Pat HubertESA2

Using Student Learning Objectives

to Guide Instruction

and Student Learning

Norms for the Day

Listen with Engagement

Honor Each Other’s Thinking

Honor Private Think Time

Everyone has a Voice

Be Respectful of all Comments

Limit Side Conversation

Take Care of Your Needs

Cell Phones Off/Vibrate

Outcomes

• Develop deeper awareness of quality SLOs• Use the SLO checklist to assess quality of

SLOs• Review the evolution of SLOs • Assess the quality sample SLOs• Practice SLO peer coaching conversations• Review and revise your SLOs in preparation

for your SLO approval

Why are we here?

SLO FAQ

• Didn’t my teachers walk out with a 100% completed SLO?

• No, SLOs will not be 100% complete because teachers did not have any baseline data to use to set goals.

• Teachers were given work time and could complete a fair amount. They can pre-assess students when school starts, fill in the baseline data, and set goals.

Where are you at?

• How many of got a start on your SLO this summer?• How many of you have benchmarked?• Talk to your elbow partner about your benchmark data?

- were there any surprises?- how did it guide your SLO?- what do you expect from your mid-point

assessment - how did your benchmark assessment lead you to

determine what strategies you will use?

SLO Review

Student GrowthStudent growth is defined as a positive change in student achievement between two or more points in time. Using a measure of student growth – as opposed to using student achievement results from a single test delivered at a single point in time – is more reflective of the impact an individual teacher has on student learning.

Student Learning ObjectiveA Student Learning Objective is a teacher- driven goal or set of goals ‐that establish expectations for student academic growth over a period of time. The specific, rigorous, realistic and measurable goal(s) must be based on baseline data and represent the most important learning that needs to occur during the instructional period. SLOs are aligned to applicable Common Core, state or national standards.

Let’s Define It!

SBAC• Individuals who

teach ELA or math at grades 3-8, or 11 must write an SLO based on ELA or math.

DSTEP Science• Individuals who

teach sciences grades 5,8, or 11 must write an SLO based on science.

Grade 5 teachers who teach ELA, math, and science must select one of those content areas on which to write the SLO.

• Each teacher writes ONE SLO.• Teachers may write more than one, but only

one will be used for evaluation of student growth.

• Administrators may require teachers to write more than one, if desired.

• IEP goals may not be substituted for SLOs.

Teacher Student Growth Rating

PERFORMANCE

CATEGORY DESCRIPTION

Low Less than 65% goal attainment

Expected 65% to 85% goal attainment

High 86% to 100% percent attainment

SLO Development

SLO Approval

Ongoing Communication

Prepare for Summative

Prioritize Learning ContentWhat do I want my students to be able to

know and do?

Analyze data and develop baselinesWhere are my students starting?

Select or develop an assessmentWhat assessments are available?

Write growth goalWhat can I expect my students to achieve?

The SLO Process

What tools are available?

Recommended Tools

• SDDOE Process guide• SDDOE SLO Checklist• SDDOE Assessment Quality Checklist• SLO type• Assessment type• Timeline • Participation of ‘others’

SLO Coaching Checklistpartner activity

–Working with the person to your LEFT, please read through the checklist. Discuss and be ready to share one or more of the following:• A question you found helpful• A new question you’d like to include• A district/teacher/admin with whom this checklist

would be useful

• Lunch

SLO Quality group activity

• Partners Activity:– Open the Evolving Samples PDF.– Review the evaluator’s feedback for the questions,

descriptive feedback, or other types of coaching comments that led to the evolution of that SLO.

– Be ready to share:• a specific piece of feedback that your group feels was

helpful. Why? How would you use it?• a specific piece of feedback that your group would have

worded differently. How would you change it?

SLO Samples group activity

• Please open the SLO Samples folder from the wiki• Group Activity:• Open the Sample SLOs other states doc.– Select one of the links and search for a quality

sample SLO.– Be ready to share:• Link, title, content, grade level information• Why your group feels this is a quality SLO to share with

teachers

SLO Assessment partner activity

• Under SLO Sample folder from the wiki• Partner Activity:– Open the SD Samples– Read the sample– Using the Quality Checklist, assess the quality with

your partner.– Switch roles and select any other SD sample SLO and

repeat.

SLO Assessment partner activity

• Pull out your SLO• Using the quality checklist discuss areas of strength and

weakness• Coach each other for growth• Revise as necessary

Outcomes

• Develop deeper awareness of quality SLOs• Use the SLO checklist to assess quality of

SLOs• Review the evolution of SLOs • Assess the quality sample SLOs• Practice SLO peer coaching conversations• Review and revise your SLOs in preparation

for your SLO approval

• After lunch you will have time to continue your revision• You will meet with your

administrator for approval• Time for additional revisions

Questions?

Evaluation….