Student Learning Objectives

& Developing Assessments

Dr. Charlene Jordan Assistant Superintendent of Instructional Services

Ms. Patricia Krizan Supervisor of Instructional Services

September 2012

Today’s Game Plan

• Student Learning Objectives –Overview of SLOs

• The Role of Assessments –What is “rigorous and comparable?”

–What are the District priorities?

–Developing pre-assessments

How the SLO Pieces Fit

~ Understanding . . . What is an SLO?

~ Exploring . . . The SLO Template

~ Reviewing . . . SLO Models

What Are Student Learning Objectives (SLOs)?

4

Represents the most important learning for the year (or, semester,

where applicable).

Based on available prior student learning data.

Specific and measurable.Aligned to Common Core, State, or national standards, as well as any

other district and school priorities.

A Student Learning Objective (SLO) is an academic goal set

for students at the start of a course.

Role of SLOs in APPR

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(20% 25%)

(20% 15%)

(60%)

State Provided Score Gr 4-8 ELA & Math only

Local Assessments & Measures

RUBRICS: from State-approved list

at least 31 of 60 points = multiple observations 29 of 60 points = locally negotiated

Highly Effective

Effective

Developing

Ineffective

STATE

Score

LOCAL

Score

OTHER Measures

HEDI Scoring

Bands

Student Learning Objectives

OR

Who Needs an SLO? (SLO Guidance, p. 10)

No SLO!

as long as there are a

minimum of 16 student

scores (ELA + math)

or fewer than 16 student scores

State-provided growth measures

(4 - 8 ELA & math) must be used

even if not the majority of

students!

State assessments without State-

provided growth measures (4 & 8

science, Regents exams, RCTs,

NYSAA, NYSESLAT) used only if

they are part of the largest

courses.

Begin with the course with the

largest # of students!

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SLO Guidance (p. 10 - 12 )

http://engageny.org/wp-content/uploads/2012/03/Assessment-Options-for-SLOs.pdf

How many SLOs will I need?

My total students = 100 students Sample:

Courses: Largest to Smallest

# of Students % of Students

Social Studies 7

60

60%

Social Studies 8

40

40%

How many SLOs? Total students = 110

Courses: Largest to Smallest

# of Students SLO Needed?

Algebra I (2 sections)

50

Statistics (2 sections)

35

Geometry 25

YES

YES

NO

Exploring the SLO Template

11

NYS SLOs MUST Include:

Student Population Which students are being addressed?

Learning Content What is being taught? CCSS/National/State standards? Will this goal apply to all standards applicable to a course or just to specific priority standards?

Interval of Instructional Time

What is the instructional period covered (if not a year, rationale for semester/quarter/etc.)?

Evidence What assessment(s) or student work product(s) will be used to measure this goal?

Baseline What is the starting level of learning for students covered by this SLO?

Target(s) What is the expected outcome (target) by the end of the instructional period?

HEDI Criteria How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective) , “below” (developing), and “well-above” (highly effective)?

Rationale Why choose this learning content, evidence and target?

Exploring the SLO Template

• Population: Who are the students in the class? Full class rosters of all students must be provided!

• Learning Content:

–Common Core/National/State Standards?

Evidence?

• What specific assessments (pre & summative) will be used to measure this goal?

• The assessment must align to the learning content of the course!

What are the Comparable Growth Measures Used as the Basis for SLOs? (State 20%)

http://engageny.org/wp-content/uploads/2012/03/nys-evaluation-plans-guidance-memo.pdf p. 9 APPR Guidance Document

Local Measure:

http://engageny.org/wp-content/uploads/2012/03/nys-evaluation-plans-guidance-memo.pdf

Pre-assessments

• Starting point for learning

• Consider district priorities (i.e. writing, fluency, math)

• Should be parallel to summative

• Could be based on prior years’ assessment results

• Options: District/BOCES or regionally developed, 3rd party

• Security: (SLO Guidance, p. 20)

– Not disseminated to students before administration

– Not scored by teachers and principals with a vested interest

Summative Assessments

• MUST use State assessment where one is available

• MUST be “rigorous and comparable”

• Options: District/BOCES or regionally developed, 3rd party

• Security: (SLO Guidance, p. 20)

– Not disseminated to students before administration

– Not scored by teachers and principals with a vested interest

? Targets ?

• What amount of growth defines a year’s worth of growth?

• What would be the expected growth between pre- and summative assessments?

• State Growth Score Target set by District/BOCES

• Local Score Target is locally negotiated

One Option: Individual Targets 75% of students will improve 40 points from the pre- to summative assessment Student Pre-

Assessment Summative

Assessment

Met Growth Target?

Student A 20 65 YES

Student B 30 75 YES

Student C 44 60 NO

Student D 15 60 YES

Student E 45 90 YES

Individual Growth Targets 75% of students will meet their individual targets from the pre- to summative assessment

Student Pre-Assessment

Summative

Target (TBD)

Based on Ranges

Summative

Assessment

Met Growth Target?

Student A 20 60 or more

Student B 60 85 or more

Student C 45 70 or more

Student D 72 90 or more

66

87

68

91

YES

YES

YES

NO

EXAMPLE

Another Option

75% of students will score 20% more on the summative assessment compared to the pre-assessment.

HEDI Ratings: Bands set by SED

POINTS

18 – 20

9 – 17

3 – 8 0 – 2

The work of the teacher results in exceptional

student academic growth beyond expectations

during the school year.

The work of the teacher results in acceptable,

measurable, and appropriate student academic

growth.

The work of the teacher results in student

academic growth that does not meet the

established standard.

The work of the teacher does not result in

acceptable student academic growth.

HEDI Scoring

• How many “effective” points will be earned for achieving the target exactly?

• How will the spread of student results exist within each HEDI rating category?

Rationale – Why?

• Why is this learning important?

• Incorporate district priorities

• Focus on college and career readiness

• Alignment between pre- and summative assessments

• Keep it simple!

Samples SLOs

• Review the sample SLO to better understand the SLO components

• Further exemplars on EngageNY www.engageny.org

Exploring the SLO Template

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NYS SLOs MUST Include:

Student Population Which students are being addressed?

Learning Content What is being taught? CCSS/National/State standards? Will this goal apply to all standards applicable to a course or just to specific priority standards?

Interval of Instructional Time

What is the instructional period covered (if not a year, rationale for semester/quarter/etc.)?

Evidence What assessment(s) or student work product(s) will be used to measure this goal?

Baseline What is the starting level of learning for students covered by this SLO?

Target(s) What is the expected outcome (target) by the end of the instructional period?

HEDI Criteria How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective) , “below” (developing), and “well-above” (highly effective)?

Rationale Why choose this learning content, evidence and target?

SLO Questions?

Guidance Document, Roadmap, Webinars, SLO Template

http://engageny.org/resource/student-learning-objectives/

A Starting Point in Developing SLOs

Assessments

• Must be “rigorous and comparable”

• Must be developed district/BOCES-wide or regionally—not by just one teacher!

• Test should reflect Common Core Shifts & Standards: informational reading, text-based questions, academic vocabulary, math priorities

Developing Assessments for SLOs

• What common summative assessments are currently used?

• Step back and look at the Big Picture.

• Do the assessments reflect the 8 - 10 Big Ideas we want students to understand deeply—the most important learning for the year?

Clarify Content Priorities . . .

Big

Ideas (The Core)

Important to

know and do

Worth being

familiar with

Analyze Current Assessments

Are current summative assessments aligned to NYS Content Area Standards and Common Core Standards? What work needs to be done to assure assessments

are aligned to NYS and Common Core Standards?

Develop pre- and summative assessments to reflect the Big Ideas and Standards of the course.

Writing Assessments

• Balance Standards

• Note the Standard Each Question is Assessing

• Build on Variety of Sources for Questions

• Include a Range of Difficulty Levels

Use functions to model relationships between quantities.

8.F.4: Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.

8th Grade Math Standard: Define, evaluate and compare functions

Assessment Item:

A trainer for a professional football team keeps track of the amount of water players consume throughout practice. The trainer observes that the amount of water consumed is a linear function of the temperature on a given day. The trainer finds that when it is 90°F the players consume about 220 gallons of water, and when it is 76°F the players consume about 178 gallons of water.

Part A: Write a linear function to model the relationship between the gallons of water consumed and the temperature.

Part B: Explain the meaning of the slope in the context of the problem.

ELA Common Core Assessment Items

Grade 3: Read these two sentences from paragraph 5:

“Soil in a forest might be gritty, which means more sand.”

“Soil in a meadow might be smooth, which means more silt.”

Which of the following describes the relationship between these two

sentences?

A The sentences make a comparison.

B The sentences describe two steps in a process.

C The first sentence explains the reason for the second.

D The second sentence gives the cause of the first.

Grade 8: Closely reread this sentence from lines 7–8 of the passage:

“No persuasions or enticements could overcome her

fear, till, the fact coming to Mr. Laurence’s ear in some mysterious way, he set about mending matters.”

What effect does this sentence provide the reader as the story develops?

A The reader believes that what is happening at the house is

mysterious.

B The reader remains unaware that Mr. Laurence typically helps

his neighbors.

C The reader thinks that Mr. Laurence will not succeed even though

he tries.

D The reader understands Mr. Laurence’s intentions even though

Beth does not.

In content area groups . . .

• Discuss and plan pre-assessments.

• Check for inclusion of Common Core shifts (informational texts, text-based questions, and academic vocabulary) or math priorities.

• Begin to complete highlighted sections of the SLO template.

Resources

• NYS & PARCC sample assessment

questions now available: http://engageny.org/news/common-

core-sample-questions-from-new-york-and-parcc/

• NYS Common Core Standards http://engageny.org/resource/new-york-state-p-12-common-core-learning-standards/

• Common Core Shifts: http://engageny.org/wp-content/uploads/2012/08/common-core-shifts.pdf

• Regents Exams: http://www.p12.nysed.gov/assessment/

Thank YOU!!! &

Best wishes for a great school year!