The SLO ProcessSession 2

Denver Public Schools

Assessment, Research and Evaluation, 2014

Objectives Learn to create an Objective

Statement Learn to determine Performance

Criteria Learn to develop corresponding

Rubric Learn to determine appropriate

sources of Baseline Data

Review: What is the Student Learning Objective (SLO) Process?

An improved process for DPS educators to set ambitious learning goals for students and measure their progress toward attaining them

Two core elements of an SLO: 1.Determine what is most important for students to learn by the end of the year and 2.Measure student progress toward that goal throughout the year.

First steps1. Select what is most important for your

student to know by the end of the year. (Objective Statement)

2. Determine what it “looks like” when students reach the objective. (Performance Criteria)

3. Specify varying levels that students reach on their path toward meeting and exceeding the objective. (Rubric)

4. Gather data to determine students’ preparedness levels as they relate to the Objective. (Baseline Data)

The SLO Process

The Objective Statement

The Objective Statement is comprised of standard(s) and/or grade level expectation(s) and is a general description of what students will know and be able to do at the end of the course.

It includes at least one language domain (reading, writing, speaking, listening) and at least one language function (justify, explain, critique, etc.).

Suggested Resources for Writing Objective Statements Standards: CCSS, CAS, WIDA, NextGen, CTE, etc. DPS ELGs, Scope and Sequence , Assessment

Blueprints Teaching & Learning has identified Year-long Focus

Standards for literacy, mathematics, social studies and science.

CMAS Assessment Framework, PARCC Blueprints Sample Objective Statements and Performance

Criteria Located at testing.dpsk12.org/resources/SLO.html

Your school’s UIP (if available)

ELG.MA.4.NF.A: Extend understanding of fraction equivalence and ordering. (Major Cluster) N.F.A.1: Explain why a fraction a/b is equivalent to a

fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

N.F.A.2: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

CCSS.MATH.PRACTICE.3: Construct viable arguments and critique the reasoning of others

CCSS.MATH.PRACTICE.6: Attend to precision

Sample - Selecting Standards

Selecting Standards – Examining Vertical ProgressionStandards for grade(s) from the year(s) before

Standards for my Grade(s) and Content Area(s)

Standards for grade(s) for the year(s) after

CCSS.MATH.CONTENT.3.NF.A.1Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.CCSS.MATH.CONTENT.3.NF.A.2Understand a fraction as a number on the number line; represent fractions on a number line diagram.CCSS.MATH.CONTENT.3.NF.A.2.ARepresent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.CCSS.MATH.CONTENT.3.NF.A.2.BRepresent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number lineCCSS.MATH.PRACTICE.3: Construct viable arguments and critique the reasoning of othersCCSS.MATH.PRACTICE.6: Attend to precision

ELG.MA.4.NF.A: Extend understanding of fraction equivalence and ordering. (Major Cluster)N.F.A.1: Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

N.F.A.2: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.CCSS.MATH.PRACTICE.3: Construct viable arguments and critique the reasoning of othersCCSS.MATH.PRACTICE.6: Attend to precision

CCSS.MATH.CONTENT.5.NF.A.1Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. CCSS.MATH.CONTENT.5.NF.A.2Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. CCSS.MATH.PRACTICE.3: Construct viable arguments and critique the reasoning of othersCCSS.MATH.PRACTICE.6: Attend to precision

Sample - Objective StatementAll students will be able to compare fractions, with like or unlike numerators and denominators, record the results using symbols, justify the conclusions orally and in writing, and solve simple word problems requiring fraction comparison.

Performance Criteria and Rubric The Performance Criteria are a collection of

3-6 clear, specific, and measurable statements that describe how students will demonstrate that they have reached the Objective Statement.

The corresponding Rubric defines the various levels of development that students move through as they progress toward the Objective.

Suggested Resources for Performance Criteria and Rubric Standards (used in Objective Statement) WIDA Can Do Descriptors PARCC Performance Level Descriptors Curriculum Existing rubrics

Objective Statement Performance Criteria

All students will be able to compare fractions, with like or unlike numerators and denominators, record the results using symbols, justify the conclusions orally and in writing, and solve word problems requiring fraction comparison.

1. Students will compare fractions, with like or unlike numerators and denominators, by creating equivalent fractions with common denominators, or comparing to a benchmark fraction and generating equivalent fractions.

2. Students will demonstrate the use of conceptual understanding of fractional equivalence and ordering when solving simple word problems requiring fraction comparison.

3. Students will use symbols and academic language to express the results orally and in writing.

4. Students will use a logical progression of steps and academic language to justify their conclusions orally and in writing.

Corresponding Rubric

“Phase 1” for the SLO Application Objective Statement, Performance

Criteria and other relevant information

Submit Phase 1 for each SLO by October 31

The SLO Application is scheduled to go live on October 1st.

Baseline Data How prepared are my students to learn

the content in my Objective? Sources of data with items and/or tasks

that indicate students’ levels of preparedness as they relate to the Objective Statement Include at least two different sources of

Baseline Data for each Objective E.g. previous year’s EOY Interim, TCAP, current

performance in the SLO content area Should be designed/selected collaboratively

and scored using a common scoring rubric, if possible

SLO Timeline 2014-15

Present SLO

overview to

teachers

Ensure access to

SLO Application

Approval Phase 1

Approval Phase 2

Submit ratings

Ongoing Data Team Guidance and Support

*Gain familiarity with the SLO process

*Create 2 Objective Statements

*Determine Performance Criteria and Rubric*Collect Baseline Data*Submit Phase 1 using SLO application

*Analyze Baseline Data*Place students into Baseline Groups*Set differentiated Targets

*Plan and Collect Body of Evidence, monitor progress, and adjust instruction accordingly

*Collect Body of Evidence, monitor progress, and adjust instruction accordingly*Submit Phase 2 using SLO application

*Collect Body of Evidence, monitor progress, and adjust instruction accordingly

*Collect Body of Evidence, monitor progress, and adjust instruction accordingly

*Collect Body of Evidence, monitor progress, and adjust instruction accordingly

*Evaluate and reflect on student growth*Submit Phase 3 using SLO Application

?Questions?

Visit: http://testing.dpsk12.org/resources/SL

O.htmlEmail: slohelp@dpsk12.org