SLO Writing Workshop

1. 1

2. 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.
2

3. Objectives
 Gain a basic understanding of
student learning objectives (SLOs) and
the annual development process.
 Participate in a SLO Writing Workshop.
3

4. Student Learning Data
Regulation, Recommendations, Resources
4

5. 5
Student Learning Data
Recommendation
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.

6. ANNUAL APPROACH TO SLOs
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

7. SLO Assessments
How are they selected?

8. Assessment Selection
Recommendations
8
• 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)

9. Assessment Inventories
9

10. 10
Assessment Quality Assurance Checklist

11. ANNUAL APPROACH TO SLOs
STEP 1:
Collect, Sort & Analyze
Data and Develop SLO
STEP 2:
SLO Approval
Process
STEP 3:
Mid-Year Review
STEP 4:
Review &
Determine
Summative Rating

12. 12
SLOs, what do they look like?
• Student Population
• Interval of Instruction
• Standard
• Assessment
• Baseline/Trend Data
• Student Targets

13. 13
Step 1: Collect, Sort & Analyze
Data and Develop SLO

14. 14
Step 1: Collect, Sort & Analyze Data
and Develop SLO

15. Step 1: Collect, Sort & Analyze Data
and Develop SLO
15
Using the Growth Targets established in the SLO, determine
the growth target for each of the eleven students on the
class roster.
Students
Preparedness
(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

16. 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.
16

17. 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

18. 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?
18

19. ANNUAL APPROACH TO SLOs
STEP 1:
Collect, Sort & Analyze
Data and Develop SLO
STEP 2:
SLO Approval
Process
STEP 3:
Mid-Year Review
STEP 4:
Review & Determine
Summative Rating

20. Step 2: SLO Approval Process
20

21. ANNUAL APPROACH TO SLOs
STEP 1:
Collect, Sort & Analyze
Data and Develop SLO
STEP 2:
SLO Approval
Process
STEP 3:
Mid-Year Review
STEP 4:
Review & Determine
Summative Rating

22. Step 3: Mid-Year Review
22
 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

23. ON PROVIDING FEEDBACK…
“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.”
Robert Hargrove
Masterful Coaching

24. ANNUAL APPROACH TO SLOs
STEP 1:
Collect, Sort & Analyze Data and
Develop SLO
STEP 2:
SLO Approval
Process
STEP 3:
Mid-Year Review
STEP 4:
Review & Determine
Summative Rating

25. Step 4: Review & Determine
Summative Rating
Students
Preparedness
(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 Y
25
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

26. Step 4: Review & Determine
Summative Rating
Students
Preparedness
(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
26
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

27. 27
Step 4: Review & Determine
Summative Rating
__80%_ of students meeting or exceeding
their targets
Ms. Chalk’s rating:
Exemplary Proficient Basic Unsatisfactory

28. SLO Targets
How do you set them?

29. Target Setting Activity
29

30. Common Target Setting Method
 Individual Growth Targets
 Minimum Rigor Target
 Basic Growth Target
 Banded/Range-based/Tiered
30

31. Individual Growth Targets
 Each student has an individual target
based on individual baseline academic
performance and other background
information.
31

32. Method #1: Individual Growth
Student 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
32

33. Method #1: Individual Growth
Student 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
33

34. 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.
34

35. 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
35

36. 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.
36

37. Method #3: Basic Growth Target
Student 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
37

38. 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.
38

39. Baseline Ranges and Targets
Ranges on Baseline Targets
0-15 65
16-40 70
41-50 75
51+ 80
39

40. Method #4: Banded/Range-based/Tiered
Student Baseline Target Actual Meet Target
(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
40

41. Student Baseline Target Actual Meet Target
(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
41
Method #4: Banded/Range-based/Tiered

42. Target Setting Matching Activity
42
5. Not a growth target

43. 43
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?

44. 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.
44

45. Where can I find more
information?
Resources
45

46. http://education.alaska.gov/
46

47. 47
http://education.alaska.gov/