Developing High Quality Student Learning Objectives

1. Developing High Quality Student Learning Objectives Kailua Intermediate School

2. WHY? Student Learning Objectives What is the purpose of Student Learning Objectives?

3. SLO CORE VALUE Teachers are at the heart of a child’s education and profoundly impact student achievement. Thus, a high priority is placed on the enhancement of our teachers’ professional practices and the structures that support them.

4. SLO Opportunities and Benefits What are the benefits of SLOs? • Research has shown a strong correlation between setting and working toward rigorous, targeted goals and student achievement. Student Learning Objectives provide a framework for identifying prioritized needs, instructional planning, progress monitoring and rigorous goal setting that impact student growth. • Student Learning Objectives provide the opportunity for all teachers to be able to: • Set an academic goal for a teacher’s students • Reflect the most important learning for the year (or semester) • Determine specific and measurable targets based on initial evidence of student readiness levels • Align goals to Common Core, state, or national standards, as well as any other school or complex priorities • Use data to monitor student learning progress • Differentiate instruction based on student needs

5. SLOs at the Core of Teaching and Learning Standards and Curriculum Common Core An SLO is at the heart of teaching and learning. It is not an add-on. STEM Induction & Mentoring Instruction SLO Assessments CSSS/RTI A Hawaii educator said, “SLOs align nicely to the 6 priority strategies.” EES: Observations FI/DT ART

6. Overall SLO Process

7. Essential Questions

8. SLO Updates: Template • Big idea has be omitted • Identification of DoK level • Expected targets are on a common record sheet • Assessment plan is requested

9. SLO Updates: Technical Guidance and Planning Document • Formerly known as SLO Planning Document • Document now provides additional technical information needed through the SLO process

10. SLO Updates: Rubric for Rating the Quality of SLOs • Learning goal addresses major learning of the course • DoK level 2 or higher for pre-kindergarten to grade 2; DoK level 3 or higher for grades 3 to 12 • Rules/agreements on how assessment measures will be combined

11. SLO Sample #1 at a Glance ACTIVITY: Take 3 minutes to look through the entire Gr. 5 writing SLO sample #1

12. Learning Goal Guiding Question What are the most important knowledge/skills I want my students to know and be able to do?

13. Interpreting the Planning Document P. 7 • What is the learning goal statement? • Learning goal statement: what students will be able to know, understand and do at the end of the interval of instruction that reflects the major learning of the course. • Does the learning goal reflect all major aspects of the identified standards? • Does the goal impact future grade levels and the demands of college and career readiness? • Does the goal cross disciplines? • Is the learning goal appropriate for the interval of instruction?

14. Review your Standards and Combine into a Learning Goal Statement • 2.NBT.1: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones; • 2.NBT.3: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. • 2.NBT.4: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. The Learning Goal Statement: Students will be able to read and write numbers using base-ten numerals and apply their understanding of place value by representing numbers pictorially (using symbols for base-ten block manipulatives), writing numbers in expanded form, locating a number on a number line, and comparing numbers.

15. Interpreting the Planning Document P. 7 • Include all content standards associated with this learning goal • List all standards that apply, including the text of the standards (not just the code). • Is there an identified standard/s that reflects major learning of the content? • Major learning is standards that reflect readiness (impact future grade-levels), leverage (cross-disciplines), and endurance (real-world application).

16. What is Considered Major Learning? Doug Reeves, Leader’s Guide to Standards

17. Endurance • Standards that provide students with knowledge and skills beyond a single test date. • Standards that encompass the learning that can be applied in real world or authentic situations. ACTIVITY: Use your content area standards to Identify an example of a standard that reflects endurance. Think about how the standard reflects endurance.

18. Leverage • Standards that provide knowledge and skills that will be valuable in multiple disciplines or content areas. ACTIVITY: Use your content area standards to Identify an example of a standard that reflects leverage. Think about how the standard reflects leverage.

19. Readiness • Standards that provide knowledge and skills that are critical for success in the next grade or level of instruction. ACTIVITY: Use your content area standards to Identify an example of a standard that reflects readiness. Think about how the standard reflects readiness.

20. Interpreting the Planning Document P. 8 • Explain the rationale for the learning goal. • How does the goal demonstrate major learning of the course? • Is the goal an area of need (i.e. academic plan, data-driven priority area)? • Identify Depth of Knowledge level (Pre-K to gr. 2- DoK level 2 or higher, Gr. 3 to gr.12- DoK level 3 or higher).

21. Know the Depth of Knowledge Levels P. 9

22. Depth of Knowledge Clip with Karin Hess https://vimeo.com/20998609

23. Depth of Knowledge Requirement Additional resources may be used to help determine the DoK of a standard: • Cognitive Rigor Matrix (reading, writing, math and Science) • CCSS Depth-of-Knowledge Levels for Four Content Areas Pre-Kindergarten to grade 2 = DoK level 2 or higher Grade 3 to 12 = DoK level 3 or higher

24. Interpreting the Planning Document P. 8 Identify the interval of instruction necessary to meet this learning goal. ☐ semester ☐ year-long ☐ other: multi-track, trimester, quarter course

25. Taking a Closer Look at Sample #1 ACTIVITY: Using the Technical Guidance and Planning Document and Rubric For Rating the Quality of SLOs, work with a partner to discuss how the learning goal is of acceptable quality.

26. Whole Group Sharing What makes sample #1 an acceptable learning goal?

27. Developing High Quality Student Learning Objectives: Assessment Component Kailua Intermediate School Hawaii Department of Education 2014

28. Desired Outcomes:

29. Assessment Component Guiding Question How will I know if my students have met the learning goal?

30. Focus on Assessment Plan of Sample #1 ACTIVITY: As a table group, analyze the assessment plan using the following questions as a guide: What does the assessment plan include? What are the attributes of the assessment component? Use attribute chart

31. Whole Group Sharing What are the attributes of the Assessment Component?

32. Interpreting the Planning Document P. 10 • Assessment Plan: • Describe each formative and summative assessment opportunity that will be used to measure student learning in relationship to the SLO Learning Goal. • What are the formative assessments that you will use to monitor student learning throughout the interval of instruction? • How often will it be collected? • What summative assessment/s will be utilized to measure mastery or proficiency levels of the learning goal? • Does your assessment plan include multiple types of evidence such as products, observations, and conversations? • Do you have scoring guides or criteria that defines levels of proficiency of the learning goal?

33. Defining an Assessment Plan An assessment plan defines how progress will be monitored throughout the interval. • Assessments • Criteria/Scoring guide • Time and frequency • Proficiency level attainment rules

34. Assessments Can be Formative or Summative FORMATIVE SUMMATIVE Evaluate Student Learning Inform Teaching Inform Learning Formal Informal Formal Informal • Statewide HSA “Bridge” / SBAC • ACT • End-of-Course Exams • Etc… • Chapter/Unit Tests • Projects • Performance Tasks • Etc… • Quizzes • Presentations • Kinesthetic Assessments • Student Portfolios • Student Conference • Etc… • Observations • Discussions • Exit Slips • Graphic Organizers • Think Pair Share • Etc…

35. An acceptable quality assessment plan reflects multiple instruments (of various types) that will be used throughout the SLO interval. • PRODUCTS: • Concept maps and frames • Science notebooks • Lab reports • Quizzes • Biological drawings Science Example Triangulation Of Data • OBSERVATIONS: • Science lab skills • Appropriate selection and safe use of science equipment • Attention and focus during demonstrations • CONVERSATIONS: • Group discussions about the digestive system • Oral presentations • Reflections in science notebook (conversation with self/teacher) • Use of scientific vocabulary Collected Over Time

36. Quality Assessment Criteria Review P. 12 Purpose- To ensure that SLO assessments and scoring are designed well to measure proficiency of the learning goal ACTIVITY: Take a few moments to review the 13 criteria on this document Circle one or two criteria that you may have questions about, need clarification on, or resonate with you

37. Quality Assessment Criteria Review P. 12 ACTIVITY: As a table group, have a discussion at your table about the criteria that you circled Discuss why certain criteria stand out for you.

38. Review Sample #1 with Quality Assessment Criteria ACTIVITY: As a table group, use the Quality Assessment Criteria to check if the assessments and rubrics are of high quality.

39. Whole Group Sharing What makes the sample #1 assessment and criteria acceptable?

40. Interpreting the Planning Document P. 11 Describe how assessments will be scored and combined to ensure fair and accurate levels of student attainment of the learning goal.

41. Evaluating Student Performance on a Body of Evidence At the end of the instructional period: • How should teachers consider and determine a student’s performance using multiple measures identified for evaluating him or her on the SLO learning goal? • Determine scoring rules for combining data across multiple assessments.

42. Developing Scoring Rules for Combining Information Across Assessments • Determine whether the content, cognitive processes and the DOK range in the evidence source identified matches closely with the SLO learning goal. • Identify the number of performance levels available for each data source. If this is missing, work in teams to determine appropriate cuts for scores that correspond to a performance level (develop a rubric to capture this scoring rule). • Report (provide information about) the results and performance outcomes achieved for each student in reference to each evidence source considered. • Define the number of performance levels for your SLO learning goal. Make sure you have good performance descriptors developed for each level. • Develop the scoring rules in consultation with data teams to consider information across the body of evidence collected.

43. Professional Judgment • Evaluating and reporting requires professional judgment in response to the following four issues: • What does the student know, what is she or he able to do, and what can she or he articulate? • What areas require further attention or development? • In what ways can the student’s learning be supported? • How is the student progressing in relation to the standards or development for students in a similar age range? “By looking for patterns and trends over time, based on multiple sources of reliable and valid evidence, the teacher can report in a professional manner.” ~ Anne Davies

44. Taking a Closer Look at Sample #1 ACTIVITY: Using the Technical Guidance and Planning Document and Rubric For Rating the Quality of SLOs, work with a partner to discuss how the assessment component is of acceptable quality.

45. Whole Group Sharing What makes sample #1 an acceptable assessment plan?

46. Developing High Quality Student Learning Objectives: Writing Expected Targets Kailua Intermediate School Hawaii Department of Education 2014

47. Desired Outcomes:

48. SLO Sample #1 at a Glance ACTIVITY: Take 3 minutes to look through sample #1 and entire accompanying record sheet.

49. Expected Target Guiding Question What are my learning expectations for each student?

50. Focus on Expected Targets of Sample #1 ACTIVITY: As a table group, analyze the record sheet using the following questions as a guide: What does the record sheet include? What are the attributes of the record sheet? Use attribute chart