Supporting the Development of Student Learning Objectives

How to Create an SLO

Purposes of SLO’s1. Focus on improving student learning

results2. Connect goal setting processes to the

SLO Process3. Explicitly connect teaching and learning4. Improve instructional practices and

teacher performance5. Serve as a tool for school improvement

Teacher Practice; 50

SLO; 15

District; 15

State; 15

Reading/Grad; 2.5 Choice; 2.5

Original Distribution

Teacher PracticeSLODistrictStateReading/GradChoice

SLO Evolution

Teacher Prac-

tice; 50SLO, 45

Reading/Grad; 2.5 Choice; 2.5

Now

Teacher PracticeSLODistrictStateReading/GradChoice

Types of SLO

All SLO formats are GROWTH BasedTiered

Whole GroupSub GroupIndividual

Program (Educational Specialists)

Tiered SLO- Baseline Data U.S. History Assessment

Novice Developing Proficient Exceeding0

2

4

6

8

10

6

45 5

Num

ber o

f Stu

dent

s

Achievement Levels

• Primary sources comparative analysis• District-developed rubric for high school students

Tiered SLODuring the course of this school year, all students will make measurable progress in U.S. History as measured by the district-developed primary sources comparative analysis rubric for high school. Students will improve their scores as follows:

Students scoring at the Novice and Developing levels on the pre-assessment will improve to the Proficient level on the post-assessment.

Students scoring at the Proficient level on the pre-assessment will improve to the Exceeding level on the post-assessment.

Students scoring on the Exceeding level on the pre-assessment will have their pre-assessments re-scored using the College and Professional level rubric, and will improve their scores by one level on the post-assessment.

Tiered Example of Goals  Student Baseline score Needed Final Score

Student 1 Novice Proficient Student 2 Novice Proficient Student 3 Novice Proficient Student 4 Novice Proficient Student 5 Novice Proficient Student 6 Novice Proficient Student 7 Developing Proficient Student 8 Developing Proficient Student 9 Developing Proficient Student 10 Developing Proficient Student 11 Proficient Exceeding Student 12 Proficient Exceeding Student 13 Proficient Exceeding Student 14 Proficient Exceeding Student 15 Proficient Exceeding

Student 16 Exceeding/College: Novice College: Developing Student 17 Exceeding/College: Developing College: Proficient Student 18 Exceeding/College: Developing College: Proficient Student 19 Exceeding/College: Developing College: Proficient Student 20 Exceeding/College: Proficient College: Exceeding

Strategies and Support1. Understand the expectations for disciplinary writing in

the CCSS and create instruction matched to these goals.

2. Determine exemplar papers in the 2 criteria and use for instruction.

3. Create authentic opportunities for students to write throughout the year.

4. Use mentor texts to model good writing craft.5. Create a student friendly rubric for students to self

reflect and set goals.

Whole Group SLOsData suggest that students come with relatively

similar readiness levels for the content being taught.

For outliers (exceptionally low or exceptionally high performing students), individual SLOs may need to be developed.

May be more likely in a course in which prerequisite scores or courses are necessary

Whole Group SLO Baseline DataStrengths:ConventionsDescriptive language

Area of need:28% met grade level proficiency on developing a character.23% met grade level expectations on developing a conclusion

Whole Group- 5th Grade WritingBy June 2013, 100% of all 5th graders in my class will move up one level on the district rubric for narrative writing in the following areas:1. Orienting the reader by establishing a

situation and introducing a narrator and or characters.

2. Providing a conclusion that follows from a narrated experience or events.

Strategies and Support1. Understand the expectations for narrative writing in

the CCSS and create instruction matched to these goals.

2. Determine exemplar papers in the 2 criteria and use for instruction.

3. Create authentic opportunities for students to write throughout the day.

4. Use mentor texts to model good writing craft.5. Create a student friendly rubric for students to self

reflect and set goals.

Sub Group SLO- Reading F & PBaseline data shows 6/23 (red) 2nd grade students began the year below the monthly target for the Fountas and Pinnell Reading Assessment. These 6 students are my sub group.

Subgroup Reading GoalsBy June 2013, the six students below grade level will increase 5 levels by the end of the year.

Strategies and SupportTier 1• Guided Reading 3-4 times a week for these students.• Goal setting with students.• Observe 2nd grade teachers administering the F& P to see depth

of comprehension needed. • Comprehension strategies taught the same with school and

home.

Tier 2• Target interventions based on need to be utilized during TARGET

Time.• Progress monitor growth.

Individualized SLOs

Used for smaller groups of students with a variety of readiness levels and background knowledge.

Acceptable amounts of progress are often dependent on students’ historical academic performances.

Considerations for Students with Disabilities

• Does the student’s disability affect the student’s ability to reach the SLO?

• What has been the academic history of the student up to this point?

• What types of instructional interventions have been provided to the student in the past?

SLO for Special Groups: ART II

During the current school year, all students will make measurable progress in Art II using the district-developed art portfolio rubric. Students will improve their scores as follows:

• Students scoring at a Level 0-2 on the pre-assessment will improve by 2 levels on the pre-assessment.

• Students scoring at a level 3-4 on the pre-assessment will improve by 1 level on the post-assessment.

• Students scoring at a level 5 on the pre-assessment will advance their skills through an independent project.

Program SLO- PBIS Baseline Data2009-10– 119 bottom lines= .67/day2011-12- 101 bottom lines= .56/ day2012-13— 115 bottom lines= .64/ day

Program SLODuring the 2013-14 school year, our student’s Bottom Line Behaviors K-5 at Hudson Prairie School will reduce from .67 to an average of .5 referrals per day which will keep students in classrooms and improve student learning.

Strategies and Support• Begin Tracking Minor behaviors• Begin Check In Check Out system of support• Have a PBIS refresher in Feb. since our

referrals were highest in March.• Increase supervision on the playground to 1

adult for 50 students since the playground is the area where most bottom lines occur.

• Coaching of noon duty staff.

Marzano High Impact Strategies

Deb’s SLO Process

Reflect

ChooseAct

What is specific area that my students need improvement?

What is an attainable yet rigorous goal based on the baseline assessment?

Should it be differentiated based on results?Does it address all components in the rubric?

What is my SLO focus?What is an appropriate assessment to measure the goal?

Baseline assessment

Write SLO

Step 1-Prepare SLO

Criteria and Guiding QuestionsStaff Meetings with Principal, Peer Coaches, Instructional Coaches Structured Collaboration

Data Review and Gaining Focus

ReadingWritingMathContentLearning Skills

Develop an assessment to match need

Assessment Checklist1. Does it follow the keys to quality assessment?• Purpose• Targets• Design• Communication• Student Involvement

2. Can it be used throughout the year or course to measure growth?

3. Does it aligns with the SLO?

4. Is it reliable and valid?

Give Baseline On Demand Writing

Baseline Data Analysis3/22= 13% meeting grade level proficiency on writing rubric.

Focus and Type of SLOWhat’s my focus? Narrative WritingWhat type of SLO is apporpriate?• Tiered• Whole Group• Sub Group• Individual• Program

What is a rigorous yet attainable growth goal?80% School goal and RtI tier 1 goals

SMART TemplateBy June of 2013 , 100% of the students in Mrs. Brastad’s 2nd grade class will increase the number of criteria measured as proficient according the following :0 of 4 criteria increasing to 2of 4 criteria1 of 4 criteria increasing to 3 of 4 criteria2 of 4 criteria increasing to 3 of 4 criteria3 of 4 criteria increasing to 4 of 4 criteria4 of 4 criteria increasing to the exceeds category in 1 or more criteria

Specific Measurable Attainable Results Oriented Time bound

Some grade levels have more criteria needed to meet the standard.

Strategies and Support

Model with mentor textsUtilize the Gradual Release Process Small group writingCollaborative scoring of student writing and choosing exemplars to share with students.Micro teaching with coaching feedbackLab classroom observations

Fill in SLO Form

Reflect on the SLO with the criteria

Reflect

ChooseAct

Does it address all components in the rubric?Does it follow the SMART Goal criteria of being specific, measurable, attainable, rigorous, and time bound?Does the assessment match the goal?Is it rigorous?

Step 2-Submit SLO for Approval

How can I improve my actions?Approval