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SLO Training

SLO Training. Schalmont July 31, 2012 Start with your Blue Reflection Sheet. Chat with your neighbors. What do you know about SLOs? What do you need to know about SLOs ? Salmon colored question sheet for you to list your ?’s. Objectives for Today.

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SLO Training

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  1. SLO Training Schalmont July 31, 2012 Start with your Blue Reflection Sheet

  2. Chat with your neighbors • What do you know about SLOs? • What do you need to know about SLOs? • Salmon colored question sheet for you to list your ?’s

  3. Objectives for Today • Understand how SLOs fit into the APPR System • Understand components of an SLO • Understand what you need to do for Aug. 15 • Have a discussion about your assessments

  4. For August 15 • You will need to submit: • Completed Template (This explains the SLO) • Completed Pre Assessment • Completed Post/Summative Assessment

  5. By the middle of October • You will have: • Given Pre Assessments to establish a baseline • Looked at previous student data on Schalmont Connect • Individual targeted students post/summative scores • Meet with your evaluator to agree upon targets

  6. 20% StudentGrowth 60% Multiple Measures 20% StudentAchievement

  7. Growth over time Compared toExpected Growth Some VariablesConsidered 20% StudentGrowth SLOs Required 60% Multiple Measures 20% StudentAchievement

  8. What are we trying to accomplish with SLO’s ? • SLOs name what students need to know and be able to do at the end of the course. • SLOs place student learning at the center of the conversation. • SLOs are a critical part of all great educator’s practice. • SLOs are an opportunity to document the impact educators make with students. (continues on next slide)

  9. What are we trying to accomplish with SLO’s ?continued… • SLOs provide principals with critical information that can be used to manage performance, differentiate and target professional development, and focus supports for teachers. • The SLO process encourages collaboration within school buildings. School leaders are accountable for ensuring all teachers have SLOs that will support their District and school goals.

  10. Suggested Step by step calendar

  11. Scope and Sequence for a Teacher with an SLO • Have an evaluator approved SLO that includes all of the NYSED Elements. • Backwards map instructional plans to reach the SLO target. • Over the course of the year teach toward the SLO. • Track student progress toward meeting the SLO – interim assessments. From NYSED: engageny.org Introduction to SLO Deck

  12. Learning Content This is the content to be taught that will be assessed in this SLO. Task/state requirement: Identify the course name Source of standards (Common Core, national, state, local) associated with this SLO Specify the exact standards, performance indicators, etc., that will be taught, learned, and assessed.

  13. Learning Content – Considerations • How is the current knowledge and skill of the targeted students informing the selection? (baseline data) • What are the most critical aspects for the development of these students in this content this year? (district/building/content area priorities) • To what extent is the learning content specific and measurable?

  14. Learning Content – Considerations • To what extent is the content central to this and future coursework, as well as college and career readiness? • How deeply and thoroughly will the standards be reflected in the teaching, learning, and assessment? • What instructional approaches are prioritized? • Why are these instructional approaches most likely to support the targeted students in mastering these standards?

  15. Interval of Instructional Time and Rationale Interval of Instructional Time Task/Requirements: Specify when the teaching for this learning content will begin and end. (Rationale is required if less than the typical year-long interval is set.) Rationale Task/Requirements: Describe the selection of the elements (learning content, evidence, and target) and how they will be used together to prepare students for future growth and development, as well as college and career readiness.

  16. Interval and Rationale – Considerations Rationale: • How sufficient is the overall objective for increasing student achievement, and preparing students for future learning, as well as college and career readiness? • What are the implications of these elements for the teacher in the planning and delivery of instruction, so that the learning content is mastered by all students?

  17. Interval and Rationale – Considerations Interval of Instructional Time: • How will key learning experiences be sequenced over the course of the interval? • What is the best scope and sequence to ensure this population of students achieves this targeted content in this interval? • How will formative assessment and reflection on data influence instructional decisions during the interval? • How does the selected interval align with local pacing (where applicable)?

  18. Student Population, Baseline, and Target(s) Tasks/Requirements: Student Population: Specify your assigned students who are included in this SLO along with the course sections and student names and/or identification numbers. (Full class rosters of all students must be provided for all included course sections.) Baseline: Describe how students performed on the identified pre-assessment(s) (not necessarily a test)for the learning content. (Actual baseline scores for each student are required.) Target(s): Define numerical growth goals for student performance on identified summative assessment(s) which measure student knowledge and skill in the learning content. (Actual final scores for each student are required.)

  19. Student Population, Baseline, and Target(s) • Target Considerations: • Is the target rigorous enough to ensure that all students are on track to achieve college and career readiness? • To what extent does the target align with school and district goals and expectations? • How well do the targets for this population prepare students for success in future progressions (next grade level or level of study) of the same content? • How is the current knowledge and skill of the targeted students informing the target? • What professional development, resources, and/or other supports are going to be used to meet the target?

  20. Student Population, Baseline, and Target(s) • Population Considerations: • Within and across classes, what are students’ current skill and knowledge levels which may impact the target and the learning content? • Within and across classes, how many and what types of identifiable subgroups exist? • How will instruction be differentiated to meet specific student learning needs? • Baseline Considerations: • In addition to the pre-assessment(s), what other data sources were reviewed to confirm student learning needs? • How strongly do the pre-assessment(s) and other data analyses indicate the need for the learning content?

  21. Evidence ESSENCE: These are the assessments used for determining students’ levels of learning. Task/required elements: List the specific pre-assessment(s) and summative assessment(s) that will be used for providing baseline and summative data for the SLO. (Districts and BOCES must verify comparability and rigor for any assessments they develop.)

  22. Evidence – Considerations • How aligned and authentic are the assessment items to the learning content? • How valid and reliable are the assessments? • Are the selected assessments from an approved list of allowable options? • Are they verified as comparable and rigorous? • What, if any, administration accommodations must legally be made for students? • How are the assessments scored in terms of point values assigned per item and method of summarizing scores? • Have procedures been established to ensure those with vested interest do not score students’ assessments?

  23. SLO Checklist Take a few min. to look that over. Discuss with your neighbor. Questions or comments.

  24. Discussion with Neighbors What do you know about SLOs? What do you still need to know about SLOs?

  25. Future Discussion at Schalmont • How will growth be targeted? • Individually • What are the growth expectations?

  26. Sample of Rejected SLOs 2 – Grade 2 Math 3 – Kindergarten ELA 4 – Regents Geometry 5 – Grade 6 Instrumental Music Select an SLO Join a group and discuss why that SLO was rejected. Use the rubric to evaluate the SLO. We will regroup in 20 min and report out.

  27. Objectives for Today • Understand how SLOs fit into the APPR System • Understand components of an SLO • Begin constructing your SLO Template • Have a discussion about your assessments

  28. Questions What questions do you have now? Send me your future questions. Schalmont Answers NYS SLO Guidance Document on EngageNY

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