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The “How to” of Writing Student Learning Objectives
Summer 2015 1
Please use the following accompanying documents as you view
this power point:
• SLO Template
• SLO Assessment
Checklist
• SLO Quality
Review Rubric
• SLO Guidebook
• Professional Learning
Communities (PLCs)
• Essential Questions
(EQs)
• Essential Understandings
(EUs)
• Understanding By
Design (UbD) 2
Student Learning Objectives (SLOs)
• SLOs: SLOs are student-centered, data-informed,
standards-based goals that measure an educator’s
impact on student academic growth (i.e. teacher
effectiveness) within a given interval of instruction.
They are developed and monitored through an ongoing,
collaborative process reflecting the duration of time the
students are with the teacher (i.e. roster verification).
3
Student Learning Objectives (SLOs)
• SLOs for special education teachers: are written to
support the participation of students with disabilities in
the general education curriculum to the maximum
extent possible.
• SLOs for ESOL teachers: are written to support
language acquisition and development of ESOL
students in the general education curriculum to the
maximum extent possible. 4
Expected Learning Outcomes
• To be informed that the ADEPT System is now referred to as
the Expanded ADEPT Support and Evaluation System.
• To build understanding about the SLO development process.
• To provide guidance about the SCDE’s requirements for
teachers in implementing the SLO component of the
expanded ADEPT evaluation processes.
5
The ADEPT Philosophy
• The ADEPT philosophy is: Every teacher is believed to be
competent, unless otherwise demonstrated. The ADEPT
system encompasses assistance, professional development,
and/or evaluation for teachers at each of the three contract
levels (i.e. Induction, Annual and Continuing). It is a system
based on the requirement for continuous professional
growth.
• Proficient* (3)is the expected rating for all teachers. Ratings
above this are deemed to indicate demonstrated performance
above and beyond. 6
SC Teacher Contract LevelsThere are three levels of teacher contracts in SC: BCSD
teachers at each level will develop SLOs.
Continuing
Annual
Induction
7
Teacher “Effectiveness” Ratings
Current Judgments
MET
NOT MET
Effectiveness Ratings (4)
4 - Exemplary
3 - Proficient*
2 - Needs Improvement
1 - Unsatisfactory8
Information you need to know…
9
Who? What?
ADEPT Processes
When?
Induction I and II Contract
Teachers
Training on development
and use of SLOs will be
embedded throughout the
entire process.
2015-16 SY
Annual and Continuing
Summative Contract
Teachers
SLOs become a part of the
summative evaluation
process
2015-16 SY
Annual and Continuing
Goals-Based Evaluation
(GBE) Contract Teachers
SLOs become a part of the
GBE process
2015-16 SY
Information you need to know…
10
Who? What? When?
*District Leaders
*School Leaders
*District Evaluators and
Coaches
*Teachers
SLO Training Summer 2015
Summer 2015
Summer/August 2015
Summer/August 2015
Grades 4, 5 and 6-12
Teachers in all
grades/subjects with state
standardized test scores
SLO Implementation 2015-16 School Year
Grades PK-12 Teachers in
all grades/subjects without
state standardized test
scores
SLO Implementation 2015-16 School Year
What Do You Know About SLOs?
11
Thoughts to ponder as you review this
power point:
Consider what…
• you already know about SLOs
• you want to learn about SLOs
• new questions you have about SLOs
• The new educator evaluation system in SC becomes
effective in school year 2015-16.
• A Value Added score can be calculated for every teacher,
either by state mandated assessments or approved and
appropriately selected or developed district-level
assessments. Multiple measures must be used to calculate
an educator’s effectiveness rating.
• SLOs can be written by a team of teachers.
SLO Truths
Who are the VAM and SLO teachers?
VAM Teachers
Tested Grades & Subjects
• Grade 4: ELA and math
• Grades 5-8: ELA, math, science and social studies
• High School: EOC courses
• Grade 3 excluded because no prior year’s test scores to predict growth
SLO Teachers
Non-tested Grades & Subjects and 3rd grade
• Elementary – PreK-3, art, music, PE, etc.
• Middle – all elective teachers
• High School – every teacher except EOC teachers; excluding ROTC (not an area of certification/licensure)
13
Engage in the SLO development process using programs
and practices that are already in place…
• Professional Learning
Communities (PLCs)*
• Content Area
Leadership Teams
(CALT) meetings
• Rubicon
• Lesson pacing guides
• Data teams
• School Choice – the
school’s underlying
theme or focus (i.e.
Leadership: Leader In
Me – Coosa Elementary)
14
Required components of an SLO
• Nine Components:
• Statement of the Objective
• Rationale
• Student Population
• Standards/Content & Interval of Instruction
• Pre- and Post- Assessments
• Progress Monitoring
• Baseline and Trend Data
• Instructional Strategies
• Growth Targets 15
SCDE has slightly revised the SLO template*Actual document has 9 sections
16
*NEW! SCDE has slightly revised the SLO template
17
Step 1 : Identify Core Content & Standards
Describe the content and content standards for assigned grade that are to be
addressed by the SLO. * Refer to the state content area standards and provide a
data-driven explanation for the focus. Determine the instructional period for this
SLO.
UbD 1: What do we want students to know and be able to do?
• a) Identify and “unwrap” Essential Standards (ESs) to establish
collective understanding about the content and skills which are directly
aligned to the standards, and that prepare students for college and
careers.
• PLC 3: Determine the lesson pacing based on essential standards.
• Enduring Understanding (EU): What is the EU that will allow students to
apply and transfer their learning?18
Step 2 : Student Population
*Directly related to teaching assignment (class rosters); site-based decisions; Guidance from school
administration.
Provide an in-depth description of the student population
to be included in the SLO.
• Describe any exceptionalities and special needs of the
student group
• Answer the question: Why were these students selected
for the focus of the SLO?19
Step 3 : Gather and Analyze Student Data
Baseline and Trend data – describe students’ baseline
knowledge for learning and patterns in data which help to
identify growth targets.
• PLC 4: Follow data teams process for ongoing essential
and consensus assessment results.
• 4a) Collect and chart data
• 4b) Analyze data and prioritize needs20
Step 4 : Standards Content & Interval of Instruction
Standards content – describe the content and content standards
that are to be addressed.
• Essential Standards
• Guiding Questions
• Enduring Understanding
Interval of instruction – specify the time period of instruction
and administration of assessments.
• PLC 3: Determine the lesson pacing based on essential
standards. 21
Step 5 : Determine the focus of the SLO*Guidance from school administration - site-based decision-making
(based on the data and supporting the school’s choice focus)
SLO Statement of the Objective – identify the content and
priority content standards, ensuring that they are focused
enough to be measurable.
• Priority standards: the standards to be emphasized in the
instruction, assessment and intervention, as necessary. These
standards are absolutely essential.
• Answer the question: What disciplinary vocabulary words
are critical to understanding?
• State the context in which the instruction/learning will occur. 22
Step 6 : Determine the type of SLO*Guidance from school administration - site-based decision-making
(based on the data and supporting the school’s choice focus)
Two Types: Type 1
• Individual – An individual SLO is written independently
by one teacher.
• This type of SLO holds each teacher accountable only
for the students for whom he or she is responsible on
self-selected standards and assessments.
• Teachers select and/or develop their own assessments.
23
Step 6 : Determine the type of SLO*Guidance from school administration - site-based decision-making
(based on the data and supporting the school’s choice focus)
Two Types: Type 2*
• Team - A team SLO is written by a collaborative group of
teachers who focus on a similar goal(s) but are held
accountable for only their students.
• This approach encourages collaboration among teachers
within the team to develop a set of common standards, to
use a common assessment for baseline and growth
measures, and to collaborate on a growth target model.
• Team SLOs promote comparability among team members. 24
Step 7 : Determine the approach of the SLO*Guidance from school administration - site-based decision-making
(based on the data and supporting the school’s choice focus)
Two Approaches:
Course* – A course-level SLO covers all of the students
enrolled in multiple sections of the course (i.e., all of a
teacher’s Biology 2 students, all of a teacher’s Beginning
Pottery students, etc.).
Class – A class-level SLO covers all of the students in one
class period (i.e. 2nd period Biology, 4th period Beginning
Pottery, etc.). 25
Step 8 : Pre-Assessment
Pre-assessments – describe which assessment(s) and grading
procedures will be used and why they are appropriate. How do they
measure the identified content/skills of the SLO? How will they be
administered? How will the assessments be scored?
• PLC 2: Develop and administer a consensus common pre-
assessment. (Stage 2 – Pre-instruction evidence; Consensus
map)
• UbD: Using the “end in mind” concept, answer the question –
How will you know students are learning? Use common
formative (consensus) and summative (essential) assessments
that integrate the content and skills that are most essential. 26
Step 9 : Select or Develop an Assessment
Progress Monitoring – describe the type and frequency of interim
assessments to be used to measure student progress over time. This process
occurs throughout the instructional interval. Professionally share and discuss
the results of this data. What will be the response to a lack of adequate
progress?
• PLC 4a: Collect and chart data
• PLC 4f: Monitor and evaluate results
• PLC 6: Review and revise incremental SMART goals
• UbD 4: Answer the question – What will be the response when students
aren’t learning, or if they already know the content?
• RTI – Ongoing process 27
Step 9a : Determining Assessment Strength*Refer to SLO Guidebook, pp. 14 & 15
28
Step 9b : Use the Assessment Checklist
29
Step 10 : Develop a growth target and rationale
• Growth targets – describe expectations for student growth at the end of the
instructional interval. Rationale – explain how and why the growth targets
were determined.
• There are (3) types of growth targets:
• Tiered – Appropriate for the class approach to SLOs. Tiered growth targets
include all students but at varying degrees of expected growth.
• Targeted – Appropriate for course approach as a second SLO when the first
includes all students. A sub-population of students are the focus of the SLO
goal.
• Individual - Appropriate for use in class or course SLOs. All students have
individualized growth targets based on previous performance and
expectations. 30
Step 10 : Develop a growth target and rationale
• Growth targets – describe expectations for student growth at
the end of the instructional interval.
• Rationale – explain how and why the growth targets were
determined.
• Follow data teams process for ongoing essential and
consensus assessment results.
• PLC 4c: Set, review and revise incremental SMART goals
• PLC 4e: Determine results indicator31
Now Take a Look *SLO Quality Review: Use the SLO Quality Review Tool to rate the SLO that you developed.
Reflection: What were your strengths and what were your challenges? What professional
development might you seek?
32
Step 11 : SLO Quality Review Process
*SLO Quality Review: Preliminary reviews and assistance are to be conducted
by the individual teacher and/or collaborative SLO team, then by a designated
reviewer (i.e Assistant principal and/or instructional coach) prior to submission
for final approval by the principal.
• Learning goal – refers to the content standards goals, and objectives
identified in the SLO.
• Targets – refer to the teacher’s use of available student data (i.e. assessments,
observations, student records, etc.) to establish a baseline for learning and to
determine rigorous, yet attainable growth expectations for students.
• Assessments and Scoring – refer to the quality of the assessment(s) to be
used to determine a baseline for learning and the growth that students will
attain as a result of the classroom instruction during the identified interval. 33
Step 12 : SLO Quality Review Process
34
Step 13 : SLO Implementation*Guided by school administration - site-based decision-making
(based on the data and supporting the school’s choice focus)
Instructional strategies – describe research-based teaching
strategies that will be used during the instructional interval.
• PLC 4d: Select common instructional strategies
• PLC 4e: Determine results indicators
• PLC 4f: Monitor and evaluate results
• PLC 5: Beginning instruction – Design and deliver effective
instruction and assessment that leads to master of the standards,
utilizing a lesson planning schema inclusive of common
instructional strategies. (Stage 3 – Learning Plan) 35
Step 13 : SLO Implementation*Guided by school administration - site-based decision-making
(based on the data and supporting the school’s choice focus)
Instructional strategies – describe research-based teaching
strategies that will be used during the instructional interval.
• UbD 3: Answer the question –What research-based
practices will lead to student learning?
• UbD 4: Answer the question – What will be the response
when students aren’t learning, or already know the
content?
• RTI36
Step 14: Post-Assessment
Post-assessments – describe which assessment(s) and
grading procedures will be used to analyze and determine
students’ academic growth.
• PLC 6: Administer the essential common assessment
(Stage 2 – Post instruction evidence)
• PLC 7: Collaboratively score assessment(s) and determine
if the goal was met. Determine next steps for students who
did and did not reach proficiency.
• RTI 37
Step 15 : Teacher Professional Learning*MLP; site-based and district-wide PD activities and offerings; possibly aligned to school’s choice focus
Professional Learning – describe the professional learning activities you will
participate in to support facilitation of the SLO. Engage in professional
reflection: What teaching skills, techniques and insights were improved
through implementation of the SLO, and what areas of challenge were
identified for growth? (Informs development of the Professional Growth &
Development Plan)
Consider the following:
• MLP activities
• Site-based PD
• District-level PD
• Other professional learning opportunities38
Combining Components to Create a Teacher Effectiveness Rating
39
= Teacher Effectiveness
Rating
Professional Performance
(Observations)
*Student Growth
Measures(Assessments and SLOs) School-wide
Value Added
(BCSD’s selected district choice)
Still have questions?
40
For additional information about…
• developing SLOs type in the following links:
• http://www.relnei.org/wp-content/uploads/2012/07/Scott-
Marion-Presentation_Student-Learning-
Objectives_06.28.2012.pdf
• http://www.gtlcenter.org/learning-hub/student-learning-
objectives
• http://www.educationoasis.com/instruction/bt/learning_obje
ctives.htm
• http://www.schreyerinstitute.psu.edu/pdf/SampleVerbs_for
_LearningObjectives.pdf
Still have questions?
41
For additional information about…
• where to find sample SLOs, type in the following
links:
• http://www.connecticutseed.org/?page_id=2017
• http://www.gtlcenter.org/advanced-
search?States=all&Resource-
Type=212&group=type&sort=date&method=slo
• http://ed.sc.gov/agency/ee/Educator-Evaluation-
Effectiveness/documents/slo/SLOExamples.pdf
Still have questions?
42
For additional information about…
• where to find the current SLO template, to practice
constructing SLOs, type in the following link :
• http://ed.sc.gov/agency/ee/Educator-Evaluation-
Effectiveness/documents/slo/SLOParticipantPacket.pdf
• types of assessment selections, type in the following link:
• http://ed.sc.gov/agency/ie/Assessment/TQRGrant.cfm
• http://fea.njpsa.org/documents/Stronge/Stronge%20NJ%20
Training-district%20access/Additional%20material-
SLO%20handout/NJ%20SLO%20Handout.pdf
Still have questions?
43
For additional information about…
• district-wide SLO training during the fall of
2015: check the district website under
Employees >Teacher Evaluation and Support
later in the summer for support and evaluation
calendars by contract levels.
Future Key Topics:
44
More SLO development and training information.
Check the BCSD website regularly throughout the
summer break.
Selecting assessments to use in the SLO process
Baseline and trend data analysis
Setting growth targets
Scoring SLOs
Determining overall teacher effectiveness
2015-16 district process for SLOs