Standards:
Steps 1-3
SLO for SSP and SPED Teachers
Fall 2014
SLO
Agenda
Introductions
Setting Norms
General Guidance
Review Objective Statement
Performance Criteria
Baseline
Welcome!
Name
School or
Worksite
Name
A Unique
Fact about
You
SLO
Agenda
Introductions
Setting Norms
General Guidance
Review Objective Statement
Performance Criteria
Baseline
Setting Norms
• Norm One
• Norm Two
• Norm Three
What does this
look like to you?
SLO: Step 1-3
Overview/Objectives
Goal One: Participants will receive
general guidance for development of
an SLO
Goal Two: Participants will review the
Objective statement
Goal Three: Participants will know
where to find the performance criteria
from the standards or develop
performance criteria if the standard
doesn’t have details
Goal Four: Participants will
understand how to determine baseline
of functioning for the SLO
SLO
Agenda
Introductions
Setting Norms
General Guidance
Review Objective Statement
Performance Criteria
Baseline
General Guidance
Objective
Participants will receive general guidance
for development of an SLO
What standards should I use for my
objective statement?
The Colorado State Academic
and Health Standards
Which include the Common Core State Standards
http://www.cde.state.co.us/standardsandinstruction/coloradostandards
Page 23-24 in Procedural Manual:
The Colorado State Recommended IEP
The Standards
Colorado Academic and
Health Standards
Academic Standards
Math
Literacy
CCSS
Social
Studies
Health Standards
CCSS
EEO
EEO
Arts
EEO
Physical and
Personal
PE
Movement
Competence
and
Understanding
Science
EEO
World
Languages
Wellness
Prevention
Risk
Management
Wellness
Emotional and
Social
How do I choose standards?
“What are the common
needs of all of your
students?”
Some SSP groups might ask…
“What are the common
needs of a subgroup of
your students?”
SPED Teachers Automatically have a
Common Need!
SPED General
AN
MIA/PLEX
DHH
MI/MIS
Literacy skills are
typically a need
that all student on
your case load have
Social Emotional
Wellness and
Academic Needs
Social Skills
Communication
RepetitiveRestrictive
Behaviors
Listening
Speaking
Language
Adaptive
Functioning
(communication is
a common adaptive
function need)
Use the CO
Academic : Literacy
Standards
Use the CO
Academic: Literacy
Standards
AND
Use the CO
Comprehensive
Health Standards :
Social Emotional
Wellness and Risk
Taking Strand
Use the CO
Academic: Literacy
Standardslistening and
speaking strands
AND
Use the Co
Comprehensive
Health Standards:
Social Skills and
Risk Taking Strand
Use the CO
Academic: Literacy
Standardslistening and
speaking strands
Use the CO
Academic: Literacy
Standardslistening and
speaking strands
Certain SSP Groups Automatically have a
Common Need!
See your department supervisors for additional guidance
SLP
OT/PT
Psy/SW
Nursing
DHH
Audiology
Vision
Communication
Articulation
Language
Motor Skills
Social
Emotional
Communication
Health
Listening
Language
Speech
Communication
Navigation
Use the CO
Academic :
Literacy
Standards
AND/OR
Use the CO
Comprehensive
Health
Standards:
Social
Emotional
Wellness
(pragmatics,
social skills etc.)
Use the CO
Comprehensive
Health
Standards :
Movement
Strand
AND
CO Academic:
Literacy
Standards
Use the CO
Comprehensive
Health
Standards :
Social
Emotional
Wellness and
Risk Taking
Strand and
Academic
Standards:
Literacy
AND/OR
Department
Goals
Use the CO
Comprehensive
Health
Standards
AND/OR
Department
Goals
Use the CO
Academic :
Literacy
Standards
AND
Expanded Core
Standards for
DHH/Professio
nal standards
for Audiology
Use the CO
Academic :
Literacy
Standards
AND
Expanded Core
Standards for
Vision
I have students at many grade levels.
How do I choose the grade level
standard?
Start with the oldest grade level on your case load.
Look at the standard for this grade level.
Find the strand of this standards for each subsequent grade level.
Third Grade
Second Grade
First Grade
I am concerned about the statement, “All
students will…” My student’s needs are too
diverse. This is why they are on an IEP.
All teachers and ssps are faced with this same dilemma.
Think of the objective statement as a year long content language
objective that reflects your overall goal for your case load.
You will be able to differentiate with your
• Performance criteria
• Baselines and Trajectories
• Evaluation Rubric
Can I still teach basic skills like math facts
and spelling under a broad problem
solving or comprehension goal?*
Problem Solving
Number Sense, Fact
Fluency and
Procedure
Written
Composition
Handwriting,
Spelling and
Grammar
Reading
Comprehension
Phonological
Awareness, Phonics,
Fluency
*This is most applicable to schools that might ask you to write your SLO based on an Essential Learning Goal.
Isn’t an SLO the same as an IEP goal?
IEP Goal
• Based on individual students
needs
• Developed by the IEP team
• Is an annual goal (e.g.
December to December) that
multiple teams might address
over two school years
• May have multiple team
members working on this goal
SLO
• Based on a need that your
collective case load has (or at least
a majority of your case load)
• Developed by an individual
teacher or SSP
• Is an objective for the school year
(e.g. Aug to May)
• Is typically going to be worked on
by the individual
Key Points: General Guidance
SLOs can be
differentiated
with the
performance
criteria,
baselines and
trajectories and
in the
evaluation
rubric
General Guidance
The intent of
the SLO is to
address a
common
expectation you
have for your
entire case load
or if necessary a
sub group of
your case load
General Guidance
General Guidance
• Summary
IEP Goals and
SLOs might
appear to be
similar but
fundamentally
they are
different while
more and likely
addressing the
same needs
SLO
Agenda
Introductions
Setting Norms
General Guidance
Review Objective Statement
Performance Criteria
Baseline
State of the State
Objectives
Participants will review the Objective statement
Objective Statement:
What will students
know and be able
to do at the end of
the course
(services)?
Step 1: Creating an Objective Statement
Guidelines:
• Written in the form, “All students will be able
to…”
▫ Should include at least one language domain
(reading, writing, listening and speaking)
▫ Should include at least one language function
(describing, making request, giving instructions,
etc.)
▫ Comprised of standard(s) and/or grade level
expectation(s)
Step 1: Creating an Objective Statement
Guidelines, continued:
• Reflect the knowledge and/or skills in both
content and language that are critical for
students’ success in the current course and future
courses (including other content areas).
• Cover standard(s) and/or grade level
expectation(s) that span the duration of the
course, i.e., are covered in multiple units
throughout the course
Objective Statements
All students will be able to orally and in writing,
analyze the interrelationship of physical, mental,
emotional, and social health for self and others.
(Based on 12th grade social emotional wellness
standard)
Standards
Language
Domain: Orally
and Writing
Based: Yes
Critical Skill:
YES
Language
Function:
analyze
Span the Course:
YES
Guidelines for Objective Statement
“All Students will”
Standards or grade
-Language domain level expectation
-Language function
Critical skill for
success
Span the duration
of the course
Objective Statements
All students will be able to orally and in writing,
determine or clarify the meaning of unknown and
multiple-meaning words by choosing flexibly from a
range of strategies (based on 8th grade reading
standard)
Standards
Language
Domain: Orally
and Writing
Based: Yes
Language
Function:
determine and
clarify
Critical Skill:
YES
Span the Course:
YES
Guidelines for Objective Statement
“All Students will”
Standards or grade
-Language domain level expectation
-Language function
Critical skill for
success
Span the duration
of the course
Student Impact Objectives
• Objective Statement : All Students will
receive strong suicide prevention supports and
students needing interventions and assessments
will receive strong culturally appropriate suicide
intervention and assessments.
• Objective Statement: All students receiving a
special education evaluation for possible Serious
Emotional Disability will receive a culturally
responsive appropriate cognitive and socialemotional assessment
Speech Language Objective
Statements- articulation
All students will effectively and clearly present
information, findings and supporting evidence in
formal and informal setting using appropriate
method such as articulation/enunciation (12th
grade Oral Expression and Listening standard).
Survey back to the standards for your oldest grade
level student
Guidelines for Objective Statement
“All Students will”
Standards or grade
-Language domain level expectation
-Language function
Critical skill for
success
Span the duration
of the course
Speech Language Objective
Statements- language
All students will effectively and clearly use verbal
and non-verbal language to impact their intent of
communication such as syntax, semantics or
pragmatics, combination, etc.)(11th grade Oral
Expression and Listening standard).
Guidelines for Objective Statement
“All Students will”
Standards or grade
-Language domain level expectation
-Language function
Critical skill for
success
Span the duration
of the course
Communication SLO – MI,MIA,DHH,
SPED, AN, ECE, etc.
All students will effectively and clearly use verbal
and non-verbal language to impact their intent of
communication (11th grade Oral Expression and
Listening standard).
Survey back to the standards for your oldest grade
level student
Guidelines for Objective Statement
“All Students will”
Standards or grade
-Language domain level expectation
-Language function
Critical skill for
success
Span the duration
of the course
Social Emotional Wellness SLO – MIA,
AN, Psy, SW
All students will orally and in writing, advocate to
improve or maintain positive mental and
emotional health for self and others (12th grade
social emotional wellness standards).
Survey back to the standards for your oldest grade
level student
Guidelines for Objective Statement
“All Students will”
Standards or grade
-Language domain level expectation
-Language function
Critical skill for
success
Span the duration
of the course
Motor SLO – MIS, OT/PT
All students will orally explain and demonstrate the
application of rules, principals, problem-solving skills,
and concepts to traditional and non-traditional
movement settings (12th grade social emotional
wellness standards).
Survey back to the standards for your oldest grade
level student
Guidelines for Objective Statement
“All Students will”
Standards or grade
-Language domain level expectation
-Language function
Critical skill for
success
Span the duration
of the course
You do…
Using the SLO Planning Sheet
1) Identify your standards for the highest grade
level, and one grade level above and below
2) Skip the changes from the years…
3) Write your objective name
4) Write your objective statement
5) Write your objective Rational
6) Share in small/large group
Key Points: Objective Statement
The statement
is essentially a
year long
content
language
objective
Objective Statement
The objective
statement is
directly tied to
a standard and
often times can
have the
standards
language
written into
the statement
Objective Statement
Objective Statement
• Summary
Some SSP
groups might
write an SLO
that is more of
an indirect
student impact
and usually
based on
department
goals
SLO
Agenda
Introductions
Setting Norms
General Guidance
Review Objective Statement
Performance Criteria
Baseline
Performance Criteria and Rubric
Objectives
Participants will know where to find the
performance criteria from the standards or
develop performance criteria if the standard
doesn’t have details
Performance Criteria & Rubric
Guidelines:
•
Each SLO must include at least 3 criteria that adequately describe the content, rigor
and language in the Objective Statement
Each criterion should describe what a proficient student will be able to do at
the end of the course
•
Each criterion should clearly describe a distinct skill or task and be
measurable/observable
•
•
There should be a correlating rubric that defines the various levels of development
students move through as they progress toward the Objective.
•
The “proficiency” level on the rubric should use the same language as the
criterion itself.
Where can I find the performance
written in the details of the
criteria? Most of the time, it isstandard.
Objective Statement 5th Grade Literacy
All students will use key ideas and details to
understand and interpret literacy text they have
read
• Quote accurately from a text
• Draw inference from a text
• Determine theme from details
• Compare and contrast two ore more characters point of view
Where can I find the performance
One more example
criteria?
Objective Statement High School Social Emotional Wellness
All students will orally and in writing analyze the interrelationship
of physical, mental, emotional and social health.
• Analyze characteristic of a healthy individual
• Describe how mental and emotional health affect behaviors
• Evaluate effective strategies for stress
• Analyze symptoms of depression
Objective Statement 5th Grade
Literacy
All students will use key ideas
and details to understand and
interpret literacy text they
have read
Performance Criteria
• Quote accurately from a
text
• Draw inference from a text
• Determine theme from
details
• Compare and contrast two
ore more characters point
of view
Objective Statement High
School Social Emotional
Wellness
All students will orally and in
writing analyze the
interrelationship of physical,
mental, emotional and social
health.
Performance Criteria
Analyze characteristic of a
healthy individual
• Describe how mental and
emotional health affect behaviors
• Evaluate effective strategies for
stress
• Analyze symptoms of depression
•
Guidelines for Performance Criteria
describe what a proficient student will be
able to do
describe a distinct skill or task and be
measurable/observable
Essence of Performance Criteria
“What is the evidence to
prove your students have
met the standard?”
Rubrics to measure the performance
criteria
4 Point Rubric (expanded)
Individual Student Matrix
Traditional Rubric
▫ Not meeting
▫ Partially met
▫ Met
▫ Exceeded
▫ Can be expanded for
multiple grades
Who:
▫ Sped Teachers
▫ PSY/SW
▫ Nursing
• Individual Trajectories
▫ Each student on a separate
line
▫ Set individual targets
▫ Check off as skills are
mastered
Who:
▫ Teachers who serve 3 -21 yo
▫ SLP
▫ OT/PT
4 point rubric (expanded)
Not Yet
Approaches
Meets
(put your
performance
criteria here)
Advanced
4 point rubric (expanded)
Not Yet
Approach
es
Meets
(1st
graders)
Meets
(2nd
graders)
Meets
(3rd
graders)
Advanced
Example Rubric
All students will use a plan, draft, and write a variety of
informational text (3rd grade standard)
Not Yet
Approaches
Meets (1st
grade)
Meets (2nd
grade
Meets (3rd
grade)
-writes
explanation
-Names
topics
-Supplies
some facts
-Provides a
sense of
closure
-Writes
“how to’s”
-Organized
text using
main idea
-Organized
ideas using
pictures,
graphic
organizers
-States a
focus for
their writing
-Introduces
topic
-States main
idea
-Includes
sufficient
details or
facts
-Develops a
topic with
facts
-Provides
Conclusion
Advanced
Example Student Matrix
List of skills to be mastered
S
T
U
D
E
N
T
S
Progress through the skills
Being developed for SLP, OT/PT and Hearing and
Vision Itinerant Teachers
Appropriate when you are serving 3 to 21 year old
students on your caseload
You do…
Using the SLO Planning Sheet
1) Identify your performance criteria
2) Create a rubric
3) For SLP, OT/PT, and Itinerant Teachers refer
to your department supervisor for the
individual students matrix
4) Share in small/large group
Key Points: Performance Criteria
Rubrics allow
for the
evaluation of
each students
mastery and
the meeting
on the rubric
is the
performance
criteria
Performance Criteria
This is how
the students
demonstrate
their mastery
of the learning
objective
Performance Criteria
Performance Criteria
• Summary
Can be
expanded out
for various
grade level
expectations
and turned
into a matrix
for mastery of
skills
SLO
Agenda
Introductions
Setting Norms
General Guidance
Review Objective Statement
Performance Criteria
Baseline
Baseline
Objectives
Participants will understand how to determine
baseline of functioning for the SLO
Assessment – Any opportunity that
provides information on student learning
Assessment
Portfolios
Standardized tests
Quizzes
School-created tests
Teacher-created tests
Rubric-based observations
Homework assignments
Projects
Exit tickets
Performances
Drawings/Sketches
Performance in a
content-based game
Conversations with students
Guiding Principles of Assessment
Reliability
Consistency Students with the
same ability get the
same score.
Validity
Good
information of
student learning
Alignment Assessment measures
what we intend it to
measure.
We make good decisions
about teaching our students.
Body of Evidence A combination of data sources that provides the best possible
estimate of a student’s knowledge and skills.
Why one assessment score isn’t enough -
1. Data is not fact and no assessment is a perfect measure
2. Single assessments provide only a snapshot of one time on one day
3. Assessments do not measure everything; they sample what students
know
Key Ideas about Assessment
•
Assessing thoughtfully means:
✓ Teach students how to accomplish the rigor of our standards before we
hold them accountable for having mastered that rigor (and grading
accordingly)
✓ requiring of ourselves that assessments we intend to use have sufficient
connection to instructional plans
✓ searching out what students’ work tells us about their learning needs,
and planning and adjusting further instruction accordingly
✓ Using assessments when they are instructionally relevant both in
content and in timing
Importance of Baseline Data
By knowing where students are starting at…
…you can be more effective at …
• planning instruction
• supporting students
• maximizing student learning potential
Baseline data should be
• intimately connected to objective statement and performance criteria
• provide information specifically on where students are currently at, on the
rubrics you have created
You do…
Using the SLO Planning Sheet
1) Determine your baseline data sources
2) Determine your rational for the data sources
3) Develop a plan for collecting your baseline of
data
4) Share out
Key Points: Baseline
To be valid,
make sure
your baseline
is tied to the
objective
statements
and
performance
criteria
Baseline
Your baseline
of data comes
from
multiple
sources
Baseline
Baseline
• Summary
Be prepared
to collect a
baseline of
data when
your return
to the
classroom