Student Learning Objectives (S.L.O.s) - Stevenson · PDF fileFoundations of Technology ......
Transcript of Student Learning Objectives (S.L.O.s) - Stevenson · PDF fileFoundations of Technology ......
Understanding Student Learning Objectives
(S.L.O.s)
“Building the skills of teachers and principals to successfully implement SLOs is fundamental to success.”
http://www.ctacusa.com/studentlearningobjectives.html
~ Community Training and Assistance Center (CTAC)
2
Student Learning Objectives (S.L.O.s) Agenda Outcomes
• Provide an overview of the Student Learning Objectives development process
• Offer guidance and best practices for writing SLOs
• Create an opportunity to work on/refine an SLO for a specific course
3
State Teacher Evaluation Model
Professional Practice Student Growth
Planning and Preparation
12.5 %
Instruction
12.5 %
Classroom Environment
12.5 %
Professional Responsibilities
12.5 %
Elementary/Middle School Teacher
Two Content Areas
• 10% - Reading MSA (Class)
and • 10% - Math MSA (Class)
and • 10% - School Performance Index
and • 20% - Student Learning Objectives
Elementary/Middle School Teacher
One Content Area
English/Language Arts Teachers: • 20% - Reading MSA (Class)
and • 10% - School Performance Index
and • 20% - Student Learning Objectives
Mathematics Teachers: • 20% - Math MSA (Class)
and • 10% - School Performance Index
and • 20% - Student Learning Objectives
Elementary/Middle School Teacher
Non-Tested Subject
• 15% - School Performance Index
and • 35% - Student Learning Objectives
High School Teacher
• 15% - School Performance Index
and • 35% - Student Learning Objectives
50 % Qualitative Measures 4 Domains Each 12.5%
50% Quantitative Measures As defined below
or
9/27/12
or or
4
Student Learning Objectives Quality Control Components
Monitor and Audit
Provide Professional Development Develop Two-Way Communication Plan
Ensure Accountability
Identify High-Quality, Common Measures & Assessments
Determine and Score Rigorous Targets
Establish Priority of Standard
Provide Guidance, Templates, and Tools
5
A Student Learning Objective (S.L.O.) is…
…an instructional goal… for specific
students…for a specific time
interval
Focused on the most valuable learning
Based on the most current student data
Aligned to current
curriculum standards
Specific and measurable
Adapted from New York State District-wide Growth Goal Setting Process – Road Map for Districts 6
To approve the SLO…
Priority of Standard CRITICAL CONTENT
The content is aligned to common core, international, national, state, local and/or industry recognized standards. The skills and/or knowledge is critical for advancement to future coursework (i.e. if students do not master the standards, they will not be able to progress to the next level). The content reflects school and district priorities. The scope of the content is appropriate for the length of the instructional interval.
7
System Master Plan Goal
By the end of grade 12 100% of students will pass
all HSA exams.
School Improvement Goal
Increase the percentage of students passing the HSA Biology
Assessment from 69% to 80%.
Biology – Grade 10
Teacher Student Learning Objective
At least 85% of my students will meet/exceed the 80% benchmark for passing the Biology HSA.
Establish Priority of Standard
8
To approve the SLO…
Quality of Measure & Evidence
The source(s) of evidence provides the data you need to determine if the target has been met. The measure(s) is aligned to the standards and provides evidence relative to the target. The measure is appropriate for the student population. The measure meets the criteria established by the state, district or school.
9
10
To approve the SLO…
Rigor of Target The target is anchored in baseline data including historical data (i.e. district, school and student level data) and multiple measures if possible. The rationale explains how the rigor and attainability of the numerical target were determined. For example, the target is based on the past performance of students or the expectation of a year’s growth or the mastery of a standard or incremental improvement. The numerical target represents an appropriate amount of student learning for the interval of instruction. If appropriate, the SLO differentiates targets for individuals or groups of students based on baseline data so that all targets are rigorous yet attainable.
10
To approve the SLO…
Action Plan The selected instructional strategies support students in reaching the target for this SLO. The identified professional development supports the successful implementation of the SLO.
11
Provide guidance, templates & tools
SLO Review
Foundations of Technology – Grade 9
Student Learning Objectives Quality Assurance
12
Technology Education Foundations of Technology – Grade 9
Students enrolled in the Foundations of Technology (FoT) course will increase their skill in the application of the Engineering Design Process, which includes using mathematics (algebraic analysis) to solve engineering design problems.
Objective Summary Statement
13
Technology Education Foundations of Technology – Grade 9
Domain # 1 - Priority of Standard The content targeted is the Engineering Design Process that uses mathematics (algebraic analysis) to solve and evaluate design problems. Mastery of this content is essential for students to be successful in the FoT course because it is required in 62 % of the course content. It is specifically measured in Unit 3, Lesson 2, used as process in Units 4 and 5, measured in 3% of the post assessment, and 40% of the post assessment requires students to use this skill as part of the process to correctly answer questions.
• The Foundations of Technology (FoT) course is required of all students to meet the Maryland Graduation Requirement for Technology Education.
• This critical content is represented in standard 8h of the FoT curriculum.
• The International Technology and Engineering Educators Association (ITEEA) provides a pre- and post-assessment (samples attached), as well as, a rubric (attached).
Learning Content
Critical Content
Critical Content
District Priority
Aligned to International
Standards
14
Technology Education Foundations of Technology – Grade 9
Domain #1 - Priority of Standard
The instructional interval will be November - May of the 2012–2013 school year and represents a significant portion of the instructional period.
Instructional Interval
Appropriate length of time to complete instruction of three out of five Units
15
Technology Education Foundations of Technology – Grade 9
Domain #2 - Quality of Measure & Evidence
Student progress will be measured at periodic intervals using common formative and summative assessments (attached).
Teacher observations (sample attached) will also be used to document students’ strengths and challenges. Evidence of growth will be recorded in the students’ Engineering Design Journal (sample included). – ITEEA assessment rubric for Unit 3 Lesson 2
– ITEEA rubrics for the other lessons in Unit 3 and for subsequent lessons in Units four and five
Evidence
of
Growth
Aligned To Standards
Sources of
Evidence
Meets District And
State Criteria
Are the measures is appropriate for the student population? 16
Technology Education Foundations of Technology – Grade 9
Domain #2 - Quality of Measure & Evidence
The Foundations of Technology (FoT) course is required of all students to meet the Maryland Graduation Requirement for Technology Education. There are 107 ninth grade students from Alpha Delta High School enrolled in FoT.
The student population is diverse in both background and ability. The data suggest that the 107 students’ gender and race/ethnicity data closely matches the school population: 46% White, 40% African American, 5% Asian, 9% Hispanic, 47% female, and 53% male.
Student Population
17
Technology Education Foundations of Technology – Grade 9
Domain #3 – Rigor Of Target
Students with IEPs: 80% (23 out of 29) will correctly
apply the Engineering Design Process using mathematics (algebraic analysis), will pass the formative assessment for Unit 3, Lesson 2 and portions of the FoT end-of-course post-assessment that require this skill.
ELL Students: 80% (8 out of 10) will correctly apply… Female Students: 80% (31 out of 39) will correctly
apply …
Target
Differentiated by
Subgroup
18
Technology Education Foundations of Technology – Grade 9
Domain #3 – Rigor Of Target
Pre-assessment school-level data indicate that 78 out of 107 students (73%) are not familiar with the Engineering Design Process and using algebraic analysis to solve a design problem.
The student-level data analysis revealed that out of the 78 students who had difficulty applying the Engineering Design Process and algebraic analysis 10 are ELL students, 29 students have Individual Education Plans (IEPs), and 39 (unduplicated) students are female. Upon further review of attendance data, five (5) of the students (4 males and 1 female) had chronic attendance issues in the previous year limiting their instructional time.
Data Review
& Baseline Evidence
Description of Student Population
19
Technology Education Foundations of Technology – Grade 9
Domain #4 – Action Plan
• Collaborate with special education and ELL instructional specialists to develop supplemental resources for Unit 3, Lessons 2 of the FoT course for students with IEPs and ELL students to address specific learning needs;
• Collaborate with mathematics teachers to develop integrated instructional lesson plans that scaffold teaching of the required math concepts;
• Modify subsequent lessons based on data gathered by common formative assessments;
Strategies
20
Aligned With
Learning Content
and Subgroups
Technology Education Foundations of Technology – Grade 9
Domain #4 – Action Plan
• Employ principles from Universal Design for Learning: – Content is presented in various learning modalities;
– Students will have opportunities for multiple means of expressing comprehension and application of content.
• Work with the Society for Women Engineers to: – Assist with development of Design Challenges that will appeal
to female students;
• Work with the Student Services Support Team: – to implement attendance incentives for students with
attendance issues and track results; and
• Meet on a monthly basis to review formative and summative assessment tools and discuss data to inform instructional practice.
Strategies
21
Aligned With
Learning Content
& Subgroups
Technology Education Foundations of Technology – Grade 9
Domain #4 – Action Plan
• Teachers will participate in the Engineering By Design online office hours where there are opportunities to work with Master Teachers to learn strategies and best practices in instruction for Unit 3.
• Provide opportunity to observe and be observed by Master Teachers so that peer coaching can be employed.
Professional
Development
22
Aligned With
Learning Content
Activity #1
Think, Pair, Share SLO Review
23
STEP 1: Review SLOs
Principles of Biomedical Science
Academy of Health Professions
STEP 2: Pair - Up Use Rubric “Look Fors”
STEP 3: Whole Group Discussion
23
Critical Content What is Critical Content?
Focuses on gate-keeper skills • What must students’ know and be able to do?
Requires knowledge of the curriculum
Includes identifying what skills are being assessed? • Checking for alignment between what is taught and what
is measured
Data Analysis of Student Performance
24
CRITICAL CONTENT
Common Curriculum
Aligned Assessments
Common Grading Practices
Data Analysis
Engaging Instructional
Practices
Common Professional
Development
PROFESSIONAL LEARNING COMMUNITY
25
Activity #2
Brainstorming Critical Content
26
STEP 1:
Health and Biomedical Sciences
Academy of Health Professions
STEP 2: Team – Up
Grouped by program/course brainstorm transferrable skills & processes
STEP 3: Gallery Walk & Consensus
26
Small Group Facilitation Questions
1. Identify the prerequisite skills students must have to be success full in this Program of Study/Course.
2. What are the larger, transferrable ideas & processes student must apply to meet the standards of the Program of Study/Course?
3. What aspects of the course do your students struggle with year after year?
4. Based on your classroom experience, which concepts are the hardest to teach?
5. What knowledge, skills, tasks and processes are assessed at the end of the course?
27
Small Group - Ground Rules
• PARTICIPATE ACTIVELY – AVOID DEBATE
• SHARE YOUR KNOWLEDGE AND EXPERIENCE
• NORMAL RULES OF CIVILITY APPLY:
– Listen (have one conversation at a time)
– Stay on task (stow cell phones/blackberries)
• BE BRIEF - OUR TIME IS LIMITED
• BE OPEN TO NEW IDEAS
28
Determine rigorous targets
Follow the Two “A”s Rule:
AMBITIOUS
&
ATTAINABLE
Setting Targets Begin with the End in Mind
29
Establishing Baseline Performance & Setting Targets
Types of Data
Past performance of current students?
Past performance of previous students?
District or school performance targets?
Similar targets among teachers of the same grade or subject content?
30
Establishing Baseline Performance & Setting Targets
Percent of students receiving interventions?
Percent of students are not advancing to due to lack of mastery of critical content?
Gap between current performance and expected performance?
Types of Data
31
Determine rigorous targets
• Proficiency Target • 80% of students will pass the end of course exam
• 50% or better will score a 3 or better on the AP exam
• Growth Target • 100% of my students will progress at one fitness level
• 65% of my 1st graders will make projected growth or better on the MAP assessment
Student Learning Objectives
Approaches to Setting Targets
32
Determine rigorous targets
• Tiered Targets Based on Initial Assessments:
By April 1, 2012, all high school student enrolled in Pre-Calculus will demonstrate measurable improvement from their pre-assessment score to their post-assessment score as determined by the following criteria:
Level 1: (0 - 25%) Level 3 (51 – 75%)
Level 2: (26 - 50%) Level 4 (76 – 100%)
Those scoring in Levels 1 – 3 will move up at least one level on the post assessment. Those scoring in Level 4 will increase their post assessment score by ½ the distance to 100%.
Student Learning Objectives Approaches to Setting Targets
33
• Commercially Developed and Validated Measures Aligned with the Standards
• Criterion-referenced Tests, Inventories, and Screeners
• District common benchmark assessments, end of course exams
• Authentic Measures to Document Performance
• School or Teacher-developed Approved Measures
Student Learning Objectives
Examples of Types of Measures/Assessments
34
• Alignment: Aligned to standards and SLO
• Meaningful: Reflects knowledge and skills valuable to
students and course content
• Precision: Addresses accuracy and alignment
• Timely: Promptly provides data for use in evaluations
• Adaptable: Includes potential for accommodations
Student Learning Objectives
Assessment Selection Criteria
35
Activity #3
Small Group Discussion
STEP 1: Discuss the following in
program/course groups:
a. What types of data are they using now to judge students’ instructional starting points?
b. How valuable is this data for SLO development?
c. What kinds of data do they wish they had access to make decisions about instruction?
d. How would this data enhance SLO development?
STEP 2: Whole Group Discussion
36
Activity #4
Practice Writing SLOs
STEP 1: Program/Course Groups
STEP 2: Refine SLOS
OPTIONS:
1. Group works on one SLO Together
OR
2. Everyone works on their own
OR
3. Work in Pairs on one SLO
STEP 3: Be prepared to share changes and the rationale for making those changes
37
Large Group Reflection
Process
Student Learning Objectives
“AH-HA” Moments
Challenges
Opportunities
38
Resources SLO Training Modules
• 7 Training Modules
– Module 1 - SLO Context & Purpose
– Module 2 - SLO Components
– Module 3 - The SLO Process
– Module 4 - Quality Assurance: Priority of Standard
– Module 5 - Quality Assurance: Rigor of Target
– Module 6 - Quality Assurance: Quality of Measure & Evidence
– Module 7 - Quality Assurance: SLO Action Plan
• Companion Handbook
39
Online Demo
https://msde.blackboard.
com/
Guest Access
U: slo.guest
P: msdelms
40
41
Visit MSDE’s Teacher and Principal Evaluation Website at:
MarylandPublicSchools.org/MSDE/programs/tpe
Positive Outcomes
When S.L.O.s fully support the goal of increasing student achievement for all students…they have
the most impact.
Informs and drives success of
LEA/School priorities and
needs Becomes an
integral part of successful educators’
practice
Provides accountability
for student learning and
student growth Increases
strategic and systemic decision-making
Allows for comparable and fair measures of student learning
Uses data to target students’ learning needs increasing rigor
and performance
Adapted from New York State District-wide Growth Goal Setting Process – Road Map for Districts 42
Health and Biomedical Sciences
Maryland State Department of Education
Lynne Gilli [email protected] 410-767-0518
Nina Roa [email protected] 410-767-1904
Charles Wallace [email protected] 410-767-8872
Stevenson University
Merrie Durmowicz [email protected] 443-334-2414
43