@air.org
Monica Mean
mmean@air.org1000 Thomas Jefferson Street NWWashington, DC 20007-3835877-322-8700www.gtlcenter.orggtlcenter@air.org
60
Contact Information