1. RISE Student Learning Objectives from the Student Learning Objectives Handbook

2. Group 3 Teachers: No Growth Model Classes
75% Teacher Effectiveness Rubric
20% Student Learning Objectives
5% School Wide Learning Measure

3. Student Learning Objective
Long term academic goal
Specific and Measurable
Based on available prior student learning data
Aligned to State Standards
Based on growth and achievement whenever possible

4. 2 Types of Student Learning Objectives
CLASS: mastery goal based on students’ starting points – covering all of Indiana Content Standards
TARGETED: growth/achievement goal that covers all or subset of Indiana Content standards targeted at students with low levels of preparedness

5. CLASS Highly Effective Effective Improvement Necessary Ineffective
Moved exceptional number of students to achieve content mastery
Moved significant number
Moved less than significant number
Moved few
Defines what content mastery looks like
Accounts for learning of all students and all content standards

6. TARGETED Highly Effective Effective Improvement Necessary Ineffective
Surpassed expectations
Outstanding impact
Met expectations
Considerable impact
Did not meet expectations
Demonstrated impact
Did not meet expectations Sufficient impact not demonstrated
Learning progress made by students with inadequate preparation and behind grade level
Centers on type of content students who are minimally prepared need the most

7. The Student Learning Objective process in RISE has five steps:
Step 1: Choose quality assessments
Step 2: Determine students starting points
Step 3: Set the Student Learning Objectives
Step 4: Track progress and refine instruction
Step 5: Review results and score

8. STEP 1 Choose Quality Assessments
Pre-Approved
Assessments
Evaluator Approved
Assessments

9. STEP 1 Criteria
Alignment and Stretch: The assessment covers all key subject/grade-level content standards (alignment), and partly assesses pre-requisite objectives from prior years and objectives from the next year/course (stretch).
STANDARDS ALIGNMENT AND COVERAGE CHECK FORM
Rigor and Complexity: The assessment’s items, tasks, and rubrics are appropriately challenging for the grade-level/course (rigor), and include items or tasks that require critical thinking and deep levels of student understanding (complexity).
ASSESSMENT RIGOR ANALYSIS – DEPTH OF KNOWLEDGE FORM
Format captures true mastery: The assessment is written clearly, is feasible in the amount of time allotted, is free from bias, has specific scoring guidelines or rubrics that articulate what students are expected to know and do, and differentiates between levels of knowledge/mastery.
GRADING RUBRIC WITH CONTENT MASTERY STANDARD
ASSESSMENT APPROVAL CHECKLIST FORM

10. STEP 2 Determine Starting Points
Low level of preparedness:
Students who have yet to master pre-requisite knowledge or skills needed for this course
Medium level of preparedness:
Students who are appropriately prepared to meet the demands of the course
High level of preparedness:
Students who start the course having already mastered some key knowledge or skills

11. STEP 2 Evidence
Collect multiple forms of evidence using professional judgment when deciding which types of information would be helpful in determining students’ starting points. By using multiple sources of evidence, a more comprehensive picture will result in a student’s true starting point.
• Results from beginning of course (BOC) diagnostic tests or performance tasks
• Results from prior year tests that assess knowledge and skills that are pre-requisites to the current subject/grade.
• Results from tests in other subjects, including both teacher- or school-generated tests, and state tests such as ISTEP, as long as the test assessed pre-requisite knowledge and skills.
• Students grades in previous classes, though teachers should make sure they understand the basis for the grades given by students’ previous teachers.
STARTING POINTS FORM

12. STEP 3 Set the CLASS SLO
At least __% of students will achieve an 85/100 or better on the assessment.
Performance Level
Suggested Guidelines
Number from each category
Final Proportion of Students
Highly Effective
All students in the high and medium levels of preparedness and most of the students in the low level achieve content mastery.
High: 5 of 5
Medium: 20 of 20
Low: 3 of 5
28 / 30 students
(>= 90%)
Effective
All students in the high level, almost all students in the medium level and many of the students in the low level achieve content mastery.
Medium: 17 of 20
Low: 2 of 5
24 / 30 students
(>= 75%)
Improvement Necessary
Most students in the high and medium levels of preparedness, and few students in the low level achieve content mastery.
High: 4 of 5
Medium: 11 of 20
Low: 1 of 5
16 / 30 students
(>= 50%)
Ineffective
Few or no students achieve content mastery.
High: 3 of 5
Medium: 8 of 20
Low: 0 of 5
Fewer than 15
(< 50%)

13. STUDENT LEARNING OBJECTIVE FORM
STEP 3 Set the TARGET SLO
Focus on those students who need the most and best instruction - that began the course inadequately prepared and/or at a low level of preparedness.
Focus on a subset of content standards - a few key content standards - set a goal that best meets the specific learning needs of students of the targeted population.
May choose any assessment that is approved by the evaluator, which may or may not be the same assessment used for the Class Objective.
Highly Effective
(4)
Effective
(3)
Improvement Necessary (2)
Ineffective
(1)
Targeted Objective Rubric
The teacher has surpassed expectations described in the Student Learning Objective and/or demonstrated an outstanding impact on student learning.
The teacher has met the expectation described in the Student Learning Objective and/or has demonstrated a considerable impact on student learning.
The teacher has not fully met the expectation described in the Student Learning Objective, but has demonstrated some impact on student learning.
The teacher has not met the expectation described in the Student Learning Objective and has demonstrated an insufficient impact on student learning.
Targeted Objective Defined
Targeted Population: Students who start the course at the lowest level of preparedness as identified in Step 2
5 Students
Targeted IN Content Standards:
Standards CA Ways to input/output information, CA Visual principles of design, CA External sources, CA Enhance the appearance/presentation
Approved Assessment: FinalPics
Growth and/or Achievement Goal:
4 out of 5 Students will achieve >= 70% on the assessment
STUDENT LEARNING OBJECTIVE FORM

14. STEP 4 Tracking Progress and Refining Instruction
How are your students progressing toward your Student Learning Objectives? How do you know?
Which students are struggling/exceeding expectations? What are you doing to support them?
What additional resources do you need to support you as you work to achieve your Student Learning Objectives?
The mid-course check-in is also an opportunity for teachers to submit evidence of current student learning to their evaluators.
MID-COURSE CHECK IN FORM

15. STEP 5 Reviewing Results and Scoring
Compile the results of the assessment used for the Class and Targeted Objectives.
Rating the Targeted Objective requires the professional judgment of the evaluator - teachers have the option to compile additional evidence of student learning that will help inform evaluators’ decisions. This evidence might consist of additional graded student assessments, classwork, or student work products.
END OF COURSE REVIEW FORM
READ THE SLO HANDBOOK!!!