UbD, Formative Assessment, & SLOs · This 2-day Training Will focus on how UbD and Formative Assessment can be the building blocks for designing SLOs that result in high student achievement

UbD, Formative Assessment, & SLOs Bucks County Intermediate Unit #22 February 12 & 24, 2014

Introductions & Expectations

¡ Table Introductions

¡ Why this workshop?

Overview of 2-Day Training ¡  Introduce and explain the five sections of the SLO

Template 10.0

¡  Explain the role that SLOs (Elective Data) play in Teacher Effectiveness Ratings

¡  Demonstrate the importance of a strong unit/course/semester instructional design to support high student achievement on SLOs

¡  Highlight the role of an effective formative assessment process within the unit/course/semester instructional design

¡  Discriminate between formative and summative assessment

¡  Introduce constructing well-designed summative assessments

This 2-day Training Will focus on how UbD and Formative Assessment can be the building blocks for designing SLOs that result in high student achievement.

The “Opportunity” of SLOs

Joyful Teaching and Learning

Well designed Curriculum And Instruction Based on the Best research available

Our students Reaching Their potential

AGENDA ¡  SLOs and Teacher Effectiveness

¡  The SLO Process Template 10.0

¡  A Crash Course in UbD

¡  UbD/SLO Connections

¡  The UbD Learning Plan & The Brain

¡  The Role of Formative Assessment in the Learning Plan

¡  Summative Assessment & SLO Performance Measures

The BIG Picture

SLOs And Teacher Effectiveness

Act 82 (excerpt) Twenty per centum (20%) elective data, including measures of student achievement that are locally developed and selected by the school district from a list approved by the department and published in the Pennsylvania Bulletin by June 30 of each year, including, but not limited to, the following:

(I) District-designed measures and examinations.

(II) Nationally recognized standardized tests.

(III) Industry certification examinations.

(IV) Student projects pursuant to local requirements.

(V) Student portfolios pursuant to local requirements.

http://www.legis.state.pa.us/WU01/LI/LI/US/HTM/2012/0/0082..HTM

http://www.portal.state.pa.us/portal/server.pt/community/educator_effectiveness_project/20903

Student Learning Objective Process

“…It is recommended the Elective portion of the evaluation be a collaborative effort between the administrator and classroom teacher. PDE requires the Student Learning Objective (SLO) process as described in the template provided below (SLO Template 10.0)…”

PA Educator Effectiveness Manual, Part 1, p. 31

But…what are Student Learning Objectives…

SLO Concepts ¡ Student achievement can be

measured in ways that reflect authentic ways of learning of content standards.

¡ Educator Effectiveness can be measured through student achievement measures.

SLOs should… ¡ Represent a diversity of students.

¡ Be based on academic standards within a course/content area.

¡ Use learning targets that are aligned with the selected academic standards and can be measured on a performance measure.

¡ Be based on two time-bound events/data collection periods (growth) and/or performance levels defined as “mastery.”

¡ Be based on verifiable data that can be collected and scored in a standardized manner using a well-designed performance measure.

Many factors can influence the size of an SLO,

but the process remains the same………..

Time Frame

Course Content

Important Learning Needs

SLO Template 10.0 ¡ A tool used to identify:

¡ STUDENTS

¡ GOALS FOR LEARNING BASED ON ACADEMIC STANDARDS

¡ ASSESSMENT(S) USED TO MEASURE PERFORMANCE ON THE ACADEMIC STANDARDS

¡ LEARNING TARGETS (INDICATORS) BASED ON THE ASSESSMENTS

PA SLO Template 10.0

¡ Section 1 – Classroom Context

¡ Section 2 - SLO Goal

¡ Section 3 – Performance Indicators

¡ Section 4 – Performance Measures

¡ Section 5 – Teacher Expectations

SLO Vocabulary “Anything Goes”

¡  SLO Goal

¡  Performance Indicators (PI)

¡  PI Targets: All Students

¡  PI Targets: Focused Student Group

¡  Performance Measures (PM)

¡  Rationale

¡  PA Standards

¡ Metric

¡ Administration frequency

¡ Adaptations/Accommodations

¡  Scoring Tools

¡  Performance Reporting

¡  Teacher Expectations

¡  Help Desk

SLO Vocabulary “Anything Goes”

1.

2.

3.

4.

5.

SLO Template 10.0 ¡ Section 1 – Classroom Context





Find and Circle the “Anything Goes” Terms

Section 1: Classroom Context

General Description

¡ Contains demographic information about the educational setting

¡ Articulates the course, grade(s), and students the SLO is based on

¡ Provides class size, frequency, and duration data

Section 2: SLO Goal

It is not what you think it is!

¡ Contains a statement about the “enduring understanding” or “big idea”

¡ Provides the specific PA standards associated with the goal

¡ Articulates a rationale about the Goal Statement

Section 3: Performance Indicators

General Description

¡ Articulates targets for each Performance Measure

¡  Includes all students in the identified SLO group

¡ May include a focused student group

¡ Affords opportunity to link and/or weight indicators

Section 4: Performance Measures

General Description

¡  Identifies all performance measures, including name, purpose, type, and metric

¡  Articulates the administration and scoring details, including the reporting

¡ PM are SUMMATIVE ASSESSMENT MEASURES

SLO Template 10.0 5 Sections

¡ Section 1 – Classroom Context





Section 5: Teacher Expectation

General Description

¡ Identifies each level (Failing, Needs Improvement, Proficient, Distinguished) students (in the aggregate) are meeting the Performance Indicator targets.

¡ Selects the overall SLO rating.

Areas of Caution

¡  If the SLO is based on a small number of students and/or data points.

¡  If goals and indicators are NOT linked to standards.

¡  If indicators are vague without specific performance criteria.

¡  If growth and/or mastery are not clearly defined.

¡  If performance measures are not well designed or lack complexity.

¡  If overall student expectations are extreme.

SLO Quality Assurance Checklist SLO Coherency Rubric

DISTRICT DECISIONS

¡  Number of SLOs per teacher

¡  Recommended Length of Time/Complexity for a SLO

¡  Types of assessments permitted/Assessment Literacy goals

¡  The process for developing SLOs/degree of teacher involvement

¡  The process for monitoring SLOs

¡  The process for final rating of SLOs

¡  Support for tracking SLO data for each teacher

PDE has not provided guidance on these considerations to-date. Each district must set its own guidance for its administrators and teachers.

Brain Break! ¡  As a table group: ¡  Reflect: what BIG ideas have you heard

thus far? What is really resonating for you, that is a critical idea to the SLO process?

¡  Select 2 shapes from your bag.

¡  Use a Sharpie marker to put your big ideas on the shapes.

BCIU22 SLO Web Resource Library www.bucksiu.org

¡ SLO Guidance Documents

¡ SLO samples in multiple content areas ¡  RIA Examples ¡  Bucks County Examples

¡ SLO Training Resources

¡ SLO Discussion Board

Please Explore the BCIU22 SLO Website, The SAS Website, the RIA Website.

Part 2:

“SLO’s ain’t notin’ without a great instructional plan!!!”

Dr. Huck Finn

This 2-day Training Will focus on how UbD and Formative Assessment can be the building blocks for designing SLOs that result in high student achievement.

The “Opportunity” of SLOs

Joyful Teaching and Learning

Well designed Curriculum And Instruction Based on the Best research available

Our students Reaching Their potential

With your table group:

¡ Each table will receive an envelope with ‘puzzle’ pieces in it. Each puzzle piece makes up one piece of the UbD Template 2.0.

¡ Arrange the puzzle pieces in such a way that you have created a unit planning sequence that makes sense to your group.

What do you notice?

Which unit better aligns with the SLO process?

Westward Expansion Unit Before UbD/After UbD

STAGE 1 If the desired result is for learners to…

STAGE 2 Then you need evidence

of the learners’ ability to…

STAGE 3 Then the learning events need to…

The Logic of Backwards Design

STAGE 1 If the desired result is for learners to…

STAGE 2 Then you need evidence

of the learners’ ability to…

STAGE 3 Then the learning events need to…

Drive in heavy traffic with aggressive and inattentive drivers without accident or

anger.

Handle real as well as simulated driving conditions in

which defensive driving is required by traffic and

behavior of other drivers.

Help novices become skilled in handling the automobile; help

them learn and practice defensive driving in a variety of situations; help them learn to

defuse anger using humor and different thought patterns, etc.

8 Tenets of Understanding by Design

1.  Individuals rank the 8 tenets according to most relevant to the SLO Process

2.  Participate in Table Discussion about individual choices. Give rationale.

3.  Within Table Groups, build consensus on the ranking of the 8 tenets.

4.  Be ready to share with whole group.

Summative Assessment ¡ UbD Performance Task: G.R.A.S.P.

¡ SLO Performance Measure

¡ SLO Performance Task Template

Table Talk ¡ Why are we tying the SLO Process to the

UbD Process?

¡ What parts of UbD Stage 1 overlap with the SLO Template 10.0?

¡ What parts of UbD Stage 2 overlap with the SLO Template 10.0?

Brain Break! ¡  As a table group: ¡  Reflect: what BIG ideas have you heard

thus far? What is really resonating for you, that is a critical idea of UbD as it relates to the SLO process?

¡  Select 1 shape from your bag.

¡  Use a Sharpie marker to put your big ideas on the shapes.

The UbD Learning Plan & The Brain

To support high student achievement, the Learning Plan/Unit Plan/Course of Study needs to be based on HOW the BRAIN learns, not just WHAT needs to be learned.

The Brain Rules

¡ The Brain has some rules:

Brain Rules 1. First, we have to figure out how to get its attention…

2. Once we have the brain’s attention, then we have to figure out how to keep it…

In other words, “How do we design instruction so the learner can move from using his/her short-term memory (immediate memory to working memory) to his/her long-term memory?”

Attention + Memory = Learning

A good place to start is figuring out how to connect new information to old information.

Accessing and Assessing PRIOR KNOWLEDGE help learners move from STM to LTM.

Be on the look-out for MISCONCEPTIONS. They are IMPORTANT!

Constructing Meaning

Working with Prior Knowledge, STM, & LTM allows the Brain to “Make Meaningful” the new information.

MORE BRAIN RULES 3. After introducing NEW information, we need to design activities that help the brain to ORGANIZE it in meaningful ways and then STORE it for later use…

…BECAUSE we need the Brain to be able to RETRIEVE the information so that it can EXTEND and REFINE and eventually APPLY its use of the new information.

4. The Brain challenge & feedback when there is…

¡  An Appropriate Level of Challenge

¡  Challenge combined with Novelty

¡  Challenge combined with two-way Feedback ¡  Specific

¡  Multi-modal ¡  Timely

¡  Learner-Controlled

Formative Assessment Processes are 2-way feedback systems.

5. The Brain discriminates between types of Knowledge…

Type 1 ¡ Facts

¡ Concepts

¡ Principles

Type 2

¡ Processes

¡ Skills

DISTRICT DECISIONS

¡  Number of SLOs per teacher

¡  Recommended Length of Time/Complexity for a SLO

¡  Types of assessments permitted/Assessment Literacy goals

¡  The process for developing SLOs/degree of teacher involvement

¡  The process for monitoring SLOs

¡  The process for final rating of SLOs

¡  Support for tracking SLO data for each teacher

PDE has not provided guidance on these considerations to-date. Each district must set its own guidance for its administrators and teachers.

Wrap-up for Day 1 ¡ Districts Sharing ¡  Plans for implementing SLOs in their districts

¡ Day 2 ¡  UbD learning plan and how the Brain Learns

¡  Formative Assessment & SLOs ¡  References and highlights for constructing well made

summative assessments.