1. Student Learning Objectives (SLO) Resources for Gifted and Talented

2. What are SLOs and why are they important?

3. Primary Measures of the EES
Teacher Practice
Student Growth and Learning
Classroom Observations
Core Professionalism
Tripod Student Survey
Working Portfolio (non-classroom only)
Hawaii Growth Model
Student Learning Objectives
Hawaii’s EES consists of measures to evaluate professional practices and responsibilities, and student growth and learning components of the system. These measures are: Framework for Teaching Observations, responses from the Tripod Student Survey, student growth percentiles generated by the Hawaii Growth Model, and measures of student learning as evaluated by Student Learning Objectives. This training will provide an overview on the last component: Student Learning Objectives.
Educator Effectiveness Data
Improved Student Outcomes

4. SLO Process 1. Identify the learning goal
2. Develop or select assessment(s)
3. Establish targets based on data
4. Plan instruction
5. Receive initial approval
6. Implement the SLO
7. Revise targets if necessary
8. Analyze assessment results
9. Rating of SLO
10. Determine next steps
In order to develop and rate SLOs, we recommend a process that allows for SLO development, which includes the learning goal, assessment selection, and establishing the targets; planning for instruction; receiving initial approval; implementation of the learning goal; target revision, if necessary; analysis of assessment results; providing a teacher rating; and finally determining next steps for the teacher and students. In addition, this process includes reflecting on:
enduring understandings and content standards
Use of formative instruction and strategies
use of assessments
monitoring student progress
data to set targets and to determine next steps for student success.
As schools engage in setting Student Learning Objectives as part of the Educator Effectiveness System, they will need to: 1) clearly communicate the elements of a high quality SLO, 2) provide opportunities to practice writing an SLO, and 3) opportunities to evaluate an SLO. The remainder of this professional development session will provide guidance for understanding the SLO template, including the meaning of each question, the process for developing a cohesive and acceptable quality SLO, and successfully using the SLO rubric for evaluating and improving the different aspects of the SLO.
Hawaii Department of Education
Copyright: The National Center for the Improvement of Educational Assessment (2013)

5. Student Learning Objective Cycle
Step 6: Monitor and
Evaluate the Results
Step 6: Monitor and
Evaluate the Results
Step 6: Monitor and
Evaluate the Results
Step 6: Monitor and
Evaluate the Results
This graphic shows one way SLOs might be related to a school’s data team cycles, if the teacher chooses to use the content from the school’s data team work to drive his/her SLO. The SLO should encompass, or provide an umbrella for several data team cycles. The data team cycles will also inform the teacher’s learning objective.
Data Team Cycles

6. Student Learning Objectives (SLO)
Student Learning Objectives are teacher designed content-driven goals set at the beginning of a course that specifically measures student learning through an interval of time (i.e. one school year or one semester). It supports the achievement and growth of all students that aligns to daily instruction and progress monitoring with specific prioritized goals.
Therefore, Student Learning Objectives are teacher designed, content-driven goals set at the beginning of a course that specifically measures student learning through an interval of time (e.g. one school year or one semester). It supports the achievement and growth of all students that aligns to daily instruction and progress monitoring with specific prioritized goals.

7. Assessments, Scoring & Criteria
Learning Goal
Assessments, Scoring & Criteria
Expected Targets
Instructional Strategies
SLO Components
These are four main components that make up an SLO. To have a strong SLO, all four components should be aligned.

8. Based on learning theories, the following slides show the significance in using differentiation to increase learning in all students.

9. WHAT: Learning Theories NOW WHAT: Implications for Differentiation
SO WHAT: Significance
NOW WHAT: Implications for Differentiation
People learn best when what they learn is challenging and they accept the challenge.
--Reason #1
Because students learn at different rates, a pace, text, or task that challenges some students will frustrate or bore others.
Tasks must be differentiated according to readiness, at the proper level of difficulty to be and remain motivating (and not frustrating).
People learn best when what they learn is personally meaningful.
--Reason #2
Because students have different backgrounds and interests, there’s no guarantee that they’ll all find the same things personally meaningful.
Teachers must establish environments where students are known. They must recognize and value students’ interests, and provide work according to those interests. As they differentiate according to interests teachers empower students as learners.
People learn best when they learn in their own way, have choices, and feel in control.
-- Reason #3
Students won’t choose to learn in the same way, make the same choices, or feel in control with the same parameters.
The goal is to establish an environment where students could find a match to preferred modes of learning on a consistent basis.

10. WHAT: Learning Theories NOW WHAT: Implications for Differentiation
SO WHAT: Significance
NOW WHAT: Implications for Differentiation
Matching learning style preference and conditions for learning leads to improved learning.
--Reason # 4
Learning style categories environmental, emotional, sociological and physical will create preferences for factors (such as background noise or perceptual mode). These can influence achievement and attitude about learning.
Diversity in style among students suggests students need a variety of means of outlets and assessment to maximize and show extent of their learning.
Gender, culture and intelligence preference are related to how learners best process information.
--Reason # 5
Embedded in one’s gender and culture are subtle ways of seeing the world. Students may have points of view, frames of reference, modes of communication and senses of identity associated with their gender or culture.
Teachers should strive to understand and align learning opportunities to a student’s learning and communication styles as shaped by cultural traditions.
People learn best when what they learn is appropriate to their developmental level.
--Reason # 6
At any time some students will think more concretely and some more abstractly, some more dependently and others more independently.
Planning must include content, process and product modifications to address developmental differences.

11. WHAT: Learning Theories NOW WHAT: Implications for Differentiation
SO WHAT: Significance
NOW WHAT: Implications for Differentiation
People learn best when they have opportunities for social interaction.
--Reason #7
Students will vary in the amount of collaboration they need and the sorts of peers with whom they work best.
Flexible grouping and other work arrangements should be determined by the student needs, nature of the task and student preferences.
People learn best when they acquire and use strategies
-- Reason #8
Each student needs to acquire strategies new to that student and use them in ways that are personally helpful.
Differentiation means all students do respectful work. This will include presenting even struggling learners with real problems, dilemmas and unknowns that require them to use what they know.
People learn best when they experience a positive emotional climate that supports the intended learning and provides helpful feedback.
--Reason #9
Classrooms that may be positive for some may not be for others.
What is helpful feedback to one student, may not be helpful to another.
The teacher must remember to teach the whole child; strive for joyful learning; use positive energy and humor.
A new sort of fairness is evident in that the teacher works to give every student what he or she needs to grow.
People learn best when they use what they know to make meaning and construct new knowledge.
--Reason #10
Because they don’t all know the same things at the same degree of competency, students will construct knowledge differently.
Teaching should be student centered and allow students to construct meaning from experiences.

12. How do I differentiate for all learner needs?

13. Ways to Differentiate Readiness Content Interest Process
Growth matches skills
Interest
Motivation ignites passion
Learning Style
Efficiency of effort
Content
Strategies for delivering
Process
Strategies for engagement
Products/Performances
Evidence of understanding
Environment
Context learning occurs

14. Keys to Differentiation
Attention to Student Differences
Strong Element of Pre-Assessment
Climate of Importance and Support for Multiple Intelligences
Flexible Grouping
Rich and Challenging Tasks

15. Strategies to Address Learners
Acceleration
Content Enhancement
Depth
Complexity
Novelty
Compacting
Contracting
Tiering
Flexible Grouping
Problem-based Learning
Learning Centers

16. Six Ways to Tier Challenge Level Complexity Resources Outcome Process
G/T
Challenge Level
Complexity
Resources
Outcome
Process
Product
Advanced
Proficient
Basic

17. Challenge Level Benchmark Taxonomic Level
K.1.8 Uses words to describe location, size, color, shape, and concepts (e.g., same, different, fast, slow) in speaking situations.

18. Complexity Introductory Level to Abstract Basic to Analytical
Shallow to In-depth
Beginning to Advanced
All students are asked to research a topic and to design an informational brochure, but the focus of their research differs. Brochure content varies from factual to analytical to persuasive. Presentation of research ranges from fairly simple to complex.
Create an informational brochure that will inform your classmates about an environmental issue related to rainforests
Create an informational brochure that will inform your classmates of different points of view about an environmental issue related to rainforests.
Create an informational brochure that presents various positions on an environmental issue related to rainforests. Determine your position on the issue and present a convincing argument for it in your brochure.

19. Resources Reading levels Complexity of content
Using technology and images instead of print
Matching resources to instructional needs of students
Using newspapers, newsletters, professional or special topic magazines, and primary sources such as diaries and journals
Mentors

20. Outcome Use same materials Build on student readiness
Read and discuss Martin Luther King’s “I Have a Dream” speech as part of unit on social justice.
Outcome
Use same materials
Build on student readiness
Expand on understanding
Think about Dr. King’s dream for social justice, as presented in his speech. Create a visual representation of his ideas.
Think about the United States today. What other dreams of social justice do you believe have surfaced in response to new issues and concerns? Create a visual representation of your ideas.

21. Process Similar Outcomes Different Journeys Unit on Consumerism
How do consumers make wise buying decisions based on relevant criteria?
Basic Task: Choose a product and review consumer information about it in publications such as consumer magazines. Identify relevant criteria for deciding what you should look for when purchasing this product.
Advanced Task: Choose a product and interview at least three people who have bought it. Identify the criteria these people used in making their decision to buy.

22. Characteristics of Effective Leaders
Product
Flexible Grouping based on interest
Multiple Intelligences learning centers
Assignments differentiated based on evidence produced
Characteristics of Effective Leaders
Bodily/Kinesthetic
Share characteristics of effective leaders through a videotaped “Meeting of the Minds” skit, featuring characters form historical fiction that represent various leadership traits.
Share characteristics of effective leaders by constructing bulletin board displays that illustrate the leadership traits of various characters from historical fiction.
Visual/Spatial

23. Screening and Implementation Resources for Gifted and Talented
GT Program Guide located at
Standards for GT implementation located at
Renzulli Learning Scales located at

24. “Instructional Strategies” Resources for Gifted and Talented
Use enrichment activities found in all texts
Use extension activities found in units
Use “exceeds” levels of performance assessments as a baseline
Use “Extended Thinking” tasks

25. Success for ALL Students: Multi-tiered System of Supports
Tier 3: Intensive, Individualized Interventions
Individual students
Assessment Based
High Intensity
Intense, durable procedures
Tier 2: Targeted Group Interventions
Some students (at risk)
High efficiency (e.g. target skill instructions with progress monitoring)
A multi-tiered system of supports for ALL students includes a full range of interventions, programs, supports and/or services of a continuum of integrated and proactive supports to improve students’ academic and behavioral performance within and beyond classroom instruction – so every student has the opportunity to succeed.
This system may include:
Tier 1: Universal (80-90%)
All Students, All Settings
High quality core instruction
School-wide positive behavior supports
Differentiated Instruction
All students screened and monitored 3x year
Tier 2: Targeted (10-15% )
Some students
Small Group
Targeted Skill instruction
Behavior support interventions
Progress monitoring
Tier 3: Intensive, Individualized Interventions (1-5%)
Few students at this level
Small groups or individual
Increased intensity and duration
Specialized, individualized and intensive interventions
More frequent progress monitoring.
Tier 1: Core, Instructional Interventions
All Students, All Settings
Preventive, proactive support (e.g. school-wide behavior support, high quality core instruction, differentiate instruction, universal screening)

26. Multi-Tiered System of Instruction and Intervention
Tier INTENSIVE %
Few students
Small group or individual
Increased intensity and duration
Specialized, intensive interventions for high-risk behavior
Progress monitoring weekly or more
Tier TARGETED %
Some students
Small group
Targeted skill instruction
Positive behavior group interventions
Progress monitoring every other week
Tier UNIVERSAL %
A multi-tiered system of interventions provides guidance for delivering comprehensive, quality instruction for all students. The tiered Response to Intervention model is characterized by more intensive interventions and more frequent data collection as students move up the tiered continuum. An RTI framework is designed to provide evidence-based instruction and targeted interventions that lead to student success. Schools that develop their own multi-tiered system of interventions can benefit from developing a common language based on shared beliefs and perspectives.
All Students
High quality core instruction
School-wide and classroom discipline rules in place
Differentiated instruction
All students screened and monitored 3x year
Academics
Behavioral

27. Instructional Strategies (Marzano et al., 2001)
Recommendations for Classroom Practice
Identifying Similarities and Differences
Use the process of comparing, classifying, and using metaphors and analogies.
Summarizing and Note Taking
Provide teacher-prepared notes using a variety of formats, and graphic organizers.
Teach students a variety of summarizing strategies.
Engage students in reciprocal teaching.
Reinforcing Effort and Providing Recognition
Teach students the relationship between effort and achievement.
Provide recognition aligned to performance and behaviors.
Homework and Practice
Establish and communicate homework policy.
Design assignments that support academic learning.
Provide timely feedback.
Nonlinguistic representations
Provide students with a variety of activities such as creating graphic organizers, making physical models, generating mental pictures, drawing pictures and pictographs, engaging in kinesthetic activity.

28. Instructional Strategies Recommendations for Classroom Practices
(Marzano, et al., 2001)
Recommendations for Classroom Practices
Cooperative learning
Use a variety of small groupings (e.g. think-pair share, turn and talk, numbered heads together, jigsaw).
Combine cooperative learning with other classroom structures.
Setting objectives and providing feedback
Set and communicate objectives that are specific and flexible.
Include feedback elements of both positive interdependence and individual accountability.
Generating and testing hypotheses
Engage students in a variety of structured tasks such as problem solving, experimental inquiry, and investigation.
Ask students to explain their hypotheses and their conclusions.
Cues, Questions and Advanced Organizers
Use explicit cues.
Ask inferential and analytical questions.
Use stories, pictures, and other introductory materials that set the stage for learning.
Have students skim materials before the lesson.
Use graphic organizers.