Learning Objectives Guidebook Guidebook.pdfthe pre-assessment data to create a student learning...
Transcript of Learning Objectives Guidebook Guidebook.pdfthe pre-assessment data to create a student learning...
©Stronge, 2012 All Rights Reserved
Stronge Teacher Effectiveness Performance Evaluation System
Student Learning Objectives Guidebook
2012
1 P a r t I - I n t r o d u c t i o n a n d E x p l a n a t i o n
©Stronge, 2012 All Rights Reserved
TABLE OF CONTENTS
Part I - Building Background Knowledge about Student Learning Objectives................................. 3
What Are Student Learning Objectives?............................................................................... 3
What Is the Purpose of Student Learning Objectives?.......................................................... 4
What Does Research Say about Student Learning Objectives?.............................................5
Under What Conditions Do Student Learning Objectives Work Best?................................. 8
What are the Advantages and Disadvantages of Student Learning Objectives?................... 8
Part II - How to Build SMART Student Learning Objectives........................................................... 10
Building Objectives - A Step-by-Step Guide.........................................................................10
Determining SMART Objectives.......................................................................................... 13
SMART Criteria.........................................................................................................14
The Student Learning Objective for Student Progress.......................................................... 15
Completing the Student Learning Objective for Student Progress Form.............................. 17
Student Learning Objectives Lessons Learned...................................................................... 20
Additional Rubrics and Checklists to Help in the SLO Process............................................ 22
Part III - Assessments and Student Learning Objectives................................................................... 28
Why We Assess in Student Learning Objectives.................................................................. 28
Types of Assessments............................................................................................................ 29
Assessment Measures Appropriate for Student Learning Objectives....................................30
Pre- and Post-assessment Measures Chart................................................................. 33
Subject and Grade Level Assessment Matrix............................................................ 44
Part IV - Sample Objectives ............................................................................................................. 48
Elementary School Student Learning Objective Examples................................................... 49
Middle School Student Learning Objective Examples.......................................................... 56
High School Student Learning Objective Examples............................................................. 61
Educational Specialist Learning Objective Examples........................................................... 68
2 P a r t I - I n t r o d u c t i o n a n d E x p l a n a t i o n
©Stronge, 2012 All Rights Reserved
List of Figures
Figure 1.1. Student Learning Objectives Advantages and Disadvantages ..................................... 8
Figure 2.1.Student Learning Objectives Process .......................................................................... 10
Figure 2.2. SMART Criteria ......................................................................................................... 14
Figure 2.3. Student Learning Objective Progress Form ............................................................... 15
Figure 2.4. Student Learning Objectives Steps and Objective Form Correspondence. ................ 17
Figure 2.5. Completed Student Learning Objective for Student Progress Form (Abbreviated)... 18
Figure 2.6. Student Learning Objective for Student Progress Form Checklist Review ............... 19
Figure 2.7. Optional Tools for Student Learning Objectives ........................................................ 22
Figure 2.8. Student Learning Objective Implementation Rubric .................................................. 23
Figure 2.9. Student Learning Objective Implementation Rubric .................................................. 25
Figure 2.10. SMART Objective Worksheet ................................................................................. 26
Figure 2.11. Student Learning Objectives Decision Tree ............................................................. 27
Figure 3.1. Recursive Assessment and Effective Instruction ....................................................... 29
Figure 3.2. Appropriate Measures Criteria ................................................................................... 30
Figure 3.3. Assessment Rules Decision Tree. ............................................................................... 31
Figure 3.4. Selected Pre- and Post-Assessment Measures ............................................................ 33
Figure 3.5. Assessments by Subjects and Grade Levels ............................................................... 44
3 P a r t I - I n t r o d u c t i o n a n d E x p l a n a t i o n
©Stronge, 2012 All Rights Reserved
Part I - Building Background Knowledge about Student Learning
Objectives
The research is clear: Teachers matter. What happens—or does not happen—in
classrooms everyday impacts student learning.1 When we look at school-based factors, teacher
quality has the most influence on student achievement.2 Teachers are the critical component for
the learning that impacts student learning.
How do we measure learning? Historically, the measurement has been student
achievement at the end of the year, regardless of the academic level of the student when he/she
entered the teacher's classroom in August/September. However, if we do not know where the
student began, it is difficult to measure teacher impact on student learning. Measuring a
student’s academic level when he/she enters the classroom allows for a comprehensive
assessment of learning as the student progresses through the curriculum. Additionally, student
growth analysis becomes possible. For these reasons, student growth is an integral component of
student learning objectives.
In this section, student learning objectives are explained and the following questions are
answered:
What are student learning objectives?
What is the purpose of setting student learning objectives?
What does research say about the process of student learning objectives?
Under what conditions do student learning objectives work best?
What are the advantages and disadvantages of student learning objectives?
What Are Student Learning Objectives?
Student learning objectives is a goal setting process that begins with a pre-assessment to
pinpoint students’ current performance level on skills or depth of content knowledge in relation
to the curriculum they will be learning in the classroom during the length of the course. When
the pre-assessment has been analyzed, the teacher has the information necessary to devise a
learning goal that reflects mastery of the curriculum content and skills. Thus, the teacher uses
the pre-assessment data to create a student learning goal. Once the goal is created, instructional
strategies are selected that will be most effective in helping students attain the goal. Then, upon
implementation, these instructional strategies are implemented and monitored for effectiveness.
They are refined or revised, as necessary, based upon student performance and progress. At the
4 P a r t I - I n t r o d u c t i o n a n d E x p l a n a t i o n
©Stronge, 2012 All Rights Reserved
end of the course or year, a post-assessment is administered to ascertain whether the goal has
been achieved.3
What Is the Purpose of Student Learning Objectives?
Simply stated, the purpose of student learning objectives is to increase learning as
measured by appropriate student achievement assessments. Student learning objectives can
facilitate learning by focusing attention on student growth and on instructional improvement. It
is based on a process of determining students’ baseline performance, setting a measurable
student learning goal, developing instructional strategies for goal attainment, and assessing
results at the end of the academic course/year.
The intent of student learning objectives is to:
Make explicit the connection between teaching and learning;
Make instructional decisions based upon student data;
Provide a tool for school improvement;
Increase the effectiveness of instruction via continuous professional growth;
Focus attention on student results; and, ultimately
Increase student achievement.4
The intent of student learning objectives is not to:
Replace classroom observation or other means of documenting performance; or
Make performance decisions based solely on the outcomes.
Student learning objectives are used in documenting student learning, and are just one
of multiple data sources for assessing the impact of teachers and instructional staff on
student performance.
5 P a r t I - I n t r o d u c t i o n a n d E x p l a n a t i o n
©Stronge, 2012 All Rights Reserved
What Does Research Say about the Process of Student Learning
Objectives?
Developing student learning objectives based on student achievement data is supported
by solid research in the education field.6 Good and Brophy stated in their summary of effective
classroom practices that “setting goals and making a commitment to trying to reach these goals
increases performance.”7 In discussing why educators should bother with target goals at all, one
researcher stated that the best reason for implementing a goal-setting process is simply that it
works.8
At the Student Level
Mastery Learning
Setting student learning objectives is closely linked
to mastery learning practices (feedback-corrective teaching).
These entail:
Giving students formative tests for the purposes of feedback;
Providing corrective instructional procedures; and
Administering additional formative tests to determine the extent to which students have
mastered the subject content.
In fact, there is solid evidence to show that formative assessment is an essential
component to classroom work that can raise student achievement.9
Cognitive Entry Prerequisites
Developing student learning objectives also is linked to enhancing the students’ initial
cognitive entry prerequisites. This entails:
Developing an initial skills assessment of
prerequisites for a course;
Administering the assessment to students at the
beginning of a course; and
Teaching students specific prerequisites they
lacked.
Researchers, such as Benjamin
Bloom, have found that students
taught under mastery learning
achieve, on average,
approximately 1.0 standard
deviation above the average of
students in conventionally
taught classrooms (i.e., 84th
percentile vs. 50th percentile).
5
Research indicates that students
taught the entry prerequisite skills
achieve, on average,
approximately .7 standard
deviations above the average of
students in conventionally-taught
classrooms (i.e., 76th
percentile
vs. 50th
percentile).10
6 P a r t I - I n t r o d u c t i o n a n d E x p l a n a t i o n
©Stronge, 2012 All Rights Reserved
Student Self-Assessment
Student learning objectives are also tied to student self-assessment; wherein, teachers
make students part of the goal setting process. Students whose teachers used student learning
objectives:
Achieved more than students whose teachers did not use academic goal setting;
Could state their own objectives; and
Were correct in self-assessing their progress in achieving objectives.
Improved Progress Monitoring
Student learning objective setting is closely associated with teachers’ practices of
progress monitoring. Fuchs and Fuchs found that systematic progress monitoring can be
beneficial to student learning in many ways:
To identify students in need of additional or different forms of instruction;
To enhance instructional decision making by assessing the adequacy of student progress;
To determine when instructional modifications are necessary; and
To prompt teachers to build stronger instructional programs that are more varied and
responsive to student needs.11
Increased Achievement
Research also has documented a strong, positive correlation between setting student
learning objectives and student achievement. For instance, Marzano, Pickering, and Pollock, in
their work on research-based strategies for increasing student achievement, report studies
showing percentile gains in student achievement associated with processes similar to setting
learning goals ranging from 18 to 41 percentile points.12
Additionally, they draw the following
two generalizations from the research on setting student learning goals:
Instructional goals narrow what students focus on. This means that while students
generally score higher on the instruction related to the specific academic goals, they
likely will score lower (about 8 percentile points) on information that is incidental to the
goals, but still covered in the class.
Students should be encouraged to personalize the teacher’s goals. Once classroom
academic goals are set, students should be encouraged to customize them to fit their
personal needs.13
Research indicates a strong, positive correlation exists between targeted goals and student
performance on statewide tests. For instance, in Denver, Colorado, students whose teachers
7 P a r t I - I n t r o d u c t i o n a n d E x p l a n a t i o n
©Stronge, 2012 All Rights Reserved
developed high quality student learning goals showed more than a year’s worth of gains on
independent state standardized assessments and national assessment. Another strong correlation
between student learning goals and student achievement was found in Charlotte-Mecklenburg
Schools in North Carolina.14
At the School Division Level
Learner Progress
There is evidence that students in schools and school systems that implement a student-
learning-based approach to performance assessment benefit from improved academic
achievement. Below is a summary of research findings:
Thompson School District of Loveland, Colorado, implemented a performance system in
which student learning was assessed as a component of teacher success. Following two
years of implementation, fourth-grade students in the district had the third highest
learning growth rank among Colorado’s 176 school districts in reading as measured on
the Colorado State Assessment Program (CSAP); they had the highest growth rank in
writing. Seventh-graders experienced similar academic growth.15
In a study of five school districts that had shown improvement for at least three years in
mathematics and reading for all subgroups of students as identified by No Child Left
Behind data, researchers found that all five districts made decisions based on data.
Additionally, administrators encouraged teachers to use data, rather than instinct, in
making instructional decisions.16
Case studies of five high performing urban school districts revealed that these school
districts focused on (1) using data to make instructional decisions, and (2) training
principals and teachers in how to use assessments for learning.17
In a synthesis of research on high performing schools, researchers found that these
schools focused on making decisions based on data, not only at the district level, but also
at the classroom and school levels, as well.18
Teacher Evaluation and Development
Student learning objectives provide a valuable mode for differentiating teacher
effectiveness. The process links evaluation directly with student learning, while respecting
teacher decision-making and judgment. The student learning objectives process also establishes
a clear process for improving teacher performance based on student achievement data and
growth. Further, it encourages teachers and instructional leaders to be more strategic and
systematic in their decisions designed to improve the quality of teaching that students receive. 19
8 P a r t I - I n t r o d u c t i o n a n d E x p l a n a t i o n
©Stronge, 2012 All Rights Reserved
Under What Conditions Do Student Learning Objectives Work Best?
Researchers found that student learning objectives are particularly effective under certain
conditions. Thus, ensuring these conditions are incorporated as objectives are devised and
implemented will help teachers create goals that are most beneficial and appropriate for student
growth. Here are those conditions:
The objectives are proximal rather than distal (objectives are oriented to the here-and-
now rather than to some ultimate objectives for the distant future, although it is important
to be conscious of the connection between here-and-now tasks and the accomplishment
of ultimate objectives).
The objectives are specific (but not too specific) rather than global.
The objectives are challenging (difficult but reachable) rather than too easy or too hard.
Instructional interventions are used that impact directly on the experience of learners.
Ongoing reviews and feedback on student progress are associated with remedial actions.
There are high teacher expectations of students.
Formative assessment is emphasized.20
What Are the Advantage and Disadvantages of Student Learning
Objectives?
As with any educational process, there are advantages and disadvantages of student
learning objectives. A list of both is found in Figure 1.1.
Figure 1.1. Student Learning Objectives Advantages and Disadvantages
Advantages:21
Disadvantages:
• The process is adaptable to a wide variety of
teaching assignments.
• The process can be adapted to new state or local
assessment structures as they are developed.
• Student learning objectives have credibility with
educators because they are immediately relevant
to setting and measuring classroom
expectations.
• The goals have face validity as teachers are
often the ones given the responsibility for
developing them.
• The process permits individual incentives,
especially when used in conjunction with
measures of school or group performance, to
create collective incentives.
• The objectives permit high degrees of
specialization for teachers and students.
• The process can increase teacher buy-in and
professional growth when teacher-made
measures are used.
• Without common assessments, or common
requirements for assessment, the results may not
be comparable or of consistent rigor across
multiple classrooms and schools.
• The knowledge of the predictive validation of
student learning objectives in alignment with
value-added or growth measures (such as
student growth percentile) is very limited.
• The process is time-demanding for teachers and
administrators.
• The assessments adopted may not cover all
teaching assignments or courses taken by
students.
• Some assessments may require time for teachers
to work together to develop consistent scoring
practices.
9 P a r t I - I n t r o d u c t i o n a n d E x p l a n a t i o n
©Stronge, 2012 All Rights Reserved
• When the process is used for co-teaching or
collaborative settings, it can build collective
school-wide or team-based effort around student
achievement.
• When the process is used for co-teaching or
collaborative settings, there will be little
information on the performance of individual
teachers. Teachers may perceive it as unfair as
they are held to a measure over which they have
limited ability to impact.
Summary The focus of Part I is to introduce student learning objectives, the rationale for use in
classrooms, and the research undergirding efficacy. How student learning objectives are best
implemented and some of the advantages and disadvantages are also discussed. Part Two is the
“how-to” portion of this guidebook. The student learning objective process is discussed and
described in detail.
10 P a r t I I - H o w t o B u i l d S M A R T O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Part II - How to Build SMART Student Learning Objectives
In Part 1, the student learning objective process is briefly and succinctly explained. In
Part 2, the focus shifts to a more detailed explanation of student learning objectives. The
following questions are answered in this section of the guidebook:
How are ‘good’ objectives created?
How do we determine whether objectives are SMART?
What have we learned about student learning objectives?
Building Objectives - A Step-by-Step Guide
As previously discussed, student learning objective implementation is a process—not a
product. Developing student learning objectives that are SMART—more on this follows—
involves five major steps. Each of these is explained in some detail and depicted in Figure 2.1.
Figure 2.1.Student Learning Objective Process22
Step 1: Determine Needs
The student learning objective process begins with calibration; determining needs is the
first step. Curriculum needs and student needs must both be considered. Questions teachers
should ask themselves as they think about creating objectives include:
What do my students need to know and be able to do within the content area that I teach?
Step 4:
Monitor
student
progress
through on-
going
formative
assessment
Step 1:
Determine
Needs
Step 2:
Create
specific
student
learning
objectives
based on pre-
assessment
Step 5:
Determine
learning
objective
attainment
Step 3:
Create and
implement
teaching and
learning
strategies
Before
implementation
the objective must
be evaluated in
terms of SMART
criteria.
11 P a r t I I - H o w t o B u i l d S M A R T O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
What are the skills and knowledge necessary for mastery?
What prior knowledge and understandings do they currently possess?
How do my students differ from one another in terms of knowledge and skills?
Stated another way, teachers determine their students’ current level of performance and
the expected level of performance projected at the conclusion of instruction. To do this, teachers
administer a pre-assessment to establish a baseline for each student. The assessment is analyzed
in terms of each student’s performance. Now the teacher has a starting point for the student
learning objective.
Step 2: Create Objectives Based on Pre-Assessment Data
With analysis of the pre-assessment data, the teacher knows where each student is
starting, and his or her knowledge about the topic. Importantly, this must be considered in
objective formation. Since students have different starting points, logically they will also, in
most cases, have different end points. Here is an example to consider:
A fifth grade reading teacher has a class of students reading from second-grade level through
seventh-grade level. This type of student learning variability frequently is true in classrooms
around the United States. A typical goal often times focuses on a class average and might be
stated in this way.
Although some might argue that the goal is laudable, and 80 percent can be a stretch goal
depending on class composition, this goal is problematic for several reasons. Expecting each
child to achieve to a certain level—for example, being on-grade level readers—is unrealistic, and
in this case, with above grade level readers, unacceptable. It is doubtful that a student reading at
the second grade level will be an on-grade level (5th
grade) reader by the end of the year.
Similarly, those reading above grade level have already surpassed a goal based upon on-grade
level reading. This goal does not take into account the needs of each and every student, which is
one of the benefits of creating student learning objectives. Since objectives are based on a pre-
assessment, and students’ needs are identified, teachers can create objectives that meet all
students’ needs. If we know that many of our students read below and above grade level,
averaging scores will not illustrate the needs of our class. An objective that focuses on growth
rather than achievement is more appropriate and accounts for every student. Perhaps this teacher
might establish an objective such as this:
A goal written this way accounts for all students—below grade level, on-grade level, and
above grade level readers. Further, it is a meaningful goal that requires a degree of rigor for each
and every student. It might be called a “stretch” goal because it requires hard work on the part of
both teacher and students to realize the goal.
By the end of the school year, 80% of my students will be grade level readers.
Every student will make measureable progress in reading comprehension, improving by at least one
grade level. Additionally, those students reading below grade level will increase comprehension by 1.5
years growth.
12 P a r t I I - H o w t o B u i l d S M A R T O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Criteria have been developed to judge whether objectives are meaningful. SMART
criteria are the measure used. These evaluation criteria are detailed in the section entitled
“Determining SMART Objectives” on page 13. Suffice it to say that objectives should not be
approved and implemented until they are deemed SMART. SMART criteria are provided on
page 14.
Step 3: Create and Implement Instructional Strategies
After the objectives is devised, instructional strategies are identified for implementation.
The selected instructional strategies and practices should be highlighted because they best align
with the objective and are designed for objective attainment. (Note: Identifying particular
instructional strategies does not mean that the strategies will be used to the exclusion of others.
Rather, it means that these particular instructional strategies are ones that are believed to be most
likely to help students succeed, given where the particular group of students start in their
learning.) They are the conduit that connects the objective to objective attainment. Careful
thought must be given to identifying strategies for implementation that are both specific and
focused. Also, they should be research-based, content specific, and developmentally appropriate.
For instance, in the objective example we are using here, the teacher is focused on
reading comprehension.
Every student will make measureable progress in reading comprehension, improving by at least
one grade level. Additionally, those students reading below grade level will increase
comprehension by 1.5 years growth.
Research indicates that differentiated instruction in the form of small group reading instruction is
effective for comprehension growth.23
Both heterogeneous and homogenous groups focusing on
different student needs are appropriate. Flexible grouping is a way to ensure groups are formed
to meet ongoing and changing student needs. Thus, one instructional strategy identified for use
with this goal is flexible, small group instruction. This strategy would be specific and focused on
research-based best practice for reading instruction.
Step 4: Monitor Student Progress and Make Adjustments as Necessary
Teachers implement instructional strategies and monitor student progress. Although the
SLO process includes a formal midyear review, assessment should occur regularly throughout
the year. Thus, the process is a recursive one. As Pressley asserts, “Excellent teachers are always
informally assessing their students, monitoring where each student is, and what each student
needs. The excellent teacher acts on that monitoring, providing appropriate instruction or
direction to each and every student in the room.”24
If progress is not what the teacher finds after implementing a given instructional strategy,
modifications can and should be made. Perhaps, through ongoing formative assessment, the
teacher concludes that a certain strategy implemented has had little or no impact on student
progress. It may be time to make some changes. Teachers must use professional judgment to
13 P a r t I I - H o w t o B u i l d S M A R T O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
decide whether to continue or abandon a strategy. Questions to consider before abandoning a
carefully considered strategy might include:
Are any students benefitting from this strategy? If so, who?
Have I given the strategy enough time to see any effect?
Have I implemented the strategy as it was intended?
The answers to these questions will help with the decision of retaining, modifying, or
abandoning a given instructional strategy. Staying the course may be the correct answer for
students who are benefitting from the strategy. However, abandoning that same strategy that is
not having any effect with other students is a perfectly appropriate response. Flexibility and
dynamism are part of teaching and a part of the student learning objective process.
Step 5: Determine Objective Achievement
At some specific and predetermined point in time, it is necessary to assess objective
achievement. This is done through the administration and analysis of a post-assessment. With
SMART objectives, the process is straightforward. Results of the post-assessment are measured
against the established objective.
Determining SMART Objectives
Once objectives have been created, it is important to evaluate them in terms of SMART
criteria. This is done by both the teacher and the teacher’s evaluator, who is the final approval
authority for the objective. When an objective has been evaluated and approved, it is ready for
implementation.
SMART Objective Determination
The first level of objective evaluation is in terms of SMART criteria. These criteria
describe observable behavior and/or measurable results that would occur when an objective is
achieved. The acronym SMART is a useful way to self-assess an objective's feasibility and
worth. SMART stands for specific; measureable; appropriate; realistic, but rigorous; and time-
bound (see Figure 2.2). The definitions of each are listed below:
14 P a r t I I - H o w t o B u i l d S M A R T O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Figure 2.2. SMART Criteria
Sample Student Learning Objective:
During the 2011-12 school year, all students will make measureable progress in physical fitness.
Each sixth-grade physical education student will increase performance by 15 percent on four of six
state health and wellness test sub areas.
Specific: Focused on physical education, specifically the state health and wellness test sub areas
and a 15 percent performance gain in four of six sub areas.
Measurable: Identified state health and wellness test to be used to assess objective.
Appropriate: The teacher teaches the content and skills contained in the state health and
wellness test.
Realistic, but Rigorous: A 15 percent student performance increase is realistic. It is not out of
reach and yet not too easy. It requires students and the teacher to stretch to achieve it.
Time-bound: The goal can be measured by the end of the year with the final state health and
wellness test.
S M
A
A
Specific The objective is
focused such as by
content area and by learners’ needs.
Measurable An appropriate
instrument/measure
is selected to assess
the objective.
Appropriate The objective is
clearly related to
the role and
responsibilities of
the instructional
professional.
Time-bound The objective is
contained within a
single school year
or course. Realistic, but
Rigorous The objective is
attainable by the
instructional
professional, but
requires effort. It
is a stretch
objective.
This is a SMART objective.
T R
A
15 P a r t I I - H o w t o B u i l d S M A R T O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
The Student Learning Objective Student Progress Form
The form that may be used for student learning objectives is found at Figure 2.3. As can
be seen, the sections on the form correspond to the five steps for SLO implementation already
discussed. Figure 2.4 depicts this correspondence.
Figure 2.3. Student Learning Objective Progress Form
Student Learning Objective Progress Form
Teacher’s Name: __________________________________________
Subject/Grade: ____________________________________ School Year: ____ -____
Directions: This form is a tool to assist teachers in setting an objective that results in measurable learner
progress. NOTE: When applicable, learner achievement/progress should be the focus of the objective.
Enter information electronically into the cells (the boxes will expand to fit the text).
Initial Objective Submission (due by _____________ to the evaluator)
I. Setting (Describe the population
and special learning
circumstances.)
II. Content/Subject/Field Area (The
area/topic addressed is based on
learner achievement, data
analysis, or observational data.)
III. Baseline Data (What is shown
by the current data?)
Data attached
IV. Objective Statement (Describe
what you want learners/program
to accomplish.)
V. Means for Attaining Goal (Strategies used to accomplish the objective)
Strategy Evidence Target Date
16 P a r t I I - H o w t o B u i l d S M A R T O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
The objective is SMART: specific; measurable; appropriate; realistic, but rigorous; and
time-bound.
Comments:
Signatures:
Sign form after formative feedback has been provided and objective has been revised, if necessary.
Teacher’s Signature _____________________________________________ Date
Evaluator’s Signature ____________________________________________ Date
VI. Midyear Review (Describe
objective progress and other
relevant data)
Mid-year review conducted on____________
Initials: _____(teacher) _____(evaluator)
Data attached
Teacher’s Signature _________________________________________ Date _____________________
Evaluator’s Signature ________________________________________ Date _____________________
End-of-Year Review
Appropriate Data Received
Strategies used and data provided demonstrate appropriate student growth. Yes No
Evaluator’s Signature ________________________________________ Date _____________________
17 P a r t I I - H o w t o B u i l d S M A R T O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Figure 2.4. Student Learning Objective Steps and Objective Form Correspondence.
Student Learning Objective Implementation
Steps
Objective Form
Step 1 - Determine needs
Section I - Setting
Section II - Content/Subject/Field Area
Section III - Baseline Data
Step 2 - Create student achievement objective. Section IV - Objective Statement
Step 3 - Create and implement instructional
strategies. Section V - Means for Attaining Objective
Step 4 - Monitor student progress and make
adjustments, as necessary. Section IV - Midyear Review
Step 5 - Determine objective attainment Section VII - End-of-year Results
Completing the Student Learning Objective Progress Form
It is important to create a student learning objective form that is clear and thorough, but
succinct. The evaluator has many forms to review and approve; therefore, a form that is easily
analyzed is essential to efficient use of time. With this in mind, an example of each section of
the form is provided to illustrate this notion of clarity, thoroughness, and succinctness (Figure
2.5). This is followed by a checklist, which may be used by both the teacher and the evaluator,
to help ensure a complete and acceptable student learning objective form (Figure 2.6). It is
recommended that the teacher use this tool prior to submitting the form to the evaluator for
approval.
Importantly, evaluators should not be expected to review and analyze copious amounts of
student data. This is the responsibility of the teacher. The evaluator should be able to review
Section III quickly to ascertain students' current ability levels. The expectation is that the teacher
summarizes the data and displays it in a way that is quickly and easily processed. A table or
chart usually allows for this and is recommended.
18 P a r t I I - H o w t o B u i l d S M A R T O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Figure 2.5. Completed Student Learning Objective Progress Form (Abbreviated)
I. Setting (Describe the population
and special learning
circumstances.)
I teach twenty-five fifth-graders, twelve boys and
thirteen girls. Twelve percent (3) have learning
disabilities (language-based). This is a full inclusion
classroom.
II. Content/Subject/Field Area (The
area/topic addressed is based on
learner achievement, data
analysis, or observational data.)
Reading comprehension
III. Baseline Data (What is shown
by the current data?)
The Informal Reading Inventory was administered on
September 15, 2012. Below are the results.
Data attached
Below Grade
Level Readers
On-Grade Level
Readers
Above Grade
Level Readers
10 (40 percent) 10 (40 percent) 5 (20 percent)
IV. Objective Statement (Describe
what you want learners/program
to accomplish.)
Every student will make measureable progress in reading
comprehension, improving by at least one grade level.
Additionally, those students reading below grade level
will increase comprehension by 1.5 years growth.
V. Means for Attaining Objective (Strategies used to accomplish the objective)
Strategy Evidence Target Date
Flexible Groupings (homogenous and
heterogeneous)
Lesson Plans Bi-monthly regroupings as needed
May 2013
Dialogic Conversations (student-centered
conversations about authentic text)
Teacher
Notes
Bi-monthly
May 2013
Reading Comprehension Strategy
Instruction (Predicting, Clarifying,
Summarizing, Questioning)
Lesson Plans Weekly Instruction
May 2013
19 P a r t I I - H o w t o B u i l d S M A R T O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Figure 2.6. Student Learning Objective Progress Form Checklist Review
Did you include? Check if “Yes” Check if “No”
Beginning of form:
Your name as teacher
The subject/grade level(s) you teach
Your evaluator’s name
I. Setting
Number of students you teach
Number of classes
Number of students with special needs
II. Content
A brief course description targeted for objective
Previous performance or observations that
provide further context
(optional)
III. Baseline Data “What does the pre-assessment data for the current year show?”
A pre-assessment and its description
Brief explanation of the meaning of scores
Summary data on scores
Range and distribution of scores
Graphs or tables to illustrate the results
Analysis of relative strengths and weaknesses
(e.g., looking at subtests)
(optional)
IV. Objective Statement: Cannot complete if baseline requirements are not met.
Objective that is measurable
Objective based on pre-assessment analysis
Post-assessment using the same metric as pre-. Extra metrics can be
used for other
measures of student
achievement
Targets that ONLY relate to targeted pre-post
skills and abilities.
Definition of meaningful progress for all
students (how it will be measured)
V. Strategies
Instructional strategies (teacher actions)
Strategies tailored to identified skills and needs.
20 P a r t I I - H o w t o B u i l d S M A R T O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Student Learning Objectives Lessons Learned
As in any endeavor, preparation is key. Thought given prior to student learning objective
implementation can help to ease some of the uncertainty that will inevitably surround this
comprehensive process. With this in mind, teachers and administrators in more than 15 school
districts and 28 schools in the Commonwealth of Virginia were consulted about student learning
objective implementation. They were asked about what was working and what needed work.
Below are their thoughts and advice for consideration.
Recommendation No. 1: Involve teachers in leadership positions from the beginning and
invite participation.
Make teachers a part of student learning objective planning and implementation from
inception. They can act as leaders in training, as facilitators, as cheerleaders, and as
communication conduits. Involve as many teachers as possible in the implementation process.
Teachers can brainstorm and identify assessments, areas of concern regarding student learning,
research-based strategies specific to their areas of expertise, and so much more. They are
fountains of knowledge that can and should be tapped.
Recommendation No. 2: Collaborate with others.
Build opportunities for participants to work with others during the student learning
objective process. This helps ease uncertainties and provides needed support. Teachers,
educational specialists, and administrators, alike, noted how beneficial it was to discuss the
process with others and to work together when appropriate. Groupings were most often
comprised of grade levels and/or content areas. However, one school division benefitted from
cross-curricular groupings as well. In areas where specialties are one deep, such as school
counselors or music teachers, groupings comprised of participants across the district ensured
support was provided to all participating in the goal setting process.
Recommendation No. 3: Provide comprehensive and on-going training.
Although the student learning objective process is straightforward, many questions arise
specific to grade levels, content areas, and specialty areas. Periodic training to reinforce or
clarify the process is beneficial and helps to ensure a smoother implementation. Choose smaller
areas of focus within the student learning objective process (e.g. strategies, assessments) to focus
the training. These areas should be chosen based on need. Where are the most questions or
confusions materializing? What training would help to quell the uncertainties? Develop training
around these identified areas of need.
Recommendation No. 4: Have in-house resident experts in the goal setting process.
It is important to have experts available within schools. Teacher leaders can fill these
positions and can help with buy-in. In the Miami/Dade County Public Schools, two teachers per
school building participated in student learning objectives process training and were available
when questions arose or help was needed. This helped to smooth the way for an easier
21 P a r t I I - H o w t o B u i l d S M A R T O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
implementation. Questions arise routinely as the process is implemented. Having an in-house
expert, someone trained and knowledgeable about the process, ensures that questions are
answered expeditiously, lessening potential frustration or confusion. Ready support is critical to
successful implementation.
Recommendation No. 5: Consider involving parents and students in the student learning
objective process.
One school district intentionally involved parents and students, and were pleased with the
outcomes. Teachers held conferences with students about their objective progress. Students
tracked their progress and devised strategies for learning. Doing this invests students in the
process and they take ownership for their own learning. Likewise, create a system to notify
parents and keep them apprised of student progress. Student and parent involvement in the
process creates a team focused on student learning and success.
Recommendation No. 6: Consider housing student learning objective training, pools of
objectives, and other pertinent information on an information website so that those not
able to attend trainings have the information available to them.
The benefit? All information is available to all participants at their convenience.
Participants can access the website to reinforce learning or clarify thinking as needed. This
keeps everyone in the learning loop. Additionally, a central repository allows schools to build
specific training as needed to meet the unique needs of their staffs.
Recommendation No. 7: Empower teachers in the process.
One school district recommends a fluid approach to revising objectives where teachers
take the lead. The responsibility is on the teacher to have student learning objective meetings as
needed and to bring important information to the attention of the administrator. This places
ownership for the process in the laps of the objective creators.
Recommendation No. 8: Embrace naysayers.
In any endeavor such as this, there are differing perspectives. Bring those who do not
embrace the process into the discussion. They have valuable insights to offer. Get everyone’s
perspective as it is important that those involved are encouraged to voice their opinions, their
concerns, and their support for the process. The more they are involved in the process, often
from a teacher leader role, the more likely they begin to buy-in to the process. Get them on your
side.
Recommendation No. 9: Analyze data purposefully.
One of the greatest benefits of the student learning objective process, voiced by both
teachers and administrators, is the purposeful analysis of student data surrounding an objective.
Honing in on the needs of students based on data allows for the development of objectives that
22 P a r t I I - H o w t o B u i l d S M A R T O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
are SMART. The process helps administrators and teachers to develop analytical skills that, in
some cases, otherwise would be lacking.
Recommendation No. 10: Encourage teachers to establish stretch objectives.
Administrators should encourage objectives that help students reach their maximum
potential. Setting rigorous objectives—sometimes called stretch objectives—is one way to do
this. Stretch objectives consider all students and are structured with student growth for ALL
students in mind.
Recommendation No. 11: Set the tone for success.
When the student learning objective process begins, the novelty can feel unsettling and
apprehension may result. Openness and transparency are important to a successful
implementation. Administrators who acknowledged apprehension, and established a sense of
trust and openness, were able to build support within their schools. They offered their assistance
and support in this new process and, as a result, they noted the result was a “can-do” atmosphere
for objectives. They spoke of the positive impact of their honesty and how it aided buy-in from
the staff. They also made the time to get teacher leaders on their side so that staff members
presented a united front, making it easier for the school as a whole to embrace this new process.
Equally important was the overt assistance offered to teachers, with administrators in numerous
schools asking how they could help teachers to ease into the process. In response to teacher
requests for assistance, they were given answers and provided training to meet their pressing
needs.
Additional Rubrics and Checklists to Help in the Student Learning Objective
Process
Several tools have been created for use prior to and during the creation of student
learning objectives. Each is used for a specific purpose. The following list (Figure 2.7) provides
the tool and an explanation of its use. Following this are the tools themselves to be used as
needed.
Figure 2.7. Optional Tools for Student Learning Objectives
Tool Type Purpose
Figure 2.8. Student Learning
Objective Implementation Rubric
(Before Implementation)
Rubric
This tool may be used by schools or districts
to assess readiness for student learning
objective implementation. Once the rubric is
applied, steps for acquisition or training can
be developed.
Figure 2.9. Student Learning
Objective Implementation Rubric
(During Implementation)
Rubric
Teachers/administrators may use this tool to
ascertain level of knowledge/competence
within each of the five student learning
objective implementation steps. This
information may identify areas where more
expertise/training is needed.
23 P a r t I I - H o w t o B u i l d S M A R T O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Figure 2.10. SMART Objective
Worksheet
Progressive
Checklist
This tool may assist teachers/administrators
in determining whether or not an objective is
SMART.
Figure 2.11. SLO Decision Tree25
Decision Tree
This tool may assist the teacher in helping to
identify what is needed for successful SLO
implementation.
Figure 2.8. Student Learning Objective Implementation Rubric Before Implementation
Highly Effective
In addition to the
Effective rating,
…
Effective Developing Basic
Tec
hn
ical
Assessments We have
assessments that
can assess student
progress in both
content AND skill
application.
We have a variety
of valid and
reliable1
assessments that
measure student
progress for each
teacher’s subject
area.
We have a limited
number of valid and
reliable assessments
that measure student
progress for each
teacher’s subject
area.
We have few or
no valid and
reliable
assessments that
measure student
progress for each
teacher’s subject
area.
Alignment We have created
assessments we
believe to be valid
and reliable and
thoroughly aligned
to our state and
district curriculum.
Our assessments
align directly to
our state and
district
curriculum.
Our assessments are
mostly aligned with
our state and district
curriculum.
Our assessments
only marginally
align with our
state and district
curriculum.
Per
son
al Training Key staff members
can serve as
trainers for others
new to the process.
All necessary staff
members have
attended training
on SLOs.
Key leadership
personnel have
attended the training
on SLOs.
Few personnel
have attended the
training on SLOs.
Org
an
izati
on
al Supports Staff members have
a clear way to
express concerns
and questions that
can be shared with
the staff overall
when necessary.
Staff members are
organized into
collaborative
groups to support
one another
through the
process.
Staff members have
loosely organized
themselves into
collaborative groups
to support one
another through the
SLO process.
Staff members are
not organized into
collaborative
groups.
1 An assessment that has a high degree of validity measures the content and skills that the assessment intends to assess. In
addition, the assessment should be aligned to the Virginia Standards of Learning for the specific subject/grade level. An
assessment with a high degree of reliability is an assessment that reduces error in an assessment. Standardized assessments have
higher degrees of validity and reliability due to procedures in developing the assessment and field-testing items. Validity and
reliability of division-created or teacher-created assessments can be addressed by having teachers who are content experts and
who are trained in assessment develop assessments for use across the school division.
24 P a r t I I - H o w t o B u i l d S M A R T O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Structures Staff members have
a forum to meet
collectively to
discuss the process,
including
questions,
concerns, and
successes.
Staff members
have the resources
they need to
engage in effective
SLO formation,
such as common
planning times or
access to
curriculum
experts.
Staff members have
limited access to
curriculum experts
and/or resources to
engage in effective
SLO formation.
Staff members do
not have the
resources they
need to engage in
effective SLO
formation.
25 P a r t I I - H o w t o B u i l d S M A R T O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Figure 2.9. SLO Implementation Rubric During Implementation
Highly Effective In addition to the
Effective rating, …
Effective Emerging Basic
Step 1:
Determining
Needs
In addition to the
Effective definition, a
wide variety of school-
collected data is also
considered.
A variety of district or
state supplied data are
used to determine a
critical area of focus
that is neither too
broad nor too narrow.
A limited amount of
district or state-
supplied data are used
to determine a critical
area of focus that may
be either too broad or
too narrow.
Narrow selections of
data are used to
determine an area of
focus that is overly
broad or narrow.
Step 2:
Creating
Objectives
In addition to the
Effective definition,
teachers collaborate
together to create
objectives that are both
specific to the
individual learning
needs but similar
enough to allow year-
long collaboration.
Teachers create
objectives that are
based on student
progress and meet the
SMART criteria for
students and individual
learning needs in their
classrooms.
Teachers create
objectives that are
based mostly on
student progress, meet
most of the SMART
criteria, though they
may not consider
individual learning
needs in their
classrooms.
Teachers create
objectives that are not
based on achievement,
and do not use the
SMART criteria.
Step 3:
Instructional
Strategies
In addition to the
Effective definition,
the chosen
instructional strategies
target the widest
variety of students in a
way that differentiates
for learning needs.
Teachers choose
between two and four
initial instructional
strategies based on
best practices that are
tightly aligned with the
assessment and
objective.
Teachers choose
between two and four
initial instructional
strategies, most of
which are based on
best practices and
tightly aligned with the
assessment and
objective.
Teachers choose an
inappropriate number
of instructional
strategies, do not base
their strategies on best
practice, or choose
strategies that are not
tightly aligned with the
assessment or
objective.
Step 4:
Monitoring
In addition to the
Effective definition,
teachers administer
brief formative
assessments
throughout the year
that are aligned with
the assessment and
objectives to modify
instruction as
appropriate the entire
year.
Teachers use a mid-
year assessment that
mirrors the pre- and
post-assessment to
modify instructional
strategies for the whole
class or individual
students.
Teachers conduct a
mid-year assessment
that mirrors the pre-
and post-assessment,
but modifications to
instructional strategies
are limited.
Teachers conduct few
formative assessments
throughout the year,
and/or do not use
assessments to make
instructional
modifications to
instructional strategies.
Step 5:
Evaluating
In addition to the
Effective definition,
teachers share the
reflection and
collaborate with others
to increase teaching
effectiveness for
upcoming teaching
assignments.
Teachers engage in
self-reflection to
actively evaluate their
students’ progress,
acknowledge the
connection between
teaching and learning,
and use that reflection
to make instructional
decisions for
upcoming teaching
assignments.
Teachers engage in
limited self-reflection
while still
acknowledging the
connection between
teaching and learning;
teachers may or may
not use the reflection
to make instructional
decisions for
upcoming teaching
assignments.
Teachers engage in
little or no self-
reflection, do not
acknowledge the
connection between
teaching and learning,
and/or do not use the
reflection to make
instructional decisions
for upcoming teaching
assignments.
26 P a r t I I - H o w t o B u i l d S M A R T O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Figure 2.10. SMART Objective Worksheet
S Is the objective focused as to
content area and students'
needs?
Yes, continue.
No, clarify the elements.
M Is the instrument you will use
to measure student
achievement of the objective
identified?
Yes, continue.
No, identify the specific
instrument.
A Is the objective age and
learning outcome appropriate
to the student learning
objective?
Yes, continue
No, make needed
adjustments.
R Is the objective realistic in
terms of achievement, but also
rigorous?
Yes, continue.
No, make needed
adjustments.
T What is the time frame to
conduct the assessment of
student progress?
Yes, continue.
No, identify timeframe for
assessing progress.
27 P a r t I I - H o w t o B u i l d S M A R T O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Figure 2.11. Student Learning Objectives Decision Tree
Identify your position and
describe your setting:
Collect Data
Do you teach a subject
tested by the state of
Virginia and/or school
division?
Yes
No
Review and
analyze state
and/or district
assessment data
Is there an
appropriate
assessment
already
administered in
your school
division? Yes
No
Review and
analyze
baseline data
Create and/or find a valid
assessment of student learning
related to important curricula aims
Administer
assessment
Use appropriate
assessment data to
establish baseline
Set SMART Objectives
Develop means
for attaining
objectives
(strategies)
Meet with
supervisor to
review/approve
objectives
(They must be
SMART.)
Implement
strategies
Mid-year
review with
supervisor:
monitor
implementation
of strategies
and progress
toward
objectives
Continue to
implement strategies
with modifications,
if necessary, and
continue to monitor
student progress
Gather data Review and
analyze data
End of year data
results: determine
objective
attainment and
document Review with
Administrator
28 P a r t I I I - A s s e s s m e n t a n d S t u d e n t L e a r n i n g
O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Part III - Assessment and Student Learning Objectives
The importance of assessment and its impact on student learning objectives cannot be
overstated. Without assessment, setting student learning objectives is fruitless. Assessing what
students know when they enter a classroom, and what they have learned when they leave that
classroom—student achievement—is essential to the student learning objective process.
Choosing appropriate measures for objectives is critical to success. Part III addresses assessment.
It is organized into three areas:
Why we assess in the student learning objective process;
Types of assessments; and
Assessment measures appropriate for student learning objectives
Why We Assess in the Student Learning Objective Process
Assessment is an essential component of the student learning objective process. Before
objectives can be created, teachers must understand what individual students know and what they
need to know. The question that teachers should ask at the beginning of the year or the
beginning of the semester is this: In the subject areas for which I am responsible, where are my
students academically when they enter my classroom, and what do they need to know by the end
of the year or semester when they leave my classroom?
Once this knowledge of what students already know when they enter the classroom is
gleaned—through assessment—planning and instruction can begin. Only through assessment
can the understanding that undergirds and guides instructional planning and instructional
delivery be gained. Therefore, assessment is the beginning and provides the foundation. It is also
the middle and the end. Assessment embedded throughout instruction is formative assessment; it
continually informs teaching and learning and is integrated into the act of teaching.26
Summative
assessment measures what students learned as the result of their instruction. Effective teachers
use formative assessment frequently and routinely to inform their planning and instruction.27
They use summative assessment to measure student learning outcomes. This recursive cycle is
depicted in Figure 3.1 below:
29 P a r t I I I - A s s e s s m e n t a n d S t u d e n t L e a r n i n g
O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Figure 3.1. Recursive Assessment and Effective Instruction
Types of Assessments
Careful consideration must be given to assessment selection. There are myriad measures
that can be used. They can effectively be grouped into two categories: criterion-referenced and
norm-referenced measures. Differentiating between the two is important. Since data from these
measures is interpreted differently, objectives will be structured uniquely based on which
measures are selected for assessment use.28
Assessment
Analysis
Instructional Planning
Instructional
Delivery
Student
Learning
CURRICULUM
30 P a r t I I I - A s s e s s m e n t a n d S t u d e n t L e a r n i n g
O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Assessment Measures Appropriate for Student Learning Objectives
Choosing which measures to use in the student learning objective process is important.
In selecting an assessment, four appropriateness criteria should be considered: a) measures must
have a pre- and post-test capability, b) measures must be cumulative, c) measures must be linked
to important curricular goals, and d) measure results must be available by the end of the year or
end of the course. Figure 3.2 explains the rationale for each criterion.29
Figure 3.2. Appropriate Measures Criteria
Pre- and Post-Test Capability
Since measuring student growth and achievement is the objective of SLOs, capabilities to do that must be embedded. Pre- and post-testing allows for this measurement and is a prerequisite for SLOs.
Cumulative over Time
Since measuring student growth and achievement is the objective of SLOs, assessments must be able to measure accumulated knowledge. Therefore, assessments must be cumulative.
Linked to Curricular Goals
SLOs and assessments must be linked to curricular goals. Curricular goals are most often derived from state standards. Instructional objectives or goals are created to address these standards. For those subject areas that do not have state standards, national goals or professional organizational subject area goals can and should be used.
Results Are Available by Year End or Course Completion
Assessment results must be available by year end or course completion. Teachers and administrators must have access to post-assessment results before the close of the school year in order to ascertain whether or not objectives have been achieved.
31 P a r t I I I - A s s e s s m e n t a n d S t u d e n t L e a r n i n g
O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Selecting appropriate assessments for the student learning objective process is critical. A
SMART objective is only as SMART as the data upon which it is based. School districts may
have appropriate assessments in place for some content areas and grade levels. Most likely,
however, there will be many content areas and grade levels that lack assessments to support the
SLO process. In preparation, it is recommended that school districts:
1. Conduct an analysis of district-wide assessments that are in place;
2. Identify those grade levels and content areas for which appropriate assessments are
available; and
3. Identify those grade levels and content areas for which appropriate assessments are not
available.
Once this process has taken place, the school district will need to make further decisions.
As depicted in Figure 3.3, school districts will need to plan for the adoption and/or creation of
assessments as appropriate.
Figure 3.3. Assessment Rules Decision Tree.
Will the district require
the use of existing,
common district-wide
assessments for any
specific grade/ subject?
Are there grade/subjects
where the district wants to
prioritize buying or
creating additional
district-wide assessments?
Identify which grades/
subjects and assessments.
Will they be district,
regional, or third party
created?
YES
What will the district
require for any remaining
teachers who are not yet
covered?
NO
Determine Rules for How Specific Goals Will Be Set When No State Assessment Exists
32 P a r t I I I - A s s e s s m e n t a n d S t u d e n t L e a r n i n g
O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
In addition, the following recommendations should be taken into consideration when
creating and/or adopting assessments:
Use district or regionally-developed assessments.
Collaborate across grade levels and/or content areas to create common assessments to
increase coverage.
Increase the number of high-quality assessments that are utilized across grades/subjects
within the district.
Use teacher-made assessments as the division develops common assessments and
monitor for validity and reliability.
On the following pages, selected assessments that would be appropriate in a variety of
settings are listed. These assessments provide a comprehensive list of possibilities that may be
commercially-produced or developed by school districts and/or teachers. When teacher-made
assessments are used, it is strongly encouraged to engage teams of teachers in creating the
assessments and administering the assessments across grade levels and content areas. Figure 3.4
is a comprehensive list of possible measures organized by content area and grade level. Included
is an explanation of the measure, its appropriateness for SLOs, and the rationale for inclusion or
exclusion. Figure 3.5 organizes assessments into a grid format allowing for a quick review of
possible assessment measures for use in the student learning objective process.
33 P a r t I I I - A s s e s s m e n t a n d S t u d e n t L e a r n i n g
O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Figure 3.4. Selected Pre- and Post-Assessment Measures2
K-12 or Multiple Content Areas
Assessment Description Appropriateness
for SLOs Rationale
Advanced
Placement
Assessments
Advanced placement classes are offered in many subject areas
for high school age students.
Yes This assessment allows for pre-
assessment, progress monitoring, and
post-assessment. Therefore, it is
appropriate for the student learning
objective process.
AIMSweb AIMSweb is a paper/pencil assessment tool used for academic
universal screening (K-8) and progress monitoring (through
high school) in reading and mathematics. A computerized
component is used to score assessment results.30
Yes and No AIMSweb is appropriate for K-8 as it
has pre- and post-assessment and
progress monitoring capability.
However, this capability is not
available for high school students.
Benchmark Tests Benchmarks tests are tests administered by school districts to
monitor student progress throughout the year. Benchmarks tests
may be developed by the school districts or a commercial
product may be used.
Yes and No
Benchmark tests are appropriate to
use in the student learning objective
process if the first benchmark test is
a pre-assessment and student gain
can be determined by the end of the
year. In addition, school districts
should ensure that benchmarks align
with the curriculum and follow best
practice in test construction.
Edison Learning
Learning Force
Edison Learning’s 30+ hour Learning Force program is
targeted for students who are low performing or who have
learning gaps on some foundation skills. It is for use with
grades 3-8. Reading Force is the reading program
component and Math Force is the mathematics program
component.31
Yes This assessment allows for pre-
assessment, progress monitoring, and
post-assessment. Therefore, it is
appropriate for the student learning
objective process.
2 Note:: The assessments included here are ones commonly found in use in preK-12 school settings. However, in no way does this list imply endorsement for any
particular company.
34 P a r t I I I - A s s e s s m e n t a n d S t u d e n t L e a r n i n g
O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Assessment Description Appropriateness
for SLOs Rationale
Interactive
Achievement (IA)
IA assessments are computerized or paper/pencil assessments
available in mathematics, English, history, and science.32
Yes The IA assessment allows for pre-
assessment, progress monitoring, and
post-assessment. Therefore, it is
appropriate for the student learning
objective process.
International
Baccalaureate (IB)
The IB program is an internationally recognized curriculum. Yes The IB program allows for pre-
assessment, progress monitoring, and
post-assessment. Therefore, it is
appropriate for the student learning
objective process.
Measures of
Academic
Progress (MAP)
MAP assessments are computerized diagnostic, adaptive
assessments in mathematics, reading, language usage, and
science. The assessments can be administered up to four times
yearly and are aligned to state standards. Questions become
easier or more difficult based on previous student answers.
Scores are reported as percentile, achievement, or growth
scores.33
Yes The MAP assessment allows for pre-
assessment, progress monitoring, and
post-assessment. Therefore, it is
appropriate for the student learning
objective process.
Pearson Inform Pearson Inform is an achievement data analysis tool built
specifically for K-12. Pearson Inform includes capabilities for
tracking and measuring Response to Intervention (RTI).34
No Pearson Inform analyzes data. It does
not provide pre- and post-testing
capability.
Pearson Inform
with Limelight
Pearson Inform with Limelight combines an achievement data
analysis tool with test-building capability. Online, reliable
assessments allow educators to assess and analyze data, and
intervene and re-test students when necessary. Limelight’s test
banks offer tens of thousands of standards-aligned questions that
enable teachers to implement interim, benchmark, diagnostic
and classroom assessments.35
Yes Pearson Inform with Limelight
allows for pre-assessment, progress
monitoring, and post-assessment.
Therefore, it is appropriate for the
student learning objective process.
35 P a r t I I I - A s s e s s m e n t a n d S t u d e n t L e a r n i n g
O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Assessment Description Appropriateness
for SLOs Rationale
Performance
Assessments with
Accompanying
Rubrics
Performance Assessments with accompanying rubrics can be
used in all instructional areas.
Yes (with
explanation)
This assessment allows for pre-
assessment, progress monitoring, and
post-assessment. Therefore, it is
appropriate for the student learning
objective process. However, careful
rubric construction is crucial for
valid and reliable assessment results.
Teachers must ensure that rubrics
align with the curriculum.
PLATO Test
Packs
PLATO Test Packs with Prescriptions provide grade-level fixed
benchmark assessments for grades 2-12 in reading and
mathematics, and grades 7-12 in writing, 7-11 in science, and 7-
12 in social studies. PLATO Test Packs then provide
personalized, prescriptive assignments to PLATO curriculum—
targeting each student's areas of need.36
Yes This assessment allows for pre-
assessment, progress monitoring, and
post-assessment. Therefore, it is
appropriate for the student learning
objective process.
Publisher Pre- and
Post-Tests
Textbook publishers oftentimes provide pre- and post-tests for
use.
Yes and No These assessments may allow for
pre-assessment, progress monitoring,
and post-assessment. If so, then they
are appropriate for the student
learning objective process. However,
care must be taken to ensure
curricular aims are addressed and
tested in the assessment.
Qualitative
Reading Inventory
(QRI)
QRI in an informal reading inventory. Within the assessment are
comprehension, sight word vocabulary/word recognition,
fluency, and listening comprehension subtests.37
Yes This assessment allows for pre-
assessment, progress monitoring, and
post-assessment. Therefore, it is
appropriate for the student learning
objective process.
36 P a r t I I I - A s s e s s m e n t a n d S t u d e n t L e a r n i n g
O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Assessment Description Appropriateness
for SLOs Rationale
Skills Checklist Skills checklists can serve to measure master learning when
administered as pre- and post-assessments
Yes Checklists allow for pre- assessment,
progress monitoring, and post-
assessment. Therefore, they are
appropriate for the student learning
objective process.
State Released
Tests
States issue released tests from previous years of
administration.38
Yes Released tests can be used to pre-
assess what students know and are
able to do. Therefore, they are
appropriate for the student learning
objective process.
Stanford Tests Stanford tests are available in mathematics, Lexile measure,
reading, language, spelling, social science, and science in grades
K - 12.39
Yes This assessment allows for pre-
assessment, progress monitoring, and
post-assessment. Therefore, it is
appropriate for the student learning
objective process.
Teacher
Developed Pre-
and Post-Tests
Teachers may develop pre- and post-tests addressing specific
curricular aims or areas of focus.
Yes (with
explanation)
This assessment allows for pre-
assessment, progress monitoring, and
post-assessment. Therefore, it may be
appropriate for the student learning
objective process. However, careful
test construction is crucial for valid
and reliable assessment results.
Teachers must ensure that
assessments align with the curricular
aims and follow best practice in test
construction.
37 P a r t I I I - A s s e s s m e n t a n d S t u d e n t L e a r n i n g
O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Assessment Description Appropriateness
for SLOs Rationale
Textbook
Publisher Pre- and
Post-Tests
Textbook publishers create pre- and post-tests based on subject
matter from textbooks.
Yes (with
explanation)
This assessment allows for pre-
assessment, progress monitoring, and
post-assessment. Therefore, it is
appropriate for the student learning
objective process. Textbook tests
may or may not be aligned with state
standards. Careful evaluation of tests
should be undertaken to ensure they
align with curricular aims.
38 P a r t I I I - A s s e s s m e n t a n d S t u d e n t L e a r n i n g
O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
K-12 English
Assessment Description Appropriateness
for SLOs Rationale
Achieve 3000 Achieve3000 solutions differentiate language arts and
technology skills instruction based on each student's Lexile
level. The entire class receives the same assignments and
activities, and each student receives the assignments via email
tailored automatically and precisely to his or her Lexile level.40
Yes Achieve 3000 allows for pre-
assessment, progress monitoring, and
post-assessment. Therefore, it is
appropriate for the student learning
objective process.
Diagnostic
Spelling
Assessments
(e.g. Words Their
Way,
Word Journeys)
Diagnostic spelling assessment programs are developmentally
driven instructional approaches focused on word study. Using a
hands-on approach to instruction, they help to develop phonics,
vocabulary, and spelling through an emphasis on sound, pattern,
and meaning.41
Yes These assessments allow for pre-
assessment, progress monitoring, and
post-assessment. Therefore, they are
appropriate for the student learning
objective process.
Gates-MacGinitie
Reading Tests
Gates-MacGinitie reading tests are paper/pencil, group
administered reading survey tests used to assess student
achievement in reading.42
Yes Gates-MacGinitie reading tests allow
for pre-assessment, progress
monitoring, and post-assessment.
Therefore, they are appropriate for
the student learning objective
process.
Informal Reading
Inventory (IRI)
An IRI assessment measures student reading comprehension,
fluency, and sight vocabulary. Students receive an independent,
instructional, and frustrational reading level based on the results
of the assessment.43
Yes An IRI allows for pre-assessment,
progress monitoring, and post-
assessment. Therefore, it is
appropriate for student achievement
goal setting.
istation Reading This on-line system is designed as a reading intervention
program. It also has an assessment component. It assesses all
areas of reading (comprehension, fluency, phonemic and
phonological awareness, vocabulary, and phonics) and then
levels students into three tiers. Lessons are geared to address
areas of identified need.44
Yes istation Reading allows for pre-
assessment, progress monitoring, and
post-assessment. Therefore, it is
appropriate for the student learning
objective process.
39 P a r t I I I - A s s e s s m e n t a n d S t u d e n t L e a r n i n g
O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Assessment Description Appropriateness
for SLOs Rationale
Qualitative
Reading Inventory
(QRI)
QRI is an informal reading inventory that measures oral reading,
silent reading, listening comprehension, fluency, and sight
vocabulary. Students receive an independent, instructional, and
frustrational reading level based on the results of the
assessment.45
Yes QRI allows for pre-assessment,
progress monitoring, and post-
assessment. Therefore, it is
appropriate for the student learning
objective process.
READ 180 READ 180 is a reading program designed for use with students
reading two or more years below grade level. The program uses
adaptive technology to individualize instruction for students and
provide powerful data for differentiation to teachers.46
Yes READ 180 allows for pre-
assessment, progress monitoring, and
post-assessment. Therefore, it is
appropriate for the student learning
objective process.
Running Record A running record assesses a student's oral reading. They are
used to show mastery of successively difficult text, types of
miscues made, strategies used to figure out unfamiliar words,
and comprehension. The student reads a passage at his/her
instructional reading level while the teacher scores the reading.47
Yes This assessment allows for pre-
assessment, progress monitoring, and
post-assessment. Therefore, it is
appropriate for the student learning
objective process.
STAR Reading
Enterprise
The STAR Reading Enterprise assessment is a tool to monitor
students reading comprehension as they progress through the
year. Students take a computerized test with 20 test items. As
students answer the CLOZE formatted problems, the questions
become easier or harder depending on how the student answered
previous questions. The system provides instructional reading
levels and zones of proximal development for each
administration of the assessment.48
Yes The STAR Reading Enterprise
assessment allows for pre-
assessment, progress monitoring, and
post-assessment. Therefore, it is
appropriate for the student learning
objective process.
SuccessMaker SuccessMaker (K-8) is a web-based program that provides
individualized instruction in essential reading concepts.49
Yes This assessment allows for pre-
assessment, progress monitoring, and
post-assessment. Therefore, it is
appropriate for the student learning
objective process.
Writing Prompt Teachers administer a writing prompt at the beginning of the
year. Using a performance-based rubric, the prompt is scored
and students receive a rating for each of three domains:
composing, written expression, and mechanics/usage.
Yes This assessment allows for pre-
assessment, progress monitoring, and
post-assessment. Therefore, it is
appropriate for the student learning
objective process.
40 P a r t I I I - A s s e s s m e n t a n d S t u d e n t L e a r n i n g
O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
K-12 Mathematics
Assessment Description Appropriateness
for SLOs Rationale
Cortez Math Cortez Math is a computer based math program. Content is
provided through computer modules, video-based tutorials assist
in reinforcement, and teachers provide directed small group
instruction.50
Yes Cortez math allows for pre-
assessment, progress monitoring, and
post-assessment. Therefore, it is
appropriate for the student learning
objective process.
STAR Math The STAR mathematics assessment is a tool to monitor students
as they progress through the year. Assessments are aligned to
state standards. The on-line system provides scale scores for
each administration of the assessment.51
Yes The STAR mathematics assessment
allows for pre- assessment, progress
monitoring, and post-assessment.
Therefore, it is appropriate for the
student learning objective process.
SuccessMaker SuccessMaker (K-8) is a web-based program that provides
individualized instruction in essential math concepts.
Yes This assessment allows for pre-
assessment, progress monitoring, and
post-assessment. Therefore, it is
appropriate for the student learning
objective process.
41 P a r t I I I - A s s e s s m e n t a n d S t u d e n t L e a r n i n g
O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
K-12 Special Education
Assessment Description Appropriateness
for SLOs Rationale
Individualized
Education Plan
Goals
IEP goals are individualized to each student's needs and abilities
and apply to areas identified in the student's individualized
education plan.
Yes and No If a pre- and post-assessment
component is possible then IEP goals
can be appropriate the student
learning objective process.
K-12 Art
Assessment Description Appropriateness
for SLOs Rationale
Performance
Assessments with
Accompanying
Rubrics
Performance Assessments with accompanying rubrics can be
used in all instructional areas.
Yes (with
explanation)
This assessment allows for pre-
assessment, progress monitoring, and
post-assessment. Therefore, it is
appropriate for the student learning
objective process. However, careful
rubric construction is crucial for
valid and reliable assessment results.
Teachers must ensure that rubrics
align with the curriculum.
42 P a r t I I I - A s s e s s m e n t a n d S t u d e n t L e a r n i n g
O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
K-12 Music
Assessment Description Appropriateness
for SLOs Rationale
Regional/District
Competitions
Competitions are designed to highlight musician and programs
excellence.
Yes and No If a pre- and post-assessment
component is possible than
competitions are appropriate for the
student learning objective process.
Performance
Assessments with
Accompanying
Rubrics
Performance Assessments with accompanying rubrics can be
used in all instructional areas.
Yes (with
explanation)
This assessment allows for pre-
assessment, progress monitoring, and
post-assessment. Therefore, it is
appropriate for the student learning
objective process. However, careful
rubric construction is crucial for
valid and reliable assessment results.
Teachers must ensure that rubrics
align with the curriculum.
K-12 Physical Education
Assessment Description Appropriateness
for SLOs Rationale
FITNESSGRAM The FITNESSGRAM is the mandated physical fitness test for
some public school students. It tests a student's aerobic capacity;
muscle strength, endurance, and flexibility; and body
composition.52
Yes This assessment allows for pre-
assessment, progress monitoring, and
post-assessment. Therefore, it is
appropriate for the student learning
objective process.
Performance
Assessments with
Accompanying
Rubrics
Performance Assessments with accompanying rubrics can be
used in all instructional areas.
Yes (with
explanation)
This assessment allows for pre-
assessment, progress monitoring, and
post-assessment. Therefore, it is
appropriate for the student learning
objective process. However, careful
rubric construction is crucial for
valid and reliable assessment results.
Teachers must ensure that rubrics
align with the curriculum.
43 P a r t I I I - A s s e s s m e n t a n d S t u d e n t L e a r n i n g
O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
English - Elementary
Assessment Description Appropriateness
for SLOs Rationale
Phonological
Awareness
Literacy
Screening (PALS)
PALS is a K-3 screening, diagnostic, and progress monitoring
tool for measuring the fundamental components of literacy.53
Yes This assessment allows for pre-
assessment, progress monitoring, and
post-assessment. Therefore, it is
appropriate for the student learning
objective process.
Rigby Reading Rigby reading programs for K-5 grades are diverse and prolific.
Literacy by Design, Intervention by Design, Rigby Literacy, and
In-step Readers are just a few of the reading programs that are
available.54
Yes and No Some of the Rigby reading programs
allow for pre-assessment, progress
monitoring, and post-assessment and
are appropriate for the student
learning objective process. Others do
not.
Starfall Starfall is a computerized, phonics-based reading program
appropriate for students in pre-school through second grade.55
No There is no pre- and post-assessment
capability.
Starfall
Kindergarten
Curriculum
The Starfall Kindergarten curriculum is comprised of seven
components: motivation, phonemic awareness, phonics,
vocabulary, fluency, comprehension, and writing. It includes
entry, mid-year, and post-year assessments.56
Yes This assessment allows for pre-
assessment, progress monitoring, and
post-assessment. Therefore, it is
appropriate for the student learning
objective process.
Voyager -
Passport
Passport is a computerized reading intervention program for
grades K-5.57
Yes This assessment allows for pre-
assessment, progress monitoring, and
post-assessment. Therefore, it is
appropriate for the student learning
objective process.
Voyager - Ticket
to Read
Ticket to Read is a web-based reading program designed for
student reading practice.58
No There is no pre- and post-assessment
capability.
Mathematics - Elementary
Assessment Description Appropriateness
for SLOs Rationale
Starfall Starfall math is a computerized series of math games students
can play. These games are used for skills reinforcement or
initial skills introduction.59
No Starfall math has no pre- and post-
assessment capability.
44 P a r t I I I - A s s e s s m e n t a n d S t u d e n t L e a r n i n g
O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Figure 3.5. Assessments by Subjects and Grade Levels
ENGLISH Elementary Middle High Special
Education
Achieve 3000 X X X X
Advanced Placement (AP) Exam X X
AIMSweb X X X X
Benchmark Tests X X X X
Diagnostic Spelling Assessments X X X
Edison Learning X X X
Gates-MacGinitie Reading Tests X X X X
Informal Reading Inventory (IRI) X X X X
Interactive Achievement (IA) X X X X
International Baccalaureate (IB) Exam X
istation Reading X X X X
Measures of Academic Progress (MAP) X X X X
Pearson Limelight X X X X
Performance Assessments X X X X
Phonological Awareness Literacy
Screening (PALS) X
X
PLATO Test Packs X X X X
Publisher Pre- and Post-Tests X X X X
Qualitative Reading Inventory (QRI) X X X X
READ 180 X X X X
Rigby Reading X X
Running Record X X X X
State Released Tests X X X X
Stanford X X X X
STAR Reading Enterprise X X X X
Starfall Kindergarten Curriculum X X
Study Island X X X
SuccessMaker X X
Teacher Developed Pre- and Post-Tests X X X X
Voyager - Passport X X X
Writing Prompt X X X X
45 P a r t I I I - A s s e s s m e n t a n d S t u d e n t L e a r n i n g
O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
MATHEMATICS Elementary Middle High Special
Education
Advanced Placement (AP) Exam X X
AIMSweb X X X X
Benchmark Tests X X X X
Cortez Math X X X X
Edison Learning X X X
Interactive Achievement (IA) X X X X
International Baccalaureate (IB) Exam X X
Measures of Academic Progress (MAP) X X X X
Pearson Limelight X X X X
Performance Assessments X X X X
PLATO Test Packs X X X X
Publisher Pre- and Post-Tests X X X X
State Released Tests X X X X
STAR Math X X X X
Study Island X X X X
SuccessMaker X X X
Teacher Developed Pre- and Post-Tests X X X X
SCIENCE Elementary Middle High Special
Education
Advanced Placement (AP) Exam X X
Benchmark Tests X X X X
Diagnostic Spelling Assessments X X X
Interactive Achievement (IA) X X X X
International Baccalaureate (IB) Exam X X
Measures of Academic Progress (MAP) X X X X
Performance Assessments X X X X
PLATO Test Packs X X X
Publisher Pre- and Post-Tests X X X X
State Released Tests X X X X
Study Island X X X
Teacher Developed Pre- and Post-Tests X X X X
SOCIAL STUDIES Elementary Middle High Special
Education
Advanced Placement (AP) Exam X X
Benchmark Tests X X X X
Diagnostic Spelling Assessments X X X
Interactive Achievement (IA) X X X X
International Baccalaureate (IB) Exam X X
Performance Assessments X X X X
46 P a r t I I I - A s s e s s m e n t a n d S t u d e n t L e a r n i n g
O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
SOCIAL STUDIES Elementary Middle High Special
Education
PLATO Test Packs X X X
Publisher Pre- and Post-Tests X X X X
State Released Tests X X X X
Study Island X X X
Teacher Developed Pre- and Post-Tests X X X X
SPECIAL EDUCATION
Advanced Placement Test X X
Benchmark Tests X X X X
Individualized Education Plan Goals X X X X
Performance Assessments X X X X
Skills Checklist X X X X
Teacher Developed Pre- and Post-Tests X X X X
ART Elementary Middle High Special
Education
Advanced Placement Test X X
Benchmark Tests X X X X
Performance Assessments X X X X
Skills Checklist X X X X
Teacher Developed Pre- and Post-Tests X X X X
MUSIC Elementary Middle High Special
Education
Benchmark Tests X X X X
Performance Assessments X X X X
Regional/District Competitions X X X X
Skills Checklist X X X X
Student Performances X X X X
Teacher Developed Pre- and Post-Tests X X X X
PHYSICAL EDUCATION Elementary Middle High Special
Education
Benchmark Tests X X X X
FITNESSGRAM X X X X
Performance Assessments X X X X
Skills Checklist X X X X
Teacher Developed Pre- and Post-Tests X X X X
TECHNICAL EDUCATION Elementary Middle High Special
Education
Benchmark Tests X X X
Performance Assessments X X X
Skills Checklist X X X
Teacher Developed Pre- and Post-Tests X X X
Technical Certification X X
47 P a r t I I I - A s s e s s m e n t a n d S t u d e n t L e a r n i n g
O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
FOREIGN LANGUAGE Elementary Middle High
Special
Educat
ion
Advanced Placement Test X X
Benchmark Tests X X X
Performance Assessments X X X
Publisher Pre- and Post-Tests X X X
Skills Checklist X X X
Teacher Developed Pre- and Post-Tests X X X
4 8 P a r t I V - E x a m p l e S t u d e n t L e a r n i n g O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Part IV - Sample Student Learning Objectives Part IV is a compilation of samples of objectives. The section is organized by elementary,
middle, and high school levels. Multiple subjects are included. Most of the objectives were developed by
teachers in the field and evaluated by their administrators. Further, they were evaluated by Stronge and
Associates team members. All are deemed SMART.
A list of schools districts is included and their contributions are gratefully acknowledged.
Accomack County Public Schools
Fluvanna County Public Schools
Franklin City Public Schools
Greensville County Public Schools
Hopewell City Public Schools
Orange County Public Schools
Roanoke City Public Schools
Richmond City Public Schools
Salem City Public Schools
The objectives are classified into two categories: achievement objective or progress objectives. In
some cases objectives can be a combination of both. Each type is identified.
4 9 P a r t I V - E x a m p l e S t u d e n t L e a r n i n g O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Elementary School Student Learning Objective Examples
SLO Responsible
Teacher Subject Grade Level
Assessment
Measure Objective Type
English/Language Arts
1 Classroom
Teacher Reading Kindergarten
Phonological
Awareness
Literacy Screening
Progress
Mathematics
2 Classroom
Teacher Math Third
District
Simulation Test Progress
Science
3 Classroom
Teacher Science Fifth
Teacher-created
Performance
Assessment
Achievement and
Progress
50 P a r t I V - E x a m p l e S t u d e n t L e a r n i n g O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
ES English/Language Arts Goal #1 (Progress Objective)
Student Learning Objective Progress Form
Teacher's Name:
Evaluator's Name:
Subject/Grade: Literacy/Kindergarten School Year: 2011-2012
Initial Objective Submission (due 9/30 to the evaluator)
I. Setting (Describe the
population and special
learning circumstances)
I have 22 students in my class: 13 males and nine females. Seven
students are African American, six are Caucasian, eight are
Latino, and one is a Pacific Islander. Five students pay full price
for meals, one student pays reduced price, and 16 students receive
free meals. Three students are special education inclusion
students. Five students receive speech services. Seven students
receive ESL services. Three students receive PALS tutoring.
II. Content/Subject/Field
Area (The area/topic
addressed based on learner
achievement, data analysis, or
observational data)
Reading–Using all components of basic early literacy skills is
critical at the Kindergarten Level to help students learn to read.
III. Baseline Data (What is
shown by the current data?) According to the fall PALS test 19/22 students made the
benchmark cutoff score of 37/114. 3/22 students did not make the
37 benchmark score. These three students require intensive
instruction in the areas of Phonemic Awareness, Phonics,
Spelling, Concept of Word, and High Frequency Word
recognition. IV. Objective Statement
(Describe what you want learners/program to accomplish)
By June, 100% of my students will show measurable growth on
the PALS test. Fifty percent will surpass the spring benchmark of
112/144. Forty percent will meet the spring benchmark score of
112/144. Ten percent will show significant growth (score 50%
better) on the spring PALS test as compared to the fall PALS test. V. Means for Attaining Objective (Strategies used to accomplish the objective)
Strategy
Evidence
Target Date
1. Phonemic Awareness –
Phonemic awareness
instruction lessons, whole
group and small group
Phonemic Awareness Work
Station
Pals Quick check and reading midpoints. Daily, beginning in
October and ending
in May in both
whole group and
small group
Weekly, beginning
in October and
ending in May
51 P a r t I V - E x a m p l e S t u d e n t L e a r n i n g O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
2. Phonics instruction-
Letter Recognition - -
Differentiated small group
and whole group lessons
-Phonics practice -
a. ABC/Word workstation
b. Leapster workstation
c. Listening station
d. Computer lab
3. Phonics instruction-
Focus on letter sounds
Differentiated small groups
and whole group direct
instruction.
- Letter Sound practice -
a. Listening workstation
b. ABC/word workstation
c. Leapster workstation
d. Computer Lab
Pals Quick check and reading midpoints
Pals Quick check and reading midpoints
Pals Quick check and reading midpoints
Daily
Weekly
Daily
Weekly
52 E x a m p l e S t u d e n t L e a r n i n g O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
ES Math Goal #2 (Progress Objective)
Student Learning Objective Progress Form
Teacher’s Name:
Evaluator’s Name:
Subject/Grade: Math/Third-Grade School Year: 2011-2012
Initial Objective Submission (due by 9/30 to the evaluator)
I. Setting (Describe the population
and special learning circumstances) I teach third grade math in an urban school with 618
students. There is an 87% free and reduced lunch rate. I
have 46 students in my three classrooms. Five out of 46
receive special education services.
II. Content/Subject/Field Area (The
area/topic addressed based on
learner achievement, data analysis,
or observational data)
Math
III. Baseline Data (What is shown by
the current data?) In September the pre-assessment (third grade District
Simulation test) indicated that 1 student met the
benchmark on grade level with at least a 70%, 8
students are within 20 points of meeting the third grade
benchmark, requiring strategic interventions, and 37
students are greater than 20 points from meeting the
third grade benchmark needing intensive interventions.
Data attached
IV. Objective Statement (Describe
what you want learners/program to
accomplish)
For the current school year all students will make
measureable progress as measured by the third grade
District Simulation test given in March. The 1 student
that met the benchmark will score at least an 80% or
higher. The 8 students requiring strategic interventions
will increase by at least 20% to meet or exceed the
benchmark and the 37 students requiring intensive
intervention will increase by at least 30% to make
noticeable gains towards meeting the benchmark. V. Means for Attaining Objective (Strategies used to accomplish the objective)
Strategy Evidence Target Date
Targeted small-group instruction
based on student needs
Formative Assessment December 2011 and
May 2012
(monitored bi-
weekly)
Standards checklist with standards
numbers to check for mastery
Data Reports December 2011 and
May 2012
(monitored bi-
53 E x a m p l e S t u d e n t L e a r n i n g O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
weekly)
Mini assessments on IA to check
for mastery in standards areas
IA Reports
December 2011 and
May 2012 (as
needed)
After school instructional
program
IA scores December 2011 and
May 2012
5 4 P a r t I V - E x a m p l e S t u d e n t L e a r n i n g O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
ES Science Objective #3 (Achievement and Progress Objective)
Student Learning Objective Progress Form
Teacher’s Name: ______________
Evaluator’s Name: _______________
Subject/Grade: Science/Fifth-Grade School Year: 2011-2012
Directions: This form is a tool to assist teachers in setting an objective that results in measurable learner
progress. NOTE: When applicable, learner achievement/progress should be the focus of the objective.
Enter information electronically (the boxes will expand to fit text).
Initial Objective Submission (due by 10/28 to the evaluator)
I. Setting (Describe the population and
special learning circumstances) There are 48 students in two science classes. I have
twenty girls and twenty-eight boys in my classes.
Eighty one percent are African American, 10% are
white, and nine percent are classified as ELL. Five
students have IEPs. II. Content/Subject/Field Area (The
area/topic addressed based on learner
achievement, data analysis, or
observational date)
Science - scientific investigation
III. Baseline Data (What is shown by the
current data?) As a pretest, the students in my science classes
evaluated an experiment. I scored their performance
using a 4-level scientific investigation rubric. A score
of three signifies proficient.
Question/
Hypothesis
Invest.
Design
Data
Collect.
Data
Analysis
Level
4 0 0 0 0
Level
3
7
(15%)
8
(17%)
8
(17%)
5
(10%)
Level
2
35
(73%)
31
(65%)
29
(60%)
28
(58%)
Level
1
6
(13%)
9
(19%)
11
(23%)
15
(31%)
IV. Objective Statement (Describe what
you want learners/program to
accomplish)
For the current school year, all of my students will
improve by one performance level in each domain.
Additionally, 85% (41) or more will score at a three
level or higher on each of the four domains.
V. Means for Attaining Objective (Strategies used to accomplish the objective)
Strategy Evidence Target Date
Lab experiments Lab report form December and May
Monitor bi-weekly
Interactive note-taking Student notebooks December and May
5 5 P a r t I V - E x a m p l e S t u d e n t L e a r n i n g O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Monitor bi-weekly
Flexible grouping Assessment results December and May
Monitor weekly
Remediation/Reteaching Testing Results December and May
Monitor bi-weekly
56 P a r t I V - E x a m p l e S t u d e n t L e a r n i n g O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Middle School Student Learning Objective Examples
SLO Responsible
Teacher Subject Grade Level
Assessment
Measure Objective Type
English/Language Arts
1 Classroom
Teacher Reading Seventh
Flannigan
Grade 7
Reading
Assessment
Progress
Science
2 Classroom
Teacher
Earth
Science Eighth
Interactive
Achievement Achievement
Social Studies
3 Classroom
Teacher History Sixth
Released State
Test
Achievement
and Progress
57 P a r t I V - E x a m p l e S t u d e n t L e a r n i n g O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
MS English/Language Arts Objective #1 (Achievement Objective)
Student Learning Objective Progress Form
Teacher:
Evaluator:
Subject/Grade: English/Seventh-Grade School Year: 2011-2012
Directions: This form is a tool to assist teachers in setting an objective that results in measurable
learner progress. NOTE: When applicable, learner achievement/progress should be the focus of
the objective. Enter information electronically into the cells (the boxes will expand to fit the text)
Initial Objective Submission (due by 10/15 to the evaluator)
I. Setting (Describe the population and
special learning circumstances) I teach three blocks of grade 7 English. In Block I, I teach
19 TAG students. In Block 3, I teach 20 lower/mid level
general education students. In Block 4, I teach 20
upper/mid level general education students.
II. Content/Subject/Field Area (The
area/topic addressed based on learner
achievement, data analysis, or
observational data)
Reading Comprehension
III. Baseline Data (What is shown by the
current data?) I pre-tested all 59 students using the Flannigan Grade 7
Reading Assessment. I scored each assessment to establish
a numerical percentage:
All Students
Below 60 61-70 71-80 81-90 91-100
33 (56%) 9 (15%) 8 (14%) 7 (12%) 2 (3%)
TAG Students
Below 60 61-70 71-80 81-90 91-100
1 (6%) 4 (22%) 7 (39%) 5 (28%) 2 (11%)
General Education Students
Below 60 61-70 71-80 81-90 91-100
32 (78%) 5 (12%) 1 (2%) 2 (5%) 0
IV. Objective Statement (Describe what
you want learners/program to
accomplish)
For the current school year, 100% of students will show
improvement in an individually targeted area of weakness
identified by the baseline data. By the end of the school
year, all of my general level students will achieve a score
of 75% or better on the post-test and all students identified
talented/gifted will achieve a score of 86% or better on the
post-test.
58 P a r t I V - E x a m p l e S t u d e n t L e a r n i n g O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
V. Means for Attaining Objective (Strategies used to accomplish the objective)
Strategy Evidence Target Date
Use modified pacing to accommodate
student needs.
Copies of modified pacing December
May
Monitor weekly
Differentiate instruction as needed Copies of lesson plans December
May
Monitor weekly
Use frequent formative assessment to
provide feedback and modify
instruction
Copies of lesson plans
Anecdotal notes
Student SMART SLO folders
December
May
Monitor weekly
59 P a r t I V - E x a m p l e S t u d e n t L e a r n i n g O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
MS Earth Science Objective #2 (Achievement Objective)
Student Learning Objective Progress Form
Teacher’s Name: ______________
Evaluator’s Name: _______________
Subject/Grade: Earth Science/Eighth-Grade School Year: _2011-2012
Directions: This form is a tool to assist teachers in setting an objective that results in measurable
learner progress. NOTE: When applicable, learner achievement/progress should be the focus of
the objective. Enter information electronically (the boxes will expand to fit text).
Initial Objective Submission (due by 10/28 to the evaluator)
I. Setting (Describe the population and
special learning circumstances) There are 68 students in three sections of Earth
Science. Thirty are male and thirty-eight are female.
This group has 35 African-Americans, 23 Caucasians,
4 Asians, and 6 Hispanics. Four students have limited
English proficiency. Ten students have special
education IEPs. II. Content/Subject/Field Area (The
area/topic addressed based on learner
achievement, data analysis, or
observational date)
Earth Science
III. Baseline Data (What is shown by the
current data?) I used Interactive Achievement to give a pre-test.
Class averages were as follows.
Section 1 - 48%
Section 2 - 59%
Section 3 - 52% IV. Objective Statement (Describe what
you want learners/program to
accomplish)
All of my students will demonstrate measurable
progress by passing the IA post-test. Additionally,
those who made 70% (9 students) or above on the pre-
test will improve by at least 10 points.
V. Means for Attaining Objective (Strategies used to accomplish the objective)
Strategy Evidence Target Date
Interactive note-taking Student notebooks December/May
Monitor bi-weekly
Differentiated instruction Lesson Plans
December /May
Monitor weekly
Flexible grouping Assessment results December/May
Monitor bi-weekly
Remediation/Reteaching Testing Results December
Monitor bi-weekly
60 P a r t I V - E x a m p l e S t u d e n t L e a r n i n g O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
MS History Objective #3 (Achievement and Progress Objective)
Student Learning Objective Progress Form
Teacher’s Name: ______________
Evaluator’s Name: ________________
Subject/Grade: History/Sixth-Grade School Year: 2011 - 2012
Initial Objective Submission (due by 9/30 to the evaluator)
I. Setting (Describe the population
and special learning circumstances) I teach three sections of history (1865-Present) to 62
sixth grade students. Forty students are white, 15
students are black, and seven students are Hispanic.
Thirty-seven are female and 26 are male. Two students
have IEPs. II. Content/Subject/Field Area (The
area/topic addressed based on
learner achievement, data analysis,
or observational data)
U.S. History (1865-Present)
III. Baseline Data (What is shown by
the current data?) I administered a released state test to all 62 students in
September. Only four earned a passing score of 70% or
higher. These are the results:
200-300 300-399 400 and above
11 (18%) 48 (77%) 3 (5%)
Data attached IV. Objective Statement (Describe
what you want learners/program to
accomplish)
For the 2011-2012 school year, 100% of my students
will make measureable progress in U.S. History.
Furthermore, all will pass the EOC test. Those who
scored 400 or higher on the pre-test will complete
special projects going deeper into the history
curriculum. V. Means for Attaining Objective (Strategies used to accomplish the objective)
Strategy Evidence Target Date
Interactive notes Student notebooks -December and June
-Monitor bi-weekly
Differentiated instruction as
necessary
Lesson plans -December and June
-Monitor monthly
Vocabulary focus Lesson plans
Student quizzes
-December and June
-Monitor bi-weekly
Inquiry-based learning units Unit packets
Student projects
-December and June
-Monitor weekly
during unit work
61 P a r t I V - E x a m p l e S t u d e n t L e a r n i n g O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
High School Student Learning Objective Examples
SLO Responsible
Teacher Subject
Grade
Level
Assessment
Measure Objective Type
English/Language Arts
1 English 11
Teacher English 11 Eleventh
End of Course
Released State
Test
Progress
Mathematics
2 Algebra 1 Teacher Algebra 1 Ninth
Algebra
Readiness
Diagnostic Test
(ARDT)
Achievement and
Progress
Science
3 Chemistry
Teacher Chemistry
Tenth -
Twelfth
Teacher Created
Test Progress
62 P a r t I V - E x a m p l e S t u d e n t L e a r n i n g O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
HS English 11 Objective #1 (Progress Objective)
Student Learning Objective Progress Form
Teacher’s Name: ___________________
Evaluator’s Name: __________________
Subject/Grade: English 11 School Year: _2011-2012
Directions: This form is a tool to assist teachers in setting an objective that results in measurable
learner progress. NOTE: When applicable, learner achievement/progress should be the focus of
the goal. Enter information electronically (the boxes will expand to fit text).
Initial Objective Submission (due by 10/28 to the evaluator)
I. Setting (Describe the population and
special learning circumstances) There are 27 students in my English 11 class. I have
16 males and 11 females.. Ten are black, 11 are white,
and six are other ethnicities. Three students receive
special education services and one student has a 504
plan. II. Content/Subject/Field Area (The
area/topic addressed based on learner
achievement, data analysis, or
observational date)
English 11
III. Baseline Data (What is shown by the
current data?) According to the fall pretest (state released test), 37%
of the students (10/27) scored at 50% or above, 44%
(12/27) scored between 40-50%, and 20% (5/27)
scored below 40%. None of the students scored above
65% and none scored below 32%.
50% and above 40% - 50% Below 40%
10/27 (37%) 12/27 (44%) 5/27 (19%)
IV. Objective Statement (Describe what
you want learners/program to
accomplish)
All students will show measureable progress. Of those
scoring at or above 50%, all will show growth of at
least 20 points. Of those scoring between 40-50%, all
will show growth of at least 30 points. Of those
scoring below 40%, all will show growth of at least 35
points. V. Means for Attaining Objective (Strategies used to accomplish the objective)
Strategy Evidence Target Date
Individual and small group instruction
as needed
Lesson plans
Quizzes
December
May
Monitor weekly
After school tutoring Weekly quizzes
December
May
Monitor weekly
63 P a r t I V - E x a m p l e S t u d e n t L e a r n i n g O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Differentiated instruction Quizzes December
May
Monitor bi-
weekly
64 P a r t I V - E x a m p l e S t u d e n t L e a r n i n g O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
HS Algebra 1 Objective #2 (Achievement and Progress Objective)
Student Learning Objective Progress Form
Teacher’s Name: _________________
Evaluator’s Name: _________________
Subject/Grade: Algebra 1/Ninth-Grade School Year: _2011-2012
Directions: This form is a tool to assist teachers in setting a goal that results in measurable
learner progress. NOTE: When applicable, learner achievement/progress should be the focus of
the goal. Enter information electronically (the boxes will expand to fit text).
Initial Objective Submission (due by 10/28 to the evaluator)
I. Setting (Describe the population and
special learning circumstances) There are 22 students in my 9th grade Algebra 1 class.
These students have not passed the EOC test and are
re-taking the course. Fourteen are male and eight are
female. There are 11 African-Americans, seven
Caucasians, four Hispanics. Two students have limited
English proficiency. One student has an IEP and two
students have 504 special education plans. II. Content/Subject/Field Area (The
area/topic addressed based on learner
achievement, data analysis, or
observational date)
Algebra 1
III. Baseline Data (What is shown by the
current data?) A pre-test ARDT was given. The results are as
follows:
1500-1599 1600-1699 1700-1799
4 (18%) 11 (50%) 7 (32%)
IV. Objective Statement (Describe what
you want learners/program to
accomplish)
All of the students in the top two groups will meet the
state’s recommended benchmark of 1850 by the end of
the year. The lowest group will improve by at least
250 points.
V. Means for Attaining Objective (Strategies used to accomplish the objective)
Strategy Evidence Target Date
Individual and small group instruction
as needed
Lesson plans
Quizzes
December
May
Monitor weekly
Mathematics vocabulary focus Lesson plans
December
May
Monitor weekly
65 P a r t I V - E x a m p l e S t u d e n t L e a r n i n g O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Remediation/reteaching Strand test results
Quizzes
December
May
Monitor bi-
weekly
After school tutoring Testing results December
May
Monitor weekly
66 P a r t I V - E x a m p l e S t u d e n t L e a r n i n g O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
HS Chemistry Goal #3 (Progress Objective)
Student Learning Objective Progress Form
Teacher’s Name:
Evaluator’s Name: ______________
Subject/Grade: Chemistry/Tenth-, Eleventh-, and Twelfth-Grade School Year: 2011 – 2012
Initial Objective Submission (due by 9/30 to the evaluator)
I. Setting (Describe the population
and special learning
circumstances)
I teach four classes of grades 10-12 Chemistry. I have a
total of 80 students. Ten percent of my students have IEPs.
Seventy-five percent of my students do not have at least
one of the following available to them after school:
computer, printer, or internet. Ninety-three percent (74/80)
of my students take the school bus to school.
II. Content/Subject/Field Area
(The area/topic addressed based
on learner achievement, data
analysis, or observational data)
Chemistry (scientific method and experimental design;
and applying mathematical concepts of literal equations
for Chemistry).
III. Baseline Data (What is shown
by the current data?) I administered Scientific Method/Experimental Design
and Literal Equation pre-assessments with all students.
Here are the results:
Sci. Meth/Exp. Design Literal Equations
1st
Qtr
2nd
Qtr
3rd
Qtr
4th
Qtr
1st
Qtr
2nd
Qtr
3rd
Qtr
4th
Qtr
90% 5% 5% 0% 100%
Data attached
IV. Objective Statement (Describe
what you want learners/program
to accomplish)
For the 2011-2012 school year, 100% of my students will
make measurable progress in both Scientific
Method/Experimental Design and Literal Equations. By
the end of the school year, all (72/80) will score at least
two quartiles above their pre-assessment in both areas. V. Means for Attaining Objective (Strategies used to accomplish the objective)
Strategy Evidence Target Date
Incorporate focused instruction in
key content areas as prescribed
by the state standards
-Lesson plans
-Standard Progress Matrix
-"Catch Up" workstation with
designated videos and online
resources based on scaffolded CH
topics
-December and May
-Monitor monthly
67 P a r t I V - E x a m p l e S t u d e n t L e a r n i n g O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Use formative assessment to
provide feedback and modify
instruction
-Lesson plans
-Copies of teacher-made
formative assessments
-Standard Progress Matrix
-Students' interactive notebooks -
self-charting section
-December and May
-Monitor bi-weekly
Use peer and self-charting
assessment
-Lesson plans
-Copies of teacher-made
formative assessments
-Students' interactive notebooks
-Students' Self-Progress Charts
-December and May
-Monitor bi-weekly
Use innovative techniques
gleaned from Yale National
Institute, NSTA Conference, and
the Supercomputing Conference
to assist with objective
achievement
-Lesson plans
-"3 NEW" interactive
methodology models
implemented
-December and May
-Monitor monthly
Use remediation services for
students in the lowest tier
-Tutor coordination plan
-Tutor scaffolding chart
-Individualized remediation plans
coordinated with tutors
-Chart of progress
-December and May
-Monitor bi-weekly
68 P a r t I V - E x a m p l e S t u d e n t L e a r n i n g O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Educational Specialists Learning Objective Examples
SLO Responsible
Teacher Subject
Grade
Level
Assessment
Measure
Objective
Type
School Psychologist
1 School
Psychologist
Measureable
Data K-5 Survey Achievement
School Counselor
2 School Counselor Graduation
Requirements Ninth
Counselor
Created
Inquiry
Achievement
69 P a r t I V - E x a m p l e S t u d e n t L e a r n i n g O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
School Psychologist Objective #1 (Achievement Objective)
Student Learning Objective Progress Form
Teacher’s Name:
Evaluator’s Name:
Subject/Grade: School Year: 2011 -2012
Initial Objective Submission (due by 9/30 to the evaluator) I. Setting (Describe the population
and special learning circumstances) The elementary schools include students in grades
K-5. Of those four elementary schools, two are
considered Title I schools. The middle school
includes students in grades 6th-8th. The focus
population within these schools is classroom
teachers, specialists, administration, guidance
counselors, special education teachers, and related
staff. II. Content/Subject/Field Area (The
area/topic addressed based on
learner achievement, data analysis,
or observational data)
The use of measurable data versus the use of
objective data during SST, Child Study, and IEP
meetings is the subject of this goal.
III. Baseline Data (What is shown by
the current data?) Baseline data was based on a staff self-report through a
survey (see attached). Of the total data collected from
school staff regarding information presented during
SST, Child Study, and IEP meetings, 50 percent was
considered measureable data and 50 percent was
considered anecdotal data.
Data attached IV. Objective Statement (Describe
what you want learners/program to
accomplish)
The goal of this program growth objective is to increase
the amount of measureable data reported by staff to at
least 75 percent of the total data reported. This increase
will be accomplished by changing some of the anecdotal
data reported to measureable data. (25 percent increase) V. Means for Attaining Objective (Strategies used to accomplish the objective)
Strategy Evidence Target Date
Reference to district-wide initiative focused
on measureable student growth in
consultation
Meeting minutes May 2012 (ongoing)
70 P a r t I V - E x a m p l e S t u d e n t L e a r n i n g O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
Reference to measureable data will be
encouraged in a coaching format with
school
staff
Meeting minutes May 2012 (ongoing)
Relevant forms of measurable data will be
requested by the school psychologist during
meetings
Meeting minutes May 2012 (ongoing)
Provide praise to staff when measureable
data is used in meetings and consultation
Meeting minutes May 2012 (ongoing)
Share information with staff via Special
Education Monthly Meetings
Meeting minutes May 2012 (monthly
monitoring)
Implement updated IEP and meeting forms
that foster use of measurable data
Updated forms May 2012 (ongoing)
71 P a r t I V - E x a m p l e S t u d e n t L e a r n i n g O b j e c t i v e s
©Stronge, 2012 All Rights Reserved
School Counselor Goal #2 (Achievement Objective)
Student Learning Objective Progress Form
Teacher’s Name:
Evaluator’s Name: __________________________________________
Subject/Grade: School Counselor School Year: 2011 -2012
Initial Objective Submission (due by 9/30 to the evaluator) I. Setting (Describe the population
and special learning circumstances) Freshmen (Class of 2015)
II. Content/Subject/Field Area (The
area/topic addressed based on
learner achievement, data analysis,
or observational data)
Requirements for graduation for standard/
advanced studies diploma;
number of verified credits required for each
diploma III. Baseline Data (What is shown by
the current data?) Current data shows 0 percent of freshmen know both
credit and verified credit requirements they need for the
diplomas the students are seeking to earn.
(October 2011)
Data attached IV. Objective Statement (Describe
what you want learners/program to
accomplish)
During the 2011-12 school year, 50 percent of my
freshmen students whose last names begin with the
letters J-P will know the credits and verified credit
requirements for the diploma type they are seeking. V. Means for Attaining Objective (Strategies used to accomplish the objective)
Strategy Evidence Target Date
Ninth grade team teachers and
teachers of chemistry pre-IB and
English 9 pre-IB will reinforce this
information through do now’s, class
discussions, and Quia.
I will check with teachers. March 2012
72 E n d N o t e s
©Stronge, 2012 All Rights Reserved
End Notes
1 Sanders, W. L. & Rivers, J. C. (1996, November). Cumulative and residual effects of teachers on future student
achievement. Knoxville, TN: University of Tennessee Value-Added Research and Assessment Center
Sander, W. L., Saxton, A. M., & Horn, S. P. (1997). The Tennessee Value-Added Accountability System: A
quantitative, outcomes-based approach to educational assessment. In J. Millman (Ed.), Grading teachers, grading
schools: Is student achievement a valid evaluation measure? (pp. 137-162). Thousand Oaks, CA: Corwin Press. 2 Stronge, J. H. (2010). Effective teachers = student achievement: What the research says. Larchmont, NY: Eye on
Education. 3 Stronge, J. H. and Grant, L. H. (2009). Student achievement goal setting: Using data to improve teacher and
learning. Larchmont, NY: Eye on Education. 4 Tucker, P. S. & Stronge, J. H. (2005). Linking teacher evaluation and student achievement. Alexandria, VA:
Association for supervision and curriculum development. pp. 158-159. 5 Bloom, B. S. (1984). The 2 Sigma problem: The search for methods of group instruction as effective as one-to-one
tutoring. Educational Researcher, 13(6), 4-16. 6 See, for example, Cawelti, G. (Ed.). (2004). Handbook of research on improving student achievement (3rd ed.).
Arlington, VA: Educational Research Service; Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom
instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association
for Supervision and Curriculum Development; Snipes, J., Doolittle, F., Herlihy, C. (2002). Foundations for success:
Case studies of how urban school systems improve student achievement. New York: MDRC; Walberg, H. J. (1984).
Improving the productivity of America’s schools. Educational Leadership, 41(8), 19-27. 7 Good, T. L., & Brophy, J. E. (1997). Looking in classrooms (7th ed.). New York: Addison-Wesley.
8 Martinez, P. (2001). Great expectations: Setting targets for students. London: Learning and Skills Development
Agency. 9 Black, P. J. & William, D. (1998) Assessment and classroom learning. Assessment in Education: Principles, Policy
& Practice, 5(1), 7–73. 10
Bloom, B. S. (1984). 11
Fuchs, L. S., & Fuchs, D. (2003). What is scientifically-based research on progress monitoring? Washington, DC:
National Center on Student Progress Monitoring. 12
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). 13
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001), pages 94-95. 14
Community Training and Assistance Center. (2011). Teacher evaluation: Student learning objectives in the
spotlight. Retrieved from http://www.ctacusa.com/slos.html. 15
Stronge, J. H., & Tucker, P. D. (2000). Teacher evaluation and student achievement. Washington, DC: National
Education Association. 16
Togneri, W., & Anderson, W. E. (2003). Beyond islands of excellence: What districts can do to improve
instruction and achievement in all schools. Alexandria, VA: Learning Alliance First. 17
Snipes, J., Doolittle, F., Herlihy, C. (2002). 18
Cawelti, G. (2004). 19
Community Training and Assistance Center. (2011). 20
Good, T. L. & Brophy, J. E. (1997); Martinez, P. (2001). 21
Adapted from WestEd (n.d.). Measuring student growth for teachers in non-tested grades and subjects: A primer.
Retrieved from http://www.swcompcenter.org/educator_effectiveness2/NTS__PRIMER_FINAL.pdf 22
Stronge, J. H. & Grant, L. H. (2009). 23
Pressley, M. (2006). Reading instruction that works (3rd ed.). New York: Guilford Press. 24
Pressley, M. (2006), page 439. 25
Stronge, J. H. & Grant, L. H. (2009). 26
Gareis, C. R. & Grant, L. W. (2008). Teacher-made assessments: How to connect curriculum, instruction, and
student learning. Larchmont, NY: Eye on Education. 27
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based
strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum
Development. 28
Stronge, J. H. & Grant, L. W. (2009). Student achievement goal setting: Using data to improve teaching and
learning. Larchmont, NY: Eye on Education.
73 E n d N o t e s
©Stronge, 2012 All Rights Reserved
29
Stronge, J. H. & Grant, L. W. (2009). 30
Pearson, AIMSweb. Retrieved from http://www.aimsweb.com/ 31
Edison Learning, Learning force. Retrieved from http://edisonlearning.com/learning-force 32
Interactive Achievement, Interactive achievement. Retrieved from http://www.interactiveachievement.com/ 33
Northwest Evaluation Association. Measures of academic progress. Retrieved from http://www.nwea.org/ 34
Pearson School Systems. Pearson inform. Retrieved from
http://www.pearsonschoolsystems.com/products/inform/ 35
Pearson School Systems. Pearson limelight. Retrieved from http://www.pearsoned.com/pearsons-assessment-for-
learning-group-launches-limelight-to-connect-teachers-more-closely-with-students/ 36
PLATO Learning. PLATO test packs. Retrieved from http://www.plato.com/assessments/test-packs-rx 37
Pearson. Qualitative reading inventory. Retrieved from
http://ptgmedia.pearsoncmg.com/images/9780137019236/downloads/9780137019236ch3.pdf 38
Virginia Department of Education. Standards of learning released tests. Retrieved from
http://www.doe.virginia.gov/testing/sol/released_tests/index.shtml 39
Pearson. Stanford tests. Retrieved from http://www.pearsonassessments.com/HAIWEB/Cultures/en-
us/Productdetail.htm?Pid=SAT10 40
Achieve 300-:The Power of One. Achieve 3000 solutions. Retrieved from
http://www.achieve3000.com/article/a3k/?c=2 41
Ganske, K. (2000). Word journeys: Assessment-guided phonics, spelling and vocabulary instruction. New York,
NY: Guilford Press.
Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2008). Words their way: Word study for phonics,
vocabulary, and spelling instruction (4th ed.).Upper Saddle River, NJ: Pearson. 42
Riverside Publishing. Gates-MacGinitie reading tests. Retrieved from
http://www.riversidepublishing.com/products/gmrt/index.html 43
Johns, J. L. (2008). Basic reading inventory (10th ed.). Dubuque, IA: Kendall Hunt Publishing. 44
Imagination Station. istation. Retrieved from http://www.istation.com/ 45
Pearson. Qualitative reading inventory. Retrieved from
http://www.pearsonhighered.com/product?ISBN=0137019238 46
Scholastic. READ 180. Retrieved from http://read180.scholastic.com/reading-intervention-program 47
Gillet, J. W., Temple, C., Crawford, A. (2008). Understanding reading problems: Assessment and instruction.
Boston, MA: Pearson. 48
Renaissance Learning. STAR reading enterprise. Retrieved from http://www.renlearn.com/sr/ 49
Pearson. SuccessMaker. Retrieved from http://www.pearsonschool.com/index.cfm?locator=PSZkAg 50
Cortez Management Corporation. Cortez math program. Retrieved from http://www.cortezmgmt.com/math.html 51
Renaissance Learning. STAR math. Retrieved from http://www.renlearn.com/sm/ 52
Cooper Institute. Fitness gram. Retrieved from http://www.fitnessgram.net/home/ 53
Phonological Awareness Literacy Screening (PALS). Retrieved from http://pals.virginia.edu/ 54
Houghton, Mifflin, Harcourt. Rigby reading. Retrieved from http://rigby.hmhco.com/en/rigby.htm 55
Starfall Education. Starfall.com Retrieved from http://www.starfall.com/ 56
Starfall Education. Starfall kindergarten curriculum. Retrieved from http://www.starfall.com/n/N-
info/curriculum.htm?n=more 57
Cambium Learning Group. Voyager passport. Retrieved from
http://www.voyagerlearning.com/passport/assessment.jsp 58
Cambium Learning Group. Ticket to read. Retrieved from http://www.voyagerlearning.com/ttr/index.jsp 59
Starfall Education. Starfall math. Retrieved from http://more.starfall.com/