Student Learning Objectives (SLO’s)

Student Learning Student Learning ObjectivesObjectives

(SLO’s)(SLO’s)GVCSD

May 24, 2012

HousekeepingHousekeeping

My roleCell phones to vibe; step out to make/take

calls and ‘text conversations”Electronics/Internet resourcesSelf-regulateWe will end promptly at 11:15, regardless

of completion!

Why are we here?Why are we here?

NYS has adopted new regulations for evaluating teacher effectiveness. What we learn today may not apply to some of you in your current positions but as all professional staff must be evaluated, SLO’s may be part of that evaluation.

So it will be good to know what one looks like and how to write one!

Training ObjectivesTraining Objectives

Participants will develop a foundational understanding of SLO’s in terms of what they are, who they apply to, and when they will be written.

Participants will develop a “practice” SLO as it applies to their own practice and position.

Participants will provide feedback as to further needs regarding SLO’s for District leadership.

Timeline at GVCSDTimeline at GVCSD

• 2011-2012 Leadership engage in trainings provided by the Network Team

• May -June, 2012 Roll-out current information to faculty

• Summer 2012 Professional development around assessment design

• September –BEDS Day Gather baseline data

• September 24, 2012 SLO Refresher/drafting of SLO’s

100-Point Evaluation System for 100-Point Evaluation System for TeachersTeachers

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Student Learning

Objectives (focus of today’s

training)

Student Learning

Objectives (focus of today’s

training)

NYSED SLO FrameworkNYSED SLO Framework 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.

Source: Page 4 of Guidance on the New York State District-Wide Growth Goal Setting Process: Student Learning Objectives and page 32 of the APPR Field

Guidance Memo

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Why do we need to have “SLO’s”?Why do we need to have “SLO’s”?

Under Regent’s Reform, NYS is moving towards a “growth model” in determining how effective instruction has been. Teachers who do not receive a score from SED based on state assessment growth will write a Student Learning Objective to fulfill the “State 20” portion of their Teacher Effectiveness Score. Some teachers may even have both!

100-Point Evaluation System: 100-Point Evaluation System: State 20%State 20%

Three types of teachers:

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Real-World ExampleReal-World Example

Casey teaches the following courses:• 3 sections of Grade 8 Math ( 40 students

total)• 2 Sections of Algebra 1A ( 19 students total)• 1 Section of Algebra 1B ( 14 students total)

• Casey has a total of 73 students. Since over 50% of her student load is in Grade 8 Math, she would receive a score from the state and does not need to write an SLO for the “Growth Portion” of her evaluation.

Let’s just say…Let’s just say…

• Casey teaches the following:• 3 sections of Grade 8 Math ( 35 students total)• 1 Section of Algebra 1 B ( 19 students total)• 2 Sections of Algebra 1 A ( 24 students total)

• Casey still has 73 students BUT…50% are not in Math 8. Casey must take the next course leading to a state assessment and add it to the Grade 8 Math to meet the 50% rule (Algebra 1B). Casey will receive a score from SED for her Grade 8 students and, at this point, write an SLO for Algebra 1B.

But what if she STILL was not at But what if she STILL was not at 50%??50%??

State provided score for Grade 8 MathSLO for Algebra 1BSLO for Algebra 1A

All to meet the “Growth Model” portion of the Teacher Effectiveness score.

What does that mean for me?What does that mean for me?

Pre-Kindergarten teachers are not included in Regulation 3012.c

Intervention teachers who spend 40% or more of their time delivering support services are not included in Regulation 3012.c

Speech teachers….might be.School support personnel and TA’s are not

included in 3012.c BUT…

APPR Field Guidance, pp. 17

You still need to be evaluated!You still need to be evaluated!

It is possible that your evaluation could include an SLO. That will be discussed during APPR Collaboration meetings and a proposal will make its’ way to you through your local representation.

Teachers of ELA and Math Grades Teachers of ELA and Math Grades 4-84-8

• You will have a growth number generated by SED.

• As long as you meet the 50% rule, you will not have to write an SLO for your state growth portion.

• Regulations prohibit you from writing an SLO for your “Local 20” as well.

• But…your position or numbers could someday change, so this is still good information!

High School Teachers: CoreHigh School Teachers: Core

All teachers in grades 9-12 who teach a course that ends in a Regent’s will write an SLO based on that assessment. Depending on numbers, you may need to include electives.

All teachers in grades 9-12 that teach core courses NOT ending in a state assessment will write an SLO based on a district-developed assessment.

K-12 Special AreaK-12 Special Area

All special areas teachers will write one or more SLO’s.

These SLO’s will be based on district-developed assessments.

You will write SLO’s for your courses until you have covered 50% or more of your students. Then you may stop.

K-3 Common BranchK-3 Common Branch

K-2 teachers will write two SLO’s: one for ELA and one for math. You will use the iReady Diagnostic assessment (3rd Party vendor-based) for your assessment.

Grade 3 teachers MUST use the Grade 3 state assessment for their SLO.

Grades 6-8 Science and Social Grades 6-8 Science and Social StudiesStudies

Next year, Grade 6 WOULD use a district-developed assessment, but Micah is covered by Math and Holly, ELA.

Grade 7 Science and Grade 7/8 Social Studies will write an SLO based on a district-developed assessment.

Grade 8 Science will write an SLO based on the State Science Assessment.

Questions Regarding District-Questions Regarding District-Developed Assessments??Developed Assessments??

A “District Developed Assessment” COULD be developed by a teacher(s) if that is the District-designated assessment for that course. Protocols regarding scoring and securing these assessments apply. (APPR Guidance Document, Section G pp. 50-51)

Summer opportunity for Grades 7-12 and Special Area

Assessment DesignAssessment Design

Audience: 7-12 Core and ALL Special Area

Potential BOCES Offerings for pre-and postGVCSD Dates for interim assessment

designAugust 14th: Elements of Assessment

Design (BOCES Training)August 15th and 16th: Interim Assessment

Design for 10 and 20 week benchmarksI will send a commitment form for budget

purposes.

Assessment Design for Grades K-8 Assessment Design for Grades K-8 ELA and MathELA and Math

iReady will be serving as our interim assessments, as well as pre and post for K-2 ELA and math.

A training will be held one of these days: August 28,29 or 30th. Another training TBD will follow.

Our summer work will be about curriculum design but will include the assessment of writing.

Formative AssessmentFormative Assessment

Hanging in the room are several posters. When I call your group, please stand under the correct poster for your outcome. Base your decision on this year’s classes!

Now…based on what you know about NEXT year, will any of you change location?

NYSED SLO FrameworkNYSED SLO Framework

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All SLOs MUST include the following basic components:

Student

PopulationWhich students are being addressed?

Learning Content

What is being taught? CCSS/National/State standards? Will this goal apply to all standards applicable to a course or just to specific priority standards?

Interval of Instructional Time

What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?

EvidenceWhat assessment(s) or student work product(s) will be used to measure this goal?

BaselineWhat is the starting level of learning for students covered by this SLO?

Target(s)What is the expected outcome (target) by the end of the instructional period?

HEDI Criteria

How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective) , “below” (developing), and “well-above” (highly effective)?

Rationale Why choose this learning content, evidence and target?

Learning Content Learning Content

This is the content to be taught in the SLO.

Task:

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.

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Training template: slides 1-4

Learning Content - Learning Content - ApplyingApplying

Activity: As a team or individually, discuss and selecta particular course namethe course’s source of standards (Common

Core, etc.)the exact items (indicators, standards, etc.) to

be taught, learned, and assessed.On your template, begin to fill in: Course Standards Source Items

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Learning Content -- ConsiderationsLearning Content -- Considerations

State approval of assessments: Assessment has to be rigorous and comparable across “job alikes” and as much as possible (practicable), follow the psychological standards for testing for validity and reliability.

What ABSOLUTELY do you have to know in order to be successful in that kind of environment. For example, the scientific method in science is an essential understanding.

To what extent is the content central to this and future coursework, as well as college and career readiness?

How deeply and thoroughly will the standards be reflected in the teaching, learning, and assessment?

What instructional approaches are prioritized? Why are these instructional approaches most likely to

support the targeted students in mastering these standards?

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Learning Content -- ConsiderationsLearning Content -- Considerations

Approximately what percentage of the course’s standards is selected?

How is the current knowledge and skill of the targeted students informing the selection?

What are the most critical aspects for the development of these students in this content this year?

To what extent is the learning content specific and measurable?

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Evidence Evidence

These are the assessments used for determining students’ levels of learning. We will be using slides 5-12 of the training SLO.

Task:

List the specific pre-assessment(s) and summative assessment(s) that will be used for providing baseline and summative data for the SLO.

(Districts and BOCES must verify comparability and rigor for any assessments they develop.)

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Evidence – Training SLOEvidence – Training SLO

District-developed assessment for 7th grade visual arts.

Creative Task: Imagine how you might have viewed the Civil War if you were a Confederate or Union soldier. Decide on a viewpoint of the Civil War you would like to convey through a work of art. Select the most effective medium or technique, along with at least 3 elements and 3 principles of art to convey that viewpoint. You will be analyzing and interpreting your work and comparing it to the work of a published artist.

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Evidence – Training SLOEvidence – Training SLOOther Tasks:1. (1c, 4c) What viewpoint are you conveying in your work of

art?

2. (WHST.6-8.8) Find three credible and accurate sources supporting your viewpoint and do the following:

• paraphrase the data and conclusions drawn from each of those sources

• describe why the sources are credible and accurate • cite the sources using the standard conventions

3. (1d) Identify the medium or technique selected, and describe how well your medium/technique conveys your viewpoint.

4. (3c) For your viewpoint, compare how the same meaning may be expressed in these art forms: dance, theatre, and music. Be sure to include a strength and corresponding impact of each art form.

Dance: Theatre: Music:

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Evidence – Training SLOEvidence – Training SLO Other Tasks:5. (3a, WHST.6-8.4) Review your viewpoint for your work

of art. Citing evidence from your work, write a critique that includes the following:

• analyzing how up to three elements and three principles contribute to your viewpoint

• up to two interpretations you draw regarding your viewpoint

6. (3a, WHST.6-8.8) Select a published artist’s work and find a published critique of the work and complete the following:

• paraphrase the data and conclusions of the critique• draw your own conclusions of whether you agree or not

with the critique and why• cite the source using standard conventions

7. (WHST.6-8.4) Compare the published artist’s use of the elements and principles of art to your own:

• describe where you are similar in your approaches• describe where you are different in your approaches

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Evidence – Training SLO (Summative Evidence – Training SLO (Summative Rubric)Rubric)

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4 points 3 points 2 points1 point

(0 points for no attempt)Creative Task

(1c) Use of elements

(row score x 3)

3 or more elements used that strongly reflect stated viewpoint

2 elements used that strongly reflect stated viewpoint

1 element was used that strongly reflects stated viewpoint

Attempt(s) made, but no elements were used that strongly reflect stated viewpoint

Creative Task (1c) Use of principles

(row score x 3)

3 or more principles used that strongly reflect stated viewpoint

2 principles used that strongly reflect stated viewpoint

1 principle used that strongly reflects stated viewpoint

Attempt(s) made, but no principles were used that strongly reflect stated viewpoint

Task 2 (WHST.6-8.8)

Gather relevant source

information (row score x

1)

Student does both of the following for three sources: describes convincingly why sources are credible and accuratecites sources clearly following appropriate conventions

Student does both of the following for three sources: describes convincingly why sources are credible and accuratecites sources generally following appropriate conventions

Student does both of the following for three sources: describes generally why sources are credible and accuratecites sources generally and/or clearly following appropriate conventions

Attempt(s) made, but one or neither of the following takes place: describes generally why sources are credible and accuratecites sources generally and/or clearly following appropriate conventions

Note on Rubric: Each student’s work will be scored by two other district middle school visual arts teachers using the following rubric, with both teachers’ scores being averaged to yield the final student scores.


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(0 points for no attempt)

Task 2 (WHST.6-8.8) Use relevant

source information (row score x

1)

Data and conclusions for three sources are given where both of the following take place:data and conclusions are precisesources strongly support the viewpoint

Data and conclusions for three sources are given where both of the following take place:data and conclusions are precisesources generally support the viewpoint

Data and conclusions for three sources are given where both of the following take place:data and conclusions are generalsources generally and/or strongly support the viewpoint

Attempt(s) made, but one or neither of the following for three sources takes place: data and conclusions are generalsources generally and/or strongly support the viewpoint

Task 3 (1d) How well does your medium/technique

convey your viewpoint?

(row score x 2)

Student does all of the following:cites specific reasons for selecting medium/techniqueconnects at least one aspect of the medium as supporting the viewpoint, acknowledges at least one limitation of the medium/technique

Student does two of the following:cites specific reasons for selecting medium/techniqueconnects at least one aspect of the medium as supporting the viewpoint, acknowledges at least one limitation of the medium/technique

Student does one of the following:cites specific reasons for selecting medium/techniqueconnects at least one aspect of the medium as supporting the viewpoint, acknowledges at least one limitation of the medium/technique

Attempt(s) made, but did none of the following:cites specific reasons for selecting medium/techniqueconnects at least one aspect of the medium as supporting the viewpoint, acknowledges at least one limitation of the medium/technique


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Task 4 (3c) Communicating in other

art forms (row points x 2)

Student compares at least one unique strength and corresponding impact of each of the three other art forms

Student compares at least one unique strength and corresponding impact of each of two other art forms

Student compares at least one unique strength and corresponding impact of one other art form

Attempt(s) made, but student does not compare at least one unique strength and corresponding impact of one other art form

Task 5 (3a, WHST.6-8.4)

Written analysis and interpretation of own work(row points x

3)

Student does both of the following:identifies how three elements and/or principles contribute toward (or away from) viewpoint, citing relevant evidence from workdiscusses two interpretations of viewpoint citing relevant evidence from work

Student does both of the following:identifies how two elements and/or principles contribute toward (or away from) viewpoint, citing relevant evidence from workdiscusses one or two interpretations of viewpoint citing relevant evidence from work

Student does both of the following:identifies how one element and/or principle contribute toward (or away from) viewpoint, citing relevant evidence from workdiscusses one or two interpretations of viewpoint citing relevant evidence from work

Attempt(s) made, but does only one or neither of the following:identifies how one element and/or principle contribute toward (or away from) viewpoint, citing relevant evidence from workdiscusses one or two interpretations of viewpoint citing relevant evidence from work


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Task 6 (WHST.6-8.8)

Gather and use relevant source

information (row score x 1)

Student does all of the following for the critique: selects a published critiqueparaphrases critique’s data and conclusions preciselystates own conclusion and reason clearly and with relevant evidencecites source clearly following appropriate conventions

Student does all of the following for the critique: selects a published critiqueparaphrases critique’s data and conclusions generally or clearlystates own conclusion and reason clearly and with relative evidencecites source generally or clearly following appropriate conventions

Student does all of the following for the critique: selects a published critiqueparaphrases critique’s data and conclusions generally or clearlystates own conclusion and reason clearly (no relative evidence)cites source generally or clearly following appropriate conventions

Attempt(s) made, but one or neither of the following takes place: selects a published critiqueparaphrases critique’s data and conclusions generally or clearlystates own conclusion and reason clearly (no relative evidence)cites source generally or clearly following appropriate conventions

Task 7 (3a, WHST.6-8.4)

Comparison of own work to published

artist’s work (row score x 2)

Student does both of the following:states clearly how multiple different approaches are takenstates clearly how multiple similar approaches are taken

Student does both of the following:states clearly how multiple different approaches are takenstates clearly how one or more similar approaches are taken

Student does both of the following:states clearly how one different approaches are takenstates clearly how one or more similar approaches are taken

Attempt(s) made, but does only one or neither of the following:states clearly how one different approaches are takenstates clearly how one or more similar approaches are taken

Evidence – Application Evidence – Application

Activity:As a team or individually, discuss what pre-

and summative assessments best measure the selected learning content for the course and standards/performance indicators you selected. Begin to fill in your template.

Pre-assessment(s):Summative assessment(s):

(If none are available for your learning content, describe the characteristics of a high-quality and valid assessment for the identified learning content, how it would be developed, by whom, when, etc.?)

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Evidence -- ConsiderationsEvidence -- Considerations

How aligned and authentic are the assessment items to the learning content?

How valid and reliable are the assessments? Are the selected assessments from an approved list of

allowable options? Are they verified as comparable and rigorous? What, if any, administration accommodations must

legally be made for students? How are the assessments scored in terms of point

values assigned per item and method of summarizing scores?

Have procedures been established to ensure those with vested interest do not score students’ assessments?

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Evidence – ReflectionsEvidence – Reflections

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• How do you succinctly define “evidence?”

• How does a focus on evidence support improved teacher practice?

• How does a focus on evidence inform evaluators of teacher practice?

Student Population, Baseline, and Student Population, Baseline, and Target(s)Target(s)

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Student PopulationThese are the students included in the

SLO.

BaselineThis is the level of students’ knowledge

and skill in the targeted learning content at the beginning of the interval of instructional time.

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.


Training SLO Student Population: All 105 students across 4 sections of 7th grade visual arts classes (names included on the Excel file)

Training SLO Baseline: Students scored between 0-30% on the grade 7 visual arts pre-assessment

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Student Pre-Test Score Summative Target

Student A 10

Student B 20

Student C 5

Student D 0

Student E 30

Student F 10


Training SLO Target Approach 1: Set a common growth target.

90% of students, including special populations, will grow by 60 percentage points or more on their summative assessment compared to their pre-test for the standards. (e.g., Student E’s target is 60 more than 30, or 90.)

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Student A 10 70

Student B 20 80

Student C 5 65

Student D 0 60

Student E 30 90

Student F 10 70


Training SLO Target Approach 2: Set a growth to mastery target.

85% of students, including special populations, will grow to score 75% or higher on the summative assessment for the selected standards.

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Student A 10 75

Student B 20 75

Student C 5 75

Student D 0 75

Student E 30 75

Student F 10 75


Training SLO Target Approach 3: Set differentiated growth targets by student.

85% of students, including special populations, will meet or exceed their individualized target.

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Student A 10 80

Student B 20 80

Student C 5 75

Student D 0 70

Student E 30 85

Student F 10 80


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Group Tasks using Training SLO:

Student Population: Specify your assigned students who are included in this SLO along with the course sections and student names and/or identification numbers. (Full class rosters of all students must be provided for all included course sections.)

Baseline: Describe how students performed on the identified pre-assessment(s) for the learning content. (Actual baseline scores for each student are required.)

Target(s): Define numerical growth goals for student performance on identified summative assessment(s) which measure student knowledge and skill in the learning content. (Actual final scores for each student are required.)


Training SLO Student Population: All 105 students across 4 sections of 7th grade visual arts classes (names included on the Excel file)

Training SLO Baseline: Students scored between 0-30% on the grade 7 visual arts pre-assessment

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Student A 10

Student B 20

Student C 5

Student D 0

Student E 30

Student F 10



90% of students, including special populations, will grow by 60 percentage points or more on their summative assessment compared to their pre-test for the standards. (e.g., Student E’s target is 60 more than 30, or 90.)

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Student A 10 70

Student B 20 80

Student C 5 65

Student D 0 60

Student E 30 90

Student F 10 70




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Student A 10 75

Student B 20 75

Student C 5 75

Student D 0 75

Student E 30 75

Student F 10 75

Student Population, Baseline, and Student Population, Baseline, and Target(s)Target(s)Training SLO Target Approach 3: Set differentiated growth targets by student.

85% of students, including special populations, will meet or exceed their individualized target.

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Student A 10 80

Student B 20 80

Student C 5 75

Student D 0 70

Student E 30 85

Student F 10 80


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Activity:

• For your selected course, identify a sample student population.

• Currently, the APPR Collaboration Committee is using Model 1: A Common Growth Target.

• Generate a sample baseline and target for each student in your sample student population.

Student Population, Baseline, & Student Population, Baseline, & TargetsTargets

Population:Within and across classes, what are students’ current

skill and knowledge levels which may impact the target and the learning content?

Within and across classes, how many and what types of identifiable subgroups exist?

How will instruction be differentiated to meet specific student learning needs?

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Baseline:In addition to the pre-assessment(s), what other data

sources were reviewed to confirm student learning needs?

How strongly to the pre-assessment(s) and other data analyses indicate the need for the learning content?

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Target:Is the target rigorous enough to ensure that all students

are on track to achieve college and career readiness?To what extent does the target align with school and

district goals and expectations?How well do the targets for this population prepare

students for success in future progressions (next grade level or level of study) of the same content?

How is the current knowledge and skill of the targeted students forming the target?

What professional development, resources, and/or other supports are going to be used to meet the target?

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Population, Baseline, and Target(s) Population, Baseline, and Target(s) - Reflections- Reflections

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• How do you succinctly define these elements?

• How does a focus on student population, baseline, and target(s) support improved teacher practice?

• How does a focus on student population, baseline, and target(s) inform evaluators of teacher practice?

HEDIHEDI

This is how different levels of student growth will translate into one of four rating categories:

• Highly effective, • Effective, • Developing, and • Ineffective

Task:Provide specific descriptions of student learning for each rating category.

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Review of Target Approach 1 – Review of Target Approach 1 – Training SLOTraining SLO


90% of students will grow by 60 percentage points or more on their post-test compared to their pre-test for the standards. (e.g., Student E’s target is 60 more than 30, or 90.)

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Student A 10 70

Student B 20 80

Student C 5 65

Student D 0 60

Student E 30 90

Student F 10 70

HEDI Approach 1 – Training SLOHEDI Approach 1 – Training SLO

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Training SLO HEDI Approach 1: Set ratings using the percent of students meeting individual targets. 90% of students will grow by 60 percentage points or more on their summative assessment compared to their pre-test for the standards.

Highly Effective*(18-20 points)

Effective*(9-17 points)

Developing*(3-8 points)

Ineffective*(0-2 points)

96-100% of students grew by 60 points or more on the standards addressed

98-100=20 points97=19 points96=18 points


95=17 points94=15-16 points93=13-14 points92= 11-12 points91=10 points90=9 points


89=8 points87-88=7 points85-86=6 points83-84=5 points81-82=4 points80=3 points

79% of students or less grew by 60 points or more on the standards addressed

70-79=2 points60-69=1 point0-59=0 points

*These scoring bands are based on proposed Executive Budget legislation.

Review of Target Approach 2 – Review of Target Approach 2 – Training SLOTraining SLO



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Student A 10 75

Student B 20 75

Student C 5 75

Student D 0 75

Student E 30 75

Student F 10 75

HEDI Approach 2 – Training SLOHEDI Approach 2 – Training SLO

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Training SLO HEDI Approach 2: Set ratings using the percent of students meeting a collective target (e.g., 80% mastery). 85% of students, including special populations, will grow to score 75% or higher on the summative assessment for the selected standards.Highly Effective*

(18-20 points)Effective*

(9-17 points)Developing*(3-8 points)

Ineffective*(0-2 points)

91-100% of students grew to score 75% or higher on the summative assessment rubric measuring the selected standards98-100=20 points95-97=19 points91-94=18 points

85% -90% of students grew to score 75% or higher on the summative assessment rubric measuring the selected standards90=17 points89=16 points88=14-15 points87=12-13 points86=10-11 points85=9 points

79% - 84% of students grew to score 75% or higher on the summative assessment rubric measuring the selected standards84=8 points83=7 points82=6 points81=5 points80=4 points79=3 points

78% of students or less grew to score 75% or higher on the summative assessment rubric measuring the selected standards

70-78=2 points60-69=1 point0-59=0 points

*These scoring bands are based on proposed Executive Budget legislation.

HEDI – Applying HEDI – Applying

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Activity: • For your selected course and target,

design a sample HEDI structure.

HEDI – Considerations HEDI – Considerations

How high are expectations for ALL students?

How clear are the distinctions between each rating category?

Within a HEDI rating category, how clear and objective is the point allocation?

What is the rationale that is used for the differentiations in points?

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HEDI – Reflections HEDI – Reflections

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• How do you succinctly define “HEDI?”

• How does a HEDI structure support improved teacher practice?

• How does generating a HEDI structure inform evaluators about teacher practice?

Interval of Instructional Time and Interval of Instructional Time and RationaleRationaleInterval 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.)

RationaleThis describes the reasoning behind the choices regarding learning content, evidence, and target.

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Interval of Instructional Time and Interval of Instructional Time and RationaleRationaleInterval of Instructional Time Task:Specify when the teaching for this learning content will begin and end. (Rationale is required if less than the typical year-long interval is set.)

Rationale Task:Describe the selection of the elements (learning content, evidence, and target) and how they will be used together to prepare students for future growth and development, as well as college and career readiness.

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Interval and Rationale – Training Interval and Rationale – Training SLOSLO

Training SLO Interval: One year (October 2, 2012 through June 1, 2013)Training SLO Rationale:• The elements and principles of art are fundamental and core to the visual arts; in this SLO students must skillfully apply them.•Analysis, interpretation, and reflection grow deeper thinking processes and communication skills. •By coupling the standards for the arts with those of the Common Core, students are sufficiently prepared for future work by reaching this target.

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Interval and Rationale – Training Interval and Rationale – Training SLOSLO

• The evidence authentically measures how students progress through key developmental phases.

• The target requires students to demonstrate significant growth for linchpin aspects of the NYS Arts Standards.

• Integrating writing with art lessons will be a key instructional approach, along with the use of SIOP strategies for ELLs.

• My district job-alike colleagues and I will meet bi-weekly to review student progress, discuss successful instructional techniques, and provide differentiation so that each student’s target is met, preparing them for future success.

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Interval and Rationale – ApplicationInterval and Rationale – Application

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Activity: For your selected course, determine the interval and craft the rationale, reflecting on the considerations raised throughout the day.

Interval and Rationale – Interval and Rationale – Considerations Considerations

How will key learning experiences be sequenced over the course of the interval?

What is the best scope and sequence to ensure this population of students achieves this targeted content in this interval?

How will assessment and reflection on data influence instructional decisions during the interval?

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Interval and Rationale – Interval and Rationale – Considerations Considerations

How does the selected interval align with local pacing (where applicable)?

How sufficient is the overall objective for increasing student achievement, and preparing students for future learning, as well as college and career readiness?

What are the implications of these elements for the teacher in planning and delivery of instruction, so that the learning content is mastered by all students?

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Interval and Rationale – ReflectionsInterval and Rationale – Reflections

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• How do you succinctly define these elements?

• How does a focus on interval and rationale support improved teacher practice?

• How does a focus on interval and rationale inform evaluators about teacher practice?

Participant SLO SharingParticipant SLO Sharing

In your teams, review the elements of your SLO, determine the extent to which the elements integrate as a whole, and revise as needed.

Chart your sample SLOs on poster paper.

Review colleagues’ SLOs around the room.

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Documents

Student Learning Objectives (SLO’s)