Welcome to the Student Learning Objectives Writing Project

1. Welcome to theStudent Learning Objectives Writing Project Connecting the Dots March 22, 2013

2. SLO Team Presenters Beckie Heimlich • Special Projects Coordinator, North Point ESC • rheimlich@npesc.org Kim Kovin • School Improvement Consultant, ESC of Lake Erie West • kkovin@esclakeeriewest.org Chad Rex • School Improvement Consultant, ESC of Lake Erie West • crex@esclakeeriewest.org Michelle Shafer • Director of Center for Teaching and Learning, ESC of Lake Erie West • mshafer@esclakeeriewest.org

3. Student Learning Objectives Writing Project Members ESC of Lake Erie West North Point ESC Wood County ESC Student Learning Objectives Writing Project Western BuckeyeESC

4. Western Partner Districts ESC of Lake Erie West • Anthony Wayne • Maumee • Oregon • Ottawa Hills • Perrysburg • Rossford • Springfield • Sylvania Western Buckeye ESC • Lincolnview Wood County ESC • Eastwood • Elmwood • Lake • Northwood • North Baltimore • Otsego Penta College and Career Center

5. Eastern Partner Districts North Point ESC • Bellevue • Benton-Carroll-Salem • Clyde-Green Springs • Danbury • Edison • EHOVE College and Career Center • Fremont • Genoa • Huron • Lakota • Margaretta • Monroeville • New London • Norwalk • Perkins • Port Clinton • Put-In-Bay • Sandusky • South Central • Vermilion • Western Reserve • Willard • Woodmore • Lorain City Schools

6. Collaboration around a Common Need Fall 2012 School Improvement Consortium meetings at ESC of Lake Erie West “If we all need to do this work, then let’s explore how we could do it together” ….but we don’t want our teachers to be out of their classrooms any more than they already are!

7. Creating a Common Vision OTES Big Picture Meetings October, 2012 End Products • What do you see as end products? • What do you expect in 2013: by January, by June, by September, by November? Decisions • What decisions does the consortium make together? • What must be done at the district level?

8. Creating a Common Vision Roles • What role do you see for the ESC? • What do you see as your role within the consortium? • What do you see as the teachers’ roles within the consortium? Time • What kind of time do you anticipate this collaborative work to require from you? • From the ESC? • From your teachers? Team • Who needs to be around the table for SLO creation?

9. SLO Writing Project Goals and End Products • Online bank of high quality assessments & associated SLOs • Collaboration among regional teachers • Increased aptitude within online learning environments

10. SLO Writing Project Timeline

11. Seeking Partnerships and Funding November 2012- January 2013 • North Point ESC joins as Eastern co-lead • Wood County ESC joins as partner • Funding sought from Martha Holden Jennings Foundation

12. Research and Development Nov 2012-Feb 2013 • Content of Professional Development • PD Delivery Model • Online Learning Management Systems • http://www.trimeritus.com/vendors.pdf

13. Project Overview-Two Teacher Cohorts Cohort 1 • K-2 ELA, Science, Math, Social Studies • K-12 Art, Music, PE/Health Cohort 2 • 3, 9-12 Math, ELA • 3-12 Science, Social Studies • JH-HS World Language • Miscellaneous

14. Project Overview-PD Delivery Model Blended Approach • Face-to-Face Meeting • SLO Writing Cycle (online) Cycle for Cohort 1 (March - April 28) Cycle for Cohort 2 (May - June 28)

15. Project Overview- Blended PD Delivery Model

16. Project Overview- Online Learning Management Systems FinalSix Canvas-Moodle-iQuity-MyBigCampus-Edmodo-BaseCamp Collaboration - Does it have built-in tools that are needed? User-Friendliness - How intuitive is the site? What is the "usability" level? Big learning curve? Functionality - Permission levels? Reporting? Accommodate a high number of users? IT setup, speed, performance, security, privacy? Investment - Direct and Indirect Costs? Total Cost of Ownership (i.e., IT support, scaling up/training users, involvement and/or knowledge levels)

17. Project Overview- PD Content Face-to-Face Meeting Morning (8:30-11:30) • SLO Overview-Modules 1 and 2 • SLO Worthy Big Ideas and Skills Afternoon (12:30-3:30) • Assessments to measure SLO Worthy Big Ideas and Skills • Using Canvas to follow the SLO Writing Cycle

18. Project Overview- PD Content Face to Face Meeting—Morning SLO Overview- AIR Modules 1 and 2 • Adapted to specific content areas SLO Worthy Big Ideas and Skills • Guiding questions as teachers work in their standards

19. Project Overview- PD Content “All SLOs should be broad enough to represent the most important learning or overarching skills, but narrow enough to be measured” -A Guide to Using Student Learning Objectives as a Locally-Determined Measure of Student Growth, Ohio Department of Education, 2012

20. What are SLO Worthy Concepts and Skills? Project Overview- PD Content • Two critical questions for every teacher team • Which key concepts and important skills should we focus on for SLOs? • What assessments will measure these concepts and skills?

21. What are SLO Worthy Concepts and Skills? Resist the temptation to just get it done Decide on what big ideas first THEN Go looking for the best ways to assess Big Ideas SLOs

22. SLO Worthy—Worksheet to guide conversations

23. Big Ideas Activity- • Individually: • Post-its with key concepts and important skills for each subject area/grade level • As a grade level: • Categorize your key concepts and impt skills • Prioritize the categories • On Chart paper, display the big ideas that you are going to focus on as a grade level/subject area

24. Project Overview- PD Content Face to Face Meeting—Afternoon Assessments to measure SLO Worthy Big Ideas and Skills Using Canvas to follow the SLO Writing Cycle

25. Alignment Scenario Mr. Hinton is a second grade music teacher. • The curriculum covers the 2012 Visual Arts standards. • By the end of the course, students should be able to play, sing, and move to music to demonstrate how it communicates meaning: create music; listen to and study various forms of music; and form and express opinions about music. • An available 30-question assessment has 10 multiple-choice questions focused on music in various cultures and 20 multiple-choice questions about music appreciation. Is this assessment sufficiently aligned with the content and skills of the course?

26. Stretch Scenario Ms. Simpson teaches vocal music. Most of her students are freshmen and sophomores. • Her pre-assessment indicates that although most of her students at the HS beginning level in their skills, several students are not yet at the beginning level. Many students are already working on developing skills. • The selected post-assessment: • Covers HS beginning and some developing content standards. Does this assessment have enough stretch?

27. Evaluating Assessments Activity • Review each scenario in Handout 2.2. • With a partner, discuss the questions that accompany each scenario.

28. Locating Assessments

29. High Quality Assessments • Performance • Product • Piece of writing • Portfolio • Test --Multiple Measures--

30. SLO Worthy—Worksheet to guide conversations

31. Online Assessment Pool

32. Assessment Rating Rubric

33. Assessment Rating Rubric Individually: Use the Assessment Rating Rubric to score the assessment samples that you have at your table. 2. Pair up: Compare scores and share your thinking. 3. As a grade level: Compare scores and collaboratively determine one that you rate the highest.

34. Online SLO Writing Cycle

35. Online SLO Writing Cycle Blended Professional Learning Community Asynchronous collaboration Flexible collaborative environments End Products: High Quality Assessment + SLO (partially completed) 3 per grade level/subject area/course

36. Developing Our Online PLC Norms • What are the characteristics of a good group member (in an online environment)?

37. Google Docs • Online word processing document • Shared access • Collaboratively create, edit, communicate • Seamless integration with Canvas….you will be there but won’t have to leave Canvas to get there

38. Getting into Canvas • Chrome—Firefox—Safari—Internet Explorer BEST---------------------------------------NOT GREAT • Logging in: escsloproject.instructure.com • Bookmarking: save url as a bookmark for easy access. • Setting up Google Collaborations: • SettingsSettingsScroll down to CollaborationsSelectGoogleFill in information

39. Home Page for Each Course

40. SLO Writing Cycle

41. Step 1: SpeedGrader

42. Step 1: SpeedGrader

43. Step 1: SpeedGrader

44. Step 1: SpeedGrader

45. Step 1: Teams review and rate online pool of assessments You TryAssessment Review • Use SpeedGrader to: • Add a comment • Use the rubric to do a rating • Send a message to your online facilitator

46. SLO Writing Cycle

47. You TryDiscussion for the Selection Process • Step 2: Select, Modify, Create HQ Assessments • Go to Discussions • Read through the questions to be answered in the Step 2 Discussion • Post a comment, and add a file or media comment if you want

48. Step 2a: Discuss and Select

49. Selection Process • Step 2: Select, Modify, Create HQ Assessments • Select As Is • WootWoot…go on to SLO Template (Step 3)!

50. Selection Process • Step 2: Select, Modify, Create HQ Assessments • Need to modify? • Go to Collaborations and do your copy, paste, edits, etc. in Google Docs • Need to create? • Go to Collaborations and do your creation within Google Docs