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Creating aStudent Learning Objective
(SLO)
Training Objectives
• Understand how Student Learning Objectives (SLOs) fit into the APPR System
• Understand the components of an SLO
• Know for which courses you have to have an SLO
• Be able to BEGIN to construct an SLO
Race To The Top
• Learning Standards
• Data
• Professional Practice
• Culture
APPR
20%
Student
Growth
20%StudentAchievement
60%
Multiple
Measures
20%
Student
Growth
20%StudentAchievement
60%
Multiple
Measures
Gro
wth
ove
r tim
eCom
pare
d to
Expec
ted
Gro
wth
Some Variables
Considered
SLOs Required
20%
Student
Growth
20%StudentAchievement
60%
Multiple
Measures
Moment in time
or growth
Local orPurchasedSome Variables
ConsideredSLOs Optional
Could be school-
wide measure
60%
Multiple
Measures
Knowledge of Students & Student Learning
Knowledge of Content & Instructional PlanningInstructional
Practice
Learning
Environment
Assessment for
Student Learning
Professional Responsibilitie
s
and Collaboration
Prof
essi
onal
Gro
wth
20%
Student
Growth
20%StudentAchievement
60%
Multiple
Measures
Knowledge of Students & Student Learning
Knowledge of Content & Instructional PlanningInstructional
Practice
Learning
Environment
Assessment for
Student Learning
Professional Responsibilitie
s
and Collaboration
Prof
essi
onal
Gro
wth
Gro
wth
ove
r tim
eCom
pare
d to
Expec
ted
Gro
wth
Some Variables
Considered
SLOs Required
Moment in time
or growth
Local orPurchasedSome Variables
ConsideredSLOs Optional
Could be school-
wide measure
60%
Multiple
Measures
20%
Student
Growth
Gro
wth
ove
r tim
eCom
pare
d to
Expec
ted
Gro
wth
Some Variables
Considered
SLOs Required
State-provided Growth
Score
NO State-provided Growth
Score; Use Student
Learning Objectives
All SLOs MUST include the following basic components:
Population
These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO. (Full class rosters of all students must be provided for all included course sections.)
Three sections of ELA 9, heterogeneously grouped, 70 students.
Learning Content
What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to al l standards applicable to a course or just to specific priority standards?
Read and comprehend complex literary and information texts independently and proficiently. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
Interval of Instructional
Time
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?
2012-2013 school year.
Evidence
What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the cours e.
Baseline assessment: 8th Grade ELA results. Common writing prompt: Students provide an objective summary of Frederick Douglass’s Narrative. They analyze how the central idea regarding the evils of slavery is conveyed through supporting ideas and developed over the course of the text. Summative assessment: Ten reading comprehension questions based on the selection rom Things Fall Apart. Ten reading comprehension questions based on Quindlen, Anna. “A Quilt of a Country.” Newsweek September 27, 2001. Students determine the purpose and point of view in Martin Luther King, Jr.’s, “I Have a Dream” speech and analyze how King uses rhetoric to advance his position (in writing).
Baseline
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
On last year’s ELA 8: 4% scored 1; 18% scored 2; 67% scored 3, 11% scored 4. On the four-point district-wide writing rubric: 15% scored 1; 40% scored 2; 30% scored 3, 15% scored 4.
Target(s)
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?
Eighty percent of all students will score 55 points or higher on the summative assessment (out of a possible 64 points).
ING
RE
DIE
NTS
ING
RE
DIE
NTS
Target(s)
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?
Eighty percent of all students will score 55 points or higher on the summative assessment (out of a possible 64 points).
HEDI Scoring
How will evaluators determine what range of student performance “meets” the goal (effective) versus “well -below” (ineffective), “below” (developing), and “well-above” (highly effective)?
See ranges as specified.
HIGHLY EFFECTIVE
EFFECTIVE DEVELOPING INEFFECTIVE
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0
99-100%
97-98%
95-96%
92-94%
88-91%
85-87%
82-84%
79-81%
76-78%
73-75%
71-72%
68-70%
64-67%
60-63%
57-59%
53-56%
49-52%
45-48%
40-44%
30-39%
<30%
Rationale
Describe the reasoning behind the choices regarding learning content, evidence, and target and how they will be used together to prepare students for future growth and development in subsequent grades/courses, as well as college and career readiness.
The Learning Content is based on the most important CCLS anchor standards. The baseline evidence combines state test scores with an on-demand assessment taken from the 8th grade performance tasks in Appendix B. Similarly, the summative assessment is based on the performance tasks for 9th grade in Appendix B. The summative score is calculated by adding twice of the number of comprehension questions answered correctly with the total score on the district -wide writing rubric (which has 6 elements on a 1-2-3-4 scale which translates to a maximum 24 points).
A student learning objective is an academic goal for a teacher’s students that is set at the start of a course. It represents the most important learning for the year (or, semester, where applicable). It must be specific and measurable, based on available prior student learning data, and aligned to Common Core, State, or national standards, as well as any other school and district priorities. Teachers’ scores are based upon the degree to which their goals were attained.
Definition:
Key PointsSLOs name what students need to know and be able to do
at the end of the year.SLOs place student learning at the center of the
conversation.SLOs are a critical part of all great educator’s practice.SLOs are an opportunity to document the impact
educators make with students.SLOs provide principals with critical information that can
be used to manage performance, differentiate and target professional development, and focus supports for teachers.
The SLO process encourages collaboration within school buildings.
School leaders are accountable for ensuring all teachers have SLOs that will support their District and school goals.
State
• Determines SLO
process
• Identifies required
elements
• Requires use of State
test
• Provides training to NTs
prior to 2012-13.
• Provides guidance,
webinars & videos
SLOs
District
• District goals & priorities
• Match requirements to
teachers
• Define processes for
before & after
• Identify expectations
School
• LE & teacher collaborate
• LE approval
• Ensure security
• LE monitor & evaluation
Teacher
• Works with colleagues
& LE
100-Point Evaluation System: State 20%Three types of teachers:
If there is a State-provided growth measure for at least 50% of students
Will have State-provided growth measure (no SLOs)
If there is no State-provided growth measure for the course
Use only SLOs (no State-provided growth measure)
If there is a State-provided growth measure for less than 50% of students
Will have State-provided growth measure and will use SLOs
All SLOs MUST include the following basic components:
Population
These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO. (Full class rosters of all students must be provided for all included course sections.)
Three sections of ELA 9, heterogeneously grouped, 70 students.
Learning Content
What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to al l standards applicable to a course or just to specific priority standards?
Read and comprehend complex literary and information texts independently and proficiently. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
Interval of Instructional
Time
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?
2012-2013 school year.
Evidence
What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the cours e.
Baseline assessment: 8th Grade ELA results. Common writing prompt: Students provide an objective summary of Frederick Douglass’s Narrative. They analyze how the central idea regarding the evils of slavery is conveyed through supporting ideas and developed over the course of the text. Summative assessment: Ten reading comprehension questions based on the selection rom Things Fall Apart. Ten reading comprehension questions based on Quindlen, Anna. “A Quilt of a Country.” Newsweek September 27, 2001. Students determine the purpose and point of view in Martin Luther King, Jr.’s, “I Have a Dream” speech and analyze how King uses rhetoric to advance his position (in writing).
Baseline
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
On last year’s ELA 8: 4% scored 1; 18% scored 2; 67% scored 3, 11% scored 4. On the four-point district-wide writing rubric: 15% scored 1; 40% scored 2; 30% scored 3, 15% scored 4.
Target(s)
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?
Eighty percent of all students will score 55 points or higher on the summative assessment (out of a possible 64 points).
ING
RE
DIE
NTS
ING
RE
DIE
NTS
Target(s)
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?
Eighty percent of all students will score 55 points or higher on the summative assessment (out of a possible 64 points).
HEDI Scoring
How will evaluators determine what range of student performance “meets” the goal (effective) versus “well -below” (ineffective), “below” (developing), and “well-above” (highly effective)?
See ranges as specified.
HIGHLY EFFECTIVE
EFFECTIVE DEVELOPING INEFFECTIVE
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0
99-100%
97-98%
95-96%
92-94%
88-91%
85-87%
82-84%
79-81%
76-78%
73-75%
71-72%
68-70%
64-67%
60-63%
57-59%
53-56%
49-52%
45-48%
40-44%
30-39%
<30%
Rationale
Describe the reasoning behind the choices regarding learning content, evidence, and target and how they will be used together to prepare students for future growth and development in subsequent grades/courses, as well as college and career readiness.
The Learning Content is based on the most important CCLS anchor standards. The baseline evidence combines state test scores with an on-demand assessment taken from the 8th grade performance tasks in Appendix B. Similarly, the summative assessment is based on the performance tasks for 9th grade in Appendix B. The summative score is calculated by adding twice of the number of comprehension questions answered correctly with the total score on the district -wide writing rubric (which has 6 elements on a 1-2-3-4 scale which translates to a maximum 24 points).
Creating aStudent Learning Objective
(SLO)
Student Population
These are the students included in the SLO.
Student Population
All SLOs MUST include the following basic components:
Population
These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO. (Full class rosters of all students must be provided for all included course sections.)
2 sections of PE 8, heterogeneously grouped, 60 students.
Learning Content
What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to al l standards applicable to a course or just to specific priority standards?
Learning Content
Identify the course name and source of standards (Common Core, national, state, local) associated with this SLO, and specify the exact standards, performance indicators, etc., that will be taught, learned, and assessed.
Learning Content
All SLOs MUST include the following basic components:
Population
These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO. (Full class rosters of all students must be provided for all included course sections.)
2 sections of PE 8, heterogeneously grouped, 60 students.
Learning Content
What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to al l standards applicable to a course or just to specific priority standards?
NYS Physical Education Learning Standard 1: Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.
Intermediate Level: Develop and implement a personal fitness plan based on self-assessment and goal setting, understand physiological changes that result from training, and understand the health benefits of regular participation in activity.
CCLS for Reading in Science & Technology Subjects – Key Ideas & Details #2 and #3. Craft & Structure #4.
Interval of Instructional
Time
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?
Interval of Instructional Time
This is the timeframe within which the learning content will be taught. (This is generally one academic year unless the course is set as a semester, quarter, etc.)
Interval of Instructional Time
All SLOs MUST include the following basic components:
Population
These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO. (Full class rosters of all students must be provided for all included course sections.)
2 sections of PE 8, heterogeneously grouped, 60 students.
Learning Content
What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to al l standards applicable to a course or just to specific priority standards?
NYS Physical Education Learning Standard 1: Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.
Intermediate Level: Develop and implement a personal fitness plan based on self-assessment and goal setting, understand physiological changes that result from training, and understand the health benefits of regular participation in activity.
CCLS for Reading in Science & Technology Subjects – Key Ideas & Details #2 and #3. Craft & Structure #4.
Interval of Instructional
Time
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?
2012-2013 school year.
Evidence
These are the assessments used for determining students’ levels of learning. Two parts:
Baseline data that you gather and analyze at the beginning of the course• Use available sources of data• Can be from previous year• Sometimes pre-test/post-test
Summative measures for the end of the course
EvidenceAll SLOs MUST include the following basic components:
Population
These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO. (Full class rosters of all students must be provided for all included course sections.)
2 sections of PE 8, heterogeneously grouped, 60 students.
Learning Content
What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to al l standards applicable to a course or just to specific priority standards?
NYS Physical Education Learning Standard 1: Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.
Intermediate Level: Develop and implement a personal fitness plan based on self-assessment and goal setting, understand physiological changes that result from training, and understand the health benefits of regular participation in activity.
CCLS for Reading in Science & Technology Subjects – Key Ideas & Details #2 and #3. Craft & Structure #4.
Interval of Instructional
Time
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?
2012-2013 school year.
Evidence
What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the course.
Baseline Assessment: Fitnessgram Test will be given & students will write a journal about how they can improve their fitness levels based on the results of the Fitnessgram Scores. The journal entry will be written by each student on how to improve their performance in the fall. Evaluation will be based on their ability to elaborate on the FIT (Frequency, Intensity, Time) principle and provide details for a personal fitness plan.
Summative Assessment- Based on the Fitnessgram self-assessment, students will create a personal fitness plan that includes goal setting for 2 fitness components and a content knowledge reading assignment. A 4 point rubric will be used to score the fitness plans (attached).
Baseline
Describe how students performed on the identified pre-assessment(s) for the learning
content. Baseline scores for students should be reviewed by teacher and Lead Evaluator
when setting the SLO at the beginning of the course.
Baseline
Baseline
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
Average score of their 7th grade Fitnessgram scores.
7th Grade Fitnessgram Results:
60% in Healthy Fitness Zone in 3 fitness areas
20% in Healthy Fitness Zone in 2 fitness areas
20% in Healthy Fitness Zone in 1 or less fitness areas
On the journals, 20% were excellent, 40% were competent, and 40% were fair or poor (based on the rubric).
Target(s)
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?
HEDI Scoring
How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing), and “well-above” (highly effective)?
HIGHLY EFFECTIVE
EFFECTIVE DEVELOPING INEFFECTIVE
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0
Target(s)
This is the level of knowledge and skill that students are expected to achieve at
the end point of the interval of instructional time.
Define numerical growth goals for student performance on identified summative
assessment(s) which measure student knowledge and skill in the learning
content. These data will be reviewed by the teacher and Lead Evaluator at the
conclusion of the course.
Target(s)
Baseline
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
Average score of their 7th grade Fitnessgram scores.
7th Grade Fitnessgram Results:
60% in Healthy Fitness Zone in 3 fitness areas
20% in Healthy Fitness Zone in 2 fitness areas
20% in Healthy Fitness Zone in 1 or less fitness areas
On the journals, 20% were excellent, 40% were competent, and 40% were fair or poor (based on the rubric).
Target(s)
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?
75% of students will score a 3 or higher on the personal fitness plan rubric (rubric is attached).
HEDI Scoring
How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing), and “well-above” (highly effective)?
HIGHLY EFFECTIVE
EFFECTIVE DEVELOPING INEFFECTIVE
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0
HEDI
This is how different levels of student growth will translate into one of four rating categories:
• Highly effective (20-18)• Effective (17-9)• Developing (8-3)• Ineffective (2-0)
HIGHLY EFFECTIVE
EFFECTIVE DEVELOPING INEFFECTIVE
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0
HEDI
Baseline
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
Average score of their 7th grade Fitnessgram scores.
7th Grade Fitnessgram Results:
60% in Healthy Fitness Zone in 3 fitness areas
20% in Healthy Fitness Zone in 2 fitness areas
20% in Healthy Fitness Zone in 1 or less fitness areas
On the journals, 20% were excellent, 40% were competent, and 40% were fair or poor (based on the rubric).
Target(s)
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?
75% of students will score a 3 or higher on the personal fitness plan rubric (rubric is attached).
HEDI Scoring
How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing), and “well-above” (highly effective)?
See scoring below:
HIGHLY EFFECTIVE
EFFECTIVE DEVELOPING INEFFECTIVE
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0
100-98
97-94
93-90
91-88
87-84
83-80
79-76
75% 74-71
70-68
67-75
64-62
61-60
59-57
56-55
54-53
52-50
49-45
44-40
39-31
<30
Rationale
Describe the reasoning behind the choices regarding learning content, evidence, and target and how they will be used together to prepare students for future growth and development in subsequent grades/courses, as well as college and career readiness.
Rationale
This describes the reasoning behind the choices regarding learning content, evidence, and target.
Rationale
Baseline
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
Average score of their 7th grade Fitnessgram scores.
7th Grade Fitnessgram Results:
60% in Healthy Fitness Zone in 3 fitness areas
20% in Healthy Fitness Zone in 2 fitness areas
20% in Healthy Fitness Zone in 1 or less fitness areas
On the journals, 20% were excellent, 40% were competent, and 40% were fair or poor (based on the rubric).
Target(s)
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?
75% of students will score a 3 or higher on the personal fitness plan rubric (rubric is attached).
HEDI Scoring
How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing), and “well-above” (highly effective)?
See scoring below:
HIGHLY EFFECTIVE
EFFECTIVE DEVELOPING INEFFECTIVE
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0
100-98
97-94
93-90
91-88
87-84
83-80
79-76
75% 74-71
70-68
67-75
64-62
61-60
59-57
56-55
54-53
52-50
49-45
44-40
39-31
<30
Rationale
Describe the reasoning behind the choices regarding learning content, evidence, and target and how they will be used together to prepare students for future growth and development in subsequent grades/courses, as well as college and career readiness.
The content is specifically based on NYS Physical Education Learning Standard #1 and also incorporates CCLS for Reading and W riting.
Developing a personal plan will help motivate students to participate in regular physical activity and understand the importance of maintaining personal health. Using the baseline assessment of the Fitnessgram, students will be able to analyze their fitness scores in the healthy fitness zone & which components of fitness they need to improve. The summative assessment of creating a personal fitness plan will assist students in attaining and/or maintaining a specified level of fitness throughout the school year. This process will provide students with a fitness foundation that will continue to grow throughout high school. The target is determined using a 4 point rubric scale to assess students' fitness plan. Using this rubric, students will be evaluated on the fitness plan process, rather than their test scores.
Have a go!New York State Student Learning Objective Template: Subject/Grade/Teacher Name
All SLOs MUST include the following basic components:
Population
These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO. (Full class rosters of all students must be provided for all included course sections.)
Learning Content
What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to all standards applicable to a course or just to specific priority standards?
Interval of Instructional
Time
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?
Evidence
What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the cours e.
Baseline
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
Jeff [email protected]
