I learned a lot about the process of identifying needs, implementing strategies and modifying… loved the emphasis on the process… not focusing on writing a goal: CTAC introduced Student Learning Objectives (SLOs) nationally through a groundbreaking partnership with Denver Public Schools in 1999. As the leading practitioner, trainer and evaluator of SLOs, we have assisted a number of districts and states with implementing successful SLO models. For more information, please contact us at (617) 423-‐1444 or ctac@ctacusa.com. From an art teacher in MA: Hi Ellen, Our superintendent put together this wiki which may be interesting to you. It has all of the presentations and worksheets that the district has used in the process for new evaluation, including SLOs. http://rpseducatorevaluation.wikispaces.com/ Here is also part of an e-‐mail the superintendent sent us in January in terms of evidence collection: TAP Update We are now entering our fifth month of implementing the revised TAP process. By this point, most, if not all of you have completed your self-‐assessment, developed your goals, established your educator plan with your goals, key action steps, and benchmarks, and are now implementing your educator plans. You are doing a great job! As part of this plan, you will be collecting evidence. Listed below are some guidelines on collecting evidence. ·∙ Keep the process simple. Less is more when collecting evidence. It is better to collect a few key pieces of evidence rather than a significant amount that duplicates your work. Your collection process should not require you to go beyond what you already have available. ·∙ Focus the evidence collection process on the goals that you have developed in your educator plan, Standard 3 (Family and Community Engagement) and Standard 4 (Professional Culture). The reason that you should focus on those standards is because they are not readily observable in day to day practice. ·∙ For this first year of implementation, you can use either Baseline Edge to collect your evidence or a paper portfolio system in a three ring binder. ·∙ Some examples of evidence could include, but are not limited to: ·∙ Lesson Plans ·∙ A screenshot or link to your Edline Page ·∙ Assessment Data ·∙ Communication with Parents (Email, Phone logs, etc.) ·∙ Back to School Night or Open House Material ·∙ Assessments and/or assessment data ·∙ Different resources you have created for your classes ·∙ Different multi-‐media (video, podcast, etc.) that you have created ·∙ Fliers and materials from workshops that you have attended I followed up with a teacher one year after her first blog post about SLO PD…. She wasn’t happy then, and I wanted to see what a year may have done to mellow her reaction…. Hi, Ellen. This school year was our first year to launch our regional and state assessments in regards to SLO's. As far from what I see, the SLO's are really set for failure. Our art department decided to go ahead with the state assessments because we
really didn't have an assessment created ahead of time. That being said, our measurement for growth was based on portraits. For example, seventh graders were to draw their portrait using a mirror, but sixth graders were supposed to draw their portrait AND profile, without using a reference. Third graders were required to draw a portrait using color mixing and blending, but their materials to be used were colored pencils and crayons. Fourth graders were asked to incorporate shading and value. I could go on with every grade level.
What's also funny to note is, one of my students asked, "Why does New York State care if I know how to draw?" and another, "So... you're telling me if I draw a really bad picture now and draw a better picture later, I'll be fine?" (Kids catch on real quick!) What my biggest concern is that mandating these assessments sort of concludes that the products the students make is the only way to evaluate success. Meaning, what about praising imagination, creativity, problem solving, etc. Yes, projects are very important, and yes, it's the only tangible item we can show administrators, but we as teachers really see our students progress throughout the year and how far they've come. It's hard to display student growth when you're administering the same evaluation, especially since students know exactly what to "study" for ahead of time. I hope this helps you out a little. I'm not sure what the best, logical, time efficient, and budget friendly evaluation may be, but I know that I'm hoping these SLO's are just another educational phase. Let me know if there's anything else I can help you with : ), Hannah And a follow-up with her:
Our SLO's are actually not tied to our evaluation. Our evaluations consist of observations, a professional goal, and supporting artifacts. I'd say we definitely did not have too much training in writing SLO's.. we had training "writing them," as in how to input them into the system, but not what actually makes a good, coherent SLO. I think our entire district, as well as surrounding schools, feel pretty unconfident about what is going on. It seems like the state expectations are quite vague and we're just kind of going through the motions. I personally don't get the feeling that anyone is buying into it... I love that link you sent me also. It's definitely a perspective I haven't heard! It makes me think of when I was in undergrad (less than a decade ago!), and I felt like I was really going to inspire and change students' lives. Now merely a few years later, it's a bit different. Yes, of course, I know I am still making a difference, but the pressure and anxiety airing from the students is often disheartening. From a district in CA working on SLOs: CCSS 12.RIT.4 11.RIT.8
•
•
Current standard
Social Science Determine the meaning of the words or phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy. (e.g., The Federalist, presidential addresses). Students analyze the major social problems and domestic policy issues in contemporary American society. Discuss the significant domestic policy speeches of
11.11.2
Truman, Eisenhower, Kennedy, Johnson, Nixon, Carter, Reagan, Bush and Clinton. (e.g. with regard to education, civil rights, economic policy, environmental policy). Objective: Students will write an expository essay using varied syntax and citing evidence (minimum 4 pieces) to analyze Kennedy’s use of paradox to establish and support his premise. (analyze) Science CCSS • Conduct short as well as more sustained research projects to answer a question 12.W.7 (including a self-‐generated question) or solve a problem; narrow or broaden the 12.SL.4 inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. • Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance and style are appropriate to purpose, audience and a range of formal and informal tasks. Science: Investigation and Experimentation; Scientific progress is made by Current asking meaningful questions and conducting careful investigations. As a basis for standard understanding this concept and addressing the content in the other 4 strands, students should develop their own questions and perform investigations. Objective: Students will write a summary statement about friction citing evidence from their experiment and using appropriate scientific vocabulary (from key vocabulary). (analyze) Math CCSS • Use the relation i² =-‐1and the commutative, associative, and distributive properties N.CN.2 to add, subtract, and multiply complex numbers. (alg 2) • Write informative and explanatory texts to examine and convey complex ideas, 12.W.2 concepts, and information clearly and accurately through the effective selection, organization and analysis of content. Current • Students add, subtract, multiply, and divide complex numbers. standard 6.0 (Alg 2 Objective: Students will write using sentences with parallel structure justifying their method of solving expressions. (Evaluate/Critiquing) English CCSS • Present information, findings, and supporting evidence, conveying a clear and 11.SL.4 distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience and a range of formal and informal tasks. Current Deliver persuasive arguments (including evaluation and analysis of problems and solutions standard and causes and effects): LS.2.5 a. Structure ideas and arguments in a coherent, logical fashion. b. Use rhetorical devices to support assertions (e.g., by appeal to logic through reasoning; by appeal to emotion or ethical belief; by use of personal anecdote, case study, or analogy). c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning. Objective: Students will deliver a persuasive speech with a clear position, at least three pieces of
evidence, and three rhetorical devices. CCSS 11.RL.7 CCR
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• Current standard
Performing Arts Analyze multiple interpretations of a story, drama, or poem (e.g., record or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
Performing Arts: Component Strand: 3.0 Historical and Cultural Context Proficient:3.3 History of Theatre: Identify key figures, works and trends in world theatrical history from various cultures and time periods. Advanced: History of Theatre 3.2 Analyze the impact of traditional and nontraditional theatre, film, television and electronic media on society. 3.4 Compare and contrast specific styles and forms of world theatre. Component Strand 4.0: Aesthetic Valuing Advanced: 4.2 Draw conclusions about the effectiveness of informal and formal productions, films/videos, or electronic media on the basis of intent, structure, and quality of the work.
Objective: Students will write a description of how a choreographic element is used to portray an emotion using nuances in word meaning. (Understand/Exemplifying) Agriculture CCSS • Draw evidence from literary or informational texts to support analysis, reflection, 11.W.9 and research. 11.SL.2 • Integrate multiple sources of information presented in diverse media or formats (e.g., visually quantitatively) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Agriculture: Communications; Students understand the principles of effective oral, Current written and multimedia communication in a variety of formats and contexts. standard Objective: Students will write a memo including soil specific vocabulary (from Key vocabulary) and a visual representation recommending experiential soil features (Evaluate/Critiquing)
Instructional Objectives Instructional objectives are written in terms of learning outcomes stating what you want your students to learn as a result of the lesson. Make sure to include a stem, verb, and the content.
Possible Language Arts Examples Stem
Verb
Content
Students will
write
a sentence or paragraph of the differences and similarities between ___.
I will
write
a sentence or paragraph about ___ using the words ___.
We will
re-‐tell
to a partner in their own words the ___. their first draft for ___
Students will
edit
I will
write
a summary explaining ___.
We will
write
three facts from the text that persuade you to agree or disagree with the author.
Students will
create
a visual representation of ___ from the text.
We will
(conventions, word, choice, etc.).
annotate and write
summary of the author’s use of ____.
I will
write
my own interpretation of ___.
Students will
write
a ___ (poem, essay, paragraph, sentence, etc.) about ___.
We will
write
a persuasive essay taking a stance for/against ___.
I will
write
the author’s purpose for ___ and support it with evidence from the text.
Students will
write
a comparison of ___ and ___ using evidence from the text.
We will
write
an opinion about ___ using evidence from the text.
I will
write
an inference using evidence from the text.
Students will
write
an explanation of the author’s purpose for ____.
Possible Math Examples Stem
Verb
Students will
calculate
Content a given problem.
We will
write
the steps needed to solve the given problem.
I will
solve
a given problem.
Students will
write
a paragraph explaining how to solve a given problem.
We will
write
a comparison of the given polygons.
I will Students will
construct plot or write
an appropriate graph(s) after reviewing and discussing the data. a set of points on graph paper.
We will
write
an explanation or interpretation on the displayed data.
add, subtract,
I will
multiply or divide
Students will
create or write
given problems. an example of _____.
Possible Science Examples Stem Students will
Verb record or write
Content observations about ___.
We will
write
a factual comparison of ___ and ___.
I will
write
a sentence, paragraph or paper about ___ using a variety of sources.
Students will
collect, display, and write
an interpretation of the data on ___.
We will
write
an explanation of the sequence of events.
I will
write
an explanation of why the following items are in the same category.
Students will
develop and write
a hypothesis after looking at the data.
We will
discuss and create
a visual representation of ___.
I will
write
an explanation of _____.
Students will
write
a summary after taking notes on ___.
Possible Social Studies Examples Stem
Verb
Content
Students will
develop and write
a timeline of events on ___.
We will
discuss and create
a visual representation of ___.
I will
write
a sentence, paragraph or paper about ___ using a variety of sources.
Students will
write
a summary after taking notes on ___.
We will
write
our own interpretation of ____’s contributions to ___.
I will
write
a paragraph or paper taking a stance for/against ___.
Students will
write
their own interpretation of a given political cartoon.
We will
write
a factual comparison of ___ and ___.
I will Students will
write and orally present write
my findings on a given political issue. an evaluation of a peer’s response to research.
Learning Objective • Definition – A statement in specific and measurable terms that describes what the learner will know or be able to do as a result of engaging in a learning activity.
• Example – Students will list three characteristics that make the family medicine physician distinctive from other specialists in the health care system.
A learning objective or behavioral objective, if you prefer, is much more specific than a goal. According to Mager, the ideal learning objective has 3 parts: 1. A measurable verb 2. The important condition (if any) under which the performance is to occur and 3. The criterion of acceptable performance. Frequently you will not see the criterion or the condition specified if they are obvious. However, sometimes the adding the condition(s) and/or the criterion add much clarity to a learning objective.
Purposes of Objectives • Purposes of Objectives – By knowing where you intend to go, you increase the chances of you and the learner ending up there – Guides the teacher relative to the planning of instruction, delivery of instruction and evaluation of student achievement. – Guides the learner; helps him/her focus and set priorities – Allows for analysis in terms of the levels of teaching and learning
Additional purposes of objectives include: •Shows colleagues and students what we value. •Guide for the learner relative to self-assessment. •Basis for analyzing the level of cognitive thinking we are expecting from the learner. •Makes teaching more focused and organized. •Provides models so that the students can write their own objectives
and thus helps develop an important life long learning skill; “the setting of objectives.�