SLOs, Assessments and Rubrics

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?

5. Updates • AASCD—Science and Social Studies NEW • SS grades 4 and 6 • Science grades 5 and 8 • Administration Training and Updates • Revised documents • http://oh.portal.airast.org/oh_alt/resources • Revised participation flow chart • http://oh.portal.airast.org/oh_alt/wp-content/uploads/2014/09/AASCDParticipationCriteriaFlowChartFinal082514.pdf

6. Updates • PARCC Accessibility Manual • http://www.parcconline.org/parcc-accessibility-features-and-accommodations-manual • Graduation Options • http://education.ohio.gov/Topics/Special-Education/Ohio-Core-and-Students-with-Disabilities • Handouts

7. Updates • OLAC Diverse Learners Module • http://www.ohioleadership.org/ • Lesson and Unit Planning • http://literacy.nationaldb.org/ • ODE Diverse Learners page • http://education.ohio.gov/Topics/Special-Education/Diverse-Learners

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. Standards • The standards the SLO will align with • This can be the OACS-E if the students’ course of study aligns with thembut 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

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