Challenge and Opportunity

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Educator Effectiveness Initiative in Wisconsin
DPI Task Force members


Getting to know YOU: Please share
o name
o what and where you teach
o experience (if any) with SLOs
o Based on your TELL self-evaluation:
something you do well
something you would like to work on





Examine: Wisconsin Educator Effectiveness
Project
Focus on: Educator Effectiveness for World
Language Teachers
Consider: What is WORTH measuring? How
do we know?
Prepare an SLO (step by step)
Identify helpful resources to help develop
and evaluate your SLO


Beginning in the 2014-2015 school year, all Wisconsin
educators (administrators and teachers) will be evaluated
based on student achievement. School districts can choose
between two evaluation systems that are essentially very
similar: The Department of Public Instructions Wisconsin
Educator Effectiveness System and the CESA 6
Effectiveness Project Professional Evaluation System.
Both systems use DPIs model for Student Learning
Objectives (SLOs)& Other Student Outcomes Measures.
TELL (Teacher Effectiveness for Language Learning)

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EEP-Educator Effectiveness Plan
SLO-Student Learning Objective
PPG- Professional Practice Goal
SMART Goals: (Specific,Measurable, Attainable,Result oriented,Time-
bound)
Other.https://www.youtube.com/watch?v=KBKnbh5wzbs


..but I thought that.
http://ee.dpi.wi.gov/
FOR CURRENT INFORMATION:

PILOT PROGRAM (LAST TWO YEARS)

SEVERAL SCHOOLS WENT THROUGH
THE EDUCATOR EFFECTIVENESS
PROCESS AND PROVIDED FEEDBACK
Reduction from two SLOs to one SLO
annually.
An evaluator is no longer required to
formally approve the EEP or SLO goals.
Educators will self-evaluate SLOs.

Grounded in
World-Readiness Standards
for Learning Languages

NCSSFL-ACTFL Can-Do Statements
ACTFL Performance Descriptors
ACTFL Proficiency Guidelines

What do effective world language
teachers do to ensure that students
are building proficiency in their
communication skills?
YOU MUST ASSESS STUDENTS
BEFORE YOU WRITE AN SLO.
What should that assessment look like?




What is not acceptable evidence of
student growth in a World Language?
http://www.state.nj.us/education/aps/cccs/wl/StudentGrowth.pdf



Watch this clip Level 3
students talking about
their families

If this were your baseline
assessment in the fall,
what might be some
identified areas for
improvement in the
proficiency level?


Wisconsin Student/School Learning Objective Planning Template
After reviewing data and identifying the student population for whom the SLO will apply, create a Student/School
Learning Objective. Submit the SLO Plan to your evaluator prior to the Planning Session.

Instructional/Leadership Strategies and Support: (What methods or interventions will you use to support this objective?)



Subject Area/Grade Level

Baseline Data and Rationale: (Why did you choose this objective? What evidence can you provide related to your current student populations baseline
abilities as it relates to this goal?)







Learning Content and Grade Level: (What appropriate standards relate to this goal?)






Student Population: (Who are you going to include in this objective? Indicated in the rationale above?)








Targeted Growth: (What is your goal for student growth?)






Interval: (How long will you focus on this objective?)






Assessment/Evidence Source(s): (What assessments and/or evidence sources will you use for ongoing measurement of student progress toward your
goal?)






SLO Goal Statement: (Specific, Measureable, Attainable, Results-based, and Time-bound)








1. Baseline Data and Rationale: Why did you choose this objective? What evidence can you
provide related to your current student population's baseline abilities as it relates to this goal?

2. Learning Content and Grade Level: What CONTENT STANDARDS relate to this goal?

3. Student Population: Who are you going to include in this objective? Indicated in the
rationale above?

4. Targeted Growth: What is your goal for student growth?

5. Interval: How long will you focus on this objective?

6. Assessment/Evidence Source(s): What assessments and/or evidence sources will you use
for ongoing measurement of student progress toward your goal?

7. SLO Goal Statement: (SMART goal)

8. Instructional Leadership Strategies and Support: What methods of interventions will you
use to support this objective?
Name of Teacher
Laura Wilberding

Names of Reviewers
Content Area/Grade Level
Spanish 2 (9-12)
Date Reviewed

Student Learning Objective (SLO):
90% of Spanish II students will attain a level of Intermediate
Mid level of proficiency in Interpersonal Communication based
on LinguaFolio Wisconsin/ACTFL CanDo statements by the
completion of the year-long course. This will be evidenced by
student self-monitoring and their substantiation collected in an
electronic portfolio of authentic assessments.






Student Learning Objective:
90% of selected Spanish II students will attain a
level of Novice High proficiency in Presentational
Speaking based on ACTFL Can-Do statements by
the completion of the year-long course. This will be
evidenced in a speaking task completed and
assessed by two educators near the end of the
year. Progression towards the goal will be
evidenced by student self-monitoring and their
substantiation in an electronic portfolio of
authentic assessments.
Baseline Data and Rationale:

According to ACTFL, a student in a Level II difficulty language course
(Spanish II) should attain a __________________ level of proficiency by the
completion of a year-long course. This proficiency level is also broken down
into three sub groups to differentiated between the attainment of students
with different experiences and abilities:

*Intermediate Mid 1
*Intermediate Mid 2
*Intermediate Mid 3

"1" equates to showing proficiency in 70% of the targeted LinguaFolio Can
Do statements, as corroborated by a dossier/portfolio .
2 equates to showing proficiency in 80% of the targeted LinguaFolio
Can Do statements, as corroborated by a dossier/portfolio.
3 equates to showing proficiency in 90% of the targeted LinguaFolio
Can Do statements, as corroborated by a dossier/portfolio).

Baseline Data and Rationale:
Using an analytical rubric rating speaking tasks that Cuba City
has adopted from Fairfax County Public Schools, 85% of
students scored at Does Not Meet Expectations or Almost
Meets Expectations level on a speaking task completed early
in the year.
According to ACTFL, a student in a Level II course should attain
a Novice High level of proficiency by the completion of a two
year course.
This means students should be exceeding expectations by the
end of the year.
Learning Content:
The SLO addresses interpersonal communication, which is
students conversational fluency in the target language.
Student Population: (Who are you going to include in this
objective?)
All students in Spanish II will be covered by this SLO. 45
students are enrolled. There are 36 sophomores, 8 juniors
and 1 senior. There is one IEP student and one student who is
Mexican-American whose family speaks Spanish regularly in
the home. No students will be excluded under this SLO unless
it is otherwise required by their IEP.


Learning Content:
The SLO addresses presentational speaking proficiency.

Student Population: (Who are you going to include in this
objective?)
A selected group of 15 Spanish II students who scored a Does
Not Meet Expectations on a speaking task will be included in
this SLO. There is one IEP student.
Targeted Growth:

90% of students will attain a level of Intermediate Mid level of proficiency in Interpersonal
Communication based on LinguaFolio Wisconsin./ACTFL Can do Statements. The
Intermediate Mid level will be further divided into three subcategories to allow for the variety
of backgrounds and abilities of each student.

In general, at the Intermediate Mid Level learners will be able to participate in conversations
on familiar topics using sentences and series of sentences. They can handle short social
interactions in everyday situations by asking and answering a variety of questions. They can
say what they want to say about themselves and their everyday lives.

According to research conducted by the American Council on the Teaching of Foreign
Languages, these targets are both attainable and rigorous. Students will have to
demonstrate that they are capable of communicating in the language. Differentiation within
the Intermediate Mid range can be distinguished by the 1 (70% of requirements met), 2 (80%
of requirements met), or 3 (90% of requirements met). 90% of students should be within the
Intermediate Mid range of proficiency as described above by the end of the course (two years
of study).
Targeted Growth:
90% of selected students will show growth of one level
of distinction or more (Almost Meets Expectations,
Meets Expectations or Exceeds Expectations)
Interval:
This year-long course began on September 1
st
and will end on
May 30
th
. The duration of each class is 47 minutes and the
class is scheduled to meet 175 class days over the course of
the year, for a total of 137 hours of instruction, although
district testing and other events (snow days, athletic
tournaments, pep rallies, assemblies, etc.) will likely decrease
the overall instructional time.

Assessment/Evidence Source(s):
Students will self-assess themselves at the beginning, middle
and end of the evaluation period using LinguaFolio, Wisconsin
can do statements based on the ACTFL proficiency guidelines.
They will provide evidence using an online portfolio of
authentic assessments. A large part of these assessments will
be unit stamp sheets where students will have to prove they
can do various tasks and the teacher will verify achievement.

Assessment/Evidence Sources:
Students will be rated by the classroom teacher and an
outside Spanish teacher using the rubric Cuba City has
adopted to assess speaking tasks from Fairfax County Public
Schools.

Rubrics for assessment

LinguaFolio at Cuba City


Student Example
Strategies and Support (What methods or interventions will
you use to support this objective?)

Students will be familiar with the LinguaFolio can do
statements and submitting evidence into their portfolios. They
will begin the year with a self-assessment and will conference
with the teacher to develop strategies and create goals for the
year. Activities will be targeted to help students improve in all
areas, especially interpersonal communication. Daily practice
with help students become more comfortable. Targeted areas
will be increased vocabulary acquisition, practice with
transitions, and increased use of a variety of tenses.
Strategies and Support:
Activities will be targeted to help students improve in all
communication. Daily practice will help students become more
comfortable. Areas of emphasis will be increased vocabulary,
practice with transitions, and increased use of a variety of
tenses with special attention to pronunciation. I will use
holistic rubrics to rate students as they practice so they can
identify strengths and weaknesses.


HAVE I WRITTEN A QUALITY SLO?
HOW DO I KNOW?

SLO Scoring Guide: http://ee.dpi.wi.gov/files/ee/pdf/SLO%20Process%20Guide.pdf

Other Resources:
o Ohio: http://education.ohio.gov/Topics/Ohio-s-New-Learning-Standards/Foreign-
Language/SLO-Guidance-for-World-Language-Educators

o New Jersey: http://www.state.nj.us/education/aps/cccs/wl/StudentGrowth.pdf




Collaborate to design an SLO for YOUR
instruction.
What OPPORTUNITIES
might be presented by
the implementation of
the Educator
Effectiveness System?

Examine: Wisconsin Educator Effectiveness
Project
Focus on: Educator Effectiveness for World
Language Teachers
Consider: What is WORTH measuring? How
do we know?
Prepare an SLO (step by step)
Identify helpful resources to help develop
and evaluate your SLO


We believe in the power of words, of dialogue and
empathy, of the spaces for action and human
connection that are opened when we share our
ideas and experiences on an even platform. It's
through this flow that preconceptions are
challenged, that lives are empowered, that
ancient politics of representation are disrupted
and ultimately dissolved. And it's in this that the
notions of respect and understanding are rooted.
o http://www.studentlanguageexchange.org