Beruflich Dokumente
Kultur Dokumente
Decision #1: What are your districts priorities? CDEP Scope of Work Strategic plans Broad priorities allow for more flexibility in content and rigor at the building and teacher levels
Example of Decision #1
District Goal: by the end of 2014-2015 school year, increase the percentage of students who meet the Aspirational Performance Measures, which are indicators of College and Career Readiness, from 35% to 50%. High School Goal: by the end of 2012-13 school year, increase the percentage of students who score a proficient on end of course State assessments by at least 5%, as compared to 2011-12; increase those scoring advanced by at least 3%. Teacher Goal: by the end of 2012-13 school year, 90% of students, including special populations, will reach their growth target (65 points/85 points) on their summative assessment compared to their pre-test for the standards
Decision #2: Who needs an SLO for growth measurement? Everyone other than 4-8 ELA and math teachers
Pre-K-3 teachers 4-8 content area teachers that do not teach ELA or math All high school teachers
NOTE: 4-8 ELA and math teachers need an SLO if their sections of ELA/math do not equal 50% of their total students
Decision #3: How will SLOs get set? Common growth? Growth to mastery? Individualized targets? Banded approach? Hybrid or other approaches?
Common Growth
90% of students, including special populations, will grow by 60 percentage points or more on their summative assessment compared to their pre-test for the standards. (e.g., Student Es target is 60 more than 30, or 90.) Student Student A Student B Student C Student D Student E Student F Pre-Test Score 10 20 5 0 30 10 Summative Target 70 80 65 60 90 70
Growth to Mastery
85% of students, including special populations, will grow to score 75% or higher on the summative assessment for the selected standards. Student Student A Student B Student C Student D Student E Student F Pre-Test Score 10 20 5 0 30 10 Summative Target 75 75 75 75 75 75
Individual Targets
85% of students, including special populations, will meet or exceed their individualized target. Student Student A Student B Student C Student D Student E Student F Pre-Test Score 10 20 5 0 30 10 Summative Target 80 80 75 70 85 80
Banded Approach
90% of students, including special populations, will reach their growth target (65 points/85 points) on their summative assessment.
Decision #4: Establish expectations for scoring SLOs and teacher ratings HEDI criteria
Decision #5: Determine District-Wide Processes for setting, reviewing, and assessing SLOs in Schools.
Determine procedures
Individual meetings Department meetings Faculty meetings Superintendents Conference Days District-wide calendar Building-wide calendar
Establish a timeline
Used to determine the quality of the SLO Intended to ensure comparability and rigor within and across schools Three-stage rubric Broken down by the eight elements of an SLO
Stage 1 = unacceptable Stage 2 = acceptable Stage 3 = high quality
SLO Rubric
Implementation Issues for Evidence How will you decide on pre-assessments? Who will decide? How will you decide on summative assessments (for those without a state exam)? Who will decide?
What growth targets will you expect (common growth, growth to mastery, etc.)? How will you blend the ideas of growth and proficiency in stage 3 (bullets 2 and 3)? On what will you base your target?
What constitutes effective? Is effective the same for everyone? Is it mathematically possible to earn every point?
Lets practice! Using the Global II SLO example 1. Determine the stage of each element in the SLO. 2. Then determine an overall stage for the SLO.
Questions / Discussion