Developing High Quality Student Learning Objectives Kailua Intermediate School

2 WHY? Student Learning Objectives What is the purpose of 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

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?

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

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

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?

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

SLO Updates: Technical Guidance and Planning Document Formerly known as SLO Planning Document Document now provides additional technical information needed through the SLO process Formerly known as SLO Planning Document Document now provides additional technical information needed through the SLO process

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 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

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

Learning Goal Guiding Question What are the most important knowledge/skills I want my students to know and be able to do?

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?

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. 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.

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).

What is Considered Major Learning? Major learning of content areas are standards that reflect: Endurance Leverage Readiness Doug Reeves, Leader’s Guide to Standards

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

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

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

Interpreting the Planning Document P. 8 Explain 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).

Know the Depth of Knowledge Levels P. 9

Depth of Knowledge Clip with Karin Hess

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 Pre-Kindergarten to grade 2 = DoK level 2 or higher Grade 3 to 12 = DoK level 3 or higher

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

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.

Whole Group Sharing What makes sample #1 an acceptable learning goal?

Developing High Quality Student Learning Objectives: Assessment Component Kailua Intermediate School Hawaii Department of Education

Desired Outcomes: Understand the assessment component of the SLO process. Write an acceptable quality assessment plan aligned to the learning goal.

Assessment Component Guiding Question How will I know if my students have met the learning goal?

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? 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

Whole Group Sharing What are the attributes of the Assessment Component?

Interpreting the Planning Document P. 10 Assessment 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?

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

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 Teaching Inform Learning FormalInformal Quizzes Presentations Kinesthetic Assessments Student Portfolios Student Conference Etc… Observations Discussions Exit Slips Graphic Organizers Think Pair Share Etc… FormalInformal

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

Quality Assessment Criteria Review P. 12 ACTIVITY: Take a few moments to review the 13 criteria on this document Circle one or two criteria that you may have questions about, need clarification on, or resonate with you ACTIVITY: Take a few moments to review the 13 criteria on this document Circle 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

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.

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.

Whole Group Sharing What makes the sample #1 assessment and criteria acceptable?

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.

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.

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.

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 “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

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.

Whole Group Sharing What makes sample #1 an acceptable assessment plan?

Developing High Quality Student Learning Objectives: Writing Expected Targets Kailua Intermediate School Hawaii Department of Education

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

SLO Sample #1 at a Glance ACTIVITY: Take 3 minutes to look through sample #1 and entire accompanying record sheet.

Expected Target Guiding Question What are my learning expectations for each student?

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? 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

Whole Group Sharing What are the attributes of the Expected Target Component?

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.

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

Interpreting the Planning Document P. 13 Identify 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

Why Do We Need Initial Evidence for the Expected Targets POINT A POINT B

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? 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? 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. 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.

Possible Initial Readiness Evidence Sources Grades Test Scores IEPs Transcripts Observations of Students Conversations with Students and Parents Student Records Student Work

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 AchievementPresent 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

Interpreting the Planning Document P. 13 Document the actual student results for each initial evidence selection (e.g., grades, test scores, etc.).

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?

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.

Initial Readiness Level Documentation Using professional judgment and common agreements with teacher teams, determine student readiness levels. More Than Ready for Interval Ready for Interval Almost Ready for Interval Not Ready for Interval Using the readiness evidence sources, determine initial readiness levels

Interpreting the Planning Document P. 13 Write an end-of-interval expectation for each student by the end of the instructional interval.

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?

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

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 % 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%

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.

Developing High Quality Student Learning Objectives: Instructional Strategies Kailua Intermediate School Hawaii Department of Education

Desired Outcomes: Understand the instructional strategies component of the SLO process. Write an acceptable quality instructional strategy plan.

Instructional Strategies Guiding Question What strategies will I use to help all students meet the target?

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? 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

Whole Group Sharing What are the attributes of the Instructional Strategies Component?

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?

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?

Interpreting the Planning Document P. 14 Describe how instruction will be differentiated for various readiness groups.

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.

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