Transcript SLO Review
SLO Review Principal Meeting CLIU October 2014 Student Learning Objective REVIEW -Quality Assurance- Process Components Designing A. Goal Statement B. Targeted Standards C. Blueprints Building A. SLO Process Template B. Performance Measures Reviewing A. Quality Assurance 3 Task Structure SLO Review 1. Completeness -SLO Process Template 2. Comprehensiveness -Performance Measures 3. Coherency -SLO Alignment 4 Design Coherency GOAL STATEMENT PERFORMANCE MEASURE RATING PERFORMANCE INDICATOR ALL STUDENTS FOCUSED STUDENTS 5 Helpful Tools Review Focus Tool • Handout #4 – SLO Procedural “Cheat Completion of SLO Process Sheet” Template • Handout #5 – QA Checklist-SLO Comprehensiveness of the • Template #6 – Performance Measure Performance Measures Rubric • Refinement Control Checklist Coherency of SLO • Template #7 – SLO Coherency Rubric *Note: Additional information regarding assessment quality can be found within the Quick Start Training 6 End Result of Review Refined SLO Process Template with… A. Rigorous, high-quality performance measures; and, B. Identified areas needing further improvement (as documented within the SLO rubric). 7 Generic Review Workflow Create the SLO Identify and Apply Corrective Actions Determine SLO Coherency Review for Completeness Evaluate SLO for Comprehensiveness 8 Summary The SLO Review phase is focused on: • Applying a set of quality assurance criteria to ensure the SLO, along with its applicable performance measures were comprehensive, and coherent. • Identifying areas of improvement in future SLO and/or performance measure development. 9 School Leader Review Phase: Tasks 10 Review: Educator Tasks 1.Evaluate each Section of the SLO Process Template #4 using Handout #5-Quality Assurance Checklist-SLO 2.Identify and correct any SLO element that deviates from the business rules 3.Organize the SLO Process Template, Assessments, and Summary Data Report 4.Conduct review with school leader 5.Finalize and sign form 11 Review: Leader Tasks 1.Conduct preliminary review (screen) of proposed SLO 2.Implement conference with educator: a) Develop “triage” from screening materials b) Align time allocation given preliminary review c) Provide “key points of discussion” prior to conference 3.Discuss proposed SLO and applicable performance measures 4.Identify any corrections, refinements, etc. 5.Sign form and establish follow-up timeline 12 Procedural -ConferenceThe SLO process facilitates an ongoing conversation about expectations between educators and school leaders 13 Procedural -Discussion Points: Fall• What is the subject/content focus? • Who does it encompass? GoalsStandards • How can it improve instruction/practice? • Why are they considered high quality measures? • Who administers and scores the measures? Measures • What types of data are produced? • What are the indicators of success? • How are they being measured? Indicators • Which students are they based upon? 14 Procedural -Discussion Points: Winter• How has the instruction supported the subject/content focus? • Which student groups are making progress or struggling? GoalsStandards • What instruction/practice adaptations will be needed in the spring? • Which measures have been administered so far? • Are additional measures necessary at this time? Measures • What is the data telling us about student growth and/or mastery? • Are indicators of success still applicable? • How well are the indicators working? Indicators • Which indicators are producing data about student performance? 15 Procedural -Discussion Points: Spring• To what degree was the “Big Idea” mastered by students? • Which content standards will need additional instruction? GoalsStandards • How can the standards be taught more effectively? • Which measures should be discontinued or need significant revisions? • To what degree did students meet your expectations? Measures • What data points had the most influence on your overall rating? • Which indicators were established too high or too low? • What did the indicators tell you about student performance? Indicators • Which student groups underperformed on selected indicators? 16 Procedural -Areas of Caution1. SLO is based upon small numbers of students or data points. 2. Goals or indicators are “loosely” linked to targeted standards. 3. Indicators are vague without specific performance criteria. 4. Growth and/or mastery is not clearly defined. 5. Performance measures are poorly designed, lack rigor, or do not measure the targeted standard(s). 6. Overall achievement expectations are unattainable. 17 SAS Portal Resources • SAS Portal • Instruction • Student Learning Objectives •Review Tools 18 Upcoming • Assessment Literacy Series • Train-the-Trainer Session: November 10 • District/Building Teams • PD 2.1: Assessment for the PA Core • Act 48 Online Course for Teachers 19