1. Introduction to Student Learning Objectives
Educator Effectiveness
System Training
This is an overview of Student Learning Objectives.

2. Presentation Objectives
Understand what is an SLO
Understand the components of the SLO template
Understand expectations for the SLO process from beginning to end
We have three main objectives for this presentation today. We want you to walk away with a thorough understanding of what an SLO is comprised of and the process used to create an SLO.

3. SLO Core Value
Teachers are at the heart of a child’s education and profoundly impact student achievement. Thus, a high priority is placed on the enhancement of our teachers’ professional practices and the structures that support them.
SLOs are founded on the core value that teachers are at the heart of a child’s education and profoundly impact student achievement. Thus, a high priority is placed on the enhancement of our teacher’s professional practices and the structures that support them.
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4. School Academic Financial Plan
Working in Alignment
State Strategic Plan
Complex K-12 Construct
School Academic Financial Plan
Classroom
Common Initiatives: Academic Review Team (ART) Common Core State Standards (CCSS) Response to Intervention (RTI) Formative Instruction Induction & Mentoring Educator Effectiveness System (EES)
In Hawaii, a clear benefit of SLOs in the EES, is that these work in alignment with common ongoing initiatives. A tri-level approach is employed whereby the State, complex, and school work in alignment to support the classroom as outlined in the State Strategic Plan. This provides the foundation for the complexes’ K-12 construct of which the school’s academic plan addresses. The following priority strategies should be incorporated at every school level: Academic Review Team (ART), Common Core State Standards (CCSS), Response to Intervention (RTI), Formative Instruction, Induction & Mentoring, and the Educator Effectiveness System (EES). The requisite high-yield strategies become the vehicle to support the personalized needs of our schools.
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5. The EES Uses Multiple Measures
Teacher Practice
Student Growth and Learning
Hawaii Growth Model
Student Learning Objectives
Classroom Observations
Core Professionalism
Tripod Student Survey
Working Portfolio (non-classroom)
Educator Effectiveness Data
Hawaii’s EES consists of measures to evaluate professional practices and responsibilities, and student growth and learning components of the system. These measures are: Framework for Teaching Observations, responses from the Tripod Student Survey, student growth percentiles generated by the Hawaii Growth Model, and measures of student learning as evaluated by Student Learning Objectives. This training will provide an overview on the last component: Student Learning Objectives.
Improved Student Outcomes
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6. What is an SLO?
An academic goal for a teacher’s students that are set at the start of a course
Reflects the most important learning for the year (or semester)
Specific and measurable, based on available baseline data
Aligned to Common Core, state, or national standards, as well as any other school and complex priorities
Simply stated, an SLO is an academic goal for a teacher’s students that are set at the start of a course. It reflects the most important learning for the year or a semester. It is specific and measurable, based on available baseline data, and are aligned to Common Core, State, or national standards, as well as any other school and complex priorities.
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7. SLO Process Data Team Process Formative Instruction
Through the Academic Review Team process, schools identify and monitor priorities and implementation efforts
Teacher teams set grade level or department objectives based on student performance data
Teachers set customized classroom SLOs aligned to grade level or department objectives
Teachers and administrator agree on SLOs
Teachers review progress through data team structure and schedule midterm check-in as needed
Teachers and administrator collaboratively monitor and review implementation and results
Data Team Process
Formative Instruction
The SLO process is integrated into the collaborative practice of data analysis, goal-setting, and implementation of formative instructional cycles that focuses on student work and the strategies that improve learning. Using the Academic Review Team process, administrators, school leaders, and teachers identify and monitor priorities and implementation efforts.
The process is defined as follows:
1. Using the Data Team Process, teacher teams set grade level or department objectives based on current and historical data that aligns to the school priorities if possible. Sole teachers for a particular grade or content area and do not have a school team with which to collaboratively develop Student Learning Objective goals with are encouraged to work with teachers of the same content or grade level within a complex.
2. Individual teachers then set expected targets for their class based on the starting points of their students (baseline data). However, in order to ensure consistency and rigor of expectations across all classes, teachers should be working in collaboration with other team or department colleagues to set critical objectives. SLOs can then be individualized by the employment of specific instructional strategies for each teacher’s student needs.
3. Using the SLO Planning Document, Quality Assessment Criteria, and Rubric for Rating the Quality of Student Learning Objectives, administrators and teacher work together in assuring the rigor and reliability of the plans.
4. Teachers teams meet regularly throughout the course of a semester or school year to support the implementation of evidence-based practices, monitor student progress through the analysis of student work, and determine next steps. It is an ongoing cycle of formative assessment review and instruction.
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8. Key Components of the SLO Document
The following slides explain the key components of the SLO template.

9. Learning Goal
A description of what students will be able to do at the end of the interval of instruction that reflects the standards and supports the big idea.
The learning goal includes:
Core task that students will be able to do
Big idea supported by the learning goal
Content standards associated with the learning goal
Rationale for the learning goal
A SLO comprises four aspects: a learning goal, assessment(s), targets, and instructional strategies.
A learning goal is a description of what students will be able to do at the end of the instructional term. It is based on the intended standards and curriculum that are being taught and learned and should be as close to the individual student as possible, allowing for a variation based on the current achievement levels of individual groups of students.
It includes a goal, big idea, content standards, and a rationale for why this goal is meaningful enough to teach.
Explaining the learning goal with enough specificity allows for a solid SLO, which is the foundation that the other three parts of the SLO are built on. Think of a learning goal as the foundation to the SLO. If that is done well, then everything built around it will be stable and strong.
Learning goal: What students will be able to do at the end of the interval of instruction that reflects the standards and supports the big idea
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10. Depth of Knowledge
The Depth of Knowledge chart categorizes cognitive knowledge levels and helps teachers identify skills for thinking. SLOs should include knowledge levels 3 and 4.
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11. Learning Goal Sample
Learning Goal: Students will carry out a scientific investigation (through life science content standards mentioned below to determine the effect of A on B ) that will be based on observations and questions, leading to the generation of a testable hypothesis. The students will design and conduct a controlled experiment to test their hypothesis; collect, organize and analyze data; draw evidence-based conclusions and propose logical next steps. Big Idea: Through carefully controlled investigations which deliberately isolate and control key variables, scientific knowledge advances our understanding of the natural world.
This is an example of a science learning goal that describes what the students will be able to do at the end of the term that reflects the big idea.
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12. Learning Goal Sample
Scientific Process Standards (Hawaii Content and Performance Standards III)
Scientific Inquiry
Design and safely conduct a scientific investigation to answer a question or test a hypothesis
Explain the importance of replicable trials
Scientific Knowledge
Explain the need to revise conclusions and explanations based on new scientific evidence
Life Science Standards/Benchmarks
In order to learn the inquiry process through life science content, the students’ inquiries will be based on one or more of the following standards:
Cycles of Matter and Energy Explain how energy moves through food webs, including the roles of photosynthesis and cellular respiration
Interdependence Explain the interaction and dependence of organisms on one another
Explain how biotic and abiotic factors affect the carrying capacity and sustainability of an
ecosystem
Included in the learning goal are the content standards that the SLO addresses.
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13. Learning Goal Sample Rationale:
Scientific inquiry process is a school-wide and departmental focus because historical HSA data has shown that this is an area of need for our students.
Using the scientific method requires questioning, hypothesizing, organizing data, analyzing, reasoning, and practicing extended thinking. Given the combination of these higher-order thinking skills, this learning goal measures a high depth of knowledge (DOK) with a DOK level 3 or 4.
Interval of instruction necessary to address goal: _X_ Yearlong ___ Semester
The learning goal also has a rationale that addresses high expectations and the interval of instruction necessary to meet the goal.
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14. Assessments, Scoring and Criteria
Assessments should be standards-based, and designed to best measure the knowledge and skills found in the learning goal of this SLO. The assessment should be accompanied by clear criteria or rubrics to describe what students have learned.
Describes each assessment instrument that will be used to measure the learning goal
Describes how each assessment instrument will be scored
The selection of assessment instruments used in measuring student progress towards the learning goal should consider adequate coverage of content and consistence with depth of knowledge of the learning goal, accessibility of content for all students and provides specific information about how the instrument(s) will be scored, including clear scoring criteria or rubrics and sufficiency of evidence provided.
It should describe each assessment instrument that will be used to measure student learning in relationship to the SLO Learning Goal. It should also describe how each assessment instrument will be scored including the corresponding rubric and/or scoring criteria to be used to determine levels of performance. How often the collection of informal assessment data to monitor student progress toward this learning goal should be considered as well.
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15. Quality Assessment Criteria
A quality assessment criteria handout provides teachers and administrators with attributes of what good assessments should include. This check is included in the SLO planning document.
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16. Assessments, Scoring and Criteria Sample
Planned assessments and criteria used to determine levels of performance:
Students will safely conduct an investigation and write a lab report (template or prompts to be provided) that will be assessed using the attached rubric reflecting the components of the scientific inquiry process as it applies to life science benchmarks.
A minimum of once a month, students will be informally assessed on discrete components of the scientific inquiry process using common formative assessments developed by the 7th grade science data team.
I will also collect informal data on students’ abilities in understanding different components of the scientific inquiry process through ongoing observations and conversations with students. This will also include information from exit passes, discussions, and mini-quizzes.
Student work, both formal and informal, will be analyzed for the ability to demonstrate understanding of the scientific inquiry process components and how its application impacts understanding of targeted content. Students will be grouped appropriately to address their needs.
This sample narrates the assessments that will be used in relationship to the learning goal, how it will be scored and the monitoring process.
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17. Expected Targets
Identifies the expected outcomes by the end of the instructional period for the whole class as well as for different performance groups as appropriate.
Describes at least three data sources that will be used to establish the starting point for measuring student learning progress towards the SLO learning goal
Describes actual student results for each starting point data source
Describes expected target for each performance group by the end of the instructional period
Targets should identify the expected outcome by the end of the instructional period. It may differ for different levels of performance, and
consist of a starting and ending point
Expected targets should describe at least three data sources that will be used to establish the starting point for measuring student learning progress towards the SLO Learning Goal. These data sources will determine students’ placement in performance groups at the beginning of the term. It should describe the actual student results for each starting point data source (e.g., grades, test scores, etc.). It should identify performance groups and which students are in each group. You may identify 2-4 groups based on the starting point data. It should describe expected target for each performance group by the end of the instructional period. Using students’ starting points, you should identify the number or percentage of students expected at each performance level.
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18. Expected Targets Sample
Rationale (using starting point data): In my Period C class of 28 students, no student performed at the “meets” proficiency level for all assessed components of the rubric. Ten (10) students approached “proficiency,” and 18 were “well below.” This data is based on the following: Given a teacher-team generated description of a hypothetical scientific investigation through constructed and selected response items, students will identify the components of the scientific inquiry process as well as any disconnects evident or deduced. The assessment results will be used to establish students’ starting points for placement into performance-level groups. The seventh grade science data team has determined acceptable levels of performance for this assessment. Target for each level of performance: By the end of the interval of instruction, % of “approaching proficiency” students in Period C will “meet proficiency”; % of “well below” students will move to at least the “approaching proficiency” level on the Inquiry Process Rubric (to be attached).
This expected target sample describes actual student results for each starting point data source. It also identifies performance groups and the expected targets of which teachers will track throughout the term.
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19. Instructional Strategies
Describes the key instructional strategies that are planned for each performance group.
Describes the key instructional strategies used to teach the learning goal to ALL students
Describes how instruction will be modified to meet students’ needs at each level of proficiency
Instructional strategies are appropriate and evidence-based.
It addresses all learner needs and are specific to different aspects of the learning goal
Instructional strategies should describe the key instructional strategies that you will use to teach the learning goal to ALL students and describe how instruction will be modified to meet students’ needs at each level of proficiency (closing the gap).
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20. Instructional Strategies Sample
Key Instructional Strategies (for ALL students):
Learning targets deconstructed and made clear to students
Strong and weak examples given to help students understand different levels of proficiency
Both students and teacher provided with descriptive feedback
Flex grouping
Small and large group discussion
Use of graphic organizers and thinking maps to help students organize and generalize information
For students well below levels, direct instruction will be done in small groups to address specific components. Scaffolding will occur using partially completed examples, sentence stems, and templates.
Any students who meet proficiency along the way will apply their learning to issues (to be determined by students) in the community that can be resolved through the scientific inquiry process.
This sample describes the key instructional strategies specifically for the different aspects of the learning goal.
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21. SLO General Timeline
The SLO timeline is as follows.

22. Beginning of Term Teacher Administrator
Determine areas of need for goal setting, learning targets, assessments and administration assessment windows.
Ensure SLO process and expectations are implemented. Determine areas of priority that aligns to school needs.
Collect evidence on student starting points by reviewing baseline data.
Review the teacher’s baseline data and Student Learning Objectives.
Complete the SLO template for the chosen course and submit to administrator prior to conference.
Set schedule for Beginning of Term conference.
The following slides provide an overview of the general SLO process timeline between the beginning of the instructional term, midterm, and end-of-term. The SLO process begins with the collection of data and identification of areas of need. Documents that support the SLO development include: SLO Planning document, Student Learning Objective teacher template, and rubric for rating the quality of the SLO.
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23. SLO Planning Document
This SLO planning document supports the development and discussion about each of the SLO components.
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24. SLO Teacher Template
Teachers will use this template to write their SLOs.
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25. Rubric for Rating Quality of SLOs
In order to assure high quality SLOs, the rubric for rating quality SLOs should be used by teachers and administrators.
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26. Beginning of Term Conference
During the Beginning of Term Conference:
Teacher and administrator discuss the SLO process and plan utilizing:
SLO Planning Document
Rubric for rating the quality of Student Learning Objectives
If SLO is acceptable, administrator indicates approval date on PDE3 and the teacher uploads the plan
If SLO needs improvement, administrator establishes next steps and due date
After the Beginning of Term Conference:
Submit any requested revisions by specified due dates
The teacher implements strategies and activities to meet the approved SLO
The beginning of term conference allows the administrator a first look at the Student Learning Objective set by the teacher based on their student data. Clarifications and corrections can be requested at this time. If the SLO is acceptable, the administrator indicates an approval date in PDE3 and the teacher can upload the plan.
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27. Midterm (Optional) Teacher Administrator
Schedule the Midterm Check-In with his/her administrator (optional).*
*Teacher initiated.
Review any Midterm Check-In Forms submitted and examine all available data to evaluate overall progress.
Collect and organize important interim student data related to the SLO.
Determine if approval will be granted for revision request.
Submit the Midterm Check-In Form if revisions to expected targets are requested.
The Midterm Check-In is a time where teachers can request to revise their SLO goal based on supporting data. If goals are too low or high, for example, a teacher can request to change the expected targets that better align with the collected data. Goal targets may also be adjusted if there are significant changes in the student population being measured. Please note that it can occur at any given time before the mid-point of the instructional term. It is optional based on the teacher’s needs.
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28. Midterm Check-In (Optional)
Teachers should fill out the Midterm Check-In when a request for an SLO revision goal is needed. It should be submitted to the administrator prior to the Midterm meeting.
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29. Midterm Check-In (Optional)
During the Midterm Check-In:
Teacher and administrator discuss the data collected to gauge the current level of student progress using the Midterm Check-In Form
Teacher collaborates with the administrator to develop and to modify original expected targets
Administrator reviews any proposed changes to the SLO and determines whether to grant approval for the revision request
Administrator enters midterm check-in date on PDE3 to indicate approval of any revision of expected targets
At this point, changes to the SLO must be considered final and revisions are no longer permissible
After the Midterm Check-In:
If the expected target revision is acceptable, administrator indicates approval date in PDE3 and the teacher can upload the revised plan
Teacher continues to collect data, refine instruction, and reflect on practices in working towards meeting expected targets
Midterm Check-Ins are optional based on the need of the teacher to make adjustments to the SLO goal. At this point, changes to the SLO must be considered final and revisions are no longer permissible.
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30. End-of-Term Teacher Administrator
Schedule the End-of-Term conference with administrator.
Review the SLO plan template along with accompanying evidence and End-of-Term Reflection.
Collect all final assessment data and any additional information related to expected targets.
Submit the completed End-of-Term Reflection prior to the End-of-Term conference.
In preparation for the final phase of the SLO process, teachers should organize related SLO data to demonstrate evidence of student outcomes. They should also complete and submit the End-of-Term Reflection to their administrators.
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31. End-of-Term Reflection
The End of Term Reflection should be completed by the teacher and submitted to the administrator along with accompanying data prior to the End of Term Conference.
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32. End-of-Term Conference
During the End-of-Term Conference:
Teacher and administrator discuss the data collected and the SLO rating guided by support documents
Teacher and administrator determine a final SLO rating
If the SLO was not met, discuss support for future implementation and relevant professional development opportunities
Teacher uploads supporting records and identifies SLO to be submitted for evaluation in PDE3
Administrator completes a final rating in PDE3
The final step of the SLO process is the End-of-Term conference. This is where the teacher and administrator dialogue about the results of the SLO plan. A final rating will be completed at this time using the rating scale on the teacher template and in PDE3.
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