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Developing High Quality Student Learning Objectives Kailua Intermediate School

Developing High Quality Student Learning Objectives

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Developing High Quality Student Learning Objectives. Kailua Intermediate School. WHY?. Student Learning Objectives. What is the purpose of Student Learning Objectives?. SLO CORE VALUE. - PowerPoint PPT Presentation

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Page 1: Developing High Quality  Student Learning Objectives

Developing High Quality Student Learning Objectives

Kailua Intermediate School

Page 2: Developing High Quality  Student Learning Objectives

2

WHY? Student

Learning Objectives

What is the purpose of Student Learning

Objectives?

Page 3: Developing High Quality  Student Learning Objectives

3

Teachers are at the heart of a child’s education and profoundly impact

student achievement. Thus, a high priority is placed on the

enhancement of our teachers’ professional practices and the structures that support them.

SLO CORE VALUE

Page 4: Developing High Quality  Student Learning Objectives

SLO Opportunities and Benefits

4

Research has shown a strong correlation between setting and working toward rigorous, targeted goals and student achievement. Student Learning Objectives provide a framework for identifying prioritized needs, instructional planning, progress monitoring and rigorous goal setting that impact student growth. Student Learning Objectives provide the opportunity for all teachers to be able to:

Set an academic goal for a teacher’s students Reflect the most important learning for the year (or semester) Determine specific and measurable targets based on initial evidence of student

readiness levels Align goals to Common Core, state, or national standards, as well as any other

school or complex priorities Use data to monitor student learning progress Differentiate instruction based on student needs 

What are the benefits of SLOs?

Page 5: Developing High Quality  Student Learning Objectives

SLOs at the Core of Teaching and Learning

Instruction

Standards and

Curriculum

Assessments

SLO

An SLO is at the heart of teaching and learning. It is not an add-on.

A Hawaii educator said, “SLOs align nicely to the 6 priority strategies.”

Common Core

CSSS/RTI

FI/DT

ART

EES: Observations

Induction & Mentoring

STEM

Page 6: Developing High Quality  Student Learning Objectives

Overall SLO Process

Step 1: Determine

prioirty curricular area based on data

Step 2: Write the SLO

Step 3: Submit the SLO for

approval

Step 4: Implement SLO

and progress monitor student

learning of approved SLOs

Step 5: Request Midterm target

revisions as needed

(optional)

Step 6: Compile, organize, rate, and reflect on

outcomes

Page 7: Developing High Quality  Student Learning Objectives

Essential Questions

What are the most important knowledge/skills I want my students to know and be able to do by the end of the interval of instruction?

How will I know if my students have met the learning goal?

What are my learning expectations for each student?

What strategies will I use to help all students meet the target?

Page 8: Developing High Quality  Student Learning Objectives

SLO Updates: Template

• Big idea has be omitted• Identification of DoK level• Expected targets are on a common record sheet• Assessment plan is requested

Page 9: Developing High Quality  Student Learning Objectives

SLO Updates: Technical Guidance and Planning Document

• Formerly known as SLO Planning Document• Document now provides additional technical

information needed through the SLO process

Page 10: Developing High Quality  Student Learning Objectives

SLO Updates: Rubric for Rating the Quality of SLOs

• Learning goal addresses major learning of the course• DoK level 2 or higher for pre-kindergarten to grade 2; DoK level 3

or higher for grades 3 to 12 • Rules/agreements on how assessment measures will be

combined

Page 11: Developing High Quality  Student Learning Objectives

SLO Sample #1 at a Glance

ACTIVITY: Take 3 minutes to look through the entire Gr. 5 writing SLO sample #1

Page 12: Developing High Quality  Student Learning Objectives

Learning Goal Guiding Question

What are the most important knowledge/skills I want my students

to know and be able to do?

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Interpreting the Planning Document

P. 7 What is the learning goal statement?

Learning goal statement: what students will be able to know, understand and do at the end of the interval of instruction that reflects the major learning of the course.

Does the learning goal reflect all major aspects of the identified standards?

Does the goal impact future grade levels and the demands of college and career readiness?

Does the goal cross disciplines? Is the learning goal appropriate for the

interval of instruction?

Page 14: Developing High Quality  Student Learning Objectives

The Learning Goal Statement:

Students will be able to read and write numbers using base-ten numerals and apply their understanding of place value by representing numbers pictorially (using symbols for base-ten block manipulatives), writing numbers in expanded form, locating a number on a number line, and comparing numbers.

Review your Standards and Combine into a Learning Goal Statement

2.NBT.1: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones;

2.NBT.3: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

2.NBT.4: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Page 15: Developing High Quality  Student Learning Objectives

Interpreting the Planning Document

P. 7 Include all content standards associated with this learning goal

List all standards that apply, including the text of the standards (not just the code).

Is there an identified standard/s that reflects major learning of the content?

Major learning is standards that reflect readiness (impact future grade-levels), leverage (cross-disciplines), and endurance (real-world application).

Page 16: Developing High Quality  Student Learning Objectives

What is Considered Major Learning?

Major learning of content areas are standards that reflect:• Endurance• Leverage• Readiness

Doug Reeves, Leader’s Guide to Standards

Page 17: Developing High Quality  Student Learning Objectives

Endurance• Standards that provide students with knowledge

and skills beyond a single test date. • Standards that encompass the learning that can

be applied in real world or authentic situations.

ACTIVITY: Use your content area standards to Identify an example of a standard that reflects endurance. Think about how the standard reflects endurance.

Page 18: Developing High Quality  Student Learning Objectives

Leverage

• Standards that provide knowledge and skills that will be valuable in multiple disciplines or content areas.

ACTIVITY: Use your content area standards to Identify an example of a standard that reflects leverage. Think about how the standard reflects leverage.

Page 19: Developing High Quality  Student Learning Objectives

Readiness

• Standards that provide knowledge and skills that are critical for success in the next grade or level of instruction.

ACTIVITY: Use your content area standards to Identify an example of a standard that reflects readiness. Think about how the standard reflects readiness.

Page 20: Developing High Quality  Student Learning Objectives

Interpreting the Planning Document

P. 8Explain the rationale for the learning goal.

How does the goal demonstrate major learning of the course?

Is the goal an area of need (i.e. academic plan, data-driven priority area)?

Identify Depth of Knowledge level (Pre-K to gr. 2- DoK level 2 or higher, Gr. 3 to gr.12- DoK level 3 or higher).

Page 21: Developing High Quality  Student Learning Objectives

Know the Depth of Knowledge Levels

P. 9

Page 22: Developing High Quality  Student Learning Objectives

Depth of Knowledge Clip with Karin Hess

https://vimeo.com/20998609https://vimeo.com/20998609

Page 23: Developing High Quality  Student Learning Objectives

Depth of Knowledge Requirement

Additional resources may be used to help determine the DoK of a standard:

◦ Cognitive Rigor Matrix (reading, writing, math and Science)◦ CCSS Depth-of-Knowledge Levels for Four Content Areas

Pre-Kindergarten to grade 2 = DoK level 2 or higher

Grade 3 to 12 = DoK level 3 or higher

Page 24: Developing High Quality  Student Learning Objectives

Interpreting the Planning Document

P. 8 Identify the interval of instruction necessary to meet this learning goal.

☐ semester ☐ year-long ☐ other: multi-track, trimester, quarter course

Page 25: Developing High Quality  Student Learning Objectives

Taking a Closer Look at Sample #1

ACTIVITY: Using the Technical Guidance and Planning Document and Rubric For Rating the Quality of SLOs, work with a partner to discuss how the learning goal is of acceptable quality.

Page 26: Developing High Quality  Student Learning Objectives

Whole Group Sharing

What makes sample #1 an acceptable learning goal?

Page 27: Developing High Quality  Student Learning Objectives

Developing High Quality Student Learning Objectives:

Assessment Component

Kailua Intermediate School

Hawaii Department of Education 2014 27

Page 28: Developing High Quality  Student Learning Objectives

Desired Outcomes:

Understand the assessment component of the SLO process.

Write an acceptable quality assessment plan aligned to the learning goal.

Page 29: Developing High Quality  Student Learning Objectives

Assessment Component Guiding Question

How will I know if my students have met the learning goal?

Page 30: Developing High Quality  Student Learning Objectives

Focus on Assessment Plan of Sample #1

ACTIVITY: As a table group, analyze the assessment plan using the following questions as a guide:

What does the assessment plan include? What are the attributes of the assessment

component?

Use attribute

chart

Page 31: Developing High Quality  Student Learning Objectives

Whole Group Sharing

What are the attributes of the Assessment Component?

Page 32: Developing High Quality  Student Learning Objectives

Interpreting the Planning Document

P. 10Assessment Plan:

Describe each formative and summative assessment opportunity that will be used to measure student learning in relationship to the SLO Learning Goal.

What are the formative assessments that you will use to monitor student learning throughout the interval of instruction? How often will it be collected?

What summative assessment/s will be utilized to measure mastery or proficiency levels of the learning goal?

Does your assessment plan include multiple types of evidence such as products, observations, and conversations?

Do you have scoring guides or criteria that defines levels of proficiency of the learning goal?

Page 33: Developing High Quality  Student Learning Objectives

Defining an Assessment Plan

An assessment plan defines how progress will be monitored throughout the interval.

Assessments Criteria/Scoring guide Time and frequency Proficiency level attainment rules

Page 34: Developing High Quality  Student Learning Objectives

Assessments Can be Formative or Summative

SUMMATIVE

Evaluate Student Learning

• Statewide HSA “Bridge” / SBAC• ACT• End-of-

Course Exams• Etc…

•Chapter/Unit Tests•Projects•Performance Tasks•Etc…

FORMATIVE

Inform TeachingInform Learning

Formal Informal

• Quizzes• Presentations• Kinesthetic

Assessments• Student Portfolios• Student

Conference• Etc…

• Observations• Discussions• Exit Slips• Graphic Organizers• Think Pair Share• Etc…

Formal Informal

Page 35: Developing High Quality  Student Learning Objectives

An acceptable quality assessment plan reflects multiple instruments (of various types) that will be

used throughout the SLO interval.

Triangulation Of

Data Collected Over Time

PRODUCTS:• Concept maps and frames• Science notebooks• Lab reports• Quizzes• Biological drawings

CONVERSATIONS:• Group discussions about

the digestive system• Oral presentations• Reflections in science

notebook (conversation with self/teacher)

• Use of scientific vocabulary

OBSERVATIONS:• Science lab skills• Appropriate selection

and safe use of science equipment

• Attention and focus during demonstrations

Science Example

Page 36: Developing High Quality  Student Learning Objectives

Quality Assessment Criteria Review

P. 12

ACTIVITY: Take a few moments to review the 13 criteria on this documentCircle one or two criteria that you may have questions about, need clarification on, or resonate with you

Purpose- To ensure that SLO assessments and scoring are designed well to measure proficiency of the learning goal

Page 37: Developing High Quality  Student Learning Objectives

Quality Assessment Criteria Review

ACTIVITY: As a table group, have a discussion at your table about the criteria that you circled

P. 12

Discuss why certain criteria stand out for you.

Page 38: Developing High Quality  Student Learning Objectives

Review Sample #1 with Quality Assessment Criteria

ACTIVITY: As a table group, use the Quality Assessment Criteria to check if the assessments and rubrics are of high quality.

Page 39: Developing High Quality  Student Learning Objectives

Whole Group Sharing

What makes the sample #1 assessment and criteria

acceptable?

Page 40: Developing High Quality  Student Learning Objectives

Interpreting the Planning Document

P. 11

Describe how assessments will be scored and combined to ensure fair and accurate levels of student attainment of the learning goal.

Page 41: Developing High Quality  Student Learning Objectives

Evaluating Student Performance on a Body of Evidence

At the end of the instructional period:• How should teachers consider and

determine a student’s performance using multiple measures identified for evaluating him or her on the SLO learning goal?–Determine scoring rules for combining

data across multiple assessments.

Page 42: Developing High Quality  Student Learning Objectives

Developing Scoring Rules for Combining Information Across Assessments

1. Determine whether the content, cognitive processes and the DOK range in the evidence source identified matches closely with the SLO learning goal.

2. Identify the number of performance levels available for each data source. If this is missing, work in teams to determine appropriate cuts for scores that correspond to a performance level (develop a rubric to capture this scoring rule).

3. Report (provide information about) the results and performance outcomes achieved for each student in reference to each evidence source considered.

4. Define the number of performance levels for your SLO learning goal. Make sure you have good performance descriptors developed for each level.

5. Develop the scoring rules in consultation with data teams to consider information across the body of evidence collected.

Page 43: Developing High Quality  Student Learning Objectives

Professional Judgment • Evaluating and reporting requires professional judgment

in response to the following four issues:– What does the student know, what is she or he able to do, and

what can she or he articulate?– What areas require further attention or development?– In what ways can the student’s learning be supported?– How is the student progressing in relation to the standards or

development for students in a similar age range?

“By looking for patterns and trends over time, based on multiple sources of reliable and valid evidence, the teacher

can report in a professional manner.”~ Anne Davies

Page 44: Developing High Quality  Student Learning Objectives

Taking a Closer Look at Sample #1

ACTIVITY: Using the Technical Guidance and Planning Document and Rubric For Rating the Quality of SLOs, work with a partner to discuss how the assessment component is of acceptable quality.

Page 45: Developing High Quality  Student Learning Objectives

Whole Group Sharing

What makes sample #1 an acceptable assessment plan?

Page 46: Developing High Quality  Student Learning Objectives

Developing High Quality Student Learning Objectives:

Writing Expected Targets

Kailua Intermediate School

Hawaii Department of Education 2014 46

Page 47: Developing High Quality  Student Learning Objectives

Desired Outcomes:

Understand the expected target component of the SLO process. Write an acceptable quality expected target record sheet

Page 48: Developing High Quality  Student Learning Objectives

SLO Sample #1 at a Glance

ACTIVITY: Take 3 minutes to look through sample #1 and entire accompanying record sheet.

Page 49: Developing High Quality  Student Learning Objectives

Expected Target Guiding Question

What are my learning expectations for each student?

Page 50: Developing High Quality  Student Learning Objectives

Focus on Expected Targets of Sample #1

ACTIVITY: As a table group, analyze the record sheet using the following questions as a guide:

What does the record sheet include? What are the attributes of the record sheet?

Use attribute

chart

Page 51: Developing High Quality  Student Learning Objectives

Whole Group Sharing

What are the attributes of the Expected Target Component?

Page 52: Developing High Quality  Student Learning Objectives

SLO Record Sheet

Instead of having the expected targets defined in the SLO template, a common record sheet will now be used to set individual targets for each student. The record sheet is also a working tool to document the work of the students.

Page 53: Developing High Quality  Student Learning Objectives

Structure of the Record Sheet

• Initial Evidence- Data that will be collected to determine readiness levels

• Readiness Levels- Where students are at before instruction of the learning goal

• Performance Expectation-Level of proficiency students are expected to be at by the end of the interval

• Assessments- Data that measures what students have learned

• End-of-Interval Attainment- Level of proficiency results for individual students based on assessment evidence

Page 54: Developing High Quality  Student Learning Objectives

Interpreting the Planning Document

P. 13Identify multiple evidences that will be used to determine the initial readiness levels for each student.

Are meaningful evidences used to determine initial readiness levels?

 Data could include state standardized assessment scores, locally administered assessments, and/or other data sources to reflect prerequisite skills

Page 55: Developing High Quality  Student Learning Objectives

Why Do We Need Initial Evidence for the Expected Targets

POINT A

POINT B

Page 56: Developing High Quality  Student Learning Objectives

Data In All Its Forms

PAST ACHIVEMENT

What are my student coming in to my class

knowing and able to do?

Or

Did my students learn what I intended to teach

them?

PRESENT LEVELS OF PERFORMANCE

What pre-requisite skills and knowledge do my

students have?

Or

I am in the midst of teaching. Are my

students understanding what I am teaching?

PAST COHORTS

Based on what I know about students of similar academic groups in the

past, I can make an educated prediction on

how the current students will perform.

Page 57: Developing High Quality  Student Learning Objectives

Possible Initial Readiness Evidence Sources

• Grades• Test Scores• IEPs• Transcripts• Observations of Students• Conversations with Students and Parents• Student Records• Student Work

Page 58: Developing High Quality  Student Learning Objectives

Using an Example of a Second Grade Math Goal

Learning Goal Statement: Students will solve real-world problems relating addition and subtraction utilizing a variety of strategies.

Possible Initial Evidence Options:

Past Achievement Present Levels of Performance

Past Cohorts

• Hawaii State Assessment scores

• Progress report grades

• Numbers and operations quick-check

• Other problem-solving work samples

• STAR results• Observations

• Past students of the same readiness level tended to master the skills needed to accomplish the goal

Page 59: Developing High Quality  Student Learning Objectives

Interpreting the Planning Document

P. 13

Document the actual student results for each initial evidence selection (e.g., grades, test scores, etc.).

Page 60: Developing High Quality  Student Learning Objectives

Initial Evidence Documentation

Identify initial evidence used to determine readiness levels

The number of initial evidence sources may vary.

The data should help answer the question:Before instruction, how ready are my students

for the learning goal?

Page 61: Developing High Quality  Student Learning Objectives

Interpreting the Planning Document

P. 13

Identify initial readiness levels for each student.  Note: Teachers will track student progress throughout the term of this SLO. A record sheet is provided.

Page 62: Developing High Quality  Student Learning Objectives

Initial Readiness Level Documentation

Using professional judgment and common agreements with teacher teams, determine student

readiness levels.

More Than Ready for IntervalReady for Interval

Almost Ready for IntervalNot Ready for Interval

Using the readiness evidence sources, determine initial readiness levels

Page 63: Developing High Quality  Student Learning Objectives

Interpreting the Planning Document

P. 13

Write an end-of-interval expectation for each student by the end of the instructional interval.

Page 64: Developing High Quality  Student Learning Objectives

Expected Target Documentation

Determine the end-of-interval expectation for each student.

The data should help answer the question:Based on student readiness levels in relation to

the learning goal, what is my expectation for each student in my class?

Page 65: Developing High Quality  Student Learning Objectives

SLO Rating ScaleFinal ratings are calculated based on the number of students that have met the expected target.

Page 66: Developing High Quality  Student Learning Objectives

SLO Summary Sheet Sample

66

Add all ‘Yes’ students to

calculate how many

met targets to get SLO

Rating

Rating rubric for teachers with a class of 5 or more students.☐ Highly Effective ☐ Effective ☐ Developing ☐ Ineffective

At least 90-100% of students met or exceeded expected target.

At least 75-89% of students met or exceeded expected target.

At least 60-74% of students met or exceeded expected target.

Fewer than 60% of students met or exceeded expected target.

18 out of 20 students met the

target at 90%

Page 67: Developing High Quality  Student Learning Objectives

Taking a Closer Look at Sample #1

ACTIVITY: Using the Technical Guidance and Planning Document and Rubric For Rating the Quality of SLOs, work with a partner to discuss how expected target record sheet is of acceptable quality.

Page 68: Developing High Quality  Student Learning Objectives

Developing High Quality Student Learning Objectives:

Instructional Strategies

Kailua Intermediate School

Hawaii Department of Education 2014 68

Page 69: Developing High Quality  Student Learning Objectives

Desired Outcomes:

Understand the instructional strategies component of the SLO process.

Write an acceptable quality instructional strategy plan.

Page 70: Developing High Quality  Student Learning Objectives

Instructional Strategies Guiding Question

What strategies will I use to help all students meet the target?

Page 71: Developing High Quality  Student Learning Objectives

Focus on Instructional Strategies of Sample #1

ACTIVITY: As a table group, analyze the instructional strategies using the following questions as a guide:

What does the instructional strategies component include?

What are the attributes of the instructional strategies component?

Use attribute

chart

Page 72: Developing High Quality  Student Learning Objectives

Whole Group Sharing

What are the attributes of the Instructional Strategies

Component?

Page 73: Developing High Quality  Student Learning Objectives

Attribute Chart Comparison

ACTIVITY: As a table group, review the description in the Planning Document and the Rubric for Rating the Quality of the SLO the instructional strategies and compare it to your attribute chart.

P. 14 Do we need to make any additions or revisions to

the instructional strategies attribute list?

Page 74: Developing High Quality  Student Learning Objectives

Interpreting the Planning Document

P. 14

Describe the key instructional strategies that you will use to teach the learning goal to ALL students.

Are the strategies specific to the learning goal?

Page 75: Developing High Quality  Student Learning Objectives

Interpreting the Planning Document

P. 14

Describe how instruction will be differentiated for various readiness groups.

Page 76: Developing High Quality  Student Learning Objectives

Taking a Closer Look at Sample #1

ACTIVITY: Using the Technical Guidance and Planning Document and Rubric For Rating the Quality of SLOs, work with a partner to discuss how the instructional strategies component is of acceptable quality.

Page 77: Developing High Quality  Student Learning Objectives

Whole Group Sharing

What makes the instructional strategies component of sample #1 acceptabel?