RISE Student Learning Objectives from the Student Learning Objectives Handbook

1. RISEStudent Learning Objectives from the Student Learning Objectives Handbook

2. Group 3 Teachers:No Growth Model Classes 75% Teacher Effectiveness Rubric 20% Student Learning Objectives 5% School Wide Learning Measure

3. Student Learning Objective • Long term academic goal • Specific and Measurable • Based on available prior student learning data • Aligned to State Standards • Based on growth and achievement whenever possible

4. 2 Types ofStudent Learning Objectives • CLASS: mastery goal based on students’ starting points – covering all of Indiana Content Standards • TARGETED: growth/achievement goal that covers all or subset of Indiana Content standards targeted at students with low levels of preparedness

5. CLASS Defines what content mastery looks like Accounts for learning of all students and all content standards

6. TARGETED Learning progress made by students with inadequate preparation andbehind grade level Centers on type of content students who are minimally prepared need the most

7. The Student Learning Objective process in RISE has five steps: • Step 1: Choose quality assessments • Step 2: Determine students starting points • Step 3: Set the Student Learning Objectives • Step 4: Track progress and refine instruction • Step 5: Review results and score

8. STEP 1 Choose Quality Assessments Pre-Approved Assessments Evaluator Approved Assessments

9. STEP 1 Criteria Alignment and Stretch: The assessment covers all key subject/grade-level content standards (alignment), and partly assesses pre-requisite objectives from prior years and objectives from the next year/course (stretch). STANDARDS ALIGNMENT AND COVERAGE CHECK FORM Rigor and Complexity: The assessment’s items, tasks, and rubrics are appropriately challenging for the grade-level/course (rigor), and include items or tasks that require critical thinking and deep levels of student understanding (complexity). ASSESSMENT RIGOR ANALYSIS – DEPTH OF KNOWLEDGE FORM Format captures true mastery: The assessment is written clearly, is feasible in the amount of time allotted, is free from bias, has specific scoring guidelines or rubrics that articulate what students are expected to know and do, and differentiates between levels of knowledge/mastery. GRADING RUBRIC WITH CONTENT MASTERY STANDARD ASSESSMENT APPROVAL CHECKLIST FORM

10. STEP 2 Determine Starting Points Low level of preparedness: Students who have yet to master pre-requisite knowledge or skills needed for this course Medium level of preparedness: Students who are appropriately prepared to meet the demands of the course High level of preparedness: Students who start the course having already mastered some key knowledge or skills

11. STEP 2 Evidence Collect multiple forms of evidence using professional judgment when deciding which types of information would be helpful in determining students’ starting points. By using multiple sources of evidence, a more comprehensive picture will result in a student’s true starting point. • Results from beginning of course (BOC) diagnostic tests or performance tasks • Results from prior year tests that assess knowledge and skills that are pre-requisites to the current subject/grade. • Results from tests in other subjects, including both teacher- or school-generated tests, and state tests such as ISTEP, as long as the test assessed pre-requisite knowledge and skills. • Students grades in previous classes, though teachers should make sure they understand the basis for the grades given by students’ previous teachers. STARTING POINTS FORM

12. STEP 3 Set the CLASS SLO At least __% of students will achieve an 85/100 or better on the assessment.

13. Focus on those students who need the most and best instruction - that began the course inadequately prepared and/or at a low level of preparedness. • Focus on a subset of content standards - a few key content standards - set a goal that best meets the specific learning needs of students of the targeted population. • May choose any assessment that is approved by the evaluator, which may or may not be the same assessment used for the Class Objective. STEP 3 Set the TARGET SLO STUDENT LEARNING OBJECTIVE FORM

14. STEP 4 Tracking Progress and Refining Instruction • How are your students progressing toward your Student Learning Objectives? How do you know? • Which students are struggling/exceeding expectations? What are you doing to support them? • What additional resources do you need to support you as you work to achieve your Student Learning Objectives? • The mid-course check-in is also an opportunity for teachers to submit evidence of current student learning to their evaluators. • MID-COURSE CHECK IN FORM

15. STEP 5 Reviewing Results and Scoring Compile the results of the assessment used for the Class and Targeted Objectives. Rating the Targeted Objective requires the professional judgment of the evaluator - teachers have the option to compile additional evidence of student learning that will help inform evaluators’ decisions. This evidence might consist of additional graded student assessments, classwork, or student work products. END OF COURSE REVIEW FORM READ THE SLO HANDBOOK!!!