Student Learning Objectives (SLO)

Resources forEnglish Language Arts

1

What are SLOs and why are they important?

Primary Measures of the EES

4

Improved Student Outcomes

Teacher Practice

StudentGrowth and

Learning

• Classroom Observations

• Core Professionalism

• Tripod Student Survey

• Working Portfolio (non-classroom only)

Educator Effectiveness Data

• Hawaii Growth Model

• Student Learning Objectives

Hawaii Department of Education 5

SLO Process1. Identify

the learning

goal

2. Develop or select

assessment(s)

3. Establish targets based

on data

4. Plan instruction

5. Receive initial

approval

6. Implement

the SLO

7. Revise targets if necessary

8. Analyze assessment

results

9. Rating of SLO

10. Determine next steps

Student Learning Objective Cycle

Step 6: Monitor and Evaluate the Results

Step 6: Monitor and Evaluate the Results

Step 6: Monitor and Evaluate the Results

Step 6: Monitor and Evaluate the Results

Data Team Cycles

Student Learning Objectives (SLO)

• Are teacher designed • content-driven goals

• set at the beginning of a course• that measure student learning through an

interval of time (i.e. one school year or one semester).

7

Student Learning Objectives:

• support the achievement and growth of all students that aligns to daily instruction and progress monitoring with specific prioritized goals

Learning GoalAssessments,

Scoring & Criteria

Expected TargetsInstructional

Strategies

SLO Components

What is a learning goal and where can I find resources for it?

Learning Goal

Learning Goal

Big Idea

Standards

Rationale

Interval of Instructio

n

A Learning Goal has 5 Sub-Components

Big Idea

• A declarative statement that describes a concept or concepts that transcend grade levels in a content area and represents the most important learning of the course.

CCSS Portrait of a College and Career Ready Student

• They demonstrate independence

• They build strong content knowledge

• They respond to the varying demands of audience, task, purpose and discipline

• They comprehend as well as critique

• They value evidence

• They use technology and digital media strategically and capably

• They come to understand other perspectives and cultures

http://www.corestandards.org/ELA-Literacy/introduction/students-who-are-college-and-career-ready-in-reading-writing-speaking-listening-language

“Big Idea”Resources for (Content Area)

• The Common Core State Standards Page 7 provide a portrait of a college and career ready student:

Big Idea Example: Using the Portrait of a

College and Career Ready Student

College and career ready students are able to cite specific evidence when supporting their own points in writing and speaking.

(CCSS – Introduction to ELA/Literacy)

Big IdeaCCSS ANCHOR STANDARDS

• Reading- 10 anchor standards

• Writing- 10 anchor standards

• Speaking and Listening- 6 anchor standards

• Language- 6 anchor standards

Big Idea Example: Using the Anchor Standards

A college and career ready student is able to assess how point of view or purpose shapes the content and style of a text.

(Anchor Standard R.6)

Big Idea Example:SBAC

As a part of this evidence-centered design of assessments, Smarter Balanced established four “claims” regarding what students should know and be able to do to demonstrate readiness for college and career in the domain of ELA and literacy.

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/TaskItemSpecifications/EnglishLanguageArtsLiteracy/ELAGeneralItemandTaskSpecifications.pdf

Claim #1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

Claim #2: Students can produce effective and well-grounded writing for a range of purposes and audiences.

Claim #3: Students can employ effective speaking and listening skills for a range of purposes and audiences.

Claim #4: Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.

Big Idea Example: Using the SBAC Claims

College and career ready students can engage in research/inquiry to investigate topics and to analyze, integrate and present information.

(SBAC Claim #4)

The Learning Goal

• A statement that thoroughly describes what students will know, understand or be able to do by the end of the interval of instruction

The Learning Goalhttp://standardstoolkit.k12.hi.us

Example: Grade 5

• Big Idea: College and career ready students can engage in research and inquiry to investigate topics, and to analyze, integrate and present information.

• Learning Goal: Students will be able to write short research papers integrating and citing specific evidence from several sources.

• Standard: W.7.5: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Depth of Knowledge Reminders

• SLOs should be at a minimum of a DoK level 2;

• If there are DoK level 3 targets for the course or grade level, those should be selected.

Depth Of

Knowledge

Norm Webb

Where can I find resources for assessments?

“Assessments, scoring & criteria”Resources for ELA

resources• Sample tasks and items

• Rubrics

• Open Education Resources

• Sample Passages

• Reading and Writing Project Assessmetns

urls• http://www.smarterbalanced.org/sample-

items-and-performance-tasks/

• http://www.smarterbalanced.org/?s=rubrics

• http://oercommons.org

• http://www.readworks.org/

• http://readingandwritingproject.com/resources/assessments.html

Where can I find resources for instructional strategies?

Instructional Strategies College Board: SpringBoard

Instructional Strategies McGraw Hill Wonders

• Ask and answer questions

• Graphic Organizers• Think Aloud• Summarize• Compare and Contrast• Collaborative

Conversations

• Repeated reading• Echo reading• Close reading• Predicting• Visualizing• Read aloud• Modeling

Instructional Strategies- ResourcesList of Strategies Used in SpringBoard

• http://research.collegeboard.org/publications/engaging-strategies-all-students-springboard-example

Author’s White Papers on Strategies Used in Wonders

• http://mhreadingwonders.com/authors/

Expository Reading and Writing Course Assignment Template Appendices Contain Strategies for Reading and Writing

• http://www.calstate.edu/EAP/englishcourse/piloting_packet/Assignment_Template.pdf

Tier 1: Core, Instructional Interventions• All Students, All Settings• Preventive, proactive support (e.g. school-wide

behavior support, high quality core instruction, differentiate instruction, universal screening)

Tier 2: Targeted Group Interventions• Some students (at risk)• High efficiency (e.g. target skill instructions with progress

monitoring)

Tier 3: Intensive, Individualized Interventions • Individual students• Assessment Based• High Intensity• Intense, durable procedures

Success for ALL Students: Multi-tiered System of Supports

Multi-Tiered System of Instruction and Intervention

BehavioralAcademics

• Few students• Small group or individual• Increased intensity and duration• Specialized, intensive interventions for high-risk behavior• Progress monitoring weekly or more

Tier 3 INTENSIVE 1-5%

Tier 2 TARGETED 10-15%

Tier 1 UNIVERSAL 80-90%• All Students

• High quality core instruction• School-wide and classroom discipline rules in place• Differentiated instruction• All students screened and monitored 3x year

• Some students• Small group• Targeted skill instruction• Positive behavior group interventions• Progress monitoring every other week

Instructional Strategies (Marzano et al., 2001)

Recommendations for Classroom Practice

Identifying Similarities and Differences

• Use the process of comparing, classifying, and using metaphors and analogies.

Summarizing and Note Taking • Provide teacher-prepared notes using a variety of formats, and graphic organizers.

• Teach students a variety of summarizing strategies.• Engage students in reciprocal teaching.

Reinforcing Effort and Providing Recognition

• Teach students the relationship between effort and achievement.• Provide recognition aligned to performance and behaviors.

Homework and Practice • Establish and communicate homework policy.• Design assignments that support academic learning.• Provide timely feedback.

Nonlinguistic representations • Provide students with a variety of activities such as creating graphic organizers, making physical models, generating mental pictures, drawing pictures and pictographs, engaging in kinesthetic activity.

Instructional Strategies(Marzano, et al., 2001)

Recommendations for Classroom Practices

Cooperative learning • Use a variety of small groupings (e.g. think-pair share, turn and talk, numbered heads together, jigsaw).

• Combine cooperative learning with other classroom structures.

Setting objectives and providing feedback

• Set and communicate objectives that are specific and flexible. • Include feedback elements of both positive interdependence and

individual accountability.

Generating and testing hypotheses

• Engage students in a variety of structured tasks such as problem solving, experimental inquiry, and investigation.

• Ask students to explain their hypotheses and their conclusions.

Cues, Questions and Advanced Organizers

• Use explicit cues.• Ask inferential and analytical questions.• Use stories, pictures, and other introductory materials that set the

stage for learning.• Have students skim materials before the lesson.• Use graphic organizers.