Data Day/ SLO

Introduction for tasks to the day.

1. Intro to an SLO. Voice thread:

2. Review Student Data

The first step is to review data to identify an area of need with respect to student learning, along with the appropriate content standard(s) to which these needs are aligned. These content stardards can include:
  • Common Core Standards
  • 21st Century Skills
  • district initiatives
  • building goals
  • school/district improvement plans
  • and/or other relevant content area standards
Documenting the “baseline” data, or where students are at the beginning of the year, is a key component of this step, and will generally involve some type of assessment (either a formal pre-test measure or other appropriate indicator) to identify where students are with respect to the specified goal.

Collaboratively scoring is beneficial to create common understanding of expectations and consistent expectations. Click here to see a video on collaborative scoring. Guidelines are available below.

3. Identify Student Population

Next, the educator identifies the population of students for whom the SLO will apply, along with the interval (typically an entire school year).

Identify Evidence Sources to Measure Student Growth

Identifying the evidence source(s) and the intervals it will be used to measure learning growth is the next step in the process.

The person/team preparing the SLO must identify an appropriate, high-quality assessment tool or evidence source(s) they will utilize to determine if the students have met the expected growth or attainment identified in the SLO. A wide variety of potential evidence sources exist. Depending on the specific situation, these may include:

  • district-developed common assessments
  • portfolios/projects of student work (accompanied by a rigorous scoring rubric and some type of baseline assessment of student knowledge/skills)
  • and many other possibilities

While it is appropriate and encouraged to list WKCE data on the SLO Selection/Approval form as evidence of student learning needs for an SLO (e.g., WKCE data for my students indicate that they struggle with Number Operations), it is not appropriate to list WKCE data as an evidence source for measuring student growth under an SLO (e.g., I propose using the WKCE to measure how much growth my students make in the area of Number Operations this year). An obvious reason for this is that the timing of the WKCE administration cycle does not align well with the SLO cycle: the WKCE is administered in November each year, with results coming back in March, while the SLO growth cycle is typically for a full academic year.

More importantly, the Wisconsin Educator Effectiveness system is based on a “multiple measures” approach, in which no single source of information regarding educator performance receives an overly large amount of emphasis. This is why measures of practice are augmented by student outcome data in a 50/50 manner, and student outcome data include multiple sources of evidence as well (WKCE + district assessment + SLOs, multiple SLOs, etc.). If WKCE data were to be allowed as a source of evidence for measuring student growth in SLOs, in addition to being used under the “state assessment” portion of student outcome evidence (see pie chart graphic above), it would essentially double-count WKCE data. For this same reason, those who prepare and review SLOs are encouraged to carefully consider not using district standardized assessment data (e.g., MAP and other quarterly benchmark data) as evidence for SLO growth;[1]instead, they are highly encouraged to utilize local assessments developed and used by the district, school, teacher team, or individual teachers as SLO evidence. Teacher-developed assessments must be approved by the reviewing administrator before use as an evidence source. Guidance regarding the components of a high-quality local assessment can be found in Appendix A, entitled “Evidence for SLOs: Ensuring High Quality.”

4. Establish Goals for Student Growth

Establishing goals for student growth is the next step; these can be set for the students as a group (e.g., the same growth goal for all students, regardless of where they are at the beginning of the year), or can be differentiated or tiered based on previous data which demonstrates that different amounts of growth are likely depending on where students start from. It is expected that differentiated growth targets will become the norm as educators accumulate sufficient data to allow for this to happen, although it may be several years before this is possible in some instances. Non-differentiated growth goals are permissible in situations where the SLO is set for a subgroup of students who are starting with very similar levels of prior knowledge (e.g., a group of low-performing or high-performing students as measured by the baseline assessment at the beginning of the year).

5. Determine Strategies & Supports

The educator will document the strategies and supports necessary to meet the growth goal(s) specified in the SLO. These might include terms of instructional methods, professional development, and other supports. Below are two high impact strategy resources from Marzano and Hattie you can draw from while determining your actions.

6. Determine & Write SLOs

Each of the steps involved in preparing SLOs should adhere to the guiding questions and criteria specified in the Wisconsin Student/School Learning Objectives Selection/Approval Rubric and the Wisconsin Student/School Learning Objective Selection/Approval Form. The rubric provides the key questions and criteria which guide each step in the preparation of SLOs, and the form itself is where the narrative responses are entered and saved. For teachers involved in the Effectiveness Project Pilot using My Learning Plan utilize the electronic SLO form provide within the site. The following form will allow you to create your SLO in fill-able Word Document.

Timeline for SLO development and implementation during the 2013-2014 school year.

Sept.- Collect Baseline Data

Oct.- Write SLO

Nov- Approve SLO

Dec.- Collect Evidence

Jan.- Midyear Conference/ Adjust Goal and strategies and support if needed

Feb.- Collect Evidence

March- Collect Evidence

April- Collect Evidence

May- Submit evidence of Goal Attainment