Writing S tudent L earning O bjectives ( SLO s) George Lohmann, Presenter

1. Writing Student Learning Objectives (SLOs) George Lohmann, Presenter

2. Agenda ►SLOs and the APPR ►Overview of SLOs ►Elements of SLOs ►The Rubric ►Writing SLOs ►Rating Your SLO

3. Close Reading?

4. Close Reading? This training session will focus exclusively on writing SLOs.

5. Outcomes ►Identify the role of SLOs within the APPR ►Identify the Function of SLOs ►Identify and Explain the Elements of SLOs ►Examine the Rubric ►Write an SLOs ►Evaluate Your SLO

6. Today’s Schedule 9:00-9:30 SLO Basics 9:30-10:50 SLO Elements Explained 10:50-11:00 Break 11:00-11:30 Examining the Rubric 11:30-12:15 Writing Your SLO 12:15-12:45 Lunch (Q & A from 4 corners) 12:45- 2:00 Resume Writing Your SLO 2:00-2:25 Evaluating Your SLO 2:25-2:30 Training Evaluation

7. Four Corners Southeast Corner ► What’s an SLO? Southwest Corner ► I can see a purpose for SLOs. Northwest Corner ► Seeing is believing. Northeast Corner ► SLOs are God’s gift to education.

8. Southeast ► Make a list of what you think you need to know.

9. Southwest ►Make a list of what you think might be useful/benificial in using SLOs.

10. Northwest ►Make a list of what it would take to make you a believer.

11. Northeast ►Make a list of the reasons why you are so optimistic about SLOs.

12. CommercialBreak ► Summer Reading Opportunities

13. What Are SLOs? A Student Learning Objective (SLO) is an academic goal set by a teacher for his/her students at the start of a course— ►Represents the most important learning for the year ►Is based on available prior student learning data ►Is specific and measurable ►Aligns with Common Core, state and/or national standards, as well as any district or school priorities

14. CTAC ►The Community Training and Assistance Center (CTAC) developed the concept of Student Learning Objectives (SLOs) and trained Network Teams and Teacher Center Directors how to write and use them. http://www.ctacusa.com/slos.html

16. The Teaching Standards and SLOs

17. Value Line ► FAR LEFT = I know EXACTLY how SLOs fit within the APPR framework. ► FAR RIGHT = I know ABSOLUTELY NOTHING about how SLOs fit within the APPR framework. ☻ Take “SLO Connections to the NYS Teaching Standards with you. ☻ Arrange yourself on the spectrum.

18. Teacher Evaluation Components Could Also Apply

19. Alignment of Annual Goals: District, School, Teacher

21. Application of SLOs within APPR

22. You Animal, You! Find Your Kin.

23. Elements of SLOs ► Student Population ► Learning Content ► Interval of Instructional Time ► Evidence ► Baseline ► Targets ► HEDI Criteria ► Rationale

24. Student Population ► Which students are being addressed? ► These are the students assigned to the course section(s) in this SLO. ► All students assigned to the course section(s) must be included in the SLO. ► A full class roster of all students must be provided for all included course sections.

25. Population Considerations ► What are the current skill and knowledge levels of these students and how will this impact the target and learning content? ► What identifiable subgroups—disabled, ELL and/or poverty—exist within this population? ► How will instruction be differentiated to meet specific student learning needs?

26. Learning Content ► Drives the SLO process ► Indentifies the Standards and Performance Indicators ► Includes Common Core Learning Standards (CCLS), Content State Standards and National Standards as applicable

27. Learning Content Reflections ► How do you succinctly define “learning content”? ► How does a focus on learning content support the improvement of teacher practice? ► How does a focus on learning content inform evaluators of teacher practice?

28. Learning Content Considerations ► To what extent is the content central to this and future coursework, as well as college and career readiness? ► How deeply and thoroughly will the standards be reflected in the teaching, learning, and assessments? ► What instructional approaches are prioritized? ► Why and how are these instructional approaches most likely to support the targeted students in mastering these standards?

29. Learning Content Considerations ► What portion of the course’s standards is to be selected and why? ► How is the current knowledge and skills of the targeted students informing the selection? ► What are the most critical aspects for the development of these students in this content this year? ► To what extent is the learning content specific and measureable?

30. Interval of Instructional Time ► Time frame within which the learning content will be taught ► Generally one academic year (September through June), unless the course is set as a semester, quarter, etc.

31. Interval of Instructional Time Considerations ► How will key learning experiences be sequenced over the course of the interval? ► What is the best scope and sequence to ensure this population achieves the targeted content within this interval? ► How will formative assessment and reflection on data influence instructional decisions during the interval?

32. Evidence ► The evidence required here are the assessments to be used for determining the students’ level of learning growth. ► It includes a list of specific pre-assessment(s) and summative assessments(s) that will be used to provide baseline and summative data for the SLO. ► Districts and B.O.C.E.S. must verify comparability and rigor for any assessments they develop.

33. Evidence Considerations ►How aligned and authentic are the assessment items to the learning content? ► How valid and reliable are the assessments? ► Are the selected assessments from an approved list of allowable options? ► Are they verifiable as comparable and rigorous? ► What, if any, administration accommodations must legally be made for individual students? ► Have procedures been established to ensure those with a vested interest do not score student assessments?

34. Evidence Reflection ► What is the role of formative assessment in evidence gathering? ► How does the focus on evidence support improved instructional practice? ► How do educators balance evidence gathering with instruction? ► How does the focus on evidence inform evaluators of instructional practice?

36. Baseline ► Starting level of the students’ knowledge and/or skill of the learning content at the beginning of the instructional period ► Must describe how students performed on the indentified pre-assessment(s) for the learning content, including any additional data that informs the SLO development ► Actual baseline scores for each student are required.

37. Target(s) ► Expected outcome (target) of the students’ level of knowledge and/or skill of the learning content at the end of the instructional period ► It is the achievement goal on the summative assessment expressed numerically articulating the amount that students must grow during the instructional interval. ► The actual final scores for each student are required.

38. Target Considerations • Consider decisions for quantifying a year’s worth of growth for one or more content areas. Consider the following options of many: • ►Percent increase from pre- to summative assessment scores • ►Maintaining the same stanine or place within an achievement level on a standardized test • ►Moving one grade level equivalency • ►Mastery, such as 75%, of certain key standards for a course

39. Target Considerations ► Is the target rigorous enough to ensure that all students are on track to achieve college and career readiness? ► To what extent does the target align with school and district goals and expectations? ► How well does the target for this population prepare students for success in future progressions, i.e., next grade level or level of study, within the same content? ► How is the current knowledge and/or skill of the population informing the target? ► What professional development, resources, and/or other support are going to be used to meet the target?

41. HEDI Scoring ► The point scale (20) used by evaluators to determine to what degree student performance met the targeted goal: • Student Achievement Well Above Goal = Highly Effective (18-20) • Student Achievement Goal Met = Effective (9-17) • Student Achievement Below Goal = Developing (3-8) • Student Achievement Well Below Goal = Ineffective (0-2)

42. HEDI Considerations ► How high are the expectations for all students? ► Are these expectations realistic yet rigorous? ► Are the allocated points objective, reasonable and achievable? ► What is the rationale used to differentiate point values?

43. HEDI Scoring Say the target is 80%. What’s wrong with this picture?

44. HEDI Scoring From Theatre Example with target set at 80%.

45. HEDI Scoring ► Bottom Line: Administration must agree with your point spread.

47. Rationale ► A description of the reasoning behind the decisions regarding learning content, evidence and target and how they will be used together to prepare students for future growth and development in subsequent grades/courses, as well as college and career readiness

48. Rationale Considerations ►Is the rationale at a thoughtful level of detail resulting in defensible decisions in the formation of the SLO? ► Does it explain how learning content and target(s) align to future coursework and college and career readiness? ► Does it include plans for ongoing reflection on student progress and the use of that information to differentiate instruction to ensure students’ targets are met?

50. The SLO Evaluation Rubric