1. Student Learning Objectives (SLOs) “101” 2015-16

2. 2 Outcomes Articulate the relationship between DDI and SLOs Understand key changes (timeline, district models, LEAP) to SLOs this year Be prepared to begin SLOs for 2015-16

3. DATA DRIVEN INSTRUCTION (DDI) “The use of standards and culturally and linguistically appropriate assessments to generate formative data that measures student learning and drives ongoing instructional improvements.” (DPS Strategic Plan) 3

4. STUDENT LEARNING OBJECTIVES (SLOS) Course-long learning objectives set by teachers to identify and then monitor student progress along a learning progression towards critical learning outcomes 4

5. MOST IMPACTFUL FORMATIVE ASSESSMENT PRACTICES Where are students going? –Students know their own learning goals. [SLO Objective Statement and Learning Progression Rubric] Where are students now? –Identify strengths and learning needs. –Provide descriptive feedback. [SLO Baseline Data and Preparedness Levels, Ongoing DDI] How do we help students meet learning goals? –Focus instruction. –Practice with feedback. –Students track and reflect on their own learning. [Using the Learning Progression Rubric and information collected for the SLO Body of Evidence, adjust instruction appropriately, ongoing DDI] 5

6. We need to know where we are going (SLOs). We need to know how to get there (DDI). When we use both, we improve instruction faster and move students quicker.

7. Standards Learning Objective Where are my students going? Where are my students starting? Where are my students now? Baseline preparedness Instructional planning Determine growth toward learning objective Assignments, assessments, tasks, observations Impacted Instruction Focused Differentiated Ongoing DDI Where are my students now? End of Course What do I teach next?

8. 1999 SGOs 2013 SLO Pilot 2014 whole district SLO learning year Standards Embed SLOs into every day teaching and learning Body of Evidence Multiple measures give a truer sense of what the student knows Collaboration Improve the quality of data collection and data use Support System Support and guidance from various roles across the district EVOLUTION AND IMPLEMENTATION OF SLOS 8

9. 2014-15 SLO STRUGGLES AND RECOMMENDATIONS FOR IMPROVEMENTS RecommendationHow it’s being addressed Develop a bank of sample SLOs, tasks and rubrics for teachers to access. District model SLOs, including Objective Statement, Learning Progression Rubric will be available before school starts for most contents and grade levels. Performance Based Tasks are also being created to match district model SLOs. Consider allowing teachers to only complete one SLO. Teachers will be required to complete one SLO for 2015-16 for the purposes of LEAP, with the option of doing two. Start the SLO Process before the school year begins.ARE highly recommends school leaders and teachers select SLOs before students arrive. Build a more nimble SLO platform that would help reduce the amount of paperwork involved. The SLO Application has been drastically streamlined for the upcoming school year to only carry the necessary information; additional information should be agreed upon at school sites, and tracked in a manner that teams and school leaders think is most appropriate to the Objective. 9

10. In 2014-15, the SLO Process was seen as an add on; something in addition to and redundant of the work teachers were already doing. This year, the works lies in connecting SLOs to DDI, as a vehicle for deep standards implementation in all classrooms.

12. Observations Professionalism Student Perceptions Student Learning Objectives District Growth SLOs in LEAP in 2015-16 2015-16 SLOs Primary Student Growth measure for all teachers in 15-16 Teachers can choose to complete 1 or 2 SLOs With new legislation, all Colorado districts will incorporate student growth as 50% of teacher performance ratings In 2014-15, districts could weight this component lower or not include it at all Legislation also prohibits use of 2014-15 CMAS results except as a baseline for growth in 2015-16

13. SLOS IN LEAP 2015-16 13 For each student, what growth does s/he make throughout the year? Baseline Preparedness Level End Of Course Command Level Each student should leave the course as, or more, prepared for the next course than s/he entered.

14. MODEL SLOS AND PERFORMANCE BASED TASK RESOURCE BANK Based on feedback from teachers, teacher leaders, and school leaders after the first year of SLO implementation, DPS has worked to create a bank of district model SLOs from which teachers can select their SLOs or utilize the district models as over 100 district model SLOs for varying content areas and grade levels! Each model SLO includes an Objective Statement and associated standards, Performance Criteria, Learning Progression Rubric, and a correlating Performance Based Task (PBT). Please note, the current district model SLOs support the 2015-16 DPS Priority Standards (R.1, W.1, SL.1, L.6, and SMPs 1 and 6). https://departments.dpsk12.org/are/slowiki/wiki/Home.aspx 14

15. A STRONG OBJECTIVE STATEMENT… is grounded in the content and standards of a teacher’s subject area. is important: – centered core learning that is critical for success next year, – and high in rigor, requiring deeper level, meaningful thinking by the student. 15

16. A STRONG LEARNING PROGRESSION RUBRIC… 16 aligns with the Objective, learning activities and performance tasks. captures the milestones that kids should be reaching as they progress toward the Objective. qualitatively, rather than quantitatively, describes the stages of learning.

17. STRONG BASELINE DATA… Is varied: –Three or more sources; –Information from: assessments, student work, portfolios from previous years, etc.; –Likely a learning task from the first unit of study for the course; Is generally aligned with the content of the Objective; And is appropriate for the student’s language proficiency level. 17

18. BASELINE PREPAREDNESS LEVELS Baseline preparedness is about general readiness, not specific competence on standards of the SLO. –This general readiness (including language proficiency) contrasts with the very specific and closely aligned assessment needed for the Body of Evidence to determine growth. Use the Determining Baseline Preparedness Levels ProtocolUse the Determining Baseline Preparedness Levels Protocol 18

19. BASELINE PREPAREDNESS LEVELS, CONT. 19 PREPAREDNESS LEVEL AND PRIMARY DEFINITION IF NATURAL PREREQUISITE COURSE EXISTS, COMMAND LEVEL FROM PREVIOUS YEAR GENERAL GRADE-LEVEL EQUIVALENT AND READINESS FOR THE COURSE/GRADE CONNECTION TO LEARNING PROGRESSION OR SUPPORT NEEDED AHEAD: Students who enter the course/grade with a deep command of the prerequisite knowledge and skills for the course/grade. These students are able to apply previous learning to a variety of contexts. Most likely at Distinguished Command in the previous year Distinctly ahead of grade level for the course/ grade May already have mastered some course material shown on the current grade level learning progression rubric PREPARED: Students who enter the course/grade with sufficient prerequisite knowledge and skills for the course/grade. Students are academically prepared to engage in the content area of the SLO. Most likely at Strong Command in the previous year Considered ‘on-grade level’ for the course/grade and is ready to appropriately engage in grade-level material. Ready to appropriately engage in grade level material for the course SOMEWHAT PREPARED: Students who enter the course/grade has some, but not all, prerequisite knowledge and skills for the course/grade. Most likely at Moderate or Limited Command in the previous year Less than one year behindLikely needs some support to engage successfully in the content area of the SLO

20. BASELINE LEVELS OF PREPAREDNESS, CONT. 20 PREPAREDNESS LEVEL AND PRIMARY DEFINITION IF NATURAL PREREQUISITE COURSE EXISTS, COMMAND LEVEL FROM PREVIOUS YEAR GENERAL GRADE-LEVEL EQUIVALENT AND READINESS FOR THE COURSE/GRADE CONNECTION TO LEARNING PROGRESSION OR SUPPORT NEEDED UNDERPREPARED: Students who enter the course/grade with minimal mastery of the prerequisite knowledge and skills for the course/grade. Most likely at Limited or Below Limited Command in the previous year 1-2 years behind In many cases, these students will be identified by the READ ACT as 1-2 years behind Likely requires substantial support to engage successfully in the content area of the SLO Feeder-course* learning progressions may be a useful resource for initial monitoring of student learning SIGNIFICANTLY UNDERPREPARED: Students who enter the course/grade with particularly minimal mastery of the prerequisite knowledge and skills for the course/grade. At Below Limited Command in the previous year More than two years behind In many cases, these students will be identified by the READ ACT as two or more years behind Likely requires adjusted learning activities and targeted support to engage successfully in the content area of the SLO Feeder-course* learning progressions may be a useful resource for year-long monitoring of student learning

21. The Long-Term Goal portion of the SLO, including Objective Statement, Performance Criteria, Baseline Data and Baseline Preparedness Levels should be submitted via the SLO Application by September 30.SLO Application

22. QUESTIONS? EMAIL SLOHELP@DPSK12.ORG WWW.DPSARE.COMSLOHELP@DPSK12.ORG WWW.DPSARE.COM