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Module 2-Building the SLOs-June 2014
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Module 2-Building the SLOs-June 2014

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  • BUILD Phase

    Concept

    Within the Build phase, teachers will be completing the Template #2-Building the SLO, which identifies the Context, Goal, Objectives, and Measures.

    When selecting or developing Performance Measures, the Quick Start© will guide educators to ensure that the measures used meet the principles of well-developed measures.

    Well-developed measures must:
    Be built to achieve the designed purpose;
    Produce results that are used for the intended purpose;
    Align to targeted content standards;
    Contain a balance between depth and breadth of targeted content;
    Be standardized, rigorous, and fair;
    Be sensitive to testing time and objectivity; and,
    Have score validity and reliability evidence.

    Training M2: Building SLOs will provide further details related to this phase of development.

    Key Points for Trainers

    Ensure the participants understand that Building is an iterative process between the original design and the creation of the SLO. Often, the original design must be changed after it is decided how standards will be measured and performance indicator targets have been developed.
    Activities during this phase include:
    Selecting (or creating) the performance measures that are aligned to the targeted content standards;
    Developing mastery and/or growth metrics associated with the performance measures;
    Establishing performance targets;
    Identifying students included in the SLO data; and,
    Creating performance expectations.

    Learning Activity

    Have participants identify and explain each section of Template #2-SLO Form.

  • Transcript

    • 1. 1 Student Learning Objectives -Building-
    • 2. Student Learning Objectives 2 Module 2 Building the SLO
    • 3. 3 Build Objectives Participants will: 1. Review the Template #2 (SLO Form) requirements and the Help Desk definitions. 2. Create an SLO and develop and/or select applicable performance measures.
    • 4. Training Materials  Structured into three (3) phases Organized into four components: • Videos: PowerPoint Presentations, Videos • Guides: Handouts, Rules of Thumb, Models • Templates: Forms, Spreadsheets, Calculators • Resources: Research, Technical Papers, Websites  Delivered via the online learning platform: Homeroom www.hr.riagroup2013.com 4 Helpful Resources
    • 5. 5 Helpful Resources (cont.) Participants should consult the following:  Guides • Handout #2: Building the SLO  Step 4: SLO Form  Step 4a: Performance Task Organizer • Model #1: Art Grade 3-DEMO  Templates • Template #2: Building the SLO • Template #2a: Performance Task Organizer • Template #3: Reviewing the SLO (SLO Coherency Rubric)  Resources • Help Desk SLO Form • Help Desk Performance Task Organizer
    • 6. 6 • Select the performance measures. • Develop targets and expectations. • Complete the template. • Share the draft materials with colleagues. BUILD Phase
    • 7. 7 Build Phase Components Build Preview SLO Form & Help Desk Context Goal Objectives Performance Measures
    • 8. 8 STEP 4 SLO Form
    • 9. 9 SLO Form Preview 1. Examine each of the four (4) sections. A. What information is needed? B. Who is the SLO focused on? 2. Read the business rules in the Help Desk document. A. Definitions B. Examples
    • 10. 10 Section I: Context Guiding Statement “Let me begin by describing my classroom.” General Description • Contains demographic information about the educational setting. • Identifies the course/subject, grades, and students the SLO focuses on. • Provides class size, frequency, and time data.
    • 11. 11 Section I: Context Element Definition 1.1 Content Area Name of the content area upon which the SLO is based 1.2 Course Name of the specific course/subject upon which the SLO is based 1.3 Grade Level Grade levels for students included in the course/subject in Element 1.2 1.4 Total Students Aggregate number of students (estimated, across multiple sections) for whom data will be collected 1.5 Average Class Size The average number of students in a single session of the course/subject identified in Element 1.2 1.6 Class Frequency The frequency (within the given timeframe) of the course/subject identified in Element 1.2 1.7 Instructional Setting The location or setting where the course/subject instruction is provided 1.8 Instructional Interval The time frame of the course/subject identified in Element 1.2
    • 12. 12 Section I: Context -Algebra II Example- SectionI -Context- Guiding Statement: “Let me begin by describing my classroom.” 1.1 Content Area Mathematics 1.2 Course Algebra II 1.3 Grade Level 10 1.4 Total Students 75 1.5 Average Class Size 25 1.6 Class Frequency 3 classes per day 1.7 Instructiona l Setting Classroom 1.8 Instructional Interval School Year *Note* See also Handout #2: Building the SLO, Step #4–SLO Form.
    • 13. Section I: Context Procedural Steps Step 1. Enter the demographic information for the content area (1.1, 1.2, 1.3). Step 2. Describe the course that the SLO represents (1.4, 1.5, 1.6). Step 3. State the instructional setting and interval of the class (1.7, 1.8). 13 * Note* Refer to Template #2: Building the SLO, Step #4–SLO Form.
    • 14. 14 Section II: Goal Guiding Statement “Here is a key concept my students need to understand fully.” General Description • Contains a statement about the key concept the SLO is based upon. • Provides the targeted content standards associated with the goal. • Articulates an instructional strategy for the Goal Statement.
    • 15. 15 Section II: Goal Element Definition 2.1. Goal Statement A narrative that articulates a key concept upon which the SLO is based. The statement addresses What, Why, and How. 2.2. Targeted Content Standards Targeted Content Standards, which are the foundation of performance measures, used to develop the SLO. 2.3. Instructional Strategy The approach used to facilitate learning the key concept articulated in the Goal Statement and delineated among the Targeted Content Standards.
    • 16. Section II: Goal -Geography Grade 9 Example- 16 SectionII -Goal- Guiding Statement: “Here is a key concept my students need to understand fully.” 2.1 Goal Statement Understand how physical, natural, and cultural processes influence where people live, how people live, and how societies interact with one another and their environments. The relationship between human needs and the natural environment is fundamental to life. This key concept is required, as the complexity of the relationship increases at each grade level. 2.2 Targeted Content Standards 7.1.9A; 7.1.9B 2.3 Instructional Strategy Direct instruction *Note* See also Handout #2: Building the SLO, Step #4–SLO Form.
    • 17. Section II: Goal Procedural Steps 17 Step 1. Enter the single Goal Statement drafted in the Blueprint (2.1). Step 2. Insert the targeted content standards aligned to the Goal Statement (2.2). Step 3. State the approach in the Instructional Strategy area (2.3) that facilitates learning the key concept. *Note* Refer to Template #2: Building the SLO, Step #4–SLO Form.
    • 18. Section III: Objective 18 Guiding Statement “My students need to achieve these learning targets to be successful.” General Description • Identifies a starting point (baseline) and an end point. • Includes all students in the identified in Section I and may include a focused student group (optional). • States the objective associated with each performance measure. • Identifies empirical ranges for each performance category.
    • 19. 19 Section III: Objectives Element Definition 3.1 Starting Point (Baseline) The baseline data used for comparing student results at the end of the instructional interval. 3.2 Objectives (Whole Class) The expected level of achievement for the entire student learning objective (SLO) population (as defined in Element 1.4). 3.3 Objectives (Focused Students) The expected level of achievement for a subset of the SLO population (as defined in Element 1.4). 3.4 End Point (Combined) At the end of the instructional interval, the aggregate performance classification as delineated by four, empirical ranges (i.e., Failing, Needs Improvement, Proficient, and Distinguished).
    • 20. Section III: Objectives -U.S. History Example- 20 SectionIII -Objectives- Guiding Statement: “My students need to achieve these learning targets to be successful.” 3.1 Starting Point (Baseline) Students scored less than 60% on the U.S. History Pre-Test. 3.2 Objectives (Whole Class) OBJ #1: Achieve a score of 75% or higher on the End-of-Course U.S. History Final Examination. 3.3 Objectives (Focused Students) OBJ #1: Scores below 75% will demonstrate growth of at least 22 PCT PTS towards proficiency on the End-of-Course History Final Examination, given appropriate testing accommodations. 3.4 End Point (Combined) Failing 0% to 54% of students met the learning objectives Needs Improvement 55% to 74% of students met the learning objectives Proficient 75% to 90% of students met the learning objectives Distinguished 91% to 100% of students met the learning objectives *Note* See also Handout #2: Building the SLO, Step #4–SLO Form.
    • 21. Section III: Objectives Procedural Steps 21 Step 1. Establish the source and the baseline for comparing the final results (3.1). Step 2. Determine and list the expected performance level for each objective, based on each performance measure (3.2). Step 3. Determine and list the expected performance level for each subgroup of the student population, based on each performance measure, if applicable (3.3). Step 4. Establish the aggregate percentage range of expected performance for each level of performance (3.4). *Note* Refer to Template #2: Building the SLO, Step #4–SLO Form.
    • 22. 22 Section IV: Performance Measures Guiding Statement “These assessments are best suited to measure my students’ understanding of the standards.” General Description • Identifies all performance measures, including name, purpose, and metric. • Articulates the administration and scoring details. • Measures a student’s mastery of the Targeted Content Standards skills, knowledge, and content. *Note* Section IV is based upon high-quality performance measures aligned to the Targeted Content Standards. See Assessment Literacy Series (ALS) Quick Start training materials.
    • 23. 23 Section IV: Performance Measure Element Definition 4.1 Name The name of each performance measure for which an objective is established in Element 3.2 4.2 Purpose The purpose statement for each performance measure that outlines: (a) What the assessment measures, (b) How to use the scores, and (c) Why the assessment was developed 4.3 Content Standards The Targeted Content Standards (the foundation of performance measures) used to develop SLOs. The content standards are those aligned with each performance measure. 4.4 Performance Targets Using the scoring tools for each performance measure (as listed in Element 4.1), the expected level of achievement for each student in the SLO population (as defined in Element 1.4) 4.5 Metric The metric by which the performance measure evaluates the performance target 4.6 Administration The administrative steps before, during, and after the assessment window, as well as the step-by-step procedures during each phase of administration; The requirements for completing the performance measure, including accommodations, equipment, and materials; The standard time to complete the overall performance measure; The standard scripts that educators read to give directions for completing the performance measure
    • 24. 24 Section IV: Performance Measures (cont.) Element Definition 4.7 Scoring Tools Scoring Keys: Objective Measures Scoring Rubric: Subjective Measures 4.8 Results  The number of students participating in the performance measure  The number of students who met the target as stated in Element 4.4  The percentage of students who met the target as stated in Element 4.4 N-Count (Total) Met Target (Count) Met Target (Percentage) Performance Measure #1 160 152 95.0% Performance Measure #2 180 175 97.2% Performance Measure #3 - - - Grand Totals 340 327 96.2%
    • 25. Section IV: Performance Measures -P.E. Grade 7 Example- 25 SectionIV -PerformanceMeasures- Guiding Statement: “These assessments are best suited to measure my students’ understanding of the standards.” 4.1 Name PM #1: My Personal Fitness PM #2: Critical Elements Demonstration Pre- and Post-Test 4.2 Purpose PM #1: The My Personal Fitness performance task evaluates a student’s knowledge of health-related physical fitness principles, components, and practices as they relate to a variety of physical activities. Assessment scores will be used to evaluate set student learning objectives that are part of a teacher effectiveness system. PM #2: The Critical Elements Demonstration Pre- and Post-Test measure growth based on the targeted content standards, achievable through different levels of performance and knowledge. The results of this measure, which shows growth over time, will be a contributing criteria in the teacher effectiveness system. 4.3 Content Standards PM #1: 3.1.7-8.1; 3.1.7-8.2; 3.1.7-8.3 PM #2: 2.1.7-8.1; 2.2.7-8.2 4.4 Performance Targets PM #1: Achieve Advanced or higher on all five (5) criteria of the My Personal Fitness Rubric. PM #2: Score a three (3) or higher on all tasks of the Critical Elements Demonstration Post-Test Rubric; scores below two (2) on the Critical Elements Demonstration Pre-test Rubric will improve a minimum of one (1) performance level on the Critical Elements Demonstration Post-test Rubric. 4.5 Metric Growth (change in student performance across two or more points in time) Mastery (achievement of a defined level) Growth and Mastery 4.6 Administration PM #1: My Personal Fitness A certified physical education teacher will administer and score all performance tasks. PM #2: Critical Elements Demonstration Pre- and Post-Test A certified physical education teacher will administer and score the performance measure using the tools and rubric provided. 4.7 Scoring Tools PM #1: My Personal Fitness Rubric
    • 26. Section IV: Performance Measures - P.E. Grade 7 Example (cont.)- 26 SectionIV -Performance Measure- 4.8 Results Students Tested (Total) Students Meeting Target (Count) Students Meeting Target (Percent)  PM #1 160 152 95.0%  PM #2 180 175 97.2%  PM #3 - - - Grand Totals 340 327 96.2% * Note: See also Handout #2: Building the SLO, Step #4–SLO Form.
    • 27. Element Definition SLO Rating One of four performance levels that the principal (or the evaluator) identifies after noting the actual performance in respect to each objective stated in the SLO. Note: Complete this section only after collecting, reviewing, and evaluating performance data against each performance target. Notes and Explanation Space for the educator to note influences, factors, and other conditions associated with the SLO Rating, as well as to reflect on a purposeful review of the data. Note: Complete this section only after collecting, reviewing, and evaluating performance data against each performance target.27 SLO Rating
    • 28. 28 SLO Rating -P.E. Grade 7 Example- SLO Rating Distinguished Proficient Needs Improvement Failing Notes and Explanation Objective was 95.0%; overall actual performance, 96.2%. * Note* See also Handout #2: Building the SLO, Step #4–SLO Form.
    • 29. 29 Section IV: Performance Measure Procedural Steps Step 1. Identify a performance measure for each objective and provide a purpose statement that addresses the What, Why, and How of the performance measure (4.1, 4.2). Step 2. Reference the Targeted Content Standards (2.2), determine students’ expected level of performance, and select the metric for evaluating the performance measure (4.3, 4.4, 4.5). Step 3. Identify the administration procedures and scoring tools for each performance measure (4.6, 4.7). Step 4. State the final results of each performance measure (4.8). Step 5. Determine the SLO rating based on the overall performance. *Note* Refer to Template #2: Building the SLO, Step #4–SLO Form.
    • 30. Quality Assurance (QA) Checklist  The SLO demographic information is complete and the student sample size is sufficient to draw credible conclusions about student performance.  Each section of the SLO Form has a relationship with and aligns to the overarching Goal Statement.  The objectives are specific, criteria-focused, challenging, and directly linked to the performance measures.  The performance measures evaluate the skills and knowledge intended in the Targeted Content Standards.30
    • 31. 31 STEP 4b Performance Task Organizer * Note* Use only when performance tasks (e.g., project, portfolio) are part of the assessment tools in Section IV.
    • 32. • Outlines an extended performance task. • Links directly to the student learning objective (SLO). • Forms a basis for developing detailed assessment documents. • Provides details on administration, the student task, and scoring. 32 Performance Task Organizer
    • 33. Performance Measure Element Definition a. Name Name of the performance measure for which an objective appears in Element 3.2 of the SLO Form b. Course Name of the specific course upon which the performance task is based c. Time The average number of minutes to deliver a session of the course above (b) d. Grade Level Grade levels for students in the course named in Element 1.2 of the SLO Form e. Content Standards Targeted Content Standards (the foundation of performance measures) are used to develop SLOs The targeted standards that align with each performance measure and the Goal Statement f. Purpose Statement For each performance measure, the purpose statement that outlines: (a) What the assessment measures, (b) How to use the scores, and (c) Why the assessment was developed 33
    • 34. Section 1: Task Administration (Teacher) Element Definition 1a. Administration Frequency The number of times the performance measure will be administered within an identified time frame 1b. Unique Accommodations The possible changes in presentation, response options, and settings to accommodate students with disabilities (SWD) and English language learners (ELL) 1c. Resources and Equipment Any additional personnel and/or material required to administer the task The equipment, tools, text, and artwork the student needs to accomplish the tasks within the greater performance measure. 34
    • 35. Section 2: Task Process Requirements (Student) Element Definition 2a. Task Scenarios Information the student needs to create a response, project, or demonstration within a given context 2b. Procedural Steps The sequence of events, steps, or phases of the performance task 2c. Requirements The task requirements that establish key criteria by which the performance is evaluated Implied and explicit criteria to ensure adherence to the time constraints and product parameters 2d. Products The products, demonstrations, or performances expected throughout the process; additional information about the criteria for judging calculations, products, demonstrations, and performances 35
    • 36. Section 3: Product Scoring (Teacher) Element Definition 3a. Scoring Tools The different levels of performance, the alignment of multiple dimensions to the standards, and how the overall score is computed 3b. Scoring Guidelines The steps for evaluating student products, demonstrations, or performances Guides how to assign scores for incomplete work. Identifies and trains scoring personnel, including examples, models, or demonstrations to assist in score consistency (when multiple raters are used). 3c. Score Reporting The method for reporting individual and overall student scores 36
    • 37. Performance Task Organizer -Food and Nutrition Grade 9 Example- 37 Performance Measure a. Name Food Safety and Sanitation b. Course Food and Nutrition c. Time 60 minutes d. Grade Level 9 e. Content Standards 11.3.9B, 11.3.9D, 11.3.9E, and 11.3.9F f. Purpose Statement The Food Safety and Sanitation performance measure evaluates students’ proficiency in food preparation safety and sanitation practices. The data will provide formative and summative feedback to both the student and the teacher. This assessment can serve as a component of the teacher effectiveness system. Section 1: Task Administration (Teacher) 1a. Administration Frequency Two (2) times per year: first through ninth week grading period and second through ninth week grading period 1b. Unique Accommodations All accommodations will be followed based on district policy. 1c. Resources and Equipment Recipe ingredients, industry-related tools and equipment
    • 38. 38 Performance Task Organizer -Food and Nutrition Grade 9 Example (cont.)- Section 2: Task Process Requirements (Student) 2a. Task Scenarios <add text in space below> Students will plan and prepare two (2) dishes to serve at a traditional holiday gathering. The first dish should include meat and the second dish should include eggs. Students will be assessed on the following safety and sanitation competencies: (a) Personal Hygiene, (b) Food Preparation, (c) Hot and Cold Holding, (d) Cleaning and Sanitizing, (e) Utensils and Equipment, and (f) Garbage Storage and Disposal. 2b. Procedural Steps 1. Students prepare both dishes ensuring that the exterior and interior color of the final products is correct and that the texture of both products is appropriate. 2. Students present the finished products using appropriate and attractive plate presentation. 3. The test administrator observes the process and the final product and uses the rubric to score each student’s work. 2c. Requirements Students must accurately select and use correct ingredients and appropriate equipment; students must employ safety and sanitary food preparation practices. 2d. Products Palatable meat and egg dishes
    • 39. 39 Performance Task Organizer -Food and Nutrition Grade 9 Example (cont.)- 3. Product Scoring (Teacher) 3a. Scoring Tools <add text in space below> Kitchen and Food Preparation Competency Task Observation Checklist 3b. Scoring Guidelines A certified teacher observes and records, on the competency checklist, student demonstrations of skill. 3c. Score Reporting Scores are reported as a summary list of students who meet the performance indicator. Each student will receive individual performance results. No. Safety Requirement Achieved Comments Personal Hygiene 1. Wears clean and proper clothing, including shoes.  2. Wears effective hair restraints properly.  3. Fingernails are short, unpolished, and clean (no artificial nails).  4. Limits jewelry to a plain ring and a watch, no bracelets.  5. Washes hands properly, frequently, and at appropriate times.  6. While handling food, bandages and completely covers with a foodservice glove: Burns, wounds, sores and scabs, as well as splints and waterproof bandages on hands.  7. Uses disposable tissues when coughing or sneezing and then immediately washes hands.  * Note* See also Handout #2: Building the SLO, Step #4b–Performance Task Organizer.
    • 40. Step. 1. Insert the name of the performance measure and course information (a–d.). Step 2. Insert the targeted content standards and provide a purpose statement that addresses the What, Why, and How of the performance measure (e.–f.). Step 3. Establish testing frequency and plan for any unique accommodations, as well as for the resources and equipment required to administer the performance task (1a.–1c.). Step 4. Provide details on the student’s task, the process required to complete the task, the key criteria required to perform the task, and the final product (2a.–2d.). Step 5. Develop and detail the scoring tools and the method for scoring the product, performance, or project (3a –3c.). 40 Performance Task Organizer Procedural Steps * Note* Refer to Template #2: Building the SLO, Step #4b–Performance Task Organizer.
    • 41.  The performance task organizer links directly to the Student Learning Objective (SLO).  The administration and scoring details provide a standard approach for the administrator.  The student task process clearly communicates the requirements for the task that the student will perform. 41 Quality Assurance (QA) Checklist
    • 42. 42 Reflection • SLO Form • Context • Goal • Objective • Performance Measure • SLO Rating Step 4 • Performance Task Organizer • Performance Measure • Task Administration (Teacher) • Task Process Requirements (Student) • Product Scoring (Teacher) Step 4b
    • 43. Build Phase: Final Check • The SLO Coherency Rubric, which examines the alignment characteristics of each student learning objective (SLO), serves as the measurement tool to ensure that each SLO meets the coherency criteria. • Part 2 (Build) evaluates six aspects of this module. Each aspect of the SLO should meet a specific descriptor in the SLO Coherency Rubric. *Note* Template #3: Reviewing the SLO Coherency Rubric is found in the Review module. 43
    • 44. Final Check (cont.) 44 SLO Coherency Rubric Part II: Build Task ID Descriptor Rating Meets Criteria Needs Refinement 2.1 The goal statement represents a central concept that is enduring, has leverage, and is foundational to further, more complex learning.   2.2 The SLO is supported by a representative sample of the educator’s students, with a sample size that is sufficient to make valid inferences about student achievement.   2.3 Targeted content standards are selected using a valid and reliable approach that is fair and unbiased.   2.4 Objectives are specific, criteria-focused, challenging (yet attainable), and directly linked to the performance measures.  
    • 45. Final Check (cont.) 45 SLO Coherency Rubric Part II: Build Task ID Descriptor Rating Meets Criteria Needs Refinement 2.5 Performance measures establish benchmarks for two or more points in time within a given school year [Growth]. In addition or alternatively, performance measures establish a clear, date-specific target for an on-demand demonstration of skill and knowledge attainment [Mastery].   2.6 The overall SLO rating is directly linked to a performance continuum based on the percentage of students meeting expectations across all objectives.   Needs Refinement Clarification
    • 46. 46 Summary & Next Steps SUMMARY Module 2, Building the SLO: • After creating a Goal Statement, the participants developed an SLO with appropriate performance measures. NEXT STEPS Module 3, Reviewing the SLO: • After drafting an SLO, including the appropriate performance measures, the participants will conduct an extensive quality review.