Developing High Quality Student Learning Objectives

Developing High Quality Student Learning Objectives Meeting-in-a-Box A Professional Development Session Hawaii Department of Education 2013

Objectives • Defining Student Learning Objectives (SLOs) • Understanding SLO as a framework • Learning about SLO opportunities • Understanding the process of creating and evaluating SLOs Hawaii Department of Education 2013

What are SLOs? Hawaii Department of Education 2013

SLO Opportunities Hawaii Department of Education 2013

SLOs as a Framework Hawaii Department of Education 2013

SLO Process Hawaii Department of Education 2013

Learning Goal Hawaii Department of Education 2013

Learning Goal • 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 Hawaii Department of Education 2013

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? Hawaii Department of Education 2013

Template: Learning Goal Hawaii Department of Education 2013

Learning Goal: Planning Information Hawaii Department of Education 2013

Depth of Knowledge What 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 Hawaii Department of Education 2013

Rubric: Rating the Quality of SLOs Hawaii Department of Education 2013

Learning Goal Example: Rate the Quality Hawaii Department of Education 2013

Assessments and Scoring Hawaii Department of Education 2013

Assessments and Scoring • Assessmentsshould 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 scoringtool 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. Hawaii Department of Education 2013

High Quality Assessments Hawaii Department of Education 2013

Template: Assessments and Scoring Hawaii Department of Education 2013

Hawaii Department of Education 2013

Assessment and Scoring Example: Rate the Quality Hawaii Department of Education 2013

Expected Targets and Outcomes Hawaii Department of Education 2013

Expected Targets • 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? Hawaii Department of Education 2013

Template: Expected Targets Hawaii Department of Education 2013

Baseline Data • 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. Hawaii Department of Education 2013

Template: Expected Targets Hawaii Department of Education 2013

Expected Targets: Rating the Quality of SLOs Hawaii Department of Education 2013

Expected Targets Example Hawaii Department of Education 2013

Expected Targets Example: Rate the Quality Hawaii Department of Education 2013

Instructional Strategies Hawaii Department of Education 2013

Instructional Strategies • 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 Hawaii Department of Education 2013

Template: Instructional Strategies Hawaii Department of Education 2013

Hawaii Department of Education 2013

Learning Goal Example: Rate the Quality Hawaii Department of Education 2013

Instructional Strategies Example: Rate the Quality Hawaii Department of Education 2013

Teacher Ratings Hawaii Department of Education 2013

Teacher Ratings 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. Hawaii Department of Education 2013

Teacher Rating Rubric Hawaii Department of Education 2013

Developing High Quality Student Learning Objectives