Developing High Quality Student Learning Objectives

1Hawaii Department of Education 2013

Developing High Quality Student Learning Objectives

Meeting-in-a-BoxA Professional Development

Session

Hawaii Department of Education 2013

2

Objectives• Defining Student Learning Objectives (SLOs)

•Understanding SLO as a framework

•Learning about SLO opportunities

• Understanding the process of creating and evaluating SLOs


3

What are SLOs?

An academic goal for a teacher’s students that is set at the start of a course

Reflects the most important learning for the year (or semester)

Specific and measurable based on available baseline data

Aligned to Common Core, state, or national standards, as well as any other school or complex priorities


4

SLO Opportunities

• Tested subjects & grades• Non-tested subjects & grades• Other Unit 05 licensed professionals

Can be inclusive of

all educators

and standards

• Setting meaningful goals• Providing opportunities for

collaboration and feedback across educators sharing goals

• Monitoring progress toward those goals

• Evaluating the extent to which those goals are achieved using student evidence

Fosters effective

professional practice


5

SLOs as a Framework

Provides a way to build a

comprehensive and thoughtful approach that includes the

tested subjects/grade

s, the “non-tested”

content area teachers, and other licensed professionals

Student Learning

Objectives offer more

promise than disconnected assessments for improving practice, but

they have various “moving parts”.

SLOs comprises four key components that meet the expected criteria found on the SLO rubric. These four components consist of:• The Learning

Goal• The

Assessment(s)• The Expected

Targets• The

Instructional Strategies


6

SLO Process1.

Identify the

learning goal

2. Develop or select

assessment(s)

3. Establish targets

based on data

4. Plan instruction

5. Receive initial approv

al

6. Impleme

nt the SLO

7. Revise targets if necessary

8. Analyze assessment

results

9. Rating of SLO

10. Determin

e next steps


7

Learning Goal


8

A Learning Goal is a description of the big ideas (enduring understandings) that students will possess at the end of the interval of instruction based on course- or grade-level content standards. The learning goal includes:

•a description of what all students will be able to do at the end of the interval of instruction•the intended standards that are being taught and learned •shared expectations of standards and enduring understandings of a school or class for a group of students

Learning Goal


9

Big Ideas

Why is it important to consider the big ideas when developing Learning

Goals?

“Big ideas” are the thread that links units, lessons, and year-to-year teaching. They provide a way to focus daily classroom

activity on meaningful goals. They are a way to think about our curriculum that helps us answer the question: Why does it matter?


10

Template: Learning GoalLearning Goal: a description of the enduring understandings or big ideas that students will possess at the end of the interval of instruction based on course- or grade-level content standards and curriculum.

Learning Goal for this SLO:

1. What is the learning goal?


11

Learning Goal: Planning InformationPlanning Information for Writing the Learning

Goal:2. What is the big idea supported by the learning goal?

3. Which content standards are associated with this learning goal?List all standards that apply, including the text of the standards (not just the code).4. What is the rationale for this learning goal?• Why was this goal selected?

• How does it address high expectations? (DOK level 2 or higher)


12

Depth of KnowledgeWhat is deep understanding

•The type and level of thinking required of students to successfully engage with and solve a task

•Ways in which students interact with content

•Focus on complexity of content standards and assessment items or task.

“Measures the degree to which the knowledge elicited from students on assessments and performance indicators or through questioning is as complex as what students are expected to know and do as stated in the state standards.”

--Norman Webb

*Find DOK chart in SLO Planning Document


13

Rubric: Rating the Quality of SLOs

Acceptable Quality

Quality Needs Improvement

Insufficient Quality

Learning Goal

Assessments and Scoring

Targets



14

Rubric: Rating the Quality of SLOsAcceptable

QualityQuality Needs Improvement


Learning GoalA description of what students will be able to do at the end of the course or grade based on course- or grade-level content standards and curriculum.

Acceptable Quality



Appropriately identifies and thoroughly describes an important and meaningful learning goal, with:

Clearly aligned big idea and standards

Clear description of the rationale

Generally identifies and describes a learning goal with:

Minimally aligned big ideas and/or standards

Some explanation of the importance

General description of rationale, not compelling

Vague, trivial, or unessential learning goal with:

No alignment to big idea and/or standards

Lacks explanation of importance

Little or no description of rationale


15

Learning Goal Example: Rate the Quality

World Language (Spanish II) Learning Goal:

Students in grade 10 will effectively engage in a conversation to purchase or sell a meal at a fast food restaurant, including appropriate level of politeness, vocabulary, and sentence structure. Students must be able to converse with appropriate fluency, speed, and pronunciation to be understood by a native speaker of the target language. In addition to the basic functional conversation, the student must be able to respond to a minimum of two clarifying questions/requests regarding the purchase.


16


World Language (Spanish II) Learning Goal:Alignment to a big idea and the standards

The big idea for this Learning Goal is identified as: “Context helps us understand the meaning of vocabulary that is used in real materials from the second-language culture.” And the standards identified include: •World Language Standard 1: INTERPERSONAL: Use target language to engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions•Benchmark : Ask and answer transactional questions to provide and obtain goods services, or information.

Does the Learning Goal align to the expectations in the standard?


17


World Language (Spanish II) Learning Goal:Critical nature of the learning goal

At a recent World Language Summit, business, government and university leaders expressed concern that our education system is not producing students who will be able to fulfill the language needs of our state in the next 5-10 years. Summit coordinators demonstrated the negative impact the state may suffer if the DOE fails to improve World Language programs. Therefore, in order to be College and Career Ready in the 21st century, students need to be able to communicate proficiently in a second language. However, on a standards based pre-assessment, 100% of students performed at a Novice or below level in their ability to complete a transactional conversation to purchase/sell food in a fast food restaurant in the target language. Therefore, this is an appropriate focus for students to learn.

Does the rationale for the Learning Goal provide an explanation of its critical nature?


18


World Language (Spanish II) Learning Goal:Deep understanding of the learning goal

The Learning Goal being measured requires students to not only demonstrate an ability to complete a transactional conversation in the target language but also respond to or ask a minimum of two clarifying questions. This requires both productive language use and interpretive skills to respond appropriately to a question in the target language. Through this conversation students will need to demonstrate their understanding of the counting US currency, appropriate honorific phrases when dealing with a customer, and variability depending on the type of foods a particular fast food restaurant may offer. This Learning Goal is a year-long focus that occurs for approximately 2 days per week at 55 minutes per day. Since being able to converse in the language fluently is the goal of world languages, this amount of time is appropriate and sufficient.

Does the Learning Goal describe how deep understanding is occurring?


19


Band 2 Learning Goal:Students in high school band will play an instrument with appropriate style and expression for musical compositions at a difficulty level of 3 on a scale of 1 to 6.

•Does the Learning Goal align to the expectations in the standard?

•Does the Learning Goal provide an explanation of it’s critical nature?

•Does the Learning Goal describe how deep understanding is occurring?

•Are the instructional strategies appropriate and specific to the Learning Goal?


20

Assessments and

Scoring


21

Assessments should be high- quality and designed to best measure the knowledge and skills found in the learning goal of this SLO. The assessment should be accompanied by a scoring tool such as clear criteria or rubrics to describe what students have learned. Assessments and Scoring include:• adequate coverage of content and consistence

with depth of knowledge of the learning goal, • accessibility of content for all students, • specific information about how the instrument(s)

will be scored, including clear scoring criteria or rubrics, and

• sufficiency of evidence provided.



22

High Quality Assessments• the assessment(s) are purposely

designed or selected to measure the identified big idea and standards

• engages students in the appropriate depth-of-knowledge and level of difficulty, considering the expected knowledge and skills on the assessment

Aligned

• clear guidelines and criteria that are coherent across performance levels and aligned to the standards

• allow for different scorers to reach the same score

Reliable for

Scoring• provide opportunity and access for all

students• free from unnecessary information that

can cause a distraction• clear and identifiable prompt or

question

Fair and Unbiase

d


23

Template: Assessments and ScoringAssessments and Scoring: Assessments should be

high-quality and designed to best measure the knowledge and skills found in the learning goal of this SLO. The assessment should be accompanied by clear criteria or rubrics to describe what students have learned.

Assessments and Scoring for this SLO:1. Describe each assessment instrument that will be used to measure student learning in relationship to the SLO Learning Goal. 2. Describe how each assessment instrument will be scored. Include the corresponding rubric and/or scoring criteria to be used to determine levels of performance.3. How often will you collect informal assessment data to monitor student progress toward this learning goal?


24


25


Acceptable Quality Needs Improvement


Learning Goal


Targets



26

Rubric: Rating the Quality of SLOsAcceptable Quality Needs

ImprovementInsufficient

QualityAssessments and ScoringAssessments should be standards-based, of high quality, and be designed to best measure the knowledge and skills found in the learning goal of this SLO. They should be accompanied by clear criteria or rubrics to determine student learning from the assessment.Acceptable QualityQuality Needs ImprovementInsufficient Quality

Appropriately identifies and clearly describes:

Established high quality assessments

Scoring rubrics that appropriately differentiate performance

Some description, which may lack specificity of:

Assessments with partial or explanation of quality

Scoring rubrics that partially differentiate performance and no evidence of validation

Unclear, insufficient , or confusing description of:

Minimally aligned assessments with no reference to appropriateness and quality

Scoring rubrics with minimal or no differentiation of student performance and no evidence of validation


27

Assessment and Scoring Example: Rate the QualityWorld Language (Spanish II) Assessments and Scoring:

A variety of common performance tasks that focus on engaging in a transactional conversation and responding to clarifying questions will be used to measure student success. All tasks have been validated through the Quality Assessment tool. These tasks are aligned to the World Language state standards and this Learning Goal. The use of a 4-point rubric will be used to score student responses for: 1) ability to provide details to elaborate on familiar topics and ask clarifying questions using fluent sentences or phrases and expanded vocabulary; and 2) ability to ask and answer questions using sentences or phrases and expanded vocabulary, and to get information and clarify something that has not been clearly understood. Evidence will all be scored on the validated common rubric. Scoring will be completed with department colleagues to ensure reliability.

Does this describe high quality assessments and scoring rubrics that differentiate student performance?


28

Assessment and Scoring Example: Rate the Quality

World Language (Spanish II) Assessments and Scoring:

Monitoring Student Progress and Differentiated Instruction

Students will engage in transactional conversations minimally once a week with a partner or in a team. They will have opportunities to rehearse, self-evaluate, and receive feedback from peers and the teacher using the scoring rubric as well as criteria checklists. Struggling students will have opportunities to use technology tools to help them listen to the spoken language and to hear themselves respond. Small group or individual instruction will be provided for students based on formative assessments.

Does this identify and describe how student progress will be monitored to allow for differentiated

instruction ?


29

Assessment and Scoring Example: Rate the Quality

Band 2 Assessments and Scoring:Students will be assessed on individual performance of each of the musical elements as they are performed in sectional rehearsals. Student understanding of playing in a prescribed musical style with expression will be assessed by their demonstration of each musical element in isolation and on cue. Performance will be scored on a 4-point rubric and gauged by their ability to perform a variety of musical elements with appropriate understanding, expression, style and ability to respond to a marking on the music. Each instructional period (50 minutes daily for the year) will begin with differentiated instruction for the specific instrument used in order to present the elements of musical style and expression.

•Does this describe high quality assessments and scoring rubrics that differentiate student performance?

•Does this identify and describe how student progress will be monitored to allow for differentiated instruction ?


30

ExpectedTargets and Outcomes


31

Expected Targets identify the expected outcome for all students by the end of the instructional period.

There are two key components of the targets associated with SLOs:

Starting Level: If we expect all students to achieve the same end goal, then we can skip this step, but more likely there will be some differentiation of goals.

End Goal: What performance demonstrates that students met the learning goal using your assessments?

Expected Targets


32

Template: Expected TargetsTargets: identify the expected outcomes by the end of the instructional term for the whole class as well as for different subgroups, as appropriate.

Actual Performance from Baseline Data1. Describe at least three data sources that will be used to establish the starting point for measuring student learning progress towards the SLO Learning Goal. These data will determine students’ placement in performance groups at the beginning of the term.

2. Describe the actual student results for each starting point data source (e.g., grades, test scores, etc.). 3. Identify performance groups and which students are in each performance group. You may identify 2-4 performance groups based on the starting point data.


33

•Information about students’ level of performance at the “start” of the instructional term.

•Generally includes the most recent data available and can include the prior year’s assessment scores, results from a beginning of the year benchmark assessment, a pre-assessment, or other evidence of students’ learning, such as portfolio work samples that measure the pre-requisite knowledge and skills necessary for the course.

•Used to establish SLO targets and the amount of growth that should take place within the allotted time period.

Baseline Data


34

Template: Expected TargetsActual Outcomes: identify the expected outcomes by the end of the instructional term for the whole class as well as for different performance groups as appropriate.

Actual Performance from Baseline Data4. Write an expected target for each performance group by the end of the instructional period. Using students’ starting points, identify the number or percentage of students expected at each performance level.


35




Learning Goal


Targets



36

Expected Targets: Rating the Quality of SLOsPlanning Information for Writing the Expected

Targets:Acceptable Quality Needs

ImprovementInsufficient

QualityExpected TargetsIdentify the expected outcomes by the end of the instructional term for the whole class as well as for different subgroups, as appropriate.

Acceptable Quality



Clearly and thoroughly explains the three data sources including:

Appropriate baseline data/information used to establish and differentiate performance

Rigorous expectations that are realistic and attainable

Broadly, without specificity, explains the data including:

Unclear baseline data/ information used to establish and differentiate performance

Imprecise, somewhat realistic and/or attainable expectations

Unclear, insufficient , or confusing explanation including

No baseline data/ information or use of irrelevant information to establish and differentiate performance

Low expectations


37

Expected Targets ExampleWorld Language (Spanish II) Targets:

Based on informal pre-assessments of students’ ability to engage in a transactional conversation with another student on a topic of their choice, the following baseline data was used to establish 3 groups and their expected targets:

These targets are based on previous years of student progress. They are ambitious, but realistic as transactional conversations about topics of interest for students is a main focus of this class. It is motivating for students to be able to converse with their peers and there are many opportunities for practice and feedback.

•Are appropriate baseline data used to establish and differentiate performance?•Are the expectations rigorous, realistic, yet attainable based on the description and targets provided?

Groups Baseline Data Expected Targets

Actual Outcomes

High 5%Average 15% 95%Low 85%


38

Expected Targets Example: Rate the QualityBand 2 Expected Targets:

Based on informal pre-assessments of students performing a sight reading of a provided piece, the following baseline data was used to establish 3 groups and their expected targets:

These targets are ambitious and realistic because you cannot have a high quality band without all students able to read music and engage in prescribed musical style with expression.

•Are appropriate baseline data used to establish and differentiate performance?•Are the expectations rigorous, realistic, yet attainable based on the description and targets provided?

Groups Baseline Data Expected Targets

Actual Outcomes

High 5% 85%Average 45% 15%Low 50%


39

Instructional

Strategies


40


Instructional strategies describe the key instructional strategies that are planned for each performance group.

All strategies should:• be appropriate and evidence-based• address all learner needs• be specific to different aspects of the

learning goal


41

Template: Instructional StrategiesInstructional strategies: Strategies should be appropriate, evidence-based, addressing all learner needs, and specific to the different aspects of the learning goal

Instructional strategies for this SLO:Describe the key instructional strategies that you will use to teach the learning goal to ALL students.Describe how instruction will be modified to meet students’ needs at each level of proficiency (close the gap).


42


43




Learning Goal


Targets



44

Rubric: Rating the Quality of SLOsAcceptable

QualityQuality Needs Improvement


Instructional Strategies: The strategies and practices that will address student needs and that have been shown to be effective. May be referred to as evidence-based or high impact strategies.Acceptable Quality



Appropriate, evidence-based and address all learner needs.

Specifically address gaps in learning to guide students towards the learning goal.

Some generic instruction and strategies used to teach the learning goal.

Questionable or vague instruction and strategies.


45


World Language (Spanish II) Learning Goal:Specific Instructional Strategies

1.Direct instruction of related vocabulary and language structures. Instruction to include modeling, guided practice, and scaffolding of knowledge and skills necessary for success in the performance based assessment.

2.Peer or group practice during class sessions and independent practice through homework toward mastery. Instruction will spiral to scaffold and reinforce skills and understanding toward automaticity and accuracy in language production.

3.Listening comprehension activities to build their ability to comprehend language at native speed and provide a model for target level of fluency.

4.Activities that use the target language in authentic or near authentic communication situations (e.g. “Shopping for Best Price” Activity where students act as shop owners and customers comparing prices to find the best buy.)


46

Learning Goal Example: Rate the QualityWorld Language (Spanish II) Learning Goal:

Specific instructional strategies

5. Mini research paper on the types of fast food restaurants available in Spain and the types of foods they serve.

6. Pair or Team Skits in the target language to rehearse various language structures in context.

7. Peer Evaluation of fluency and accuracy of transactional conversation including student’s ability to respond to clarifying questions

8. Performance based assessments with quality teacher feedback to help students move toward proficiency. Teacher will utilize technology tools such as VoiceThread to facilitate collecting evidence of student’s current level of performance.

Are the instructional strategies appropriate and specific to the Learning Goal?

Are there appropriate strategies to address all learner needs?


47

Instructional Strategies Example: Rate the Quality

Band 2 Instructional StrategiesEach instructional period (50 minutes daily for the year) will begin with differentiated instruction for the specific instrument used in order to present the elements of musical style and expression.

•Does this describe instructional strategies appropriate and specific to the Learning Goal?

•Are there appropriate strategies to address all learner needs?


48

Teacher Ratings


49

The teacher is rated based on the results of the learning goal, assessments/tasks, and targets of this SLO. Rating levels are: highly effective, effective, developing, and ineffective.

Teacher Ratings


50

Teacher Rating Rubric


51

.

Thank you!

Developing High Quality Student Learning Objectives

Documents