The SLO Process Session 2

1. The SLO ProcessSession 2 Denver Public Schools Assessment, Research and Evaluation, 2014

2. Objectives • Learn to create an Objective Statement • Learn to determine Performance Criteria • Learn to develop corresponding Rubric • Learn to determine appropriate sources of Baseline Data

3. Review: What is the Student Learning Objective (SLO) Process? An improved process for DPS educators to set ambitious learning goals for students and measure their progress toward attaining them Two core elements of an SLO: • Determine what is most important for students to learn by the end of the year and • Measure student progress toward that goal throughout the year.

4. First steps • Select what is most important for your student to know by the end of the year. (Objective Statement) • Determine what it “looks like” when students reach the objective. (Performance Criteria) • Specify varying levels that students reach on their path toward meeting and exceeding the objective. (Rubric) • Gather data to determine students’ preparedness levels as they relate to the Objective. (Baseline Data)

5. The SLO Process

6. The Objective Statement • The Objective Statement is comprised of standard(s) and/or grade level expectation(s) and is a general description of what students will know and be able to do at the end of the course. • It includes at least one language domain (reading, writing, speaking, listening) and at least one language function (justify, explain, critique, etc.).

7. Suggested Resources for Writing Objective Statements • Standards: CCSS, CAS, WIDA, NextGen, CTE, etc. • DPS ELGs, Scope and Sequence , Assessment Blueprints • Teaching & Learning has identified Year-long Focus Standards for literacy, mathematics, social studies and science. • CMAS Assessment Framework, PARCC Blueprints • Sample Objective Statements and Performance Criteria • Located at testing.dpsk12.org/resources/SLO.html • Your school’s UIP (if available)

8. Sample - Selecting Standards • ELG.MA.4.NF.A: Extend understanding of fraction equivalence and ordering. (Major Cluster) • N.F.A.1: Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. • N.F.A.2: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. • CCSS.MATH.PRACTICE.3: Construct viable arguments and critique the reasoning of others • CCSS.MATH.PRACTICE.6: Attend to precision

9. Selecting Standards – Examining Vertical Progression

10. Sample - Objective Statement All students will be able to compare fractions, with like or unlike numerators and denominators, record the results using symbols, justify the conclusions orally and in writing, and solve simple word problems requiring fraction comparison.

11. Performance Criteria and Rubric • The Performance Criteria are a collection of 3-6 clear, specific, and measurable statements that describe how students will demonstrate that they have reached the Objective Statement. • The corresponding Rubric defines the various levels of development that students move through as they progress toward the Objective.

12. Suggested Resources for Performance Criteria and Rubric • Standards (used in Objective Statement) • WIDA Can Do Descriptors • PARCC Performance Level Descriptors • Curriculum • Existing rubrics

14. Objective Statement Performance Criteria All students will be able to compare fractions, with like or unlike numerators and denominators, record the results using symbols, justify the conclusions orally and in writing, and solve word problems requiring fraction comparison. • Students will compare fractions, with like or unlike numerators and denominators, by creating equivalent fractions with common denominators, or comparing to a benchmark fraction and generating equivalent fractions. • Students will demonstrate the use of conceptual understanding of fractional equivalence and ordering when solving simple word problems requiring fraction comparison. • Students will use symbols and academic language to express the results orally and in writing. • Students will use a logical progression of steps and academic language to justify their conclusions orally and in writing.

15. Corresponding Rubric

16. “Phase 1” for the SLO Application • Objective Statement, Performance Criteria and other relevant information • Submit Phase 1 for each SLO by October 31 The SLO Application is scheduled to go live on October 1st.

17. Baseline Data • How prepared are my students to learn the content in my Objective? • Sources of data with items and/or tasks that indicate students’ levels of preparedness as they relate to the Objective Statement • Include at least two different sources of Baseline Data for each Objective • E.g. previous year’s EOY Interim, TCAP, current performance in the SLO content area • Should be designed/selected collaboratively and scored using a common scoring rubric, if possible

18. SLO Timeline 2014-15 Ongoing Data Team Guidance and Support

19. Questions? ? Visit: http://testing.dpsk12.org/resources/SLO.html Email: slohelp@dpsk12.org