The Student Learning Objective Process
Presented by:
Materials updated: 10/28/15
Agenda
• Introduction and Materials
• Introduction to The SLO Process
• SLO Cycle
• Elements 1-2
• Measurement Model Steps
• Elements 3-5
• Summary and Conclusion
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Purpose and Objective
• The purpose of this module is to introduce
teachers and administrators to the Student
Learning Objective (SLO) Process.
• Upon completion of this training, participants
will demonstrate knowledge of the SLO
process and supporting materials.
• Please complete the pre- portion of the prepost assessment; these statements are our
targets for this Module.
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INTRODUCTION TO THE SLO
PROCESS
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Definition
• A SLO is a detailed process used to organize evidence
of student growth over a specified period of time.
– The SLO process is an organizational and planning tool.
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SLO Template
• The SLO template includes questions and statements
that guide teachers and evaluators through the
process of measuring student growth for the
purpose of performance evaluation.
– Resource: Student Learning Objective Guidebook
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Benefits
• The SLO process supports the alignment of curriculum,
instruction, and assessment practices to measure
student learning specific to individual content areas,
grade levels, and teachers.
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Benefits
• The SLO process encourages reflective teaching
practices by supporting the use of timely assessment
data to inform and differentiate instruction, and
supports meaningful professional development
opportunities.
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Benefits
• The SLO process promotes collaboration between
teachers and administrators.
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Benefits
• The SLO process supports the use of authentic and
performance-based assessments.
– The SLO process considers individual student’s needs.
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Remember the Goal
• Remember that the goal of a performance
evaluation plan that includes measures of student
growth is to improve teaching and learning.
– The SLO process provides a scaffold to achieve this goal.
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SLO IMPLEMENTATION PROCESS
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Guidebook Activity
1. Read pages 4-8 of the Student
Learner Objective Guidebook
2. Pick a partner and share the 3 big
ideas of what you learned from your
reading.
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Big Ideas
•
•
•
•
•
•
•
Types of Assessments matter
Explaining student growth – Pilot
Reflective tool for teachers for data review
Makes you review assessments
Growth Targets
Potential to individualize for fairness and equity
Use current assessments for the process; don’t add one more
thing
• How does this translate to teacher evaluation?
• This is a process that teachers are and should be doing
anyway.
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Step 1: Plan
• Create a shared calendar to manage timelines,
targets, and meetings.
– Design a communication plan to ensure that all
stakeholders are well-informed about the decisions made
by the PERA joint committee.
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Plan
• To build capacity with the joint committee, you could
utilize the Student Growth Training Modules to
facilitate professional development.
– Resource: Student Growth Training Modules Series
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Plan
• Determine what categories of teachers are required
to use the SLO process, and how many SLOs are
required.
– This decision may be based on the type and/or number of
assessments required.
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Step 2: Develop
• Develop a strategic implementation timeline that
includes SLO development, review, and approval.
– Adopt or develop a SLO template.
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Develop
• Develop a process for combining student growth
measures, and assigning a teacher rating.
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Step 3: Implement
• Convene collaborative groups/teams to develop and
pilot SLOs.
– Utilize the SLO process as part of the performance
evaluation plan district-wide.
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Step 4: Sustain
• Develop a plan to monitor, evaluate, and improve
the SLO process as part of the teacher evaluation
plan.
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SLO Pilot
• Different components of the SLO process may be
phased in over time as part of the piloting process.
– The piloting process should occur before the official
implementation of the evaluation plan.
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SLO CYCLE AND ELEMENTS
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SLO Elements
• The SLO template organizes the guiding questions
and statements within five elements:
–
–
–
–
–
Element 1: Learning Goal
Element 2: Assessments and Scoring
Element 3: Growth Targets
Element 4: Actual Outcomes
Element 5: Teacher Rating
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SLO Cycle
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SLO Cycle
• Step 1 of the cycle begins the SLO process.
During this step, teachers will complete the
first three elements of the SLO template.
– This may be a collaborative process including
groups/teams of teachers working together to complete
the first three elements of the SLO template.
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SLO Cycle
• During Step 2 of the cycle the teacher
meets with the evaluator for the initial
review and approval of the SLO.
– The evaluator may provide feedback to the
teacher to ensure the SLO is rigorous and
attainable.
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SLO Cycle
• Step 3 of the cycle highlights the importance of using
timely student assessment data to inform and
differentiate instruction during the first half of the
cycle.
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SLO Cycle
• During Step 4 of the cycle, the teacher and evaluator
meet to discuss students’ progress towards meeting
the identified growth targets.
– The evaluator may provide suggestions for adjusting
instruction to ensure student success.
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SLO Cycle
• Adjustments may be made to the SLO under
circumstances that the PERA Joint Committee has
deemed allowable.
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SLO Cycle
• Step 5 of the cycle highlights the importance of using
timely student assessment data to inform and
differentiate instruction during the second half of
the cycle.
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SLO Cycle
• During Step 6 of the cycle, the teacher
completes Element 4, documenting the
actual outcomes and participates in a final
review with the evaluator.
• During this step, the evaluator assigns a final
student growth rating for that teacher.
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Discussion about the SLO Cycle
• Questions
• Clarification of the steps in the
Cycle
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Element 1: Learning Goal
• A learning goal is a description of what
students will be able to do at the end of a
specified period of time aligned to
appropriate learning standards.
– The development of a learning goal provides a
solid foundation for meaningful, goal directed
instruction and assessment.
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Element 1: Learning Goal
• The learning goal may include one big idea. A
big idea integrates multiple content
standards, and links units of instruction
together.
– The big idea chosen should be representative of
the most important learning and typical student
growth in a specific content area, grade level, or
classroom.
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Element 1: Learning Goal
• The discussion questions and learning goal
statements included within this element help
teachers and evaluators reflect on all of the
components necessary to develop a meaningful
learning goal.
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Element 1: Learning Goal
• Teachers who are assigned to teach
more than one subject area, grade level,
or special populations need to work with
their evaluator to choose a specific
subject and grade level for each SLO.
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Element 1: Learning Goal
• A teacher covers many big ideas over the course of a
school year or course, but chooses one big idea per
SLO.
– A SLO is representative of one big idea that demonstrates
typical growth in that subject and grade level.
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SAMPLE TOOL
• Handout 1: Big Ideas
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Element 2: Assessments and Scoring
• Assessments and scoring procedures should be used
to support and measure the learning goal.
– The discussion questions and statements included within
this element help teachers and evaluators determine how
appropriate assessments and scoring procedures will be
used to measure student growth.
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Element 2: Assessments and Scoring
• Assessments and scoring procedures may include,
but are not limited to, standardized assessments,
unit or chapter assessments, authentic assessments,
and performance-based assessment.
– The choice of measurement model will also inform how
assessments will be used, and how growth targets will be
identified.
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SAMPLE TOOL
• Handout 2: Assessments and Scoring
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Element 3: Growth Targets
• The guiding questions and statements included
within this element help teachers and evaluators
identify appropriate growth targets for students.
– Growth targets should be ambitious, yet realistic for
students to achieve in the specified period of time.
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Element 4: Actual Outcomes
• The actual outcomes identify how students
performed at the end of the instructional period.
– The guiding questions and statements included within this
element prompt teachers to record the actual number or
percentage of students who achieved the identified
growth targets.
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Element 5: Teacher Rating
• The method for determining a teacher rating for
each SLO must be determined by the PERA joint
committee.
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SELECTION OF A MEASUREMENT
MODEL
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Measurement Model Steps
•
•
•
•
Step 1: Collect Baseline Data
Step 2 (Optional): Select Starting Groups
Step 3: Determine Growth Targets
Step 4: Document Actual Outcomes
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SLO Activity 2
Working in pairs or a group and using the SLO decided by your
group as just an example, complete the DRAFT template using
one of the following topics.
Because you are away from the building today….here are
some unique and regular topic choices:
1. Preparing for the holidays
2. Planning a trip
3. Choose a curricular area of instruction as agreed to by your
group.
Next - Choose another group to share and compare
completed work.
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Sample SLOs
Take some time to look at some example SLOs
on the ISBE website:
http://www.isbe.net/assessment/htmls/balanced-asmt.htm
Of particular interest may be the SLO for
Consumer Math which addresses students with
IEPs.
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Summary and Conclusion
• The intention of a performance evaluation plan that
includes measures of student growth is to improve
teaching and learning.
– The SLO process is an organizational and planning tool that
supports this goal.
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Complete the Post & Reflection ?s
• Please record your post assessment
information on your paper copy
• Answer the reflection questions on the sheet
• This formative assessment has been for both
YOUR use (and should leave the training with
you) for self-assessment and MY use (as the
trainer to better understand your needs
during this training)
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Resources
• Illinois State Board of Education
• www.isbe.state.il.us/assessment/htmls/balanced-asmt.htm
• Illinois Administration Code Part 50
• www.isbe.state.il.us/rules/archive/pdfs/50ARK.pdf
• Center for Assessment SLO Toolkit
• www.nciea.org/
• Joint Committee on Standards for Educational Evaluation. Classroom
assessment standards: Sound assessment practices for K-12 teachers.
Retrieved from:
• www.jcsee.org/standards-development
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Resources
• Marion, S., DePascale, C., Domaleski, C., Gong, B., Diaz-Bilello, E. (2012).
Considerations for analyzing educators’ contributions to student learning
in non-tested subjects and grades with a focus on student learning
objectives. Center for Assessment. Retrieved from:
• www.nciea.org/publication_PDFs/Measurement%20Consideratio
ns%20for%20NTSG_052212.pdf
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