student learning objectives (slo) ppt source: dr. cathleen cubelic [email protected]...

Student Learning Objectives (SLO) PPT SOURCE: Dr. Cathleen Cubelic [email protected] [email protected] VALLEY GROVE SD 2014 ~ SLO Workshop

Our Objectives Understand what is an SLO Understand Process: Design, Build, & Review Consider Assessment Quality and Purpose Examine Webbs DOK in reference to Assessment Collaborate for implementation Build the SLO on the Template Use online tools 2

SLO & Assessment Literacy Pre-Test 3

Student Learning Objectives MIND DUMP What do you know? What have you heard? What have you researched? Why are we doing this? Anything else? 4

Student Learning Objectives YOUR SLO 5 written specific to you and a specific class/course/content area for which you teach. Every teacher designs one. Collaborative development is encouraged. Design, Build, Review Repeat next year/cycle In the interest of all students To improve the program Knowing the good teaching matters most

The Rating Tool PDE 82-1 2014-15 PVAAS Rostering 8

The SLO in PA is written in relationship to a specific teacher and a specific class/course/content area for which that teacher provides instruction. 9

The PSSA test doesnt completely measure my effectiveness. SLO CONCEPTS STUDENT ACHIEVEMENT can be measured in ways that reflect authentic learning of content standards. EDUCATOR EFFECTIVENESS can be measured through use of student achievement measures 10

SLO Definition A process to document a measure of educator effectiveness based on student achievement of content standards. 11

The SLO process contains three (3) action components: 1.Design (ing): thinking, conceptualizing, organizing, discussing, researching 2.Build (ing): selecting, developing, sharing, completing 3.Review (ing): refining, checking, updating, editing, testing, finalizing SLO Process 12

Student Learning Objectives Components Goal Statement big idea of what the SLO is based on Endurance Learning has worth beyond the assessment Leverage Content has value across disciplines Readiness Provides knowledge/skills necessary for success at future levels of instruction Performance Measures Assessments used to measure student achievement Performance Indicators Articulated target for student achievement Effectiveness Rating Translation of number of students meeting performance Indicators How many met target and what does that mean? 13

Student Learning Objectives Assessment Literacy 14

Student Learning Objectives Assessment Literacy 15

What is RIGOR? Rigor in the classroom Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so that he or she can learn at high levels, and each student demonstrates learning at high levels. -Barbara Blackburn, 2008

Rigor can be accomplished by: Increasing the complexity of thinking in Course content learning progressions and appropriate leveled text for challenge Instruction activities promote critical thinking, communication building, applying integrated ideas, application of concepts, promoting responsibility Assessment aligned to instructional targets, engages with academic content, requires extended and elaborated responses.

Blooms Taxonomy Old(1950s)New (1990s) HANDOUT: the laminated charts show you a comparison of BLOOMs TAXONOMY with WEBB S DEPTH OF KNOWLEDGE.

COMPARISON BLOOMs KEY POINTS: 6 levels Different sources list different verbs The same verbs appear as examples in more than one cognitive level This overlap indicates that focusing ONLY on verbs to determine what is the level of cognitive demand is not fully adequate. WEBBs KEY POINTS: The DOK is NOT determined by the verb (Blooms) but by the context in which the verb is used and in the depth of thinking that is required. Names 4 different ways students interact with content. Each level is dependent upon how deeply students understand the content

DOK is about what follows the verb... What comes after the verb is more important than the verb itself Analyze this sentence to decide if the commas have been used correctly does not meet the criteria for high cognitive processing. The student who has been taught the rule for using commas is merely using the rule.

Same Verb 3 different DOK levels DOK 1- Describe three characteristics of metamorphic rocks. (Requires simple recall) DOK 2- Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types) DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle and a determination of how best to represent it)

DOK is about intended outcome, not difficulty DOK is a reference to the complexity of mental processing that must occur to answer a question, perform a task, or generate a product. Adding is a mental process. Knowing the rule for adding is the intended outcome that influences the DOK. Once someone learns the rule of how to add, 4 + 4 is DOK 1 and is also easy. Adding 4,678,895 + 9,578,885 is still a DOK 1 but may be more difficult.

WEBBS DOK RESOURCES Online Search tons of resources Laminated Charts Webbs vs. Blooms Handout DOK #1 Levels Described Handout DOK #2 Subject Area Info Handout DOK #3 Question Stems Activity: Question Analysis Math Trip to the Capital ELA Women Poem 23

SLO Process Components DESIGN Thinking about what content standards to measure Organizing standards and measures Discussing with colleagues collective goals Researching what is needed for a high quality SLO 24

SLO Process Components BUILD Selecting the performance measure(s) Developing targets and expectations Completing the template Sharing the draft materials with other colleagues Developing/Documenting performance task(s) 25

SLO Process Components REVIEW Checking the drafted SLO (including the performance measures for quality Refining measures and targets Editing text and preparing discussion points/highlights for principal Finalizing materials Updating completed SLOs with performance data 26

Design

What is a Goal Statement? Definition: Narrative articulating the big idea upon which the SLO is built under which content standards are directly aligned. Characteristics: ENDURANCE: Encompasses the enduring understanding of the standardbeyond the test LEVERAGE: Central to the content areabut has value in other disciplines READINESS: Foundational concepts for later subjects/courses necessary to the next step 28

Goal Statement Example Students will apply the concepts and the competencies of nutrition, eating habits, and safe food preparation techniques to overall health and wellness throughout the life cycle at individual, family and societal levels. 29

SLO Goal (Template #1) Goal Statement addresses: WHAT the big idea is in the standards Standards HOW the skills and knowledge support future learning Rationale Statement: WHY the big idea is a central, enduring concept http://pdesas.org/standard/PACore 30

More Considerations for Goal Statements Do you have previous data to help guide your goal? What does your growth and achievement look like? Is there a building/district-wide goal? 31

Activity: Goal Statement (Template #1) Within your team, choose a discipline in which youd like to focus. Preferably, choose a discipline that is very familiar to you. Complete Template #1 Goal Statement We will post them for the entire group. 32

Template Section 1 34

Goal Goal statement should articulate an appropriate big idea. http://pdesas.org/standard/PACore http://pdesas.org/standard/PACore Standards should be the appropriate Focus Standards supporting the goal. Rationale statement should be reasons why the Goal statement and the aligned Standards address important concepts for this class/course. 35

Performance Indicator Definition: a description of the expected level of student growth or achievement based on the performance measure ***Articulates Targets for each Performance Measure*** Answers two questions. 1)Does the indicator define student success? 2)What is the specific measure linked to the indicator? 37

Examples of Performance Indicator Targets Students will achieve Advanced or Proficient on all four criteria of the Data Analysis Project rubric. Students will score an average of 3 or better on five different constructed response questions regarding linear modeling according to the general description of scoring guidelines.(http://static.pdesas.org/Content/Documents/Keysto ne%20Scoring%20Guidelines%20-%20Algebra%20I.pdf)http://static.pdesas.org/Content/Documents/Keysto ne%20Scoring%20Guidelines%20-%20Algebra%20I.pdf Students will improve a minimum of 10% points from pre- to post-test for material in each semester. Students will show significant improvement in the Domain of Measurement on the Classroom Diagnostic Tools Mathematics Grade 7 assessment from the first to the last administration. 38

Performance Indicator Focus student group A description of the expected level of achievement for each student in a subset of the SLO population (1F) based on the scoring tools used for each performance measure (4A). Subset populations can be identified through prior student achievement data or through content-specific pretest data. 39

Examples of Performance Indicator Targets: Focused Student Group Students who scored below the 30 th percentile on their benchmark AIMSweb R-CBM probe will score above the 30 th percentile by the end of the school year using the national norms. Students who scored below a 2 on the pre-test will improve a minimum of one level on the post-test. 40

SLO Design Coherency Goal Statement ~ Focus Standards Performance Indicator(s) Performance Measure(s) 41 All StudentsTargeted Students RATINGRATING

Activity: Growth and Mastery What assessments may be used as growth, mastery or both? MasteryGrowth 42

What are the characteristics of a quality assessment? Write (3). Report out the summary from your table. 43

Good assessments have A specific and defined purpose A mixture of question types Items/tasks with appropriate DOK levels Items/tasks that are Standards Aligned A quality rubric A standardized scoring method Academic Rigor A reasonable time limit for completion An appropriate readability level Multiple methods of student demonstration Validity and reliability Well-written directions and administration guidelines Cut scores for performance categories 44

Academic Rigor 1.Standards-Aligned 2.Developmentally Appropriate 3.Focused on Higher-Order Thinking 45

Weighting, Linking, or Otherwise 1.Standard You may consider each Performance Indicator equal in importance. 2.Linked You may link multiple Performance Indicators, if you like. Do this for pass before moving on assessments. 3. Weighted You may weight multiple Performance Indicators, if you like. Do this when you believe one or more PIs are more complex or more important than others. 46

Standard Scenario NameStudent Proportion Met Target PI 1Building a Bridge Project 68/80 PI 2Roller Coaster Design 56/80 P1 3Egg Parachute40/80 47

Weighting Scenario Physics Class with (3) PI targets: NameWeightStudent Proportion Met Target Points Acquired PI 1Building a Bridge Project 50%42.5 PI 2Roller Coaster Design 25%17.5 P1 3Egg Parachute 25%12.5 Total Score = 72.5% 48

Goal-Indicator-Measure Performance Measures Indicator Goal- Standards SLO Goal (Big Idea) Indicator #1 Assessment #1a Assessment #1b Indicator #2 Assessment #2 50

Goal-Indicator-Measure Performance Measures Indicator Goal- Standards SLO Goal (Big Idea) Indicator #1 Assessment #1 Indicator #2 Assessment #2 51

Performance Measure - Descriptions State the name of the assessment(s). List the type of measure. Explain the purpose, state what the Performance Measure should measure. Identify the timeline and occurrence(s) Scoring Tools should indicate the solution key, rubric, checklist, etc. that is being used to score the PM. Administration & Scoring Personnel should contain who is giving the test and who is scoring it. Performance Reporting should state how others will know which students met the Performance Indicator(s). 52

Teacher Expectations Definition: identifies each level (Failing, Needs Improvement, Proficient, Distinguished) students are meeting the Performance Indicator Targets. These reflect the continuum established by the teacher prior to the evaluation period. Each level is populated with a percentage range so that there is distribution of performance across levels. Based on the actual performance across all identified Performance Indicators, the evaluator will determine one of the four levels for the SLO. 54

Review

SLO Coherency Rubric School Leaders SLO Checklist Assessment QA Checklist Tools for Review 57

The Online Tool http://www.pdesas.org/ http://www.pdesas.org/ Use the Homeroom link at bottom right Click the RIA Homeroom site link in the top paragraph Register and log in. 58

SLO & Assessment Literacy Post-Test 60

student learning objectives (slo) ppt source: dr. cathleen cubelic [email protected]...

Documents

slo workshop slide

slo process

slo definition

endurance learning

assessment quality

responsibility assessment

assessment leverage

specific teacher