Student Learning Objectives The SLO Process Student Learning
Student Learning Objectives The SLO Process Student Learning Objectives Training Series Module 3 of 3
Agenda • • • Review and Preview The SLO Process A Note on Baseline Data Selecting Assessments Determining Performance Targets
Session Objectives • By the end of this session, participants will be able to: – Identify the three steps of the SLO process, along with their more nuanced sub-steps. – Define possible sources for baseline data that describes both student performance and behavior. – Identify the critical steps in selecting high quality assessments.
Review and Preview • We have covered: – An introduction to Student Learning Objectives. – The components of a Student Learning Objective. – The template for communicating Student Learning Objectives and supporting implementation tools. • Next, we will cover: – The process for developing Student Learning Objectives. – The process for gathering and analyzing student performance data.
The SLO Process
The process for setting Student Learning Objectives emphasizes the importance of collaboration to establish long-term, measurable, academic goals for their students.
The SLO Process: An Overview Step 1: Set SLOs • Teacher Teams Review Course Objectives & Standards • Teachers Collect & Review Baseline Data • Teachers Draft Learning Objectives & Set Targets • Teachers Select Assessments to Measure Student Progress • Teachers and Evaluators Review Learning Objectives & Selected Assessments Step 2: Monitor SLOs • Teachers Plan & Deliver Instruction • Teachers Monitor Progress Toward Goals • Teachers Adapt Instruction in Response to Data Collected • Teachers & Evaluators Discuss Progress Toward Goals • Teachers & Evaluators Revise Support Plans As Necessary • Teachers & Evaluators Make Mid -Year SLO Adjustments As Necessary Step 3: Evaluate SLO Attainment • Teachers Conduct End-Term Assessment • Teachers Collect, Analyze & Report Final Evidence of Student Learning • Teachers & Evaluators Review Student Data • Evaluators Review Individual SLO Attainment • Evaluators Assign an Attainment Rating • Teachers & Evaluators Reflect on Outcomes & Revise Professional Growth Plan
Key Questions for Teachers Through the SLO Process, teachers become fluent in the answers to the following questions: 1. What do I expect my students to learn during their time in this course? 2. How will I know if they’ve learned it?
Teachers’ SLO Development Process Teachers with teams: Teachers without teams: - - - Review the standards with gradelevel or content team. Analyze baseline data and student performance trends. Select common measure(s) for student learning. - Review the standards with teachers across LEA network or Collaborate with teachers from other grades/subjects within the LEA. Analyze baseline data and student performance trends. Select measure(s) for student learning.
Step 1: Setting SLOs July August - • School Leadership Sets & Shares School Priorities • Teacher Teams Set Grade Level / Subject Area Priorities (Where Applicable) August September • Teachers Review Course Objectives & Standards • Teachers Collect & Review Baseline Data • Teachers Draft SLOs • Teachers Select Assessments Step 1 Outcome: Approved SLOs September • Teachers & Evaluators Review SLOs • Evaluators Approve SLOs
Step 2: Monitoring SLOs September – January • Teachers Plan & Deliver Instruction • Teachers Monitor Student Progress Toward Goals September – January • Teachers Adapt Instruction in Response to Student Achievement Data Collected • Teachers Receive Ongoing Professional Development & Support January February • Teachers & Evaluators Discuss Progress Toward Goals • Teachers & Evaluators Revise Support Plans & Make Mid-Year SLO Adjustments As Necessary Step 2 Outcomes: Mid-Year Check In, Revised Professional Support Plans and SLOs
Step 3: Evaluating SLOs May - June • Teachers Conduct End. Term Assessment May – June • Teachers Collect, Analyze & Report Final Evidence of Student Learning • Teachers & Evaluators Review Student Data June • Evaluators Review Individual SLO Attainment & Assign a Rating • Teachers & Evaluators Reflect on Outcomes & Revise Professional Growth Plan Step 3 Outcome: Final SLO Rating, Revised Professional Growth Plan
Baseline Data Selecting Assessments & Setting Targets
Selecting high quality assessments (or other measures of student performance) is an integral component of the Student Learning Objective process.
A Note on Understanding Baseline Data Baseline data that is useful for understanding students’ prerequisite skills and content includes, but is not limited to: – – – – beginning of course diagnostics and / or performance tasks, prior year tests, tests in other subjects, teacher-, school- or state generated tests, student grades in previous courses, student mobility rates, student behavior data, Individualized Education Plans.
Framework for Selecting Assessments
Determining Performance Targets
Learn More About SLOs Please visit OSSE’s SLO technical assistance page for more information about Student Learning Objectives, to see SLO samples and find tools to aid in implementation.