Student Learning Objectives (S.L.O.s) - Stevenson …...2013/05/16 · Student Learning Objectives (S.L.O.s) Agenda Outcomes •Provide an overview of the Student Learning Objectives

Understanding Student Learning Objectives

(S.L.O.s)

“Building the skills of teachers and principals to successfully implement SLOs is fundamental to success.”

http://www.ctacusa.com/studentlearningobjectives.html

~ Community Training and Assistance Center (CTAC)

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Student Learning Objectives (S.L.O.s) Agenda Outcomes

• Provide an overview of the Student Learning Objectives development process

• Offer guidance and best practices for writing SLOs

• Create an opportunity to work on/refine an SLO for a specific course

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State Teacher Evaluation Model

Professional Practice Student Growth

Planning and Preparation

12.5 %

Instruction

12.5 %

Classroom Environment

12.5 %

Professional Responsibilities

12.5 %

Elementary/Middle School Teacher

Two Content Areas

• 10% - Reading MSA (Class)

and • 10% - Math MSA (Class)

and • 10% - School Performance Index

and • 20% - Student Learning Objectives


One Content Area

English/Language Arts Teachers: • 20% - Reading MSA (Class)



Mathematics Teachers: • 20% - Math MSA (Class)




Non-Tested Subject

• 15% - School Performance Index


High School Teacher

• 15% - School Performance Index


50 % Qualitative Measures 4 Domains Each 12.5%

50% Quantitative Measures As defined below

or

9/27/12

or or

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Student Learning Objectives Quality Control Components

Monitor and Audit

Provide Professional Development Develop Two-Way Communication Plan

Ensure Accountability

Identify High-Quality, Common Measures & Assessments

Determine and Score Rigorous Targets

Establish Priority of Standard

Provide Guidance, Templates, and Tools

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A Student Learning Objective (S.L.O.) is…

…an instructional goal… for specific

students…for a specific time

interval

Focused on the most valuable learning

Based on the most current student data

Aligned to current

curriculum standards

Specific and measurable

Adapted from New York State District-wide Growth Goal Setting Process – Road Map for Districts 6

To approve the SLO…

Priority of Standard CRITICAL CONTENT

The content is aligned to common core, international, national, state, local and/or industry recognized standards. The skills and/or knowledge is critical for advancement to future coursework (i.e. if students do not master the standards, they will not be able to progress to the next level). The content reflects school and district priorities. The scope of the content is appropriate for the length of the instructional interval.

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System Master Plan Goal

By the end of grade 12 100% of students will pass

all HSA exams.

School Improvement Goal

Increase the percentage of students passing the HSA Biology

Assessment from 69% to 80%.

Biology – Grade 10

Teacher Student Learning Objective

At least 85% of my students will meet/exceed the 80% benchmark for passing the Biology HSA.

Establish Priority of Standard

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Quality of Measure & Evidence

The source(s) of evidence provides the data you need to determine if the target has been met. The measure(s) is aligned to the standards and provides evidence relative to the target. The measure is appropriate for the student population. The measure meets the criteria established by the state, district or school.

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Rigor of Target The target is anchored in baseline data including historical data (i.e. district, school and student level data) and multiple measures if possible. The rationale explains how the rigor and attainability of the numerical target were determined. For example, the target is based on the past performance of students or the expectation of a year’s growth or the mastery of a standard or incremental improvement. The numerical target represents an appropriate amount of student learning for the interval of instruction. If appropriate, the SLO differentiates targets for individuals or groups of students based on baseline data so that all targets are rigorous yet attainable.

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Action Plan The selected instructional strategies support students in reaching the target for this SLO. The identified professional development supports the successful implementation of the SLO.

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Provide guidance, templates & tools

SLO Review

Foundations of Technology – Grade 9

Student Learning Objectives Quality Assurance

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Technology Education Foundations of Technology – Grade 9

Students enrolled in the Foundations of Technology (FoT) course will increase their skill in the application of the Engineering Design Process, which includes using mathematics (algebraic analysis) to solve engineering design problems.

Objective Summary Statement

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Domain # 1 - Priority of Standard The content targeted is the Engineering Design Process that uses mathematics (algebraic analysis) to solve and evaluate design problems. Mastery of this content is essential for students to be successful in the FoT course because it is required in 62 % of the course content. It is specifically measured in Unit 3, Lesson 2, used as process in Units 4 and 5, measured in 3% of the post assessment, and 40% of the post assessment requires students to use this skill as part of the process to correctly answer questions.

• The Foundations of Technology (FoT) course is required of all students to meet the Maryland Graduation Requirement for Technology Education.

• This critical content is represented in standard 8h of the FoT curriculum.

• The International Technology and Engineering Educators Association (ITEEA) provides a pre- and post-assessment (samples attached), as well as, a rubric (attached).

Learning Content

Critical Content

Critical Content

District Priority

Aligned to International

Standards

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Domain #1 - Priority of Standard

The instructional interval will be November - May of the 2012–2013 school year and represents a significant portion of the instructional period.

Instructional Interval

Appropriate length of time to complete instruction of three out of five Units

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Domain #2 - Quality of Measure & Evidence

Student progress will be measured at periodic intervals using common formative and summative assessments (attached).

Teacher observations (sample attached) will also be used to document students’ strengths and challenges. Evidence of growth will be recorded in the students’ Engineering Design Journal (sample included). – ITEEA assessment rubric for Unit 3 Lesson 2

– ITEEA rubrics for the other lessons in Unit 3 and for subsequent lessons in Units four and five

Evidence

of

Growth

Aligned To Standards

Sources of

Evidence

Meets District And

State Criteria

Are the measures is appropriate for the student population? 16


Domain #2 - Quality of Measure & Evidence

The Foundations of Technology (FoT) course is required of all students to meet the Maryland Graduation Requirement for Technology Education. There are 107 ninth grade students from Alpha Delta High School enrolled in FoT.

The student population is diverse in both background and ability. The data suggest that the 107 students’ gender and race/ethnicity data closely matches the school population: 46% White, 40% African American, 5% Asian, 9% Hispanic, 47% female, and 53% male.

Student Population

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Domain #3 – Rigor Of Target

Students with IEPs: 80% (23 out of 29) will correctly

apply the Engineering Design Process using mathematics (algebraic analysis), will pass the formative assessment for Unit 3, Lesson 2 and portions of the FoT end-of-course post-assessment that require this skill.

ELL Students: 80% (8 out of 10) will correctly apply… Female Students: 80% (31 out of 39) will correctly

apply …

Target

Differentiated by

Subgroup

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Domain #3 – Rigor Of Target

Pre-assessment school-level data indicate that 78 out of 107 students (73%) are not familiar with the Engineering Design Process and using algebraic analysis to solve a design problem.

The student-level data analysis revealed that out of the 78 students who had difficulty applying the Engineering Design Process and algebraic analysis 10 are ELL students, 29 students have Individual Education Plans (IEPs), and 39 (unduplicated) students are female. Upon further review of attendance data, five (5) of the students (4 males and 1 female) had chronic attendance issues in the previous year limiting their instructional time.

Data Review

& Baseline Evidence

Description of Student Population

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Domain #4 – Action Plan

• Collaborate with special education and ELL instructional specialists to develop supplemental resources for Unit 3, Lessons 2 of the FoT course for students with IEPs and ELL students to address specific learning needs;

• Collaborate with mathematics teachers to develop integrated instructional lesson plans that scaffold teaching of the required math concepts;

• Modify subsequent lessons based on data gathered by common formative assessments;

Strategies

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Aligned With

Learning Content

and Subgroups



• Employ principles from Universal Design for Learning: – Content is presented in various learning modalities;

– Students will have opportunities for multiple means of expressing comprehension and application of content.

• Work with the Society for Women Engineers to: – Assist with development of Design Challenges that will appeal

to female students;

• Work with the Student Services Support Team: – to implement attendance incentives for students with

attendance issues and track results; and

• Meet on a monthly basis to review formative and summative assessment tools and discuss data to inform instructional practice.

Strategies

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Aligned With

Learning Content

& Subgroups



• Teachers will participate in the Engineering By Design online office hours where there are opportunities to work with Master Teachers to learn strategies and best practices in instruction for Unit 3.

• Provide opportunity to observe and be observed by Master Teachers so that peer coaching can be employed.

Professional

Development

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Aligned With

Learning Content

Activity #1

Think, Pair, Share SLO Review

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STEP 1: Review SLOs

Principles of Biomedical Science

Academy of Health Professions

STEP 2: Pair - Up Use Rubric “Look Fors”

STEP 3: Whole Group Discussion

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Critical Content What is Critical Content?

Focuses on gate-keeper skills • What must students’ know and be able to do?

Requires knowledge of the curriculum

Includes identifying what skills are being assessed? • Checking for alignment between what is taught and what

is measured

Data Analysis of Student Performance

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CRITICAL CONTENT

Common Curriculum

Aligned Assessments

Common Grading Practices

Data Analysis

Engaging Instructional

Practices

Common Professional

Development

PROFESSIONAL LEARNING COMMUNITY

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Activity #2

Brainstorming Critical Content

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STEP 1:

Health and Biomedical Sciences

Academy of Health Professions

STEP 2: Team – Up

Grouped by program/course brainstorm transferrable skills & processes

STEP 3: Gallery Walk & Consensus

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Small Group Facilitation Questions

1. Identify the prerequisite skills students must have to be success full in this Program of Study/Course.

2. What are the larger, transferrable ideas & processes student must apply to meet the standards of the Program of Study/Course?

3. What aspects of the course do your students struggle with year after year?

4. Based on your classroom experience, which concepts are the hardest to teach?

5. What knowledge, skills, tasks and processes are assessed at the end of the course?

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Small Group - Ground Rules

• PARTICIPATE ACTIVELY – AVOID DEBATE

• SHARE YOUR KNOWLEDGE AND EXPERIENCE

• NORMAL RULES OF CIVILITY APPLY:

– Listen (have one conversation at a time)

– Stay on task (stow cell phones/blackberries)

• BE BRIEF - OUR TIME IS LIMITED

• BE OPEN TO NEW IDEAS

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Determine rigorous targets

Follow the Two “A”s Rule:

AMBITIOUS

&

ATTAINABLE

Setting Targets Begin with the End in Mind

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Establishing Baseline Performance & Setting Targets

Types of Data

Past performance of current students?

Past performance of previous students?

District or school performance targets?

Similar targets among teachers of the same grade or subject content?

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Establishing Baseline Performance & Setting Targets

Percent of students receiving interventions?

Percent of students are not advancing to due to lack of mastery of critical content?

Gap between current performance and expected performance?

Types of Data

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• Proficiency Target • 80% of students will pass the end of course exam

• 50% or better will score a 3 or better on the AP exam

• Growth Target • 100% of my students will progress at one fitness level

• 65% of my 1st graders will make projected growth or better on the MAP assessment

Student Learning Objectives

Approaches to Setting Targets

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• Tiered Targets Based on Initial Assessments:

By April 1, 2012, all high school student enrolled in Pre-Calculus will demonstrate measurable improvement from their pre-assessment score to their post-assessment score as determined by the following criteria:

Level 1: (0 - 25%) Level 3 (51 – 75%)

Level 2: (26 - 50%) Level 4 (76 – 100%)

Those scoring in Levels 1 – 3 will move up at least one level on the post assessment. Those scoring in Level 4 will increase their post assessment score by ½ the distance to 100%.

Student Learning Objectives Approaches to Setting Targets

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• Commercially Developed and Validated Measures Aligned with the Standards

• Criterion-referenced Tests, Inventories, and Screeners

• District common benchmark assessments, end of course exams

• Authentic Measures to Document Performance

• School or Teacher-developed Approved Measures


Examples of Types of Measures/Assessments

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• Alignment: Aligned to standards and SLO

• Meaningful: Reflects knowledge and skills valuable to

students and course content

• Precision: Addresses accuracy and alignment

• Timely: Promptly provides data for use in evaluations

• Adaptable: Includes potential for accommodations


Assessment Selection Criteria

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Activity #3

Small Group Discussion

STEP 1: Discuss the following in

program/course groups:

a. What types of data are they using now to judge students’ instructional starting points?

b. How valuable is this data for SLO development?

c. What kinds of data do they wish they had access to make decisions about instruction?

d. How would this data enhance SLO development?

STEP 2: Whole Group Discussion

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Activity #4

Practice Writing SLOs

STEP 1: Program/Course Groups

STEP 2: Refine SLOS

OPTIONS:

1. Group works on one SLO Together

OR

2. Everyone works on their own

OR

3. Work in Pairs on one SLO

STEP 3: Be prepared to share changes and the rationale for making those changes

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Large Group Reflection

Process


“AH-HA” Moments

Challenges

Opportunities

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Resources SLO Training Modules

• 7 Training Modules

– Module 1 - SLO Context & Purpose

– Module 2 - SLO Components

– Module 3 - The SLO Process

– Module 4 - Quality Assurance: Priority of Standard

– Module 5 - Quality Assurance: Rigor of Target

– Module 6 - Quality Assurance: Quality of Measure & Evidence

– Module 7 - Quality Assurance: SLO Action Plan

• Companion Handbook

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Online Demo

https://msde.blackboard.

com/

Guest Access

U: slo.guest

P: msdelms

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https://msde.blackboard.com/



https://msde-test.blackboard.com/

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Visit MSDE’s Teacher and Principal Evaluation Website at:

MarylandPublicSchools.org/MSDE/programs/tpe

Positive Outcomes

When S.L.O.s fully support the goal of increasing student achievement for all students…they have

the most impact.

Informs and drives success of

LEA/School priorities and

needs Becomes an

integral part of successful educators’

practice

Provides accountability

for student learning and

student growth Increases

strategic and systemic decision-making

Allows for comparable and fair measures of student learning

Uses data to target students’ learning needs increasing rigor

and performance

Adapted from New York State District-wide Growth Goal Setting Process – Road Map for Districts 42

Health and Biomedical Sciences

Maryland State Department of Education

Lynne Gilli [email protected] 410-767-0518

Nina Roa [email protected] 410-767-1904

Charles Wallace [email protected] 410-767-8872

Stevenson University

Merrie Durmowicz [email protected] 443-334-2414

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mailto:[email protected]




Documents

Student Learning Objectives (S.L.O.s) - Stevenson …...2013/05/16 · Student Learning Objectives (S.L.O.s) Agenda Outcomes •Provide an overview of the Student Learning Objectives