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Career-Ready Standards or industry standard(s)

Career-Ready Standards or industry standard(s) 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 teacher.evaluation@pgcps.org (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 6 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. 7 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. 8 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. 9 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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