Student Learning Objectives - Beaufort High Schoolbeaufortschools.net/UserFiles/Servers/Server_170841... · Student Learning Objectives (SLOs) • SLOs for special education teachers:

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


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


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


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


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


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


41


• 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


42


• 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


43


• 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

Documents

Student Learning Objectives - Beaufort High Schoolbeaufortschools.net/UserFiles/Servers/Server_170841... · Student Learning Objectives (SLOs) • SLOs for special education teachers: