EE, SLOs, and GT:Connecting Acronyms

to Support High Ability/

High Potential Students

WATGNovember 6, 2015

Topics

• Educator Effectiveness• Student Learning Objectives–What they are– Steps– SMART Goals

• Webb’s Depth of Knowledge• The Potential of SLOs

Educator Effectiveness (EE)

• Wet Ink: When I think of EE I think of ….

• Teaching and instructional leadership are the most important school-based factors affecting student learning.

• Wisconsin’s EE system provides educators with feedback and support to positively impact student achievement and growth.

Student Learning Objectives (SLOs)

• Think-Pair-Share: When I think of SLOs I think of …..

• SLOs are detailed, measurable goals developed by educators in collaboration with supervisors or colleagues to address identified student needs across a specified period of time.

Steps to Develop SLOsReview baseline information

Identify SLO group

Determine learning goals/outcomes

Identify evidence to measure progress towards learning goals/outcomes

Determine the timeframe

Select strategies, tasks, and supports

Baseline Information

• What sources of evidence do you use for baseline information?

• Use a body of evidence.

Learning Goals

• Connect to standards/core curriculum• Deepen/extend or accelerate

learning

Measuring Student Growth

• Align to learning goals• Use pre/post assessments and other

formative practices• Use a body of evidence

SMART Goals• Specific – The goal is focused on

specific and key areas of need• Measurable – An appropriate evidence

source is identified• Attainable – The goal is within the

educator’s control• Results-based – Progress toward the

goal can be monitored• Time-bound - there is a clear timeline

for the goal

Conceptual SLO for a Group of High Ability

Students

(Measures of Academic Progress) MAP Achievement Status Growth

reports indicate that 60 percent of the 5th grade students identified for Tier 2 challenges in reading did not

improve their skills in evaluating textual evidence.

Eighty five percent of the identified students will demonstrate growth in evaluating the validity of reasoning

in texts and the relevance and sufficiency of evidence during the

first 8 weeks of semester 2 using the pre/post assessments included in the

curriculum unit.

William and Mary Curriculum Unit: Autobiographies and Memoirs.

The gifted/talented resource teacher and reading specialist will co-teach

the unit during the daily intervention block.

Evidence Student Growth Goal Strategy

Huddle

• Write an SLO with others at your table.

Webb’s Depth of Knowledge

Recall and Reproducti

on

Skills and Concepts

Strategic Thinking

Extended Thinking

Huddle

• Using a DOK lens, revisit the SLO your table wrote.

HuddleTalk with your colleagues about

the following questions:• What is the potential of SLO’s for

meeting the needs of high ability/high potential students in your educational setting?

• What are your next steps?

Chrystyna MurskyEducation Consultant, Gifted and Talented

and Advanced PlacementWisconsin Department of Public Instruction608-267-9273chrystyna.mursky@dpi.wi.gov