Career-Ready Standards or industry standard(s)
1. The demographics, needs, and abilities of the targeted group are: *
2. Aligned Standards
FfT Connection: Components 1a, 4a, 4b, 4c, 4d, 4e, 4f
Data Wise Connection: Steps 3 & 4
Describe the Maryland College and Career-Ready Standards or industry standard(s) to which this SLO aligns. List 2 to 3 standards/indicators including the essential knowledge and skills.
For additional support, visit MSDE’s Website.
3. Academic Goal
FfT Connection: Components 1c, 4a, 4b, 4c, 4d, 4e, 4f
Data Wise Connection: Steps 3 & 4
Additional information on SLO target setting is available on the MSDE’s Website.
Note:
• The target setting approach must be reflected on the artifact/roster.
• In Teachscape the artifact/roster will be uploaded under the Academic Goal.
• Refer to SLO tutorial videos and consult your PDLT for further support and information about goal setting approaches.
Target Setting Approach: (Select only one of the following target setting approaches) *
4. Student Learning Objective: *
5. Instructional Strategies for Attaining Objectives
FfT Connection: Components 1a, 1d, 1e, 2a, 2b, 2c, 2d, 2e, 3a, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4d, 4e, 4f
Data Wise Connection: Steps 5 & 6
List 2-4 effective instructional strategies, a description of how the strategies will be used in the classroom and demonstrates evidence of effectiveness for the instructional strategies in reaching the growth target.
To access list of content area suggestions for instructional strategies, visit the Curriculum and Instruction SLO Site.
6. Evidence of Growth
FfT Connection: Components 1f, 3d, 4a, 4b, 4c, 4d, 4e, 4f
Data Wise Connection: Steps 7 & 8
How do you plan to monitor student growth between the baseline data and the post-assessment?
Identify 2-3 measureable data sets, the frequency of administration, methods for analyzing,
how this will inform instruction, and how students are engaged in the decision making process.
The following information should be included:
• Name of assessment(s) (Examples include teacher made assessments, unit assessments, student projects, etc.)
• Frequency (How often will you assess the progress of your students towards your Academic Goal)
• Method of analyzing (For example, I will review the bi-weekly formative assessments to analyze the progress on student learning and make adjustments in my teaching as I reflect collaboratively with my colleagues.)
• Sources of information that will inform your instruction (formative/summative assessment results)
• How students will be engaged in the decision making process (Examples include, but are not limited to: student surveys, self-directed learning, student class evaluations, encouraging student voice in learning, self progress learning, peer evaluations of classroom performance)
Prince George’s County Public Schools
Student Learning Objective Handbook
for
Teachers
1
Prince George’s County Public Schools
Board of Education
Segun C. Eubanks, Ed.D., Chair
Carolyn M. Boston, Vice Chair, District 6
Zabrina Epps, M.P.M., District 1
Lupi Quinteros-Grady, District 2
Dinora A. Hernandez, Esq., District 3
Patricia Eubanks, District 4
Verjeana M. Jacobs, Esq., District 5
Vacant, District 7
Edward Burroughs III, District 8
Sonya Williams, District 9
Beverly Anderson, Ph.D.
Vacant, Board Member
Curtis Valentine, M.P.P.
Ava Perry, Student Board Member
Kevin M. Maxwell, Ph.D. Chief Executive Officer
Monique Davis, Ed.D. Shawn Joseph, Ed.D.
Deputy Superintendent of Schools Deputy Superintendent of Teaching and Learning
2
Dr. Mary Young, Officer
Office of Employee Performance and Evaluation
Division of Human Resources
Name Role/Responsibilities Cluster Contacts
Tracey Mosley Administrative Secretary II
Edgar Batenga Project Manager (Clusters 3, 8, 15)
Bridgette Blue Laney Teacher Evaluation/ PGCEA (Clusters 2, 7, 13)
Dr. Juanita Briscoe Evaluation Data and Student Survey
Dr. Michael Brooks Local 2250, SEIU 400, ASASP III (Clusters 10, 12, 14)
Dr. Lita Kelly Administrator Evaluation/ ASASP II (Clusters 1, 4, 5)
Pamela Lee Data
Vacant Email [email protected] (Clusters 6, 9, 11)
Peer Assistance and Review (PAR) Program
Philip Catania Peer Assistance and Review Instructional Supervisor
Jonathan Wemple Peer Assistance and Review Instructional Specialist
Kenneth B. Haines Peer Assistance and Review Liaison
Larinda Rawlings Peer Assistance and Review Secretary II
Angela Addison-Void Peer Assistance and Review Consulting Teacher
Wendy Brown Peer Assistance and Review Consulting Teacher
Gina Byrd-Phelps Peer Assistance and Review Consulting Teacher
Lashelle Ferguson Peer Assistance and Review Consulting Teacher
Julie Hughey Peer Assistance and Review Consulting Teacher
Tawana R. Lane Peer Assistance and Review Consulting Teacher
Jennifer Lomascolo Peer Assistance and Review Consulting Teacher
Kishanna Poteat-Brown Peer Assistance and Review Consulting Teacher
Mykia Olive Peer Assistance and Review Consulting Teacher
Ivory Rosier Peer Assistance and Review Consulting Teacher
Raymund Rosales Peer Assistance and Review Consulting Teacher
Rowena Shurn Peer Assistance and Review Consulting Teacher
Ranae Stradford Peer Assistance and Review Consulting Teacher
Amanda Stelljies-Willet Peer Assistance and Review Consulting Teacher
Keyshaze Ward Peer Assistance and Review Consulting Teacher
LaTonya Wright Peer Assistance and Review Consulting Teacher
3
Dr. Gladys Whitehead, Executive Director
Curriculum and Instruction
Division of Teaching and Learning
Dr. Kara Libby, Director Amy Rosenkrans, Director
Humanities Sciences
Academic Programs (Natural Sciences)
Judith Russ Elementary Mathematics
Michelle Dyson Secondary Mathematics
Stephanie McLeod Secondary Mathematics
Godfrey Rangasammy PRE-K through Grade 12 Science
Parfait Awono Advanced and Enriched Instruction (IB)
Dr. Diana Kendrick Advanced and Enriched Instruction (AP)
Nana Donkor Health Education
Amy Wiley Physical Education
Carmen Henniger Immersion
Academic Programs (Humanities)
Kia McDaniel English Language Learners
Altramez McQuaige Elementary Reading
Olga Cabon Secondary Reading
Corey Carter Secondary Reading
Sandra Rose Secondary Social Studies
Maria Flores World Languages
Office of Library Media Services
Shari Blohm Supervisor
College and Career Readiness and Innovative Programs
Nancy Maglorie – Advanced Accounting, Principles of Accounting and Finance, Advanced Management, Principles of Business Administration & Management, College and Career Research and Development, Office Systems Management, Computer Software Applications, NAF Ethics in Business, NAF Financial Services, NAF Principles of Accounting, NAF Principles of Finance, Computer Software Applications, Information Technology, Biomedical Science, Nursing Assistant, Academy of Health Science Program
Darlene Bruton – Publishing and Graphics, Technology Education, Project Lead the Way Pre-Engineering Program, and Gateway to Technology
Rhonda Taylor – Child Development, Human Growth and Development through Adolescence, Cosmetology and Barbering, ProStart and Culinary Arts, International Culture and Cuisine, Financial Literacy, and Construction Trades
Early Childhood
4
Laura Barbee-Mathews Coordinating Supervisor
Andreia Searcy Pre-Kindergarten & Head Start
John Ceschini, Officer
Arts Integration Office
Division of Teaching and Learning
Creative Arts Programs Office
Anita Lambert Coordinating Supervisor
Temisha Kinard Dance
Barbara Liedahl Media Arts – TV Production, MS Technology Integration
Judith Hawkins Vocal and General Music
Lionel Harrell Instrumental Music
Elizabeth Stuart Visual Arts
Patricia Payne Theatre
John Ceschini Arts Integration
Dr. Joan M. Rothgeb, Executive Director
Department of Special Education
Division of Teaching and Learning
Mary Bell Academic Resource Class (Autism)
Karen Andrews Community-Reference Instruction and Regional K-12
Lydia Jones-Nunn Early Childhood Special Education
5
Table of Contents
About This Guidebook …………………………………………………………………………………………….6
History of Student Learning Objectives (SLOs)
Purpose of SLOs
Code of Maryland Regulations (COMAR)
SLOs: The Basics …………………………………………………………………………………………………….8
Identify sources for historical/trend data
Assessment for Pre-Assessment
Create a Baseline Summary
Identify the Students Targeted
Six Target Setting Approaches
Identify Leadership Practices
Quality Rating Rubric
Creating a Review and Documentation Process ………………………………………………………..13
Evaluator Review .
Building-Level Review Process
District-Level Review Process
Sample Timelines
Frequently Asked Questions…………………………………………………………………18
Resources
Sample SLO Template Worksheet
Data Measures Chart
Community Training and Assistance Center (CTAC) Documents
Non-Disclosure Agreement Form
Sample Template for the Analysis of Student Data
Sample Baseline Data Worksheet
Sample Mid-Interval Check-In Meeting Protocol
Special Education Resource Document
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About This Guidebook
This guidebook describes processes, includes needed forms, and provides examples that will support the development of high quality Student Learning Objectives (SLOs). The SLO process is about student outcomes (i.e., the ends), not about documentation of the instruction process (i.e., the means).
History
SLOs are “a set of goals that measure educators’ progress in achieving student growth targets.” By setting rigorous, comparable, and attainable student growth goals, SLOs provide teachers with an opportunity to demonstrate the extent of academic growth of their students through assessments that are aligned to both state standards and classroom instruction. As such, SLOs are a factor in a teacher’s evaluation rating.
Teachers set SLOs at the beginning of their unit, quarter or semester based upon alignment of the assessment calendar. Then identify the targeted amount of growth that their students will make during the SLO interval (with guidance from the content instructional supervisor and building administrator if needed). These growth targets are set by reviewing baseline data, identifying trends in student performance, selecting the key content and standards that students should know by the end of instruction, and choosing appropriate assessments that measure that content and student growth.
SLOs contain the same type of information:
? Baseline Data and Historical/Trend Data: SLO data should summarize student information (test scores from previous years and the results of pretests), identify student strengths and weaknesses, and review trend data to inform the objective and establish the amount of growth that should take place.
? Student Population: This will include students, content area, grade level, and the number of students included in the objective.
? Targeted Student Population: The specific group(s) of students to whom an SLO applies.
? Interval of Instruction: The duration of the course that an SLO will cover, including the beginning and end dates.
? Standards and Content: The content, skills, and Maryland Career and College Readiness Standards (MDCCRS) or Industry Standards to which an SLO is aligned. All SLOs should be broad enough to represent the most important learning or overarching skills but narrow enough to be measured.
? Assessment(s): The assessment(s) that will be used to measure student growth for the objective. (See the Data Measures Chart in the Resources section).
? Growth Target: The target for student growth should reflect high expectations for student learning and be developmentally appropriate. The targets should be rigorous yet attainable. The target can be tiered for specific students in the classroom to allow all students to demonstrate growth, or the target can be equally applicable to all students in a class, a grade, or a subject.
? Instructional Strategies: Instructional strategies that are intended to support student growth as specified in an SLO should be appropriate for all students or a targeted group of students. SLOs will be useful only if they are actively connected to instructional planning and strategies.
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Purpose of SLO’s
SLOs are increasingly used in states and school districts across the United States as a measure of student growth. Studies suggest that SLOs, when implemented with fidelity, offer a measurement model for student growth that aligns more directly with actual classroom instruction and teacher practices than those of other growth models. By providing teachers and principals with a structured process for selecting assessments and setting goals for student learning, the SLO process builds collaboration and communication while giving teachers greater control over how the growth of their students is assessed and measured.
When coupled with strong professional development for educators for developing rigorous, valid, and high-quality assessments, the SLO process can support improved alignment between Maryland College and Career Readiness Standards (MDCCRS) and Industry Standards, curricula, and classroom assessment while promoting the professional growth of teachers. Because the SLO process provides a clear structure for setting growth goals on a multitude of assessment types (e.g., for example, teacher- or school-created assessments, performance tasks with a rubric, and student work samples), using SLOs encourages better comparability and accurate demonstration of student learning across multiple teacher types.
COMAR Regulations
It should be noted that Teachers and Principals are defined in the regulation and in this Guidebook as follows:
Teachers – Any individual certificated by MDSE as defined in COMAR 13A.12.02. as a teacher who delivers instruction and is responsible for a student or group of students academic progress in a Pre-K-12 public school setting, subject to local system interpretation.
COMAR Section 13A.12.02. includes certification in early childhood (pre-kindergarten-Grade 3), certification in elementary education (Grades 1-6), Certification in middle school education (Grades 4-9), Certification in general secondary academic areas (Grades 7-12), Data Processing (Business) (Grades 7-12), Family and consumer sciences (Grades 7-12), Family and consumer sciences/career technology education (Grades 7-12), Health occupations education (Grades 7- 12), Marketing education- teacher-coordinator (Grades 7-12), Social Studies (Grades 7-12), Technology education (Grades 7-12), Trades and Industry (Grades 7-12), Work-based learning coordinator (Grades 7-12), Other academic subjects (Grades 7-12), Certification in specialty areas (Prekindergarten – Grade 12), English for speakers of other languages (ESOL) (Prekindergarten – Grade 12), Certification in special education, hearing impaired, severely and profoundly disabled, and visually impaired, Certification in American Sign Language (Prekindergarten- Grade 12); Mathematics Instructional Leader (Prekindergarten- Grade 6); Mathematics Instructional Leader (Grades 4-9); and, Specialized Professional Areas.
Specialists positions listed in COMAR 13A.12.03 which include: guidance counselors, media specialists, pupil personnel workers, reading specialists, reading teachers, pyschometrist, school psychologist, therapists (occupational therapists, physical therapists, speech-language pathologists, or audiologists), school social workers, and gifted and talented education specialists are NOT included in this regulation. The only exception would be if the individual delivers instruction, and is responsible for a group of students’ academic progress in a Pre-K-12 public school setting, subject to local school system interpretation.
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SLOs: The Basics
This section addresses the planning process for teachers to develop their SLOs, including data analysis, identifying students, determining the objective statement, etc.
Identify sources for historical/ trend data
Identify if a state assessment was used to inform the data
Consider the following:
Results from prior year assessments or tests that assess knowledge and skills that are prerequisites to the current subject and/or grade.
For example: a French 2 teacher may examine data from the French 1 class data (grades, available assessments, interview with French 1 teacher) to identify the students’ prerequisite knowledge and skills.
Results from assessments in other subjects, including teacher or school generated tests, and state tests that assess pre-requisite knowledge and skills.
For example: a physics teacher may want to examine the results of students’ prior math assessments and their ability to solve complex problems OR, a Spanish I teacher may want to examine students’ general reading and writing abilities from their previous English Language Arts (ELA) classes to identify their knowledge of grammar.
Students’ performance on the work assigned in the first few weeks of the course. This information will provide a picture of students’ level of preparedness based on the pre-requisite knowledge and skills needed for the course. This information can be gathered through assignments (e.g. students ability to read complex scientific texts), surveys, observational checklists, and/or anecdotal notes.
For example: a Computer Programming teacher may administer and analyze a performance assessment to determine students’ level of preparedness.
Assess students for pre-assessment
Consider the following:
Results of beginning of the course teacher, department performance task, the first interim assessment focused on the course enduring understandings. (Based upon alignment with the Data Measures Chart).
For example: a first grade teacher may administer benchmark assessments, Scholastic Reading Inventory (SRI) and Developmental Reading Assessment (DRA), in September of the current school year to determine students’ foundational skills in reading.
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Create a baseline summary for the target group
Consider the following:
Scenarios:
Examining student data to understand learning, determine starting points, and set targets
Use of Data Source #1:
State Assessment
The 5th grade teachers at Riverview Elementary School met to examine selected data about how students had performed on the previous year’s mathematics state assessment. The teachers examined the results on each math strand and found that most students were proficient in arithmetic. However, they struggled with geometry skills concerning shapes and measurements.
Use of Data Source #2:
End-of-Year 4th Grade Common Assessment
Using the end-of-year 4th grade common assessment on geometry, the teachers observed that the content strand in which students struggled the most was measuring perimeters of polygons. Since calculating perimeters was a matter of adding, and students had performed well on the addition strands of both the annual and unit assessments, the teachers were perplexed. They decided to collect new data on students’ geometry skills using questions from the supplemental workbooks of their standards-based math curriculum.
Use of Data Source #3: Supplemental Workbooks
When reviewing the students’ workbook responses, they noticed a pattern. Students performed well on simple perimeter problems when the shapes were drawn for them, but on word problems that required them to combine shapes before adding, they struggled. The teachers hypothesized that students’ difficulties were not with calculating perimeters, but with considering when and how to combine polygons in response to real-world problems. They further hypothesized that students would benefit from opportunities to apply basic geometry skills to novel situations.
? Identify the Student Population and the Interval of Instruction
? Identify the total number of students in a subject area/course
? Identify the students targeted / Target Value
Consider the following:
Teachers can set SLOs that best match their particular teaching responsibilities, subject areas, grade levels, or student populations. Optional student grouping for an SLO:
? Course-level SLOs are focused on the entire student population for a given course, often across multiple classes.
? Class-level SLOs are focused on the student population in a specific class.
? Targeted student SLOs are subgroups of students who need specific support in a class or across multiple classes.
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There are 6 target setting approaches (See Target Setting Approaches Chart)
Common Growth
Growth to Mastery
Banded
Status
Half the Gap
Individualized
Note: No one target setting approach is better than the other. Teachers should use the target setting approach that he/she believes best allows you to demonstrate student growth. The following are only examples. If you have additional questions please contact the appropriate content supervisor. The goal is for teachers to create authentic and meaningful SLOs.
? The common growth approach means that all students in the target group are expected to grow at the same amount.
For example:
20 students will increase their scores by at least 20 lexile points from the pre-SRI (name the pre-assessment) to the post-SRI (name the post-assessment).
? The banded approach means that all students in the target group are grouped with each group grouping at a common amount.
For example:
20 students will increase their scores by at least (20%) in Group A, (10%) in Group B from the pre-Social Studies SLO assessment (name the pre-assessment) to the post- Social Studies SLO assessment (name the post-assessment).
? The half the gap approach means that all students in the target group are expected to grow by half of the performance gap to the identified maximum (e.g., each student achieves half of the points between their initial score and the maximum score)
For example:
20 students will increase their scores by at least half the gap to 100% from the pre-Science SLO assessment (name the pre-assessment) to the post-Science SLO assessment (name the post-assessment).
? The growth to mastery approach means that all students in the target group are expected to grow to a common level of mastery.
For example:
20 students will increase their scores to a mastery level of 70% from pre-Algebra I (name the pre-assessment) to the post-Algebra I (name the post-assessment).
? The status approach means that all students in the target group are expected to grow a specified amount on a more holistic measure (e.g., from one level to the next).
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For example:
20 students will increase their scores by at least 1 status level(s) from the pre-Writing (name the pre-assessment) to the post-Writing (name the post-assessment).
? The individualized approach means that all students in the target group are expected to grow differing amounts based on teachers’ analysis and rationale.
For example:
20 students will increase their scores to at least the identified growth target from the pre-Communications (name the pre-assessment) to the post-Communications (name the post-assessment).
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Target Setting Approaches
13
Creating a Review and Documentation Process
It is recommended that the leadership team create a standardized review and documentation process for SLOs. At a minimum, teachers should submit their SLOs in Teachscape to their administrator for review to ensure that the SLO aligns with the teacher rubric of an acceptable standard.
Review Meeting
Teachers and administrators meet to discuss and review an SLO. Your principal may request the following such as student needs assessments, baseline and trend data, assessments used, and documentation forms. The administrator may review the materials, ask clarifying questions to ensure an SLO is appropriate, and provide suggestions for improving it.
Midpoint Check-In Meeting
Often held in conjunction with a pre- or post-observation meeting, the teacher and the administrator discuss the formative assessment results and the progress toward meeting the growth target. In rare cases, the meeting may include making mid-interval adjustments to an SLO.
SLO Close-Out Meeting
The teacher and the administrator should meet to discuss and review the final SLO results. The teacher should submit the relevant assessment data compiled in an appropriately summarized format. In addition, the administrator should consider asking the teacher to reflect on the results as well as his or her experience with the SLO process. Based on this final review, the teacher and the administrator should discuss which instructional practices produced the most evidence of student growth and which instructional practices need refinement for next year’s SLO to further improve student learning.
At the end of the SLO interval, adjustments are allowed in the following situations:
Approved Revisions to Student Learning Objectives
Student Withdrawal
If a student withdraws from a given class or course, the teacher or administrator may revise the affected SLO by removing the student’s name from the target population. If the target value had been entered into Teachscape, the target value should be corrected in Teachscape as well.
Student Attendance
If a student is absent for a given class or course for more than 20% of the days between the Student Learning Objective pre-assessment and the post-assessment, the student may be removed from the SLO impacted. The target value should be adjusted in the SLO documentation and in Teachscape, accordingly.
Start Date
Teachers hired after September 30, 2015 are not required to write any SLOs. Administrators hired during the second semester are not required to write any SLOs.
Note: Students may not be removed from the SLO roster.
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Timeline for SLO
ACTION ITEM DUE DATE Student Learning Objectives (SLOs) Data Review and Pre-Test Administration August 2015 – September 30, 2015 SLO Data Entered in TEACHSCAPE (Dynamic Form) October 2, 2015 Administer SLO Post Assessment January – February 19, 2016 Enter Final SLO Results Data in TEACHSCAPE March 18, 2016
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Student Learning Objectives for TEACHER
QUALITY RATING RUBRIC
Data Review
1 Unsatisfactory
2 Needs Improvement
3 Acceptable
The analysis reflects baseline data and no evidence of historical/trend data review. The student population has been described by specific demographics.
The analysis reflects baseline data (Identification of assessment, limited evidence (1 source) historical/trend data review and review of state assessment). The student population has been described by identification of the subject area/course, Original target value, exception criteria and specific demographics and needs.
The analysis reflects baseline data (Identification of assessment, overview of data, multiple evidence
(2 source) historical/trend data review and review of state assessment). The student population has been described by identification of the subject area/course, original target value, exception criteria and specific demographics, needs and abilities of students. Aligned Standards
1 Unsatisfactory
2 Needs Improvement
3 Acceptable
The content aligns to the target group’s needs.
The content aligns to the target group’s needs and Maryland College and Career-Ready Standards (or industry recognized standards).
The content aligns to the target group’s needs and Maryland College and Career-Ready Standards (or industry recognized standards) that includes essential knowledge and skills. Academic Goal
1 Unsatisfactory
2 Needs Improvement
3 Acceptable
The Student Learning Objective growth target is unacceptable based on the baseline data and the length of the instructional interval. The target setting approach was not identified and/or does not align with the Student Learning Objective. The number of students in the Student Learning Objective matches the Student Population targeted group/Target Value.
The Student Learning Objective growth target is low based on the baseline data and the length of the instructional interval. The target setting approach was identified and aligns with the Student Learning Objective. The number of students matches the Student Population targeted group/Target Value.
The Student Learning Objective growth target is sufficient (aligned to county, state, student growth targets) based on the baseline data and the length of the instructional interval. The target setting approach was identified and aligns with the Student Learning Objective. The number of students matches the Student Population targeted group/Target Value. Instructional Strategies for Obtaining Objectives
1 Unsatisfactory
2 Needs Improvement
3 Acceptable
Two to four instructional strategies are identified in the Student Learning Objective.
Two to four instructional strategies and a description of how the strategies will be used in the classroom are stated.
Two to four effective instructional strategies, a description of how the strategies will be used in the classroom and demonstrates evidence of effectiveness for the instructional strategies are stated. Evidence of Student Growth
1 Unsatisfactory
2 Needs Improvement
3 Acceptable
The plan uses formative assessment from multiple ongoing measures.
The plan uses formative assessment from multiple ongoing measures and the frequency of administration.
The plan uses formative assessment from multiple ongoing measures, the frequency of administration, methods for analyzing, how this will inform instruction, and how students are engaged in the student decision making process.
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Key Rubric Language
Data Review
? Baseline Evidence: Provides information from the pre-assessment or other assessment(s) used to determine an initial point in time for student learning.
? Historical/Trend Data: This data includes (not limited to): early coursework, standardized test scores, interim benchmarks, authentic student portfolio, report cards, prior SLOs, interest survey, perception survey and learning preference survey.
? Demographics: Details include items such as the students’ gender, race/ethnicity, talented and gifted, Special Education and ESOL.
? Needs: Articulates things students need to learn and are often academic in nature (e.g., have difficulty making connections, struggle to see different points of view).
? Abilities: States what students have learned and can do and are often academic in nature (e.g., read well, identify letters, jump).
Aligned Standards
? Course: Provides either the grade and subject (e.g., Grade 4 ELA) or in other cases, elective titles (e.g., Introduction to Keyboarding) or other class titles (e.g., Physics).
? Applicable standards: Provides the district-approved document from which standards are located (e.g., Maryland’s College and Career-Ready Standards).
? Most specific level: Indicates the most specific level of course content articulated in applicable standards
(e.g., “SL.1.1.a” for Grade 1 ELA).
? Target group’s needs: Align area(s) of weakness to the selected standards.
? Essential Knowledge and Skills: The essential knowledge and skills (critical content) that students must master in the course.
Academic Goal
? Unacceptable: Holds a level for students that are far below school and/or district expectations and should not be permitted in an SLO.
? Low: Holds a level for students that are below school and/or district expectations.
? Sufficient: Holds a level for students that meets school and/or district expectations yet is realistic given the context of the SLO.
? Common Growth: Students are expected to grow by a common amount (e.g., each student grows by 20 points).
? Banded: Students are grouped with each group growing a common amount (e.g., students with high baseline scores grow by 2 points, while those with low scores grow by 4).
? Half the Gap: Students grow half of the performance gap to the maximum (e.g., each student achieves half of the points between their initial score and the maximum score).
? Growth to Mastery: Students grow to a common level of mastery (e.g., each student grows to the target of 7 points).
? Status: Students grow a specified amount on a more holistic measure (e.g., from one level to the next; this could also be shown as maintaining the same achievement level on a more difficult assessment).
? Individualized: Students grow differing amounts based on teachers’ analysis and rationale (e.g., two students whose baseline was “3” have a different target based, in part, on non-quantified factors).
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Instructional Strategies for Obtaining Objectives
? Key strategies: Identifies core approaches to instruction that will carry throughout the interval. This is not meant to be an exhaustive list, but rather a few pivotal strategies that will form the overall approach to instruction of the learning content (e.g., balanced literacy, hands-on instruction).
? Describes: Portrays beyond just identifying the strategy how the strategy will be used in the classroom. (e.g., Two SLOs may indicate “inquiry” as a key strategy. In the descriptions we would learn that one approach involves teacher-generated questions that students independently and silently work on, while another approach uses student-generated questions where collaboration and justification to peers based on evidence will be used.)
? Demonstrates evidence of effectiveness: Justifies why the identified strategies being used are effective.
Evidence of Student Growth
? Plans to use formative data: Includes a summary statement of how the teacher plans to use ongoing reflection of data to inform instruction. This includes the data to be reviewed (usually formative assessments), the frequency of use for the data to ensure it is ongoing, how reflection will take place, and how it will inform instruction. (e.g., I will review the bi-weekly formative assessments to analyze the progress on student learning and make adjustments in my teaching as I reflect collaboratively with my colleagues.)
? States the engagement of students in learning decisions: Articulates how students will play an ongoing role in making decisions related to their learning. Students with IEPs may need the assistance of communication devices in order to participate.
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Frequently Asked Questions
1. What is a Student Learning Objective (SLO)?
A Student Learning Objective is an academic goal that educators and administrators set for groups of students. It must be specific and measurable, based on prior student learning data, and aligned to MDCCRS or national standards. Student Learning Objectives should represent the most important learning during an interval of instruction and may be based on progress or mastery. Objectives based on progress require students to make a certain amount of progress from a baseline measure toward a clear benchmark or performance. Objectives of mastery require students to demonstrate a particular level of skill and knowledge in that specific course content, regardless of any baseline measures.
2. Which teachers have to complete SLOs?
All teachers that use the Framework for Teaching (FfT) evaluation plan that are 0.5 or greater employees of PGCPS are required to complete an SLO, regardless of on or off cycle status. In addition, any FfT teachers hired before September 30th.
3. How is a Student Learning Objective set?
Teachers should begin with data review and current information they have on their current group of students. Begin with administering a baseline assessment and use it to determine the focus of the SLO for the current school year. Use the baseline evidence and historical/trend data on students to determine what targets should be set.
4. Who sets the targets for SLOs?
Teachers set targets for their SLOs. In addition, SLOs can be set collaboratively; however, this collaborative process can take several forms, depending on building context. The following can set an SLO:
? Individual teachers in collaboration with their administrator
? Teams of teachers in collaboration with administrators, curriculum and instruction, and assessment experts within the school (or school district)
One option for setting an SLO is to establish a team SLO, which is strongly encouraged when multiple teachers teach the same content and have students with similar needs. By establishing team SLOs, teachers can encourage a collective sense of responsibility for student learning and reinforce communication and collaboration among teachers in similar content or grade areas. Moreover, team SLOs can reduce the amount of paperwork and the time on teachers by ensuring that SLO development is included in the common planning time, thus reducing the need for individual teachers to reinvent the wheel for similar assessments and targets.
5. Who can I choose?
Teachers can set SLOs that best match their particular teaching responsibilities, subject areas, grade levels, or student populations. Optional student grouping for an SLO:
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? Course-level SLOs are focused on the entire student population for a given course, often across multiple classes
? Class-level SLOs are focused on the student population in a specific class
? Targeted student SLOs are subgroups of students who need specific support in a class or across multiple classes
6. What do teachers use for data review and baseline assessments?
The focus for your baseline must be the pre-assessment for the current school year. Teachers should review any historical/trend data to help support their baseline findings. The Data Measures Chart will assist educators in identifying approved assessments for SLOs. For additional questions please contact the appropriate content supervisor.
A teacher may use the following data in developing an SLO:
? Initial performance for current interval
? Student scores on previous state standardized tests
? Report cards from previous years
? Results from diagnostic assessments
? Artifacts from previous learning
? Discussions with other teachers who also taught the same students
? Individual Educational Plans (IEPs) and 504 plans for students with identified special education needs
? Data related to ELL students and Gifted students
? Data related to Special Education Students
? Attendance records
? Information about families, community, and other local contexts
7. When are the targets reviewed?
Targets are reviewed at the review and approval conference. At the mid-interval point, all practitioners should conduct a review of their data and strategies to reflect on student growth and the effectiveness of their instructional strategies on student outcomes. If needed, a mid-interval conference may occur with the administrator for any adjustments needed. (See steps in using SLOs in Educator Evaluation, MSDE).
8. When co-teaching, does each teacher design an SLO or work together to reach the same SLO?
Each teacher is responsible for designing an SLO for a specific group of students. In a co-teaching situation, the educators may work together to design appropriate targets for the general education and special education/ESOL (or other special population) students.
9. What is the interval of the SLO?
In collaboration with your content supervisor, SLOs intervals may be created for a unit, quarter, or semester:
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? Unit timeframe is subject to content supervisor collaboration and principal
? Quarter timeframe is 1st or 2nd quarter
? Semester timeframe is September to February (refer to Teacher Evaluation timeline for specific dates)
10. What if the objectives aren’t met?
SLO’s are one data point out of 6 for the student growth component of the evaluation process. The value assigned for an SLO is based upon the percentage of achievement, to a maximum of 100% of the value of the SLO. For example, if 15 out of 20 student met the objective you would receive 75% of the available points. If no student met the target then no points would be allotted for this component.
11. What are the considerations for Special Education teachers? ? A Special Education teacher will include students for whom he/she provides direct instruction/services. ? If a Special Education teacher has 10 or more students in a single class or grade (elementary school, middle school and high school) that can be used as the student group for an SLO, he/she should follow the normal SLO process. ? If a special education teacher does not have 10 or more students in a single class or grade but has 10 or more primary or elementary/intermediate students with an IEP, these students may be grouped across grade levels within either primary grades or elementary/intermediate grades, and he/she should follow the normal SLO process. ? If a Middle School/High School Special Education teacher does not have 10 or more students in a single class or grade but has 10 or more students, the teacher may group students by content area across grade levels and he/she should follow the normal SLO process. ? If the Special Education teacher has fewer than 10 students for whom he/she provides direct instruction/services, the principal will approve through Teachscape with consultation from the Special Education Instructional Specialist or Program Specialist, if needed.
12. What are the considerations for ESOL teachers? ? An ESOL teacher will include students for whom he/she provides direct instruction/services. ? If an ESOL teacher has 10 or more students in a caseload (elementary school, middle school, and high school) that can be used as the student group for an SLO, he/she should follow the normal SLO process. ? If an ESOL teacher does not have 10 or more students in a caseload, the teacher may group students by grade levels using the appropriate assessment. ? If the ESOL teacher has fewer than 10 students for whom he/she provides direct instruction/services, the principal will approve through Teachscape with consultation from the ESOL Supervisor, if needed.
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13. What if I am transferred to another school during the SLO interval window?
? The goal is for teacher transfers to be minimal during the SLO interval. However, if a teacher transfers during the SLO interval, an SLO must be completed. The teacher may prorate the measure target based upon the remaining SLO interval time.
14. Who should I contact if I have a question about the SLO content?
Contact the appropriate content supervisor in the Office of Curriculum and Instruction, Office of Arts Integration, or the Office of Special Education.
15. Who should I contact if I have a question about the evaluation process?
Contact the Office of Employee Performance and Evaluation at [email protected]
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Resources
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Sample Teacher SLO Template Worksheet
Teacher Information
SLO Overview
Teacher:
School:
Date:
Subject Area/Course:
Grade(s):
Check one: SLO #1_____ #2_____
Instructional Interval: 1st Quarter _____ 2nd Quarter _____ 1st Semester_____ Unit_____
Note: Follow the content level assessment calendar.
Data Review
FFT Connection: 1b, 4a, 4b, 4c, 4d, 4e, 4f
Data Wise Process Connection: Steps 2, 3, 4
The following data were used in the analysis process:
The class/target group baseline data
? Name of assessment:
? Target group baseline data (overview of results):
? Identify the two historical/trend data points reviewed:
o Historical/Trend data point 1:
o Historical/Trend data point 2:
? The data was informed by the state assessment: ___ Yes ___No
Student Population
? The number of students I teach in this subject area/course is: _____
? The number of students targeted / Original Target Value is: _____
? Exception Criteria (provide direct instruction to less than 10 students): _____ Yes _____ No
? The demographics, needs, and abilities of the targeted group are:
Note:
? You MUST select more than 10 students in the Target Value in order to ensure that the Adjusted Value does not fall below 10 students (due to transfer or withdrawal, etc.) when submitting your final SLO data.
? If you qualify for the Exception Criteria (less than 10 students), all students must be included in the Target Value. During your administrator conference, verify this information by providing your administrator a copy of your roster.
Aligned Standards
FFT Connection: 1a, 4a, 4b, 4c, 4d, 4e, 4f
Data Wise Process Connection: Steps 3 & 4
A review of the data indicates the need to address the following standard(s). Describe the Maryland College and Career-Ready Standards or industry standard (s) to which this objective aligns. List 2 to 3 standards/indicators including the essential knowledge and skills.
? Standard:
o Essential Knowledge and Skills
? Standard:
o Essential Knowledge and Skills
? Standard:
o Essential Knowledge and Skills
Academic Goal
FFT Connection: 1c, 4a, 4b, 4c, 4d, 4e, 4f
Data Wise Process Connection: Steps 3 & 4
Student Learning Objective: (Select only one of the following target setting approaches)
? Common Growth: students will increase their scores by at least ____from the _____ (name the pre-assessment) to the ______ (name the post-assessment). or
? Banded: students will increase their scores by at least ( ) in Group A, ( ) in Group B and
( ) in Group C [add a Group D, Group E as needed] from the _____ (name the pre-assessment) to the ______ (name the post-assessment). or
? Half the Gap: students will increase their scores by at least half the gap to 100% from the _____ (name the pre-assessment) to the ______ (name the post-assessment). or
? Growth to Mastery: students will increase their scores to a mastery level of from _____
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(name the pre-assessment) to the ______ (name the post-assessment). or
? Status: students will increase their scores by at least status level(s) from the _____ (name the pre-assessment) to the ______ (name the post-assessment). or
? Individualized: students will increase their scores to at least the identified growth target from the _____ (name the pre-assessment) to the ______ (name the post-assessment).
Note:
? In Teachscape the artifact/roster will be entered under the Data Review.
? The target setting approach must be reflected on the artifact/roster. The target setting approaches derived from Community Training and Assistance Center (c) 2015.
Instructional Strategies for Attaining Objectives
FFT Connection: 1a, 1d, 1e, 2a, 2b, 2c, 2d, 2e, 3a, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4d, 4e, 4f
Data Wise Process Connection: Steps 5 & 6
List 2-4 effective instructional strategies, a description of how the strategies will be used in the classroom and demonstrates evidence of effectiveness for the instructional strategies in reaching the growth target.
? Instructional Strategy 1:
o How it will be used in the classroom:
o Justification in regard to effectiveness:
? Instructional Strategy 2:
o How it will be used in the classroom:
o Justification in regard to effectiveness:
? Instructional Strategy 3:
o How it will be used in the classroom:
o Justification in regard to effectiveness:
? Instructional Strategy 4:
o How it will be used in the classroom:
o Justification in regard to effectiveness:
Evidence of
Student Growth
FFT Connection: 1f, 3d, 4a, 4b, 4c, 4d, 4e, 4f
Data Wise Process Connection: Steps 7 & 8
How do you plan to monitor student growth between the baseline data and the post-assessment?
Identify 2-3 measureable data sets, the frequency of administration, methods for analyzing, how this will inform instruction, and how students are engaged in the student decision making process.
Measurable Source 1:
? Name of assessment:
? Frequency:
? Method of analyzing:
? Instruction will be informed by:
? Students will participate in decisions related to their learning by:
Measurable Source 2:
? Name of assessment:
? Frequency:
? Method of analyzing:
? Instruction will be informed by:
? Students will participate in decisions related to their learning by:
Measurable Source 3:
? Name of assessment:
? Frequency:
? Method of analyzing:
? Instruction will be informed by:
? Students will participate in decisions related to their learning by:
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Student Learning Objectives (SLOs) Data Measures Table
Tentative Guidelines: As you complete this chart, we anticipate that quarter classes will have to finish SLOs by the end of second quarter.
Teachers select which quarter they want to do their SLOs. Semester classes should be completed at the end of the first semester. The SLO
post-test window opens January 4, 2016. All SLO post-tests must be administered by February 26, 2016. Scoring of SLO post-tests with a writing
component must be completed by March 31, 2016. Special Education Options and ESOL options are included as appropriate. Please contact the
Content Supervisor for any clarifications. Unless noted otherwise, all tests are located at
https://sites.google.com/a/pgcps.org/pgcps-performance-matters-google-site/test-creation-and-delivery.
Due February – March Content/Course/Grades Level (Contact) Pre-Test/Post-Test Measures and Locations Interim Measures and Locations Comments ACADEMIC PROGRAMS (NATURAL SCIENCES)
Elementary Mathematics, Grades K-5
Contact: Judith Russ
301-749-5610
Current SLO measures for Grades K-5 are housed in the Google site noted above.
Interim Measures include:
– Unit/quarterly assessments housed on the Elementary Mathematics Google site –answer keys on the Google site noted above
– Teacher made assessments
that mirror expectations of Unit assessments
– PARCC-like assessments from online textbook resource ConnectEd
Revisions have been submitted to the Testing Office for Grades K-5 pre- and post-assessments. It is the expectation that these assessments will be housed in the Google site noted above. Unit/quarterly assessments for Grades K-5 will be housed on the Elementary Mathematics Google site. We are examining means for systemic data collection.
Secondary Mathematics, MS & HS
Contact: Michelle Dyson
Stephanie McLeod
301-749-5610
Current SLO measures for secondary mathematics are housed in the Google site noted above.
Teacher created assessments
SLO measures for secondary mathematics will be revised for SY2015-2016 and will be housed in the Google site noted above.
Science ES, Grades Pre-K–5
Contact: Godfrey Rangasammy
301-808-8254
Current SLO measures for Grades K-5 are in the Google site noted above.
Science SLO measures will be housed in the Google site noted above.
Revisions have been submitted to the Testing Office for Grades K-5 pre- and post-assessments. It is the expectation that these assessments will be housed in the Google site noted above. Unit/quarterly assessments for Grades K-5 will be housed on the Elementary Science Google site.
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Content/Course/Grades Level (Contact) Pre-Test/Post-Test Measures and Locations Interim Measures and Locations Comments
Science MS, Grades 6-8
Contact: Godfrey Rangasammy
301-808-8254
Current SLO measures for Grades 6-8 are in the Google site noted above.
Science SLO measures will be housed in the Google site noted above.
New SLOs will be submitted to the Testing Office for Grades 6-8 pre- and post-assessments to support the new Middle School Next Generation of Science Standards aligned curriculum. It is the expectation that these assessments will be housed in the Google site noted above. Unit/quarterly assessments for Grades 6-8 will be housed on the Middle School Science Google site.
Science HS, Grades 9-12 & Science Electives
Contact: Godfrey Rangasammy
301-808-8254
Current SLO measures for Grades 9-12 are in the Google site noted above.
Science SLO measures will be housed in the Google site noted above.
Revised SLOs will be submitted to the Testing Office for Grades 9-12 pre- and post-assessments to support several new High School Next Generation of Science Standards aligned curriculum. It is the expectation that these assessments will be housed in the Google site noted above. Unit/quarterly assessments for Grades 9-12 will be housed on the High School Science Google site.
Advanced and Enriched Instruction
IB: Contact – Parfait Awono
AP: Contact – Dr. Diana Kendrick
301-808-8275
IB assessments will be housed in the Google site noted above.
AP assessment scoring will be housed in the Google site noted above.
Internal Assessments
Free response questions to be housed in the Google site noted above.
IB/DP pre- and post-assessment for SLO use will be the previous released exams. Schools should contact the IB District Coordinator for copies of the exam.
AP pre- and post-assessments will be the practice exams housed in the secured file folder of the AP course audit.
Health Education
Contact: Nana Donkor
301-808-4080
Current SLO measures for Grades 6-8 Health Education courses and the high school Health Issues course are in the Google site noted
Health Education SLO measures are housed in the Google site noted above.
SLO measures for Grades 6-8 Health Education courses and the high school Health Issues course will be revised for SY2015-2016 and housed in the Google
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above.
site noted above.
Physical Education
Contact: Amy Wiley
301-333-0970
Current SLO measures for Grades PK-8 Physical Education courses, Fitgram, and Personal Fitness are in the Google site noted above.
Physical Education SLO measures are housed in the Google site noted above.
SLO Measures for Grades PK-8 Physical
Education courses, Fitgram, and Personal Fitness will be revised for SY2015-2016 and housed in the Google site noted above.
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Content/Course/Grades Level (Contact) Pre-Test/Post-Test Measures and Locations Interim Measures and Locations Comments
Immersion
Contact: Carmen Henninger
301-808-5956
Grades K-2 R/LA
– Early Literacy assessments located in Grades-level literacy assessment booklets on the curriculum Google site and data to be uploaded to the K-2 Data Tool.
Grades 3-8 R/LA
– Assessment on Google site (follows DELF International Assessment)
Grades 9-12
– Assessments and Rubric (follows DELF International Assessment) on Google site
Immersion Math/Science/etc. use the answer sheet in the system, translated exams are on site noted above.
Grades K-2 R/LA
– Letter & Word Identification (K-1)
– Running Records (K-2)
Grades 3-8 R/LA
– Mid-year and Pre/Post Assessments on Google site
Grades 9-12
– Assessments and Rubric (follows DELF International Assessment) on Google site
Grades K-2 Data will be uploaded to K-2 Data Tool.
All other content areas beyond Reading/Language Arts will be translated and uploaded to the Google site noted above or placed on the Google site as provided to Immersion team. ACADEMIC PROGRAMS (HUMANITIES)
ESOL, Elementary School
Contact: Kia McDaniel
301-445-8450
ESOL Writing Assessments (the Google site noted above)
K-2 Emergent Literacy Assessments (K-2 Data Tool)
? Diagnostic Reading Assessment (DRA)
? Dictation Score
? Scholastic Reading Inventory (SRI)
Writing tasks administered throughout the quarter scored using the writing rubric (found in the curriculum).
Informal running records.
We are working on revisions to the writing assessments. Once completed, they will be posted to the Google site noted above.
ESOL, Middle School
Contact: Kia McDaniel
-ESOL Writing Assessments are in the Google site noted above.
Writing tasks administered throughout the quarter scored using the writing rubric (found in
We are working on revisions to the writing assessments. Once completed, they will be posted to the Google site
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301-445-8450
-Scholastic Reading Inventory (SRI)
the curriculum).
Informal running records.
noted above.
Content/Course/Grades Level (Contact) Pre-Test/Post-Test Measures and Locations Interim Measures and Locations Comments
ESOL, High School
Contact: Kia McDaniel
301-445-8450
Current SLO measures for Reading, Writing, Language of Science, Language of American History, and Applications in Algebra for ELLs.
Writing tasks administered throughout the quarter scored using the writing rubric (found in the curriculum).
Unit assessments and project-based activities are in found the curriculum.
We are working on revisions to the assessments. Once completed, they will be posted to the Google site noted above.
Elementary RELA
Contact: Altramez McQuaige
301-808-8280
Grades K-2 RELA
– Early Literacy Assessments located in Grades-level literacy assessment booklets on the curriculum Google site and data to be uploaded to the K-2 Data Tool
Grades 3-5 RELA Reading
– SRI: Scholastic Reading Inventory
Grades 3-5 RELA Writing
– Narrative and Informational writing diagnostic/post located in the CIMs (to be updated for SY2015-2016) and on the Elementary RELA Google site
Grades K-2 RELA
– Letter & Word Identification (K-1)
– Running Records (K-2)
Grades 3-5 RELA Reading
– Running Records
– DRA (Developmental Reading Assessment)
Grades 3-5 RELA Writing
– Analytic writing tasks (CIM)
– Unit culminating writing tasks (CIM)
– Writing Workshop process pieces (Writing Fundamentals)
The Writing SLO for Grades 3-5 are new and posted in the revised curriculum documents and on the RELA Google site https://sites.google.com/a/pgcps.org/elementary-reading-teachers/home/student-learning-objectives.
Secondary RELA, MS, & HS
Contact: Olga Pabon
Corey Carter
301-808-8284
– Current Writing Diagnostics (reading standards will be added).
– SRI: Scholastic Reading Inventory
Grades 6-8 & 9-10 (as needed).
Culminating assessments will be housed in the Google site noted above.
SLO measures for Grades 6-12 will be revised for SY2015-2016.
Social Studies, MS, & HS
Current SLO measures for
Interim measures are determined
SLO measures for secondary social
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Contact: Sandra Rose
301-808-8246
secondary social studies are housed in the Google site noted above.
by the teacher and should align to the pre- and post-tools provided by the Social Studies Office.
studies will be revised for SY2015-2016 for use with UNIFY platform.
Content/Course/Grades Level (Contact) Pre-Test/Post-Test Measures and Locations Interim Measures and Locations Comments
World Languages
Contact: Maria Flores
301-808-8265
Current SLO measures for Spanish 1, Chinese 1, Latin 1, and Spanish FLES are in the Google site noted above.
Other Languages are housed in World Languages Google site.
World Languages SLO measures are housed in World Languages Google site.
SLO measures for languages will be revised (tentatively) for SY2015-2016 and will be housed in World Languages Google site. COLLEGE AND CAREER READINESS & INNOVATIVE PROGRAMS
Advanced Accounting
Contact: Nancy Magloire
301-669-6012
Current SLO measures are in the Google site noted above.
CLEP Released Practice Exams.
SLO measures will be uploaded to the Google site noted above.
Principles of Accounting & Finance
Contact: Nancy Magloire
301-669-6012
Current SLO measures are in the Google site noted above.
Teacher created unit assessments.
SLO measures will be revised for SY2015-2016 and uploaded to the Google site noted above.
Advanced Management
Contact: Nancy Magloire
301-669-6012
Current SLO measures are in the Google site noted above.
CLEP Released Practice Exams.
SLO measures will be revised for SY2015-2016 and uploaded to the Google site noted above.
Principles of Business
Administration & Management
Contact: Nancy Magloire
301-669-6012
Current SLO measures are in the Google site noted above.
Teacher created unit assessments.
SLO measures will be revised for SY2015-2016 and uploaded to the Google site noted above.
College & Career Research and Development 1/Grade 11
Contact: Nancy Magloire
Current SLO measures are in the Google site noted above.
Unit assessments and project-based activities may be found in the curriculum.
SLO measures will be uploaded to the Google site noted above.
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301-669-6012
College & Career Research and Development 11/Grade 12
Contact: Nancy Magloire
301-669-6012
Current SLO measures are in the Google site noted above.
Unit assessments and project-based activities may be found in the curriculum.
SLO measures will be uploaded to the Google site noted above.
Office Systems Management I
Contact: Nancy Magloire
301-669-6012
Current SLO measures are in the Google site noted above.
Teacher created unit assessments via online software.
SLO measures will be uploaded to the Google site noted above.
Content/Course/Grades Level (Contact) Pre-Test/Post-Test Measures and Locations Interim Measures and Locations Comments
Publishing & Graphics
Contact: Darlene Bruton
301-669-6012
SLO measures are in the Google site noted above.
Unit Assessments may be found in the curriculum.
SLO measures will be uploaded to the Google site noted above.
Computer Software Applications
Contact: Nancy Magloire
301-669-6012
Current SLO measures are in the Google site noted above.
Teacher created unit assessments.
SLO measures will be revised for SY2015-2016 and uploaded to the Google site noted above.
NAF Ethics in Business
Contact: Nancy Magloire
301-669-6012
Current SLO measures are in the Google site noted above.
Assessments and project-based activities may be found in the curriculum.
SLO measures will be revised for SY2015-2016 and uploaded to the Google site noted above.
NAF Financial Services
Contact: Nancy Magloire
301-669-6012
Current SLO measures are in the Google site noted above.
Assessments and project-based activities may be found in the curriculum.
SLO measures will be revised for SY2015-2016 and uploaded to the Google site noted above.
NAF Principles of Accounting
Contact: Nancy Magloire
301-669-6012
Current SLO measures are in the Google site noted above.
Assessments and project-based activities may be found in the curriculum.
SLO measures will be revised for SY2015-2016 and uploaded to the Google site noted above.
NAF Principles of Finance
Current SLO measures are in the
Assessments and project-based activities may be found in the
SLO measures will be revised for SY2015-2016 and uploaded to the
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Contact: Nancy Magloire
301-669-6012
Google site noted above.
curriculum.
Google site noted above.
Child Development I
Contact: Rhonda Taylor
301-669-6012
Current SLO measures are in the Google site noted above.
Teacher created unit assessments.
SLO measures will be revised for SY2015-2016 and uploaded to the Google site noted above.
Human Growth Development Through Adolescence
Contact: Rhonda Taylor
301-669-6012
Current SLO measures are in the Google site noted above.
Unit assessments may be found in the curriculum.
SLO measures will be revised for SY2015-2016 and uploaded to the Google site noted above.
Content/Course/Grades Level (Contact) Pre-Test/Post-Test Measures and Locations Interim Measures and Locations Comments
Cosmetology & Barbering I
Contact: Rhonda Taylor
301-669-6012
Current SLO measures are in the Google site noted above.
Unit assessments and project-based activities may be found in the curriculum.
SLO measures will be revised for SY2015-2016 and uploaded to the Google site noted above.
ProStart & Culinary Arts
Contact: Rhonda Taylor
301-669-6012
Current SLO measures are in the Google site noted above.
Unit assessments and project-based activities may be found in the curriculum.
SLO measures will be revised for SY2015-2016 and uploaded to the Google site noted above.
International Culture & Cuisine
Contact: Rhonda Taylor
301-669-6012
Current SLO measures are in the Google site noted above.
Unit assessments and project-based activities may be found in the curriculum.
SLO measures will be revised for SY2015-2016 and uploaded to the Google site noted above.
Financial Literacy
Contact: Rhonda Taylor
301-669-6012
Current SLO measures are in the Google site noted above.
Unit assessments and project-based activities may be found in the curriculum.
SLO measures will be revised for SY2015-2016 and uploaded to the Google site noted above.
Information Technology
Contact: Nancy Magloire
301-669-6012
Current SLO measures are in the Google site noted above for IT Essentials and Computer Networking.
Unit assessments and project-based activities may be found in the curriculum.
Practice Tests are used to assess
SLO measures will be revised for SY2015-2016 and uploaded to the Google site noted above.
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readiness for industry certifications.
Technology Education
Contact: Darlene Bruton
301-669-6012
Current SLO measures are in the Google site noted above.
Unit assessments and project-based activities may be found in the curriculum.
Teachers will also administer the pre- and post-tests included in the online curriculum to enable MSDE to collect data.
Project Lead the Way (PLTW) Pre-Engineering Program (Introduction to Engineering Design [IED]) HS: Grade 9 or 10
Contact: Darlene Bruton
301-669-6012
Current SLO measures are in the Google site noted above.
Unit assessments and project-based activities may be found in the PLTW online curriculum.
SLO measures will be revised for SY2015-2016 and uploaded to the Google site noted above.
Gateway to Technology (GTT) (Design & Modeling and Automation and Robotics)
MS: Grades 7 and 8
Contact: Darlene Bruton
301-669-6012
Current SLO measures are in the Google site noted above.
Unit assessments and project-based activities are included in the PLTW online curriculum.
SLO measures will be revised for SY2015-2016 and uploaded to the Google site noted above.
Content/Course/Grades Level (Contact) Pre-Test/Post-Test Measures and Locations Interim Measures and Locations Comments
PLTW Biomedical Science Principle of Biomedical Sciences
Contact: Nancy Magloire
301-669-6012
Current SLO measures are in the Google site noted above.
Unit assessments and project-based activities may be found in the online curriculum.
SLO measures will be uploaded to the Google site noted above.
PLTW Biomedical Science
Human Body Systems
Contact: Nancy Magloire
301-669-6012
Current SLO measures are in the Google site noted above.
Unit assessments and project-based activities may be found in the online curriculum.
SLO measures will be uploaded to the Google site noted above.
PLTW Biomedical Science
Medical Interventions
Current SLO measures are in the
Unit assessments and project-based activities may be found in
SLO measures will be uploaded to the
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Contact: Nancy Magloire
301-669-6012
Google site noted above.
the online curriculum.
Google site noted above.
Nursing Assistant
Contact: Nancy Magloire
301-669-6012
Current SLO measures are in the Google site noted above.
Assessments may be found in the online curriculum.
SLO measures will be uploaded to the Google site noted above.
Academy of Health Program Medical Sciences 1
Contact: Nancy Magloire
301-669-6012
Current SLO measures are in the Google site noted above.
Teacher created unit assessments
SLO measures will be revised for SY2015-2016 and uploaded to the Google site noted above.
Academy of Health Program
Foundation of Medicine & Health
Contact: Nancy Magloire
301-669-6012
Current SLO measures are in the Google site noted above.
Teacher created unit assessments
SLO measures will be revised for SY2015-2016 and uploaded to the Google site noted above.
Academy of Health Program
Structure & Function of the Human Body
Contact: Nancy Magloire
301-669-6012
Current SLO measures are in the Google site noted above.
Teacher created unit assessments
SLO measures will be revised for SY2015-2016 and uploaded to the Google site noted above.
Content/Course/Grades Level (Contact) Pre-Test/Post-Test Measures and Locations Interim Measures and Locations Comments
Construction Trades
Contact: Rhonda Taylor
301-669-6012
Current SLO measures are in the Google site noted above.
Industry exam may be found in the curriculum.
SLO measures will be revised for SY2015-2016 and uploaded to the Google site noted above. CREATIVE ARTS
Dance
Contact: Anita Lambert
Creative Arts SLO Google site
Creative Arts SLO Google site SLO measures will be revised for SY2015-2016 and uploaded to our Google site.
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301-808-8317
TV Production
Contact: Barbara Liedahl
301-808-8317
Creative Arts SLO Google site
Creative Arts SLO Google site SLO measures will be revised for SY2015-2016 and uploaded to our Google site.
MS Tech Integration
Contact: Barbara Liedahl
301-808-8317
Creative Arts SLO Google site
Creative Arts SLO Google site SLO measures will be revised for SY2015-2016 and uploaded to our Google site.
Vocal Music
Contact: Judith Hawkins
301-333-0961
Creative Arts SLO Google site
Creative Arts SLO Google site SLO measures will be revised for SY2015-2016 and uploaded to our Google site.
Instrumental Music
Contact: Lionel Harrell
301-333-0963
Creative Arts SLO Google site
Creative Arts SLO Google site SLO measures will be revised for SY2015-2016 and uploaded to our Google site.
Visual Arts
Contact: Elizabeth Stuart
301-333-0966
Creative Arts SLO Google site
Creative Arts SLO Google site SLO measures will be revised for SY2015-2016 and uploaded to our Google site.
Theatre
Contact: Patricia Payne
301-808-8256
Creative Arts SLO Google site
Creative Arts SLO Google site SLO measures will be revised for SY2015-2016 and uploaded to our Google site.
Arts Integration
Contact: John Ceschini
301-808-8256
Creative Arts SLO Google site
Creative Arts SLO Google site SLO measures will be revised for SY2015-2016 and uploaded to our Google site.
Content/Course/Grades Level (Contact) Pre-Test/Post-Test Measures and Locations Interim Measures and Locations Comments EARLY CHILDHOOD
Pre-Kindergarten & Head Start
Frog Street Assessments (web-based)
Frog Street Assessments
(web-based)
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Contact: Andreia Searcy
240-724-1924
Head Start: Work Sampling System (WSS)
Head Start: Work Sampling System (WSS) SPECIAL EDUCATION*
Academic Resource Class
(Autism Program)
Contact: Mary Bell
301-618-8300
Discussion Rubric
Eye Contact, Voice Volume, and Posture Rubric
Perspective Taking Rubric
Discussion Rubric
Eye Contact, Voice Volume, and Posture Rubric
Perspective Taking Rubric
All three rubrics can be found in the curriculum guide for Academic Resource Class, and accessed electronically.
Special Education CRI and Regional K-12
Contact: Karen Andrews
301-431-5630
? Unique Learning assessments
? Equals Mathematics assessments
? Current SLO measures for mathematics K-5 listed above (may use off-grade level based on student present levels of academic and functional performance).
? Teacher created assessments
? Unique Learning assessments
? Equals Mathematics assessments
SLO measures for Community Reference Instruction (CRI) and Regional Programs for students with significant cognitive disabilities will be developed and/or revised in the area of mathematics during the SY2015-2016.
Special Education CRI and Regional K-12
Contact: Karen Andrews
301-431-5630
? Unique Learning assessments
? PCI Sight Word Reading Program assessments
? Edmark Reading Program assessments
? Current SLO measures for K-5 listed above (may use off-grade level based on student present levels of academic and functional performance).
? Teacher created assessments
? Unique Learning assessments
? PCI Sight Word Reading Program assessments
? Edmark Reading Program Assessments
? Grades K-2 RELA
? Letter & Word Identification (K-1)
? Running Records (K-2)
? Grades 3-5 RELA Reading
? Running Records
? DRA (Developmental Reading Assessment)
SLO measures for Community Reference Instruction (CRI) and Regional Programs for students with significant cognitive disabilities will be developed and/or revised in the area of RELA and Communication during the SY2015-2016.
K-12 Special Education Resource, Co-Taught, and Intensive
Contact: Carol Reed
(Elementary)
? Current SLO measures for Content Areas
? Current interim measures for Content Areas
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301-702-2890
Tujuana White
(Secondary)
301-702-2890
Early Childhood Special Education
Contact: Lydia Jones-Nunn
301-925-6654
Work Sampling (WSS)
Early Childhood Centers
Work Sampling (WSS)
Early Childhood Three and Four Year Olds Google site
*Note: Special Education Instructional Program Teachers in addition to using the systemic SLO measures may consider using one of the following Specialized Intervention Program Data Measures:
? Istation
? I-ready
? Moving with Math
? Read 180
? FASTT Math
? Journeys
? Gizmo
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SLO Target Setting: Field-tested Practical Guidance Increasing Student Achievement, Advancing Teacher Practice About this document: This document is intended to assist practitioners in the setting and reviewing of student growth targets in an SLO model. It lays out a suggested three-step pathway and provides an example for applying these steps. About the Community Training and Assistance Center (CTAC): CTAC is a national nonprofit organization with a demonstrated 35-year record of success in the fields of education and community development. Working at local, state, and national levels, CTAC achieves significant, long-term improvements in areas such as student achievement, teacher and principal effectiveness, school and district turnaround, and organizational capacity. CTAC introduced Student Learning Objectives (SLOs) nationally through a groundbreaking partnership with the Denver Public Schools and Denver Classroom Teachers Association. SLOs are now being implemented in more than 30 states across thousands of school districts in the United States. CTAC has more than 15 years of national leadership experience providing technical assistance, informing practice and policy, and evaluating SLOS. 30 Winter Street • Boston, MA 02108 T: 617.423.1444 • E: [email protected] • www.ctacusa.com
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© 2014, Community Training and Assistance Center Page 2 Target Setting The following highlights a field-tested pathway for using multiple data sources and growth methodologies to set meaningful targets in an SLO. It places students, and the teacher’s knowledge of students, at the core of target setting. 1 Collect and make sense of student data When building a thorough knowledge of students, examine several types of baseline and descriptive data. These may include: When setting SLO targets, data are most informative when they are… Research shows that it is the thinking process that matters when teachers craft SLOs. Teachers take the data they have examined and weigh the relative value of each kind of data. Achievement • Pre-assessment(s) • Early course work • Standardized test scores • Interim benchmarks and EOCs • Authentic student portfolios • Report cards • Prior SLOs Contextual • District expectations • Free and reduced lunch status • English Language Learner data • Course enrollment • Student exceptionalities • Attendance data Survey • Interests • Perceptions • Learning preferences Social/Behavioral • Perceptual data • Report card information • Student interviews aligned (measure the same standards included in the SLO) valid (correlate to other justifiable measures of success in the content area) recent and longitudinal (provide updated as well as trend information) comparable (can be reliably combined with and across other data) For instance… An eighth grade Spanish I teacher gathers and examines the following data about her students: • Achievement: Previous final exams for ELA and social studies, pre-assessment scores • Contextual: District expectations, ELL status, student exceptionalities, attendance data • Survey: Background knowledge and experience survey of Spanish language • Social/Behavioral: Initial student conferences, teacher perceptions to date After reviewing these data, the teacher believes the pre-assessment, aligned to the SLO’s content, needs to play a strong role in target setting. She also understands the district expectation that students should reach 65 percent on the summative assessment. She feels the previous ELA exam scores, due to their comparability, inform the SLO target setting by indicating students’ previous performance in and experience with school. relevant (are meaningful in educational terms) Fuller, more accurate understanding of students
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Target Setting © 2014, Community Training and Assistance Center Page 3 2 Analyze the implications of different approaches for students Based on national experience, here are some target setting approaches which can be used individually or in combination. Each approach has pros and cons. Their effective use depends on having definitions of expected growth that are widely understood and accepted within a district. They also require teachers, and those who are approving the SLOs, to think through the implications of the approach(es) for all students. Common Growth Growth to Mastery Students are expected to grow by a common amount (e.g., each student grows by 20 points) Students grow to a common level of mastery (e.g., each student grows to the target of 7 points)Student Baseline Target Student Baseline Target A 50 of 100 70 of 100 A 3 of 10 7 of 10 B 70 of 100 90 of 100 B 2 of 10 7 of 10 C 55 of 100 75 of 100 C 4 of 10 7 of 10 Banded StatusStudents are grouped with each group growing a common amount (e.g., students with high baseline scores grow by 2 points, while those with low scores grow by 4) Students grow a specified amount on a more holistic measure (e.g., from one level to the next; this could also be shown as maintaining the same achievement level on a more difficult assessment) Student Baseline Target Student Baseline Target A 8/10 (high) 10 of 10 A Emerging Proficient B 6/10 (high) 8 of 10 B Proficient Exceeding C 3/10 (low) 7 of 10 C Novice Emerging Half the Gap Individualized Students grow half of the performance gap to the maximum (e.g., each student achieves half of the points between their initial score and the maximum score) Students grow differing amounts based on teachers’ analysis and rationale (e.g., two students whose baseline was “3” have a different target based, in part, on non-quantified factors) Student Baseline Target Student Baseline Target A 10 of 100 55 of 100 A 2 of 8 4 of 8 B 75 of 100 88 of 100 B 3 of 8 5 of 8 C 50 of 100 75 of 100 C 3 of 8 6 of 8 When analyzing these approaches, be sure to consider: • What learning is occurring if students meet expectations, and is it meaningful? • How viable are the approaches given the students’ starting points and baselines? • How are different types of data, and different scales, going to be combined? • How does the approach fit with the district expectations for growth?
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Target Setting © 2014, Community Training and Assistance Center Page 4 3 Set targets for each student After making sense of the student data, and analyzing and selecting the different target setting approaches, the next step is to set rigorous and realistic targets for each student. There needs to be a defensible rationale for the targets. The eighth grade Spanish I teacher set her targets and provided the accompanying rationale: Student ELL Status Identified Disabilities Grade 6 ELA Grade 7 ELA Grade 6 Soc. St. Grade 7 Soc. St. Pre- Assessment Growth Target Abrams 3 5 84 92 43 90 Brock 2 3 74 80 40 80 DeLeon 3 2 88 65 20 60 Fletcher 5 5 92 94 40 90 Hampton LD (math) 3 3 78 78 30 90 Johansen 2 2 70 73 30 65 Nguyen Level 5 1 2 64 75 25 70 She highlighted the following key points related to her target setting: • For Fletcher, Abrams and Brock, the different data points are more consistent and seem to indicate a similar trajectory. • Nguyen’s recent increase in performance justifies a higher target than others with the same pre-assessment score. • DeLeon’s performance data are trending downward. This trend can be reversed significantly, but achieving the district’s expectation of 65 is not likely. • Hampton is fluent in French which will likely enable an easier acquisition of Spanish. His learning disability in math should not affect learning Spanish. • Johansen is not doing well in ELA but is doing well in social studies. Is there something about ELA that is difficult for this student? Does the student prefer social studies? Pathway for Target Setting Target setting begins with developing a full and accurate understanding of students, then involves analyzing and selecting target setting approaches, and leads to setting specific targets for each student. Research shows that the SLO as a whole, and the target setting component in particular, need to meet three standards of validity: statistical, educational and political. Statistical validity, in this context, means that student academic growth is demonstrable. Educational validity means that meeting the growth target makes sense to frontline educators. Political validity means that the target setting is perceived as fair. Addressing these three kinds of validity is important for purposes of institutionalizing new teacher evaluation systems and improving teacher and student performance.
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Deciding on Aligned Standards Increasing Student Achievement Advancing Teacher Practice About this document: This document is designed to guide a teacher’s SLO development specifically with regard to the element of aligned standards. It contains a four-step protocol thinking through this important element and an example for how a teacher might engage in this protocol. About the Community Training and Assistance Center (CTAC): CTAC is a national nonprofit organization with a demonstrated 35-year record of success in the fields of education and community development. Working at local, state, and national levels, CTAC achieves significant, long-term improvements in areas such as student achievement, teacher and principal effectiveness, school and district turnaround, and organizational capacity. CTAC introduced Student Learning Objectives (SLOs) nationally through a groundbreaking partnership with the Denver Public Schools and Denver Classroom Teachers Association. SLOs are now being implemented in more than 30 states across thousands of school districts in the United States. CTAC has more than 15 years of national leadership experience providing technical assistance, informing practice and policy, and evaluating SLOS. 30 Winter Street • Boston, MA 02108 T: 617.423.1444 • E: [email protected] • www.ctacusa.com
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© 2015, Community Training and Assistance Center and Washoe County School District Page 2 As confirmed in research, the element of aligned standards is vital to an SLO. It truly anchors the SLO by providing the content to measure, staging the interval during which strategies are employed, and the setting up the level of growth students will attain for the standards. Below is a guide to support the selection of focused, coherent, and pivotal aligned standards. 1. Begin by looking at the entire set of applicable course standards. Scan the document(s) Becoming familiar with the entire scope of content for the course is important, along with any accompanying narrative. Note how the standards are structured (e.g., broad headings, subsection headings, areas of emphasis) and referenced (e.g., letters, numbers, sub-bullets). 2. Analyze the importance of the standards through two lenses: Content Needs (the “timeless”) What fundamental standards must be mastered by students in this course? What have I typically found during the years to be difficult but important content for students to master? What does my district, state, or national group of experts say are key standards for this course? How can I best prepare students for deeper learning in subsequent courses for this content area? Current Student Needs (the “timely”) Have I broadly assessed my students in all of the various areas for this course? What are the current needs my students? What do students’ baseline assessment results demonstrate as specific areas of need for students? 3. Select focused, coherent, and pivotal standards that will both ensure students have a strong foundation in the course, and are areas of needs for the students. Focused Is the selection too narrow or broad in scope? Can I measure all of these standards in my baseline and culminating assessments? Coherent Have I linked the selection to other aspects of the course of study as appropriate? Is there a common theme or interrelatedness connecting these standards? Pivotal Are the standards important from a perspective of content need and student need? Have I balanced these two perspectives appropriately to warrant this focus? 4. Craft a rationale. Reflect on the above steps Think back to your analyses above. Tell why these standards are focused in terms of quantity, coherent in terms of their relationship to one another, and pivotal from a perspective of both content need and current student need. Deciding on Aligned Standards
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© 2015, Community Training and Assistance Center and Washoe County School District Page 3 The following is an example of how teacher of Grade 2 ELA approached the decision of aligned standards using the protocol from page 2. 1. Begin by looking at the entire set of applicable course standards. Scan the document(s) The teacher looks at Maryland’s College and Career Ready Standards in English Language Arts. He/she knows there are six grade-specific strands to the standards rooted in anchor standards: Reading Standards for Literature, Reading Standards for Informational Text, Reading Standards: Foundational Skills, Writing Standards, Speaking and Listening Standards, and Language Standards. The narrative sections, such as the introduction along with the charts for language progressions and text complexity add to the understanding of the course content. 2. Analyze the importance of the standards through two lenses: Content Needs (the “timeless”) Literacy is important to everyday life and the expectations have really been elevated in our new standards. I know one of the shifts in ELA is to infuse more informational texts at the early grades. “Students often struggle with aspects of reading comprehension, and given the increase in text complexity throughout ELA standards across the grades, this will be particularly important to focus on.” “In our new standards that are internationally benchmarked, and agreed on my national, state, and local experts, there are shifts needed, such as practicing regularly with complex texts, using evidence from texts, and building knowledge through nonfiction.” By ensuring students perform at the new and higher levels of text complexity for my grade level, I will be helping them tackle progressively more complex texts in the future. Current Student Needs (the “timely”) Our school-wide diagnostic assessment from this year and our summative assessment from last year both measure all strands of ELA except speaking and listening and language. I have observed during my first month with students that their oral language and listening skills are in most cases on par or close to being on par for this point in the year. Our reading scores, however, stand out as the lowest area that our students need the most help with—even more than math. The baseline results (which are pulled from our diagnostic assessment data) show a clear need in the area of reading. Specific to literature, we need to focus on characters, story structure, and vocabulary. With regard to informational texts, the lowest scores show a need in the areas of connections, text structure, and key ideas. Deciding on Learning Content
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© 2015, Community Training and Assistance Center and Washoe County School District Page 4 The following the example continued of how teacher of Grade 2 ELA approached the decision of learning content using the protocol from page 2. 3. Select focused, coherent, and pivotal standards that will both ensure students have a strong foundation in the course, and are areas of needs for the students. Selection: RL.2.3, RL.2.4, RL.2.5, RL.2.6, RL.2.7 RI.2.2, RI.2.3, RI.2.4, RI.2.5, RI.2.6, RI.2.8 Focused The scope is far from too narrow, as it includes quite a bit more than just two standards. It is not too broad though, since it focuses on just a few key areas of both literature and informational texts. These standards plus others are measured by our baseline (diagnostic) and culminating assessments. We will only use the score information for these standards when calculating scores in the SLO. Coherent I have included two strands from ELA: Reading Standards for Literature and Reading Standards for Informational Text. The other strands will be taught as well, but not formally included in the SLO. These are all areas that students struggled with. There is also reciprocity across the strands (e.g., story structure in literature and text structure in informational texts). Pivotal These standards are important for my students, given these are the lowest performing standards students demonstrated on the baseline assessment and on last year’s summative assessment. These standards are important from a content perspective, as reading texts of higher complexity is expected in this and future courses, and because students need to be equally exposed to and comfortable with literature and informational texts. The perspectives of content need and my current students’ needs are in common and I have therefore balanced these perspectives. 4. Craft a rationale. Reflect on the above steps In the SLO: Of the 63 standards in Grade 2 ELA, 28 are in reading and this SLO addresses 11 of those 28 that my students need most. They are coherent in that I have included multiple strands from the standards (RL and RI) and they also interrelate across text types (e.g., story structure for RL and text structure for RI). These standards are pivotal not just because my students need them, which both our baseline scores indicated as do their summative results from last year in Grade 1 ELA, but also because these standards reflect new levels of rigor in text complexity, and honor the pedagogical shifts needed to prepare students for college and careers, through working with complex texts and building knowledge through nonfiction. Deciding on Aligned Standards
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SLOs: Connecting Maryland’s College and Career-Ready Standards Increasing Student Achievement, Advancing Teacher Practice About this document: This document helps demonstrate the commonalities between SLOs and Maryland’s College and Career-Ready Standards. It highlights several connections for each phase of the SLO process, and reinforces the common goals of both landmark initiatives. About the Community Training and Assistance Center (CTAC): CTAC is a national nonprofit organization with a demonstrated 35-year record of success in the fields of education and community development. Working at local, state, and national levels, CTAC achieves significant, long-term improvements in areas such as student achievement, teacher and principal effectiveness, school and district turnaround, and organizational capacity. CTAC introduced Student Learning Objectives (SLOs) nationally through a groundbreaking partnership with the Denver Public Schools and Denver Classroom Teachers Association. SLOs are now being implemented in more than 30 states across thousands of school districts in the United States. CTAC has more than 15 years of national leadership experience providing technical assistance, informing practice and policy, and evaluating SLOS. 30 Winter Street • Boston, MA 02108 T: 617.423.1444 • E: [email protected] • www.ctacusa.com
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© 2014, Community Training and Assistance Center Page 2 Connecting the CCR Standards Forty-five states, as well as several other jurisdictions, currently implement some or all of the Common Core State Standards (Maryland’s College and Career-Ready Standards). With over 30 states also implementing some version of Student Learning Objectives, one might wonder how these initiatives can work together to improve student learning. This document highlights key connections between these important and landmark national initiatives. Common Aims: College and Career-Ready Standards and SLOs Aim College and Career-Ready Standards Connection SLO Connection Improving Student Outcomes College and Career-Ready Standards seek to help prepare all students for college and careers. SLOs are implemented given their research-based track record of improving student outcomes. Deep Content Knowledge Standards are fewer and deeper, promoting focus on key areas of content for students and teachers. SLOs also require teachers to explore their focal content deeply and expect students to demonstrate a corresponding depth of learning. Advancing Pedagogy Pedagogical shifts in practice have been articulated to maximize the instructional impact of teaching the standards. SLOs prompt a reflection on proven strategies. SLO research demonstrates that SLOs impact practice, improving student outcomes. High Quality Assessments Measuring the College and Career-Ready Standards requires correspondingly high quality assessment measures. Next generation assessments are incorporating a growing presence of constructed-response items and all Depths of Knowledge. Higher quality SLOs use rigorous assessment methodologies such as tapping all Depths of Knowledge, constructed-response items, and multiple measures. Rigorous and Clear Expectations Internationally benchmarked, College and Career-Ready Standards set high expectations for students and provides a common language of learning across the K-12 spectrum. High quality SLOs set high expectations for teachers and students and provide a common framework for educators to discuss student progress within and across grade levels.
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© 2014, Community Training and Assistance Center Page 3 Connecting the CCR Standards SLO Preparation Phase Connections Typically August and September (or start of year) • Training: Regardless of the sequence, training is essential to successfully implement both the College and Career-Ready Standards and SLOs. While the locally-established construct and processes for SLOs are important to understand, success will be directly tied to a teacher’s depth of content knowledge for the course standards. • Support: It is important to be aware of the supports available for both initiatives. Almost without exception, being supporting in the SLO development and implementation phases requires growing more deeply in both content and effective pedagogy. SLO Development Phase Connections Typically September and October (or beginning of course) • Crafting the SLO: Each element of an SLO has strong links to the College and Career-Ready Standards to note: Element College and Career-Ready Standards Connection(s) Data Review • Multiple data sources, including professional development on the College and Career-Ready Standards, should inform selections in an SLO. • The preparation of each student for college and careers must remain forefront in the development of an SLO. Aligned Standards • The selection of focus standards must take into account the most essential content for the course and what specific needs are identified. Academic Goal • High quality assessments need to be selected and/or designed which should reflect the direction of the Next Generation Assessments. • Targets should reflect differentiated yet high expectations of growth (e.g., narrowing and closing achievement gaps) to successfully prepare each student for college and careers. Instructional Strategies for Obtaining Objectives • In determining the overall pedagogical approach for the selected content, the instructional shifts should be incorporated, whether explicitly or implicitly. Evidence of Student Growth • Multiple formative measures are needed to ensure the alignment of curriculum and instruction with assessments to ensure students maintain a successful trajectory towards college and careers.
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© 2014, Community Training and Assistance Center Page 4 Connecting the CCR Standards • Approval: Teachers and administrators should center their approval conversations on how the SLO prepares all students for subsequent coursework and a more successful educational trajectory. SLO Implementation Phase Connections Typically October through May • Instruction: Effective pedagogy is needed to facilitate students attaining their targets. The content-specific instructional shifts should be regularly incorporated, in addition to other research-based strategies that explicitly or implicitly are a part of the approved SLO. • Reflection: Teachers reflect on instruction and student outcomes to determine how each student is progressing towards the target and which strategies—or variations thereof—are maximizing instructional time during the interval. Reflection should incorporate regular reviews and exploration of the core standards and corresponding instructional shifts. • Support: As instruction and reflection point to specific student and teacher needs, interventions and professional supports must be available. While teachers often refine many aspects of their practice through individual reflection/means, collegial and administrative supports provide an additional level of support that can often multiply the power of individual reflection and refinement on practice. SLO Results Analysis Phase Connections Typically May through June (or just before course’s end) • Summative Assessment: Summative assessments need to align fully to the focal standards. These assessments determine the degree to which content standards are learned. • Reflection on Outcomes: Reflecting on outcomes help educators determine student learning and how well instruction was delivered. • Planning for Next Cycle: Reflections help establish next steps for educators in terms of how to advance students learning as well as in developing subsequent SLOs. Additional Resources The following resources were used in the development of this document and are available at the referenced locations: College and Career-Ready Standards • College and Career-Ready Standards: http://www.marylandpublicschools.org/MSDE/programs/ccss/ • PARCC: http://www.parcconline.org/ SLOs • CTAC’s SLO Resources: http://www.ctacusa.com/education/student-learning-objectives-slos/
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School Test Coordinators: Maintain a copy of this document in your School Assessment Archive. Questions specific to test security should be directed to the Department of Testing. Department of Testing | 1616 Owens Road, Oxon Hill MD 20745 | Tel: 301.702.3860 Non-Disclosure Agreement Internal Assessments Student Learning Objective (SLO) Assessments Summary: Prince George’s County Public Schools administers several paper/pencil, online, and Student Learning Objective (SLO) assessments for a variety of purposes. These assessments may be purchased through a vendor or created by staff in the school system. These Internal and SLO assessments are measurements that are approved by the Department of Curriculum Instruction (C&I) or other offices. Examples of Internal and Student Learning Objective (SLO) Assessments include, but are not limited to: End of Quarter Benchmarks (MUST) Scholastic Reading Inventory (SRI) Final Exams Scholastic Math Inventory (SMI) Formative Assessment System of Tests (FAST). Unit Tests Pretests and Posttests Student Learning Objective assessments approved by C&I Instructions: This form must be signed by all individuals prior to administering or assisting with Internal and SLO Assessments. These individuals may include: Teachers; Test Examiners; Proctors; Accommodators; Support staff that handle or have access to test materials; Monitors or Observers; and Anyone else with access to test materials or involvement in test administration. It is my understanding that the Prince George’s County Internal and Student Learning Objective (SLO) assessment materials are confidential. I understand that it is a breach of professional ethics to provide or alter answers, provide verbal or nonverbal clues, teach items on the test, share prompts, coach, hint, or in any way influence a student’s performance during testing or manipulate the scoring of items. A breach of ethics may result in invalidation of test results and PGCPS disciplinary action. I agree to abide by all of the regulations governing test administration and data reporting policies and procedures as specified in Prince George’s County Public Schools Policy and Administrative Procedure 6139 and as specified in COMAR 13A.03.04. As part of these regulations, I understand that I am: Not to duplicate test materials for any reason except as authorized by the Department of Testing. Not to make ANY TYPE of notes as a result of my access to the test. This includes notes pertaining to topics, content, and/or the structure of the test materials unless directly authorized to so by the Department of Testing. Not to provide any part of the test materials for examination or other use by any other party. Not to disseminate any of the test materials to any other party. Not to discuss the topics and/or specific content of the test materials with any other party. To return inventory, store, and return test materials according to Department of Testing guidelines. I have read the above and I understand that violations of test administration and security provisions may include invalidation of test results, cost assessed to my district, disciplinary actions against me by my district, and/or requests for certificate suspensions or revocations by Prince George’s County Public Schools as applicable.
Sample Template for the Analysis of Student Data
Teachers analyze available baseline and historical/trend data to inform the writing of their SLOs. This template can be useful in organizing the development process. Teachers should identify the content standards of the course and then match any relevant assessment or baseline data available that demonstrate students’ background knowledge and skills related to each standard. Based on the evidence from baseline data, teachers can use this tool to identify student strengths and weaknesses and use the data to improve the creation of growth targets.
Content Standards
(The actual number of the standard and/or the expectation/topic of that standard)
Assessment or
Baseline Data
(Includes the name of the assessment, if it is a state or commercial assessment, and a description of the assessment)
Evidence
(Summary of the assessment results, including the range of scores, the percentage of students that answered questions, correctly, and so forth)
Subgroups to Note
(Note performance of groups of students—either groups of students that performed lower than others on a particular skill or a subgroup that scored exceptionally well)
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SAMPLE BASELINE DATA WORKSHEET
Teacher Name: School:
SLO Number: Assessment:
Student Name
Student
Number
Pre-Test
Score
Progress
Check
Progress
Check
Progress
Check
Post-Test
Score
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Sample Mid-interval Check-In Meeting Protocol
Teacher Name: _______________________________________________________________
Content Area and Course: _____________________________________________________
Grade Level(s): _______________________________________________________________
Academic Year: ______________________________________________________________
Instructions: The administrator should provide the teacher with the protocol questions in advance of the check-in meeting so that the teacher has an opportunity to prepare for a discussion of each topic at the meeting. The teacher should be prepared to share and discuss formative assessment results and student progress toward meeting the SLO growth target.
Student Progress
1. How are students progressing toward their growth targets? Are some students demonstrating more progress than others?
2. Are the growth targets that you set at the beginning of the year attainable?
Instructional Strategies
3. Which instructional strategies are you using?
4. Are any instructional strategies not working for your students? Are there alternatives you should consider?
Support and Collaboration
5. Have you collaborated with peers to work toward goals?
6. What additional supports do you need to ensure that you are successful with your students?
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SPECIAL EDUCATION EVALUATION RESOURCE DOCUMENTS
TEACHERS/ PRINCE GEORGE’S COUNTY EDUCATORS’ ASSOCIATION (PGCEA) SLOs EVALUATION TOOL Academic Resource Teachers
ES
MS
HS
ES
MS
HS
ES
MS
HS
N/A
Yes
Yes
N/A
Yes
Yes
N/A
FfT
FfT Coordinated Early Intervening Services (CEIS) Program Coordinators and Resource Teachers
No
Yes
Standards for Excellence (SFE) Coordinated Early Intervening Services (CEIS) Alternative Learning Teachers
No
Yes
Standards for Excellence (SFE) Coordinated Early Intervening Services (CEIS) Resource Teachers
No
Yes
Standards for Excellence (SFE) Crisis Intervention Teachers (CIRTS)
No
Yes
Standards for Excellence (SFE) Early Childhood Center (ECC) Teachers
Yes
Yes
Framework for Teaching (FfT) Intervention Resource Teachers (Journeys, Read 180, Voyager, etc.)
No
Yes
Standards for Excellence (SFE) Regional Teachers
Yes
Yes
Framework for Teaching (FfT) Academic Resource Teachers ES MS HS ES MS HS ES MS HS Special Education Chairpersons Yes No No Yes No No FfT SFE SFE
Special Education Co-Teachers/Resource Teachers
Yes
Yes
Framework for Teaching (FfT) Special Education Intensive Resource Teachers
Yes
Yes
Framework for Teaching (FfT) Special Education Teachers in Special Programs (Autism, Community Referenced Instruction, Deaf Hard Of Hearing and Emotional Disability Transition)
Yes
Yes
Framework for Teaching (FfT) Special Education Teacher Coordinators
No
Yes
Standards for Excellence (SFE)
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SUPPORT PROGRAMS & RELATED SERVICES STAFF SLOs EVALUATION TOOL Adapted Physical Education Teachers
Yes
Yes
Framework for Teaching (FfT) Dual Language Assessment Teachers
No
Yes
Standards for Excellence (SFE) Itinerant Teachers of the Deaf
No
Yes
Standards for Excellence (SFE) Therapists (Occupational therapists, physical therapists, speech-language pathologists, or audiologists)
No
Yes
Standards for Excellence (SFE) Vision and Orientation Mobility Teachers
Yes
Yes
Framework for Teaching (FfT) CENTRAL OFFICE STAFF (PGCEA) SLOs EVALUATION TOOL Data Management Tech Analysts
Nohttp://superioressaywriters.com/wp-admin/post-new.php
Yes
Standards for Excellence (SFE) Parent Center Teachers and Liaison
No
Yes
Standards for Excellence (SFE) Resource Teachers (Universal Design for Learning, Kindergarten and Non-Public)
No
Yes
Standards for Excellence (SFE) Non-Public Specialists and Guidance Counselors
No
Yes
Standards for Excellence (SFE) School Psychologists
No
Yes
Standards for Excellence (SFE) Social Workers
No
Yes
Standards for Excellence (SFE)
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