Slo writing workshop

Recognition for our

Evaluation Volunteers

• Our outstanding veteran teachers who have

volunteered to take part in the process for

setting Student Learning Objectives.

• These professionals are a valuable asset to

the process as we learn how to refine it.

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Objectives

Gain a basic understanding of

student learning objectives (SLOs) and

the annual development process.

Participate in a SLO Writing Workshop.

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Student Learning Data

Regulation, Recommendations, Resources

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Student

Learning

Objectives (SLOs) are a

measurable, long-term,

academic goals informed

by available data that a

district, team of teachers,

or teacher sets at the

beginning of the year or

instructional period for all

students or for subgroups

of students.

Districts

are encouraged

to use SLOs as

measures

of a teacher or

administrator’s

students learning.

Student Learning Data Recommendation

STEP 2:

SLO Approval

Process

STEP 3:

Mid-Year Review

STEP 1:

Collect, Sort & Analyze

Data and Develop SLO

STEP 4:

Review &

Determine

Summative Rating

ANNUAL APPROACH TO SLOs

SLO Assessments

How are they selected?

Assessment Selection

Recommendations

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• Student Learning Objectives using• district existing assessments

• teacher teams for selection & target setting

(e.g. grade levels and subject areas)

• use assessment data for historical information

to establish baseline

• Pilot: One measure (version 1.0)

• Implementation: Two measures (version 2.0)

Assessment Inventories

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Assessment Quality Assurance Checklist

STEP 2:

SLO Approval

Process

STEP 3:

Mid-Year Review

STEP 1:



STEP 4:

Review &

Determine

Summative Rating


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• Student Population

• Interval of Instruction

• Standard

• Assessment

• Baseline/Trend Data

• Student Targets

SLOs, what do they look like?

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Step 1: Collect, Sort & Analyze Data and Develop SLO

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Step 1: Collect, Sort & Analyze Data

and Develop SLO

Step 1: Collect, Sort & Analyze Data

and Develop SLO

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StudentsPreparedness

(High, Medium, Low)

Pre-

Assessment Target

Archie Low 15 60

Betty Low 20

Cassandra High 85 120

Clark Medium 55

Diana Medium 40

Forsythe Medium 60

Gordon Medium 40

Harley Medium 45

Jessica Medium 40

Logan Medium 55

Lois High 90

Preparedness Target

Low Increase

by 45 wpm

Medium Increase

by 40 wpm

High Increase

by 35 wpm

Using the Growth Targets established in the SLO, determine the growth target for each of the eleven students on the class roster.

Use Data to Choose Your Focus

Use baseline and/or trend data at the

beginning of the year to determine areas

where your students clearly need support

and growth.

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Selecting a Standard Focus for

Growth – Recommendations;

If you teach English/Language Arts, select 2 from the ELA Standards

If you teach Math, select 2 from the Math Standards

If you teach science, social studies, or other technical classes, select 1 from the Literacy Standards, and 1 from either the ELA Standards or Math Standards

http://www.eed.state.ak.us/akstandards/17

http://www.eed.state.ak.us/akstandards/

Your Baseline Data

What assessments would help you to get

your baseline data to measure student

growth against these standards?

What assessments would help you monitor

progress toward targets?

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STEP 2:

SLO Approval

Process

STEP 3:

Mid-Year Review

STEP 1:



STEP 4:

Review & Determine

Summative Rating


Step 2: SLO Approval Process

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STEP 2:

SLO Approval

Process

STEP 3:

Mid-Year Review

STEP 1:



STEP 4:

Review & Determine

Summative Rating


Step 3: Mid-Year Review

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Review Student Data

Collegial Conversation & Feedback: An essential step

Possible Summative if semester only.

Identify Any Needed Changes

Instructional practice, student support services, and professional development, possible reset of goals

“Feedback is essential for learning at the

individual, group, or organizational level.

It is feedback that can help people see

the discrepancy between what they think

they are doing and what they are

actually doing. It is feedback that can

interrupt the defensive reasoning or

routines that happen with individuals

and groups. It is feedback that allows

people to recognize and eliminate error

and thus allows learning to occur. It can

show people where new skills and

capabilities need to be developed and

lead to insights into ways to improve

work processes & practices.”

ON PROVIDING FEEDBACK…

Robert Hargrove

Masterful

Coaching

STEP 2:

SLO Approval

Process

STEP 3:

Mid-Year Review

STEP 1:

Collect, Sort & Analyze Data and

Develop SLO

STEP 4:

Review & Determine

Summative Rating


Step 4: Review & Determine

Summative Rating


(High, Medium, Low)

Pre-

Assessment Target Post-Assessment

Target

(Met/Not Met)

Attendance Threshold

(Met/Not Met)

Archie Low 15 60 55 N Y

Betty Low 20 65 66 Y Y

Cassandra High 85 120 100 N N

Clark Medium 55 95 96 Y

Diana Medium 40 80 83 Y

Forsythe Medium 60 100 97 Y

Gordon Medium 40 80 81 Y

Harley Medium 45 85 85 Y

Jessica Medium 40 80 82 Y

Logan Medium 55 95 102 Y

Lois High 90 125 130 Y25

Indicate if the target was met or not met; and score this SLO for Ms. Chalk (excluding any students that did not meet the attendance threshold requirements).

_______________ % of students meeting or exceeding their targets


Summative Rating


(High, Medium, Low)

Pre-

Assessment Target Post-Assessment

Target

(Met/Not Met)

Attendance Threshold

(Met/Not Met)

Archie Low 15 60 55 N Y

Betty Low 20 65 66 Y Y

Cassandra High 85 120 100 N N

Clark Medium 55 95 96 Y Y

Diana Medium 40 80 83 Y Y

Forsythe Medium 60 100 97 N Y

Gordon Medium 40 80 81 Y Y

Harley Medium 45 85 85 Y Y

Jessica Medium 40 80 82 Y Y

Logan Medium 55 95 102 Y Y

Lois High 90 125 130 Y Y

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Indicate if the target was met or not met; and score this SLO for Ms. Chalk (excluding any students that did not meet the attendance threshold requirements).

__80%_of students meeting or exceeding their targets

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__80%_ of students meeting or exceeding

their targets


Summative Rating

Ms. Chalk’s rating:

Exemplary Proficient Basic Unsatisfactory

SLO Targets How do you set them?

Target Setting Activity

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Common Target Setting Method

Individual Growth Targets

Minimum Rigor Target

Basic Growth Target

Banded/Range-based/Tiered

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Individual Growth Targets

Each student has an individual target based on individual baseline academic performance and other background information.

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Method #1: Individual GrowthStudent Baseline Target Actual Meet Target

(Y/N)

A 30 65 81

B 52 70 58

C 60 85 94

D 48 70 77

E 62 80 80

F 20 65 62

G 54 74 92

H 32 52 87

I 12 32 58

J 28 48 70

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Method #1: Individual GrowthStudent Baseline Target Actual Meet Target

(Y/N)

A 30 65 81 Y

B 52 70 58 N

C 60 85 94 Y

D 48 70 77 Y

E 62 80 80 Y

F 20 65 62 N

G 54 74 92 Y

H 32 52 87 Y

I 12 32 58 Y

J 28 48 70 Y

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Method #2: Class-wide Minimum Rigor Target

All students have a minimum rigor target for what would reflect the “Meets” level of performance.

Example: All my students will score 70 of 100 on the post assessment.

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Method #2: Class-wide Minimum Rigor Target

Student Baseline Target Actual Meet Target

(Y/N)

A 30 70 81 Y

B 52 70 58 N

C 60 70 94 Y

D 48 70 77 Y

E 62 70 80 Y

F 20 70 62 N

G 54 70 92 Y

H 32 70 87 Y

I 12 70 58 N

J 28 70 70 Y

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Method #3: Basic Growth Target

All students have the same growth target.

Example: All of my students will grow by 30 points by the end of the instructional period.

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Method #3: Basic Growth TargetStudent Baseline Target Actual Meet Target

(Y/N)

A 30 60 81 Y

B 52 82 58 N

C 60 90 94 Y

D 48 78 77 N

E 62 92 80 N

F 20 50 62 Y

G 54 84 92 Y

H 32 62 87 Y

I 12 42 58 Y

J 28 58 70 Y

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Method #4: Banded/Range-based/Tiered

Group students together based on their pre-assessment scores.

Divide students into three or more categories (low, medium, high).

Set target for each of the categories.

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Baseline Ranges and Targets

Ranges on Baseline Targets

0-15 65

16-40 70

41-50 75

51+ 80

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(Y/N)

A 30 70 81

B 52 80 58

C 60 80 94

D 48 75 77

E 62 80

F 20 62

G 54 92

H 32 87

I 12 58

J 28 70

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(Y/N)

A 30 70 81 Y

B 52 80 58 N

C 60 80 94 Y

D 48 75 77 Y

E 62 80 80 Y

F 20 70 62 N

G 54 80 92 Y

H 32 70 87 Y

I 12 65 58 N

J 28 70 70 Y

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Target Setting Matching Activity

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5. Not a growth target

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Indicate on your handout which target setting method

each of the provided target statements represent:

1. Individual Growth

2. Class-wide Minimum Rigor

3. Basic Growth

4. Banded/Range-based/Tiered

5. Not a Growth Target

Which target setting methods make sense for your

situation? Why?

To Review

Many things should be considered when setting targets.

Various target-setting models are available and should be purposefully selected.

The “I noticed…” and the “I wonder…” conversations provides the opportunity for reflections that can lead to more meaningful support and professional learning.

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Where can I find more

information?

Resources

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http://education.alaska.gov/

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Slo writing workshop

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