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Summer 2014 Evaluation Training Day One.
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Summer 2014 Evaluation TrainingDay One The contents of this training were developed under a Race to the Top grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
RIDE website: http://www.ride.ri.gov/ Evaluation email: EdEval@ride.ri.gov
Icebreaker 1.Draw a small circle near the top of the page. 2.Now draw a vertical line from the circle to the middle of the page. 3.Now draw to lines from the circle angled down toward the middle of the page. 4.Now draw two lines separating from the single vertical line each of which angles down toward the bottom of the page. 5.At the end of the angled lines stemming from the circle, draw five small lines. 6.At the end of the angled lines stemming from the vertical line, draw an oval at the base of each line. 7. Put your pencil down.
Introductions Introduce yourself to someone at your table, share your drawing with them and have them describe your drawing in three words or less.
The SLO Process: Increasing Qualitywith a Focus on Target Setting
Objectives and Agenda • Objectives: • Understand the purposes of and differences between an SLO Approval calibration session with the Quality Review Tool and an SLO self-audit with the SLO Audit Tool (at the school and/or district level) to apply the tools in the upcoming school year. • Use a case study to explore implementation challenges and the impact of local decisions as well as develop possible solutions for school and district challenges in participants’ contexts. • Examine resources that administrators can use to support teachers as they write high-quality SLOs, particularly with target setting. Agenda: Introduction When the SLO process goes well Monitoring Quality: SLO Audit Supporting Teachers as they Write SLOs: Creating a Quality Process ---- BREAK ----- Supporting Teachers as they Write SLOs: A Focus on Target Setting Reflection and Closing
The Challenge of Getting From Intent to Reality The Intent of the SLO Process The Reality of Implementation • Reflects the most important content and skills students should learn • Respects the diversity of all grades, subjects, and courses • Written by educators for their own students • Tied directly to the teaching and learning happening in every teacher’s individual classroom • Requires time for educators to collaborate in the writing of SLOs and the monitoring of student learning • Teachers and administrators need to have a strong foundation in standards & curriculum, assessment, and data use • The SLO process often shines a light on areas that districts or schools needed to attend to (with or without SLOs) • Local policies or practices can either turn SLOs into disconnected compliance or make them an integral part of reflective instruction
Making the Leap Video: Implementing SLOs in Rhode Island As you watch: What are the: a) Big Ideas and Messages; and b) Strategies or Lessons Learned that the educators in the video touch upon?
Discussion Whip: everyone share one idea/message or strategy/lesson learned from the educators in the video touched upon. As a group, select the one you think would be most powerful for your school or district to work towards. Each table shares out.
Monitoring and Improving SLO Quality On the 2013-14 mid-year survey building administrators were asked about the quality of the SLOs they approved. Most evaluators reported that only a small group of SLOs (1-10%) were of Very high quality, Low quality, or Very low quality. The majority of evaluators thought that most SLOs they approved were a range of Moderate to High quality. So, how can individual districts and schools better understand their SLO’s quality so that they can better support educators in the process and improve their quality in an effort to increase student achievement?
What is an SLO Audit? • Process: • Form an Audit Team • Select a random sampling of SLOs and redact all identifying information • Put the SLO Audit Tool into SurveyMonkey or GoogleForms • Have your team calibrate multiple times before beginning audit • Double-score and score all SLOs blindly • A third reviewer can be utilized when any original two reviewers’ ratings do not align • Analyze the data and discuss as a team how it might inform work in the district or school moving forward.
SLO Audit vs. SLO Approval Calibration Session How is an SLO Audit different from an SLO Approval Calibration Session? Note: Calibration Sessions or Audits could occur at the district or school level and be geared to either administrators or teachers.
Why conduct an SLO Audit? The SLO audit from RIDE was incredibly useful for my team. It helped us to see where our current SLOs could have been strengthened to give us truly actionable information about student learning. The results of this audit will inform and improve the SLO setting process for the 2014-15 school year. -Leader from SLO Audit pilot district • Better understand the level of quality of SLOs throughout the district (a snapshot in time or to track from year to year). • Discover trends that could impact local policies and inform professional development for teachers and evaluators, particularly around curriculum, data use, and assessment. • Evaluate Building Administrator Professional Practice - An SLO quality audit could yield evidence for components such as PP2A, PP2B, and PP3C.
Resources to Support a Quality SLO Process • Guidebook • SLO FAQs • Indicators of a Strong SLO • SLO and SOO samples • The Process for Writing a Student Learning Objective: A Guide for Educators in Rhode Island • SLO Quality Review Tool • SLO Video • SLO Online Modules: • Understanding SLOs • Writing an Objective Statement • Using Baseline Data and Information to Set SLO Targets • Setting Targets for Student Learning • Deepening Assessment Literacy • The Assessment Toolkit • Approving SLOs • Scoring SLOs • Special Educators and SLOs/SOOs • Building Administrator SLOs • Assessment Tool #1: Quality Assessment Guidance • Assessment Tool #2: Using Baseline Data & Information Guidance and Worksheet • Assessment Tool #3: Assessment Review Tool • Assessment Tool #4: Protocols for Analyzing and Scoring Student Work • Setting Targets in Student Learning Objectives Guidance Document • Standard Setting for Local Assessments Guidance Document • Evolving SLO samples • SLO Approval Calibration Workshop materials • Scoring SLOs Calibration Workshop materials • SLO Self-Audit for LEAs and Schools What resources and tools can help educators and evaluators through the SLO process?
Reflecting on Implementation: A Case Study Case Study This case study is based on various RI district experiences throughout the last two years of full implementation. • Part I: • Read the case study. • As you read code the text: • Your district or school faced a similar challenge as Rockcliff. • This is something that I might want to try. • Then identify the continuing challenges for Rockcliff by completing the graphic organizer on page 10 of your participant packet.
Analyzing Implementation and Planning for the Future: A Case Study Part II: In small groups, use the Reflection Protocol in groups to unpack the case study. Write Step #1 and #5 on chart paper and post on the wall.
Break During break, see if other groups identified the same challenge and approached the solution in similar or different ways than you. Agenda: Introduction When the SLO process goes well Monitoring Quality: SLO Audit Supporting Teachers as they Write SLOs: Creating a Quality Process ---- BREAK ----- Supporting Teachers as they Write SLOs: A Focus on Target Setting Reflection and Closing Appendix 1 and 2 of your participant packet
Supporting Teachers as they Write SLOs: A Focus on Target Setting On the 2013-14 Mid-Year Survey more teachers ranked “Determining targets that were rigorous yet attainable” as the most challenging part of writing an SLO/SOO compared to other aspects.
SLO Online Module: Setting Targets for Student Learning As you watch: Fill in the graphic organizer in your participant packet.
Discussing the Online Module Compare the notes you took while watching the online module with your table. Did you take away similar Big Ideas, Details/Questions, or Next Steps? If target setting has been a particular struggle for your school, how will you share the guidance and resources with teachers?
Supporting Teachers as they Write SLOs: A Focus on Target Setting Directions: Read the SLO. For all completed answers code: I would have answered the question the same way I would have answered this question differently Answer the five questions related to targets on your own. Using stickers, indicate your answers to the five target questions on the posters around the room. Be prepared for discussion.
The Evolution of an SLO 6th grade sample: Writing Arguments in Response to Text 1 2 3 4
Reflecting and planning for the upcoming school year Agenda: Introduction When the SLO process goes well Monitoring Quality: SLO Audit Supporting Teachers as they Write SLOs: Creating a Quality Process ---- BREAK ----- Supporting Teachers as they Write SLOs: A Focus on Target Setting Reflection and Closing Consider your own district and school as a case study. What have been your challenges, your decisions, and the impact of both? Complete the Reflection Protocol and plan how, as a school leader, you might move forward in the 2014-15 school year.
The Rhode Island Model:Support Professional Evaluation & Support System
Objectives and Agenda Objectives: Describe each component of the model and how evidence is collected. Analyze a sample SOO to determine ways to assist support professionals with developing SOOs that represent their greatest impact on students. Become familiar with forms and the process of providing holistic feedback. Agenda: Exploring the Support Professional Model Making Connections and Comparisons Collecting Evidence Break SLOs and SOOs for Support Professionals Documenting and Feedback Summarizing and Foreshadowing Day 2
When is the Teacher Model used instead of the SP Model? LEA Decision Best used when the primary role of the support professional is classroom instruction. Often a reading specialist or librarian’s day mirrors a classroom teachers. Used for all support professionals whose primary role is not classroom instruction. Some support professionals may teach but it is a small portion of their role.
Collecting Evidence • Take one Professional Practice Component card from the center of the table. • Take your packet, your card and something to write with. • Locate your group by the color of your card. • Find a location to either stand or sit for the next 8 minutes. • As a group, read through your component card. What are the indicators of this component? • Think about the 7 specific support professional roles. • Where could you observe this component? • What artifacts could be used? • Be prepared to share a brief summary of your component and 1-2 examples you brainstormed.
What conversations might be important to have during the Beginning-of-Year Conference to plan for observations and evidence collection?
Discussion Topics to Prepare for Observations • Discuss the support professional’s schedule • Identify suggested times/settings for in-person observation of practice • Discuss how to handle confidential situations/settings • Identify possible artifacts that will also be used to evidence professional practice
Should the Support Professional I am evaluating write SLOs or SOOs?
Why is the language different between the SOO and SLO Quality Review Tool?
