Student Learning Objective (SLO) An Overview Of the Process For RT3 Systems in Georgia

What Are Student Learning Objectives? SLOs are carefully planned academic goals for what a student will learn over a given time period. SLOs may be used in both tested and non-tested subjects and grades to help gauge a teacher’s contribution to student learning. SLOs directly link a teacher’s classroom instruction to specific measures of student achievement or growth in that content area. SLOs are intended to evoke critical, evidence-based thought about a teacher’s students. The process leads to objectives that can be reliably measured for student growth.

Student Learning Objectives (SLOs)? Represents the most pivotal learning for the year (or semester, where applicable). Based on available multiple prior student learning data. Specific and measurable. Aligned to Common Core, State, or national standards, as well as any other district and school priorities. A SLO is an Academic Goal to measure student learning over a period of time. 3

What is a Student Learning Objective (SLO)? A vital component of the Teacher Keys Effectiveness System is Student Growth and Academic Achievement. For teachers of tested subjects, this component consists of a student growth percentile measure. Tested subjects include reading, English language arts, mathematics, science, and social studies for grades 4-8 and all high school courses for which there is an End-of-Course Test (EOCT).

What is a Student Learning Objective (SLO)? Non-tested subjects include all courses not listed as tested subjects. Approximately 70-75% of all teachers teach non-tested subjects for at least some portion of the instructional day. For teachers of non-tested subjects, this component consists of the Georgia Department of Education (GaDOE)-approved Student Learning Objectives (SLOs) utilizing district-identified achievement growth measures.

What is a Student Learning Objective (SLO)? District determined SLOs are content-specific, grade level learning objectives that are measureable, focused on growth in student learning, and aligned to curriculum standards. As a measure of teachers’ impact on student learning, SLOs give educators, school systems, and state leaders an additional means by which to understand, value, and recognize success in the classroom.

Purpose of SLOs The primary purpose of SLOs is to improve student achievement at the classroom level. An equally important purpose of SLOs is to provide evidence of each teacher’s instructional impact on student learning. The process of setting and using SLOs requires teachers to use assessments to measure student growth. This allows teachers to plan for student success by ensuring that every minute of instruction is moving students, teachers, and schools toward the common vision of exemplary instruction and high levels of student academic growth.

Instructional Value of SLOs SLOs provide a research-based methodology to help strengthen instructional practice. In developing and implementing SLOs, teachers demonstrate their ability to: Access, analyze and use student data to focus instruction through a deeper understanding of the academic needs of all their students. Align classroom instruction with common core and state standards, goals and improvement plans. Employ research-based practices within their instructional program. Demonstrate knowledge of their discipline and how to use that knowledge to create effective lesson plans with meaningful content and appropriate instructional strategies. Use assessments that are effectively aligned to the curriculum. Use formative assessments to assess the degree of student learning and adjust instructional strategies for students in need of additional support. Establish and meet challenging student growth expectations for all of their students. Reflect on their practice by understanding where they have been successful, where changes will need to be made to improve student learning, and what type of additional professional development will assist them in their practice. *Community Training and Assistance Center (CTAC)

SLOs and Teaching Standards : Knowledge of Content and Instructional Planning: Teachers know the content they are responsible for teaching, and plan instruction that ensures growth and achievement for all students. Teachers demonstrate knowledge of the content they teach, including relationships among central concepts, tools of inquiry, structures and current developments within their discipline(s). Teachers establish goals and expectations for all students that are aligned with learning standards and allow for multiple pathways to achievement. Instructional Strategies: Teachers implement instruction that engages and challenges all students to meet or exceed the learning standards. Teachers use research-based practices and evidence of student learning to provide developmentally appropriate and standards-driven instruction that motivates and engages students in learning. Teachers set high expectations and create challenging learning experiences for students. V: Assessment for : Teachers use multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction. Element V.1: Teachers design, adapt, select, and use a range of assessment tools and processes to measure and document student learning and growth. Element V.2: Teachers understand, analyze, interpret, and use assessment data to monitor student progress and to plan and differentiate instruction. Element V.4: Teachers reflect upon and evaluate the effectiveness of their comprehensive assessment system to adjust assessment and plan instruction accordingly.

Essential SLO Components Focus on student learning By focusing on student learning, SLOs help teachers, principals, and districts pay close attention to the annual academic progress made by students (particularly those in non-tested subjects and grade levels). District-determined objectives are set using baseline data and are written with the expectation that student learning in each classroom will be measured against baseline data. Only those topics that clearly state expectations for student learning growth are to be included in objective setting. A teacher’s professional growth objectives are not to be included.

Essential SLO Components Aligned with curriculum standards SLOs must correlate with the Georgia Performance Standards (GPS), Common Core Georgia Performance Standards (CCGPS), or other national standards for the course being taught. District-selected standards should warrant the year-long or course-long focus of the students and teachers. They should be rigorous, measureable, and should deepen and extend knowledge for all students in the class/group/course. Each SLO must specify the exact course, subject, grade level, and set of standards for which it was designed.

Essential SLO Components Interval of instructional time The interval of instruction is the length of time during which the SLO will be completed. Districts should determine the pre and post-assessment administration windows for each SLO. The majority of SLOs should be written for the entire length of the course being taught. However, the nature of specific courses may require that the pre-assessment not be given at the very first of the instructional period but should be administered a short time into the instructional period. 

Essential SLO Components Interval of instructional time For example, in a beginning band class, students may need to learn to position and use their instruments before the progress on music standards can be pre assessed. For the majority of teachers, the instructional period is the full academic year. However, for teachers with courses that span only part of the academic, year, the instructional period will be the duration of that course, (e.g., a semester). The interval cannot change once approved.

Scope of SLOs It is a district decision as to whether the SLO comprehensively addresses all standards taught in each course or if it addresses a prioritized set of standards. If a district chooses a set of prioritized standards, teachers are expected to address the entire curriculum and not exclude standards not assessed in the SLO.

Measureable Objective A measureable objective is one that quantifies growth in student learning, typically based upon the results of administration of pre- and post-assessments. Pre and post assessment scores are reported for each student in each teacher’s class.

Assessments and Measures An assessment is the instrument used to measure student learning of the objectives chosen. Each SLO must have a pre-assessment and post-assessment measure. Appropriate measures of student learning gains differ substantially based on the learners’ grade level, content area, and ability level. Therefore the type and format of assessments will vary based on the standards to be measured. Careful attention must be paid to how progress in relation to a given set of standards can most effectively be measured.

Integrity of SLO process and results Opportunities to misrepresent student data or inappropriate interactions with students to affect pre and post-assessment results may be minimized by: 1- The use of signed assurances (SLO Manual - Appendix A) 2- On-going, systematic triangulation of formal and informal data by administrators/evaluators (observations, report card grades, tests, walk-throughs, documentation of teacher work). SLO data should be somewhat consistent with other student data. 3- Collaborative planning of groups of teachers around SLOs results/implementation

Integrity of SLO process and results 4- Utilization of Georgia Public Domain SLOs and assessments 5- Use of electronic item bank (under development) 6- Use of interchangeable passages, scenarios, numbers, etc. in assessment items 7- Increased use of performance tasks 8- Checking for inter-rater reliability of ratings; employ the use of sampling to ensure consistency of raters

For More Information on Student Learning Objectives (SLO) Go to the GaDOE Site: http://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Pages/Student-Learning-Objectives.aspx

Student Learning Objectives Resources 2013 Student Learning Objectives Operations Manual SLO Measures - Frequently Asked Questions 2013 SLOs for Teachers - Frequently Asked Questions 2013 Pre-K SLOs - Frequently Asked Questions 2013 SLOs for Collaborative and CTEA Teachers - Frequently Asked Questions 2013 SLO Roles and Responsibilities 2013 Addressing SLO Challenges and Concerns 2013 Superintendent's Reference Guide to TKES and LKES SLO: A Guide for District Leaders 2013-2014 SLO: A Guide for Principals 2013-2014 SLO: A Guide for Teachers 2013-2014

Student Learning Objectives Resources Student Learning Objectives Tools 2013-2014 List of Courses with Assessment Support 2013 SLO Template for Districts and Teachers 2013-2014 SLO Statement Example Teacher Data Submission Form

Teachers of Students With Disabilities All teachers in Race To The Top districts must have a student growth measure (SLO and/or SGP) in 2013-2014. Teachers who provide instruction in classrooms or courses with less than 15 students are required to administer SLOs. Student data will not be used in the Teacher Effective Measure (TEM) but it will be reflected in the Leader Effectiveness Measure (LEM).

Preschool Special Education SLOS are required for Preschool Special Education teachers SLO statement must be submitted using the TLE Platform Special Education Course Number PK.0030000 Possible SLO Assessments Work Sampling System Child Outcomes Summary Form ( COSF) District Developed Assessments

Students Assessed Using GAA District developed assessments SLO assessments may utilize a holistic rubric developed collaboratively with the GADOE division of Special Education Services and Supports and the TLE Team The holistic rubric and scenarios were shared with systems in November

Students Assessed Using GAA Required rubrics utilize academic standards. ELACC Comprehension and Collaboration Speaking and Listening ELACC Reading Literacy Key Ideas and Details Districts will use the Comprehension and Collaboration Rubric OR the Reading Literacy Rubric. Districts may use the Comprehension and Collaboration Rubric AND the Reading Literacy Rubric. There may be a need for a different academic focus at different school levels.

Students Assessed Using GAA The ELA and Reading standards utilized in the rubrics were chosen based on frequency of use in the GAA. Student information/data generated for the SLO may come from instruction in the same standards that have been chosen for the GAA if the district determines it to be appropriate. Please note that the materials chosen as assessment evidence to be placed in the GAA binder are secure and cannot be duplicated. However, performance data can be collected during these activities.

Students Assessed Using GAA K-2 grade students who will be participating in GAA when entering the 3rd grade should be included in the SLO assessment. It is a district decision whether all students assessed by GAA participate in other course SLOs. For example, high school art or middle school chorus If students do participate, please utilize the appropriate code when reporting student data on the district SLO data spreadsheet. Courses taught at the access level in high schools

Reading Literacy and Comprehension and Collaboration Rubrics The rubrics are designed to be flexible. Individualized student needs Various scenarios and/or performance tasks The consistency of the SLO assessment development process will be reflected in the use of the rubric because the student growth measures may be individualized based on the needs of the student.

What About Accommodations SLO assessments are not standardized tests A SLO growth target measures growth between two points in time. The student is only measured between his/her pre to post progress. Students with IEPs will use the same accommodations in SLO assessment administration as used on classwork, homework . Quizzes and classroom assessments/tests

Definitions TAPS – Teacher Assessment of Performance Standards - TAPS provides evaluators with a qualitative, rubrics-based evaluation method by which they can measure teacher performance related to quality performance standards. Observations, including four a limited number of standards (1 to 4 recommended) and two formative observations (on all ten standards), as well as documentation of a teacher’s practice, will inform two Formative Assessments and one Summative Assessment each year. All ten standards will be rated on the two Formative Assessments and the one Summative Assessment.

Definitions SGP- Student Growth Percentile - The Georgia Student Growth Model – Student Growth Percentiles (SGPs) – is a growth model that describes a student’s growth relative to his or her academic peers other students statewide with similar prior achievement. Table of Specifications -

Reading Literacy Rubric

Comprehension and Collaboration Rubric

Major Steps in the SLO Process Preparing Assessments Crafting the SLO Completing the Process Review data Administer pre-assessment(s) Teach students the content Select curriculum standards Complete remainder of SLO Administer post-assessment(s) Develop assessment(s) Submit and receive approval Submit and evaluate results

First Steps…. Review the rosters of the appropriate teachers. Be strategic in choosing the grade level(s) which will utilize the GAA SLO. Remember the SLO does not have to be inclusive of all students in the class. Student growth measures are not fully implemented. There may be courses in a teacher’s day that do not have growth measures. The minimum requirement for teachers in Race To The Top districts is one growth measure during the 2013-2014 school year

Next Steps….. Determine which grade level will be used for the SLO for each teacher. Identify which students are in that grade level. Decide if one or both rubrics will be used. Review the example scenarios on Share Point, GAA Resources, or other curricular supports. Districts may choose to develop new scenarios.

Next Steps….. Once the scenario(s) or task(s) have been chosen, determine how each scoring section of the rubric should be completed. Complete the rubric with the information so that it reflects the specific scenario or performance task.

Next Steps…………. As a system, compiled resources for teachers with students on GAA Placed resources on CDs for each teacher Scheduled time to meet with the teachers about the requirements Scheduled time to meet with administrators about the requirements

Example of a Scenario

Example of Scenario The district will determine the specific information included in the scoring section of the rubric based on the scenario.

Completed Rubric From Example Scenario

Platform Submission Process Submit the SLO Statement on the TLE Platform using the electronic form. Utilize these course numbers for platform submission process only. XL.001 Comprehension and Collaboration Rubric XL.002 Reading Literacy Rubric Please be mindful of the semester time frame when setting a growth target. A Table of Specifications and Criteria Table will NOT be a required part of the GAA/SLO submission process.

Questions? Reflections? Discussion? Other Issues? ? ! ? ! Questions? Reflections? Discussion? ! ? ? ! ! ? ! ?

Evaluation System Specialist Sharon Ericson, Evaluation System Specialist sericson@doe.k12.ga.us Chris Leonard, Evaluation System Specialist cleonard@doe.k12.ga.us Tawni Taylor, Evaluation System Specialist ttaylor@doe.k12.ga.us SLO Team Contact Information Becky Bryant Evaluation System Specialist 770-335-7750 rbryant@doe.k12.ga.us Shauntice Bryant 678-357-2056 sbryant@doe.k12.ga.us Michele Purvis Program Manager 404-772-1645 mpurvis@doe.k12.ga.us Sharon Ericson 678-524-5375 sericson@doe.k12.ga.us Chris Leonard 404-304-0767 cleonard@doe.k12.ga.us Wina Low 770-827-7537 wlow@doe.k12.ga.us Tawni Taylor 678-913-8331 ttaylor@doe.k12.ga.us