1. SLOs, Assessments and Rubrics
Low Incidence Network Meeting
September 23, 2014
Angie Chapple-Wang, SST 3
Meghan Shelby, SST 3
Kalee Miller-Jones, SST 3

4. Who’s in the room?
Find someone in the room you do not know. Pair up, find out, then share out:
Name
Position
District
Grade level/subject
What do you like to do when you are not teaching?
What do you hope to learn?
What do you plan to contribute?
Now introduce your “new friend”!!!

5. Updates AASCD—Science and Social Studies NEW Revised documents
SS grades 4 and 6
Science grades 5 and 8
Administration Training and Updates
Revised documents
Revised participation flow chart

6. Updates PARCC Accessibility Manual Graduation Options
Graduation Options
Handouts

7. Updates OLAC Diverse Learners Module Lesson and Unit Planning
Lesson and Unit Planning
ODE Diverse Learners page

8. So why are we talking about SLOs??

9. So why are we talking about SLOs??

10. What is a Student Learning Objective?
A Student Learning Objective (SLO) is a measurable, long-term academic growth target that a teacher sets at the beginning of the year for all students or for subgroups of students. SLOs demonstrate a teacher’s impact on student learning within a given interval of instruction based upon baseline data gathered at the beginning of the course. Each SLO includes:

11. The baseline and trend data;
The student population or sample included in the objective;
The period of time covered by the SLO;
The standards the SLO will align with;
The assessments that will be used to measure student progress;
The SLO should include assessments both to track student progress and make midcourse corrections (formative), and to indicate if the objective was met (summative).
The expected student growth; and
The rationale for the expected student growth.

12. Criteria for Selecting Assessments
1. Is the assessment aligned to both my students’ learning objective and to the appropriate grade- or content-specific standards? 2. Does the assessment allow high- and low-achieving students to adequately demonstrate their knowledge? In other words, does the assessment have enough stretch? 3. Is the assessment valid and reliable?

14. Course-Level or Targeted SLO
The student population or sample included in the objective
SLOs can apply to all students (course-level SLOs) or subgroups of students (targeted SLOs)
Students covered under a teacher’s SLO(s) must be proportional and representative of the teacher’s schedule

15. The standards the SLO will align with
This can be the OACS-E if the students’ course of study aligns with them but should also reference the aligned grade level standard statement in a learning progression

16. Formative assessment
The SLO should include assessments both to track student progress and make midcourse corrections (formative), and to indicate if the objective was met (summative).
For example, the types of assessments that are used in the TBT 5 step process or ANY teacher team/data team analysis process
Examples of TBT protocols that include OACS-E

17. Formative Assessment
SLO Assessment

18. Learning Progressions
Read the article:
Learning Progressions: Connecting Ongoing Learning to Assessment
While you read, mark your article
! Important
+ Agree
X Disagree
Talk at your table about things you found in common or different

19. Learning progressions help teachers determine a path for how student learning might move toward increased understanding over time with focused instruction.

20. Standards = end point
Learning Progressions = map/path

21. Learning progressions are different from standards and curriculum because they…
are developed (and refined) using available research;
are organized around the big ideas of each content domain and have clear binding threads that articulate development of essential/core concepts and processes;
articulate movement toward increased understanding (deeper or broader or generalizable transfer); and
go hand-in-hand with well-designed and well-aligned assessments.

22. Developing and applying a central theory about the nature of learning and knowing for students with significant disabilities should probably not begin with their disabilities, but with what we know about learning, regardless of disability
Hess, 2012

23. Evaluate the various grade band SLOs, assessments and TBT protocols and formative assessments
Use the Student Learning Objective (SLO) Template Checklist
Use Checklist for Selecting Appropriate Assessments
TBT protocol
Learning targets are identified
Assessment that matches learning targets
Strengths and weaknesses are identified
Shared expectations match the strengths and weaknesses
Implementation matches the expectations

24. Now you try…..
Begin to create SLOs and connected assessments using the OACS-E
Work in teams
We will provide feedback and support