Transcript Document

Creating a
Student Learning Objective (SLO)
Training Objectives
• Understand how Student Learning Objectives (SLOs)
fit into the APPR System
• Understand the components of an SLO
• Know for which courses you have to have an SLO
• Be able to BEGIN to construct an SLO
Race To The Top
• Learning Standards
• Data
• Professional Practice
• Culture
20%
Student
Growth
60%
Multiple
Measures
20%
Student
Achievement
20%
Student
Growth
60%
Multiple
Measures
20%
Student
Achievement
20%
Student
Growth
60%
Multiple
Measures
20%
Student
Achievement
Learning
Environment
60%
Multiple
Measures
20%
Student
Growth
Learning
Environment
60%
Multiple
Measures
20%
Student
Achievement
20%
Student
Growth
60%
Multiple
Measures
NO State-provided
Growth Score; Use
Student Learning
Objectives
State-provided Growth
Score
All SLOs MUST include the following basic components:
Population
These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO.
(Full class rosters of all students must be provided for all included course sections.)
Three sections of ELA 9, heterogeneously grouped, 70 students.
Learning
Content
Interval of
Instructional
Time
What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to all standards applicable
to a course or just to specific priority standards?
Read and comprehend complex literary and information texts independently and proficiently. Write arguments to support claims
in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?
2012-2013 school year.
What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the course.
th
Baseline assessment: 8 Grade ELA results. Common writing prompt: Students provide an objective summary of Frederick
Douglass’s Narrative. They analyze how the central idea regarding the evils of slavery is conveyed through supporting ideas and
developed over the course of the text.
Evidence
Summative assessment: Ten reading comprehension questions based on the selection rom Things Fall Apart. Ten reading
comprehension questions based on Quindlen, Anna. “A Quilt of a Country.” Newsweek September 27, 2001. Students determine
the purpose and point of view in Martin Luther King, Jr.’s, “I Have a Dream” speech and analyze how King uses rhetoric to
advance his position (in writing).
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
Baseline
On last year’s ELA 8: 4% scored 1; 18% scored 2; 67% scored 3, 11% scored 4.
On the four-point district-wide writing rubric: 15% scored 1; 40% scored 2; 30% scored 3, 15% scored 4.
Target(s)
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?
Eighty percent of all students will score 55 points or higher on the summative assessment (out of a possible 64 points).
Target(s)
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?
Eighty percent of all students will score 55 points or higher on the summative assessment (out of a possible 64 points).
How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing),
and “well-above” (highly effective)?
See ranges as specified.
HEDI Scoring
HIGHLY
EFFECTIVE
EFFECTIVE
DEVELOPING
INEFFECTIVE
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
99100%
9798%
9596%
9294%
8891%
8587%
8284%
7981%
7678%
7375%
7172%
6870%
6467%
6063%
5759%
5356%
4952%
4548%
4044%
3039%
<30
%
Describe the reasoning behind the choices regarding learning content, evidence, and target and how they will be used together to prepare students for
future growth and development in subsequent grades/courses, as well as college and career readiness.
Rationale
The Learning Content is based on the most important CCLS anchor standards. The baseline evidence combines state test
th
scores with an on-demand assessment taken from the 8 grade performance tasks in Appendix B. Similarly, the summative
th
assessment is based on the performance tasks for 9 grade in Appendix B. The summative score is calculated by adding twice
of the number of comprehension questions answered correctly with the total score on the district-wide writing rubric (which has
6 elements on a 1-2-3-4 scale which translates to a maximum 24 points).
Definition:
A student learning objective is an academic
goal for a teacher’s students that is set at the
start of a course. It represents the most
important learning for the year (or, semester,
where applicable). It must be specific and
measurable, based on available prior student
learning data, and aligned to Common Core,
State, or national standards, as well as any other
school and district priorities. Teachers’ scores
are based upon the degree to which their goals
were attained.
Key Points
SLOs name what students need to know and be able to do at the
end of the year.
SLOs place student learning at the center of the conversation.
SLOs are a critical part of all great educator’s practice.
SLOs are an opportunity to document the impact educators
make with students.
SLOs provide principals with critical information that can be
used to manage performance, differentiate and target
professional development, and focus supports for teachers.
The SLO process encourages collaboration within school
buildings.
School leaders are accountable for ensuring all teachers have
SLOs that will support their District and school goals.
State
• Determines SLO
process
• Identifies required
elements
• Requires use of
State test
• Provides training to
NTs prior to 201213.
• Provides guidance,
webinars & videos
District
• District goals &
priorities
• Match requirements to
teachers
• Define processes for
before & after
• Identify expectations
School
• LE & teacher
collaborate
• LE approval
• Ensure security
• LE monitor &
evaluation
Teacher
• Works with
colleagues & LE
SLOs
100-Point Evaluation System: State 20%
Three types of teachers:
If there is a State-provided
growth measure for at least
50% of students
If there is no State-provided
growth measure for the
course
If there is a State-provided
growth measure for less than
50% of students
Will have Stateprovided growth
measure (no SLOs)
Use only SLOs (no
State-provided
growth measure)
Will have Stateprovided growth
measure and will
use SLOs
All SLOs MUST include the following basic components:
Population
These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO.
(Full class rosters of all students must be provided for all included course sections.)
Three sections of ELA 9, heterogeneously grouped, 70 students.
Learning
Content
Interval of
Instructional
Time
What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to all standards applicable
to a course or just to specific priority standards?
Read and comprehend complex literary and information texts independently and proficiently. Write arguments to support claims
in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?
2012-2013 school year.
What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the course.
th
Baseline assessment: 8 Grade ELA results. Common writing prompt: Students provide an objective summary of Frederick
Douglass’s Narrative. They analyze how the central idea regarding the evils of slavery is conveyed through supporting ideas and
developed over the course of the text.
Evidence
Summative assessment: Ten reading comprehension questions based on the selection rom Things Fall Apart. Ten reading
comprehension questions based on Quindlen, Anna. “A Quilt of a Country.” Newsweek September 27, 2001. Students determine
the purpose and point of view in Martin Luther King, Jr.’s, “I Have a Dream” speech and analyze how King uses rhetoric to
advance his position (in writing).
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
Baseline
On last year’s ELA 8: 4% scored 1; 18% scored 2; 67% scored 3, 11% scored 4.
On the four-point district-wide writing rubric: 15% scored 1; 40% scored 2; 30% scored 3, 15% scored 4.
Target(s)
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?
Eighty percent of all students will score 55 points or higher on the summative assessment (out of a possible 64 points).
Target(s)
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?
Eighty percent of all students will score 55 points or higher on the summative assessment (out of a possible 64 points).
How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing),
and “well-above” (highly effective)?
See ranges as specified.
HEDI Scoring
HIGHLY
EFFECTIVE
EFFECTIVE
DEVELOPING
INEFFECTIVE
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
99100%
9798%
9596%
9294%
8891%
8587%
8284%
7981%
7678%
7375%
7172%
6870%
6467%
6063%
5759%
5356%
4952%
4548%
4044%
3039%
<30
%
Describe the reasoning behind the choices regarding learning content, evidence, and target and how they will be used together to prepare students for
future growth and development in subsequent grades/courses, as well as college and career readiness.
Rationale
The Learning Content is based on the most important CCLS anchor standards. The baseline evidence combines state test
th
scores with an on-demand assessment taken from the 8 grade performance tasks in Appendix B. Similarly, the summative
th
assessment is based on the performance tasks for 9 grade in Appendix B. The summative score is calculated by adding twice
of the number of comprehension questions answered correctly with the total score on the district-wide writing rubric (which has
6 elements on a 1-2-3-4 scale which translates to a maximum 24 points).
Creating a
Student Learning Objective (SLO)
Student Population
These are the students included in the SLO.
Student Population
All SLOs MUST include the following basic components:
Population
These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO.
(Full class rosters of all students must be provided for all included course sections.)
Three sections of ELA 9, heterogeneously grouped, 70 students.
Learning
Content
Interval of
Instructional
Time
What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to all standards applicable
to a course or just to specific priority standards?
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?
What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the course.
Evidence
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
Baseline
Learning Content
Identify the course name and source of standards
(Common Core, national, state, local) associated with
this SLO, and specify the exact standards,
performance indicators, etc., that will be taught,
learned, and assessed.
Learning Content
All SLOs MUST include the following basic components:
Population
These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO.
(Full class rosters of all students must be provided for all included course sections.)
Three sections of ELA 9, heterogeneously grouped, 70 students.
Learning
Content
Interval of
Instructional
Time
What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to all standards applicable
to a course or just to specific priority standards?
Read and comprehend complex literary and information texts independently and proficiently. Write arguments to support claims
in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?
What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the course.
Evidence
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
Baseline
Interval of Instructional Time
This is the timeframe within which the learning
content will be taught. (This is generally one
academic year unless the course is set as a semester,
quarter, etc.)
Interval of Instructional Time
All SLOs MUST include the following basic components:
Population
These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO.
(Full class rosters of all students must be provided for all included course sections.)
Three sections of ELA 9, heterogeneously grouped, 70 students.
Learning
Content
Interval of
Instructional
Time
What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to all standards applicable
to a course or just to specific priority standards?
Read and comprehend complex literary and information texts independently and proficiently. Write arguments to support claims
in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?
2012-2013 school year.
What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the course.
Evidence
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
Baseline
Evidence
These are the assessments used for determining
students’ levels of learning. Two parts:
Baseline data that you gather and analyze at the
beginning of the course
• Use available sources of data
• Can be from previous year
• Sometimes pre-test/post-test
Summative measures for the end of the course
Evidence
All SLOs MUST include the following basic components:
Population
These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO.
(Full class rosters of all students must be provided for all included course sections.)
Three sections of ELA 9, heterogeneously grouped, 70 students.
Learning
Content
Interval of
Instructional
Time
What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to all standards applicable
to a course or just to specific priority standards?
Read and comprehend complex literary and information texts independently and proficiently. Write arguments to support claims
in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?
2012-2013 school year.
What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the course.
th
Baseline assessment: 8 Grade ELA results. Common writing prompt: Students provide an objective summary of Frederick
Douglass’s Narrative. They analyze how the central idea regarding the evils of slavery is conveyed through supporting ideas and
developed over the course of the text.
Evidence
Summative assessment: Ten reading comprehension questions based on the selection rom Things Fall Apart. Ten reading
comprehension questions based on Quindlen, Anna. “A Quilt of a Country.” Newsweek September 27, 2001. Students determine
the purpose and point of view in Martin Luther King, Jr.’s, “I Have a Dream” speech and analyze how King uses rhetoric to
advance his position (in writing).
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
Baseline
Baseline
Describe how students performed on the identified preassessment(s) for the learning content. Baseline scores for
students should be reviewed by teacher and Lead
Evaluator when setting the SLO at the beginning of the
course.
Baseline
All SLOs MUST include the following basic components:
Population
These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO.
(Full class rosters of all students must be provided for all included course sections.)
Three sections of ELA 9, heterogeneously grouped, 70 students.
Learning
Content
Interval of
Instructional
Time
What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to all standards applicable
to a course or just to specific priority standards?
Read and comprehend complex literary and information texts independently and proficiently. Write arguments to support claims
in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?
2012-2013 school year.
What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the course.
th
Baseline assessment: 8 Grade ELA results. Common writing prompt: Students provide an objective summary of Frederick
Douglass’s Narrative. They analyze how the central idea regarding the evils of slavery is conveyed through supporting ideas and
developed over the course of the text.
Evidence
Summative assessment: Ten reading comprehension questions based on the selection rom Things Fall Apart. Ten reading
comprehension questions based on Quindlen, Anna. “A Quilt of a Country.” Newsweek September 27, 2001. Students determine
the purpose and point of view in Martin Luther King, Jr.’s, “I Have a Dream” speech and analyze how King uses rhetoric to
advance his position (in writing).
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
Baseline
On last year’s ELA 8: 4% scored 1; 18% scored 2; 67% scored 3, 11% scored 4.
On the four-point district-wide writing rubric: 15% scored 1; 40% scored 2; 30% scored 3, 15% scored 4.
Target(s)
This is the level of knowledge and skill that
students are expected to achieve at the end point
of the interval of instructional time.
Define numerical growth goals for student
performance on identified summative
assessment(s) which measure student knowledge
and skill in the learning content. These data will be
reviewed by the teacher and Lead Evaluator at the
conclusion of the course.
Target(s)
Target(s)
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?
Eighty percent of all students will score 55 points or higher on the summative assessment (out of a possible 64 points).
How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing),
and “well-above” (highly effective)?
HEDI Scoring
HIGHLY
EFFECTIVE
20
Rationale
19
18
EFFECTIVE
17
16
15
14
13
12
DEVELOPING
11
10
9
8
7
6
5
INEFFECTIVE
4
3
2
1
0
Describe the reasoning behind the choices regarding learning content, evidence, and target and how they will be used together to prepare students for
future growth and development in subsequent grades/courses, as well as college and career readiness.
HEDI
This is how different levels of student growth will
translate into one of four rating categories:
•
•
•
•
Highly effective (20-18)
Effective (17-9)
Developing (8-3)
Ineffective (2-0)
HIGHLY
EFFECTIVE
20
19
18
EFFECTIVE
17
16
15
14
13
12
DEVELOPING
11
10
9
8
7
6
5
INEFFECTIVE
4
3
2
1
0
HEDI
Target(s)
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?
Eighty percent of all students will score 55 points or higher on the summative assessment (out of a possible 64 points).
How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing),
and “well-above” (highly effective)?
See ranges as specified.
HEDI Scoring
Rationale
HIGHLY
EFFECTIVE
EFFECTIVE
DEVELOPING
INEFFECTIVE
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
99100%
9798%
9596%
9294%
8891%
8587%
8284%
7981%
7678%
7375%
7172%
6870%
6467%
6063%
5759%
5356%
4952%
4548%
4044%
3039%
<30
%
Describe the reasoning behind the choices regarding learning content, evidence, and target and how they will be used together to prepare students for
future growth and development in subsequent grades/courses, as well as college and career readiness.
Rationale
This describes the reasoning behind the choices
regarding learning content, evidence, and target.
Rationale
Target(s)
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?
Eighty percent of all students will score 55 points or higher on the summative assessment (out of a possible 64 points).
How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing),
and “well-above” (highly effective)?
See ranges as specified.
HEDI Scoring
HIGHLY
EFFECTIVE
EFFECTIVE
DEVELOPING
INEFFECTIVE
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
99100%
9798%
9596%
9294%
8891%
8587%
8284%
7981%
7678%
7375%
7172%
6870%
6467%
6063%
5759%
5356%
4952%
4548%
4044%
3039%
<30
%
Describe the reasoning behind the choices regarding learning content, evidence, and target and how they will be used together to prepare students for
future growth and development in subsequent grades/courses, as well as college and career readiness.
Rationale
The Learning Content is based on the most important CCLS anchor standards. The baseline evidence combines state test
th
scores with an on-demand assessment taken from the 8 grade performance tasks in Appendix B. Similarly, the summative
th
assessment is based on the performance tasks for 9 grade in Appendix B. The summative score is calculated by adding twice
of the number of comprehension questions answered correctly with the total score on the district-wide writing rubric (which has
6 elements on a 1-2-3-4 scale which translates to a maximum 24 points).
Have a go!
New York State Student Learning Objective Template: Subject/Grade/Teacher Name
All SLOs MUST include the following basic components:
These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO.
(Full class rosters of all students must be provided for all included course sections.)
Population
What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to all standards applicable
to a course or just to specific priority standards?
Learning
Content
Interval of
Instructional
Time
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?
What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the course.
Evidence
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
Baseline
Jeff Craig
[email protected]