Student Learning Objectives (SLO) Resources for English Language Arts

1. Student Learning Objectives (SLO) Resources for English Language Arts

2. What are SLOs and why are they important?

3. Primary Measures of the EES • Classroom Observations • Core Professionalism • Tripod Student Survey • Working Portfolio (non-classroom only) • Hawaii Growth Model • Student Learning Objectives • Student • Growth and Learning • Teacher Practice • Educator Effectiveness Data • Improved Student Outcomes

4. SLO Process Hawaii Department of Education

5. 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

6. 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 monitoringwith specific prioritized goals

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

10. A Learning Goal has 5 Sub-Components

11. 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.

12. 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

13. “Big Idea”Resources for (Content Area) • The Common Core State Standards Page 7 provide a portrait of a college and career ready student:

14. 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)

15. Big IdeaCCSS ANCHOR STANDARDS • Reading- 10 anchor standards • Writing- 10 anchor standards • Speaking and Listening- 6 anchor standards • Language- 6 anchor standards

17. 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)

18. 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

19. 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.

20. 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)

21. 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

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

23. 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.

24. Depth of Knowledge Reminders • SLOs should be at a minimum of a DoK level 2; • If there are DoKlevel 3 targets for the course or grade level, those should be selected.

25. Depth Of Knowledge Norm Webb

26. Where can I find resources for assessments?

27. “Assessments, scoring & criteria”Resources for ELA resources 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 • Sample tasks and items • Rubrics • Open Education Resources • Sample Passages • Reading and Writing Project Assessmetns

28. Where can I find resources for instructional strategies?

29. Instructional StrategiesCollege Board: SpringBoard

30. 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

31. Instructional Strategies- Resources List 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

32. Success for ALLStudents: Multi-tiered System of Supports • Tier 3: Intensive, Individualized Interventions • Individual students • Assessment Based • High Intensity • Intense, durable procedures • Tier 2: Targeted Group Interventions • Some students (at risk) • High efficiency (e.g. target skill instructions with progress monitoring) • 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)

33. Multi-Tiered System of Instruction and Intervention Tier 3 INTENSIVE 1-5% • Few students • Small group or individual • Increased intensity and duration • Specialized, intensive interventions for high-risk behavior • Progress monitoring weekly or more Tier 2 TARGETED 10-15% • Some students • Small group • Targeted skill instruction • Positive behavior group interventions • Progress monitoring every other week 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 Academics Behavioral