1. Student/School Learning Objectives
An Overview of the WI Educator Effectiveness process for developing Student/School Learning Objectives.

2. Connector
Can you do the following in the context of your specific job as teacher?
Identify what students are supposed to know and be able to do in
their time with you as building leader or classroom leader?
Assess where they are in their baseline abilities as they relate to those skills?
Assess their periodic growth over the time they are with you?

3. •Understand the relationship of the SLO to the
OUTCOMES
Participants will:
•Understand the relationship of the SLO to the
larger system of Educator Effectiveness
•Understand the key components of a quality SLO
Practice writing SLOs

4. If we are truly going to transform our schools into places where each and every student is meeting and exceeding standards, we will first need to shift our thinking to focus on the results that we want.
Conzemius &ONeill (2006)

5. The Educator Effectiveness System
50%

6. 2013-14 Principal Outcome Measures
22.5%
State Assessment Growth
Student Learning Objectives
50%
Schoolwide Reading Growth/Graduation Rates District Choice
22.5%
Principal Practice
2.5%
2.5%

7. 2013-14 Teacher Outcome Measures
Student Learning Objectives
45%
Schoolwide Reading Growth/Graduation Rates
50%
District Choice
Teacher Practice
2.5%
2.5%

8. REQUIRED NUMBER OF SLOS
All educators must develop 2 SLOs annually for a maximum of 6 SLOs in a rating year.
SLO #1
So that….
Student Outcomes
SLO #2
So that….
Student Outcomes

9. REQUIRED NUMBER OF SLOS
PPGs are also required annually.
PPG = Professional Practice Goal aligned to the SLO.
Instructional Practice
I will….
PPG

10. Goal Alignment Educator Evaluation Plan (EEP) SLO So that….
Student Outcomes
Instructional Practice
I will….
PPG
PDP
(Licensure) 49

11. Turn and Talk
Turn to your table mates and talk about what you just learned related to the educator effectiveness system and the SLO process.
What questions do you have so far? 10

12. Student/School Learning Objectives (SLO) are
Definition of SLO
Student/School Learning Objectives (SLO) are
detailed, measurable goals for student academic growth to be achieved in a specific period of time (typically an academic year), based on prior student learning data, and developed collaboratively by educators and their evaluators.*
* The process should also include colleagues, coaches, and peers in the development and review of SLOs, particularly in formative evaluation years.

13. Dual Meaning of the Term SLO
1. PRINCIPALS - School Learning Objectives
Goals established by the building principal, but are focused at the
school level
2. TEACHERS- Student Learning Objectives
Academic growth or attainment goals for entire classrooms or a
targeted population within a classroom/grade level
Established by individual teachers or teams of teachers

14. Sample Student /School Learning Objective
Student Learning Objective (Teacher):
By May 2014, 80% of my students
who scored below proficiency on the district writing assessment administered in the fall
will increase their scores to the proficient level
as measured by the district writing assessment rubric in the spring.
School Learning Objective (Principal):
By May 2014, 80% of students in Grades 3-5
who scored below proficiency on the district writing assessment administered in the fall
will increase their scores to the proficient level
as measured by the district writing assessment rubric in the spring.

15. Review Data and Prepare
THE SLO Process
Step 1:
Review Data and Prepare
Not Approved
Pre-Steps
What content (knowledge, skills or understandings) do you want to assess as a baseline?
What assessment process will you use to measure this content?
SLO
Step 2:
Review and Approve SLO
Step 3:
Collect Evidence and
Conduct Mid-Year Review
Step 4:
Review and Score
Approved

16. SLO Step 1
Review student baseline data and evidence to identify needs and target
populations.
For teachers, student data could include prior year assessments, portfolios of work, pre-tests, etc.
Based on student needs, set student growth targets and select an assessment or evidence source that will be used to measure growth.
Final evidence sources can include nationally-normed assessments, district common assessments, teacher developed assessments, rubrics used to score student work, etc. Final evidence should not include WKCE/Smarter Balanced.
Step 1:
Review Data and Prepare
SLO
Step 2:
Review and Approve SLO
Step 3: Collect Evidence and
Conduct Mid-Year Review
Step 4: Review and Score
Not Approved
Approved

17. Conduct Mid-Year Review
SLO Step 2
Step 1:
Educators submit SLOs to their
evaluator.
Review Data and Prepare SLO
Not Approved
Evaluators approve SLOs or recommend revisions.
Evaluators should work with educators to review and revise the SLO if needed (coaching conversations).
Step 2:
Review and Approve SLO
Step 3:
Collect Evidence and
Conduct Mid-Year Review
Step 4:
Review and Score
Approved

18. SLO Step 3
Step 1:
Educators collect evidence of student progress toward meeting SLO goals.
Review Data and Prepare SLO
Step 2:
Review and Approve SLO
Step 3:
Collect Evidence and
Conduct Mid-Year Review
Step 4:
Review and Score
Not Approved
Educators and their evaluator will conduct a mid-year review to assess student progress toward meeting SLO goals.
Adjustments to goal only if evidence warrants adjustment. Use caution. Examples: chronic absence, transient target population.
Approved

19. SLO Step 4
At the end of the SLO cycle, educators submit final assessment results and evidence or other SLO documentation to their evaluator.
Evaluators review SLO results and assign a final score or rating using a rubric.
Evaluators discuss the results with educators during an end of year conference.
Use results to inform goals and professional development for the following school year.
Step 1:
Not Approved
Review Data and Prepare SLO
Step 2:
Review and Approve SLO
Step 3: Collect Evidence and
Conduct Mid-Year Review
Step 4:
Review and Score
Approved

20. Introduction to Student Learning Objectives

21. What are you already doing to set goals
around student academic growth?
Which of these practices do you already engage in?
What might you need to do to ready yourself, your team, and your building for these practices?

22. SLO Resources DPI Website: http://ee.dpi.wi.gov/
LiveBinder Resources: m/play/play?id=950308&b ackurl=/shelf/my
SLO Guidebook: m/play/play?id=950308&b ackurl=/shelf/my#anchor
SLO Info Brief: e/pdf/IB3_SLOs.pdf

23. SLOs are SMART Goals Specific
Goal is focused on specific and key areas of need
Measurable
An appropriate evidence source is identified
Attainable
The goal is within the teacher’s control
Results-based
Progress toward the goal can be monitored
Time-bound
There is a clear deadline for the goal

24. How SMART is this goal? Teacher A – Second Grade
During this school year, my students will improve on
word knowledge and decoding, and reading
comprehension.

25. Reviewing Teacher A’s SMART Goal
Aspect of the Goal Statement
Yes or No Recommendations?
Specific
No- the goal is very broad
Measurable
No- the goal does not state how it will be measured
Attainable
No- because there is no specific area identified or measurement tool, it is difficult to say if it is attainable
Results-based
No- what will be the indicator of student growth?
Time-bound
Yes- identified the current school year as the time interval

26. Revising Teacher A’s Goal
Original Goal:
During this school year, my students will improve on word knowledge and decoding, and reading comprehension.
Revised Goal:
By May, students who are below grade level in reading comprehension will increase their instructional reading level by 1.5 years as demonstrated by their Fountas and Pinnell Benchmark Assessment level.

27. How SMART is this goal?
Teacher B – Elementary Physical Education
100% of third graders who had not met benchmark by the end of 2nd grade will demonstrate proficiency locomotor skills as described on level 3 of the standards-based observational assessment rubric (rubric attached) (Standard 1).

28. Reviewing Teacher B’s SMART Goal
Aspect of the Goal Statement
Yes or No Recommendations?
Specific
Yes-the population of students and the areas of physical fitness are identified
Measurable
Yes- although a preassessment would need to establish baseline
Attainable
???- probably not, as proficiency might not be a realisitic goal for
all students depending on individual needs.
Results-based
Yes- it is focused on student growth aligned to PE standards.
Time-bound
No- the interval is not indicated in the goal statement. 30

29. Revising Teacher B’s Goal
Original Goal:
100% of third graders who had not met benchmark by the end of 2nd grade will demonstrate proficiency locomotor skills as described on level 3 of the standards-based observational assessment rubric (rubric attached) (Standard 1).
Revised Goal:
By the end of March 2015, 90% of the 44% of third graders who had not met benchmark by the end of 2nd grade will demonstrate proficiency on 5 out of 7 locomotor skills as described on level 3 of the standards-based observational assessment rubric (rubric attached) (Standard 1). 31

30. SLO Planning Template Use this template to plan your SLO
SLO Planning Template Use this template to plan your SLO. You will enter it in Teachscape eventually.

31. Fine Arts Samples
DPI link

32. Beginning of Year Pre-Steps
Review Data and Prepare
SLO
Step 2:
Review and Approve SLO
Step 3:
Collect Evidence and
Conduct Mid-Year Review
Step 4:
Review and Score
Pre-Steps
What content (knowledge, skills or understandings) do you want to assess as a baseline?
What assessment process will you use to measure this content?
Not Approved
Approved
90% of SLO work takes place during the beginning of the year.

33. SLO Planning Template
SMART Goal

34. Key Characteristics of SLO Plans
Baseline Data and Rationale
Why did you choose this objective and what sources of data did you examine?
Learning Content
Which content standard(s) and/or skills does the objective address? (e.g., Common Core)
Population
Which students are included in this objective?
Interval
What timeframe is involved? (typically year-long)
Evidence Sources
How will you measure the objective?
Targeted Growth/Attainment
What is your goal for student
growth/attainment?
Strategies/Instructional Practices
What methods or interventions will you use to support this SLO? Identify related Domains and Components.
Support
What instructional support or professional development is necessary to accomplish this SLO?

35. Group SLO Practice Task #1 – SLO SMART Goal
Task #2 – SLO Planning Template

36. TASK #1: SLO Activity-Write an SLO SMART Goal
Organize with a partner or in a small group.
Discuss and select an assessment to be used as a baseline assessment (pre-steps).
Determine how you would analyze the data from the assessment.
Determine how you would select students for the SLO target.
Write a SMART SLO goal statement together using this assessment.
Write the sample SLO on chart paper to share.

37. TASK #2: Practice completing the SLO Planning Template
After writing the SLO SMART goal statement
Try completing the entire planning template – either individually or as a group

38. Bring Back to Share
Chart paper with SMART goal
Your SLO Planning Template

39. SLO Review Carousel Walk around the room and review the SLOs.
Write comments on post-it notes and attach them to
the chart paper. Consider:
Does the SLO follow SMART goal criteria?
What feedback might you provide to strengthen the SLO?

40. Consider how you would Revise the SLO

41. SLO Selection/Approval Rubric/Guide

42. Rubric Reflection
With a partner, use the rubric to review the SLO template.
How does this approval rubric guide the development of an SLO?

43. Additional SLO Resources
Educator Effectiveness Website:
SLO Information Brief:
Live Binder SLO Toolkit:
SLO Repository:
Fine Arts Examples 75