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PERA POWER SESSION 3

WEDNESDAY, OCTOBER 14TH

TODAY’S FACILITATORS: KIM GLOW & CINDY DOLLMAN

TODAY’S AGENDA

Introduction to The SLO

Process

• SLO Cycle

• SLO Elements

TEAM WORK:

• Establish the SLO Process for

your district

• Write sample SLO

VOCABULARY DEFINED

SLO

a detailed process used to organize evidence of

student growth over a specified period of time;

an organizational and planning

VOCABULARY DEFINED

SLO TEMPLATE

a template which can include questions and

statements that guide teachers and evaluators

through the process of measuring student growth

for the purpose of performance evaluation

BENEFITS OF THE SLO PROCESS

• supports the alignment of curriculum, instruction, and

assessment practices to measure student learning

• encourages reflective teaching practices and supports

meaningful professional development opportunities

• promotes collaboration between teachers and administrators

• supports the use of authentic and performance-based

assessments; considering individual student’s needs

IMPORTANT TO NOTE

the intention of a performance evaluation plan,

that includes student growth, is to improve

teaching & learning

THE SLO PROCESS

PLANNING FOR THE SLO PROCESS

• Determine what categories of teachers are required to

use the SLO process, and how many SLOs are

required.

• This decision may be based on the type and/or number of

assessments required.

PLANNING & DEVELOPING THE SLO PROCESS

• Develop a strategic implementation timeline that

includes SLO development, review, and approval.

– Adopt or develop a SLO template.

• Develop a process for combining student growth

measures, and assigning a teacher rating.

IMPLEMENTING THE SLO PROCESS

Implementing

Convene collaborative

groups/teams to develop

and pilot SLOs.

Sustaining

Develop a plan to

monitor, evaluate, and

improve the SLO process

as part of the teacher

evaluation plan.

SLO CYCLE

1. Develop SLO

2. Initial Review

3. Implement Instruction

and Monitor Progress

4. Midcourse Check-In

5. Adjust Instruction

and Monitor Progress

6. Final Review

SLO Elements

SLO ELEMENTS

• The SLO template organizes the guiding questions and

statements within five elements:

• Element 1: Learning Goal

• Element 2: Assessments and Scoring

• Element 3: Growth Targets

• Element 4: Actual Outcomes

• Element 5: Teacher Rating

ELEMENT 1: LEARNING GOAL

• A learning goal is a description of what students will

be able to do at the end of a specified period of time

aligned to appropriate learning standards.

• The development of a learning goal provides a solid

foundation for meaningful, goal directed instruction and

assessment.

ELEMENT 1: LEARNING GOAL

• The learning goal may include one big idea. A big

idea integrates multiple content standards, and links

units of instruction together.

• The big idea chosen should be representative of the most

important learning and typical student growth in a specific

content area, grade level, or classroom.

ELEMENT 1: LEARNING GOAL

• The guiding questions and statements included within

this element help teachers and evaluators reflect on all

of the components necessary to develop a meaningful

learning goal.

ELEMENT 1: LEARNING GOAL

• Teachers who are assigned to teach more than one

subject or grade level may choose a specific subject

and grade level for each SLO in collaboration with the

evaluator.

ELEMENT 1: LEARNING GOAL

• A teacher covers many big ideas over the course of a

school year or course, but chooses one big idea per

SLO.

• A SLO is representative of one big idea that demonstrates

typical growth in that subject and grade level.

EXAMPLE

• Read the responses to the guiding questions

and statement included in Element 1.

• Use the following three symbols to annotate the text:

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ELEMENT 2: ASSESSMENTS AND SCORING

• Assessments and scoring procedures should be used to

support and measure the learning goal.

• The guiding questions and statements included within this

element help teachers and evaluators determine how

appropriate assessments and scoring procedures will be

used to measure student growth.

ELEMENT 2: ASSESSMENTS AND SCORING

• Assessments and scoring procedures may include, but

are not limited to, standardized assessments, unit or

chapter assessments, authentic assessments, and

performance-based assessment.

• The choice of measurement model will also inform how

assessments will be used, and how growth targets will be

identified.

EXAMPLE

• Read the responses to the guiding questions and

statement included in Element 2.

• Use the following three symbols to annotate the text:

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ELEMENT 3: GROWTH TARGETS

• The guiding questions and statements included within

this element help teachers and evaluators identify

appropriate growth targets for students.

• Growth targets should be ambitious, yet realistic for

students to achieve in the specified period of time.

EXAMPLE

• Read the responses to the guiding questions and

statement included in Element 3.

• Use the following three symbols to annotate the text:

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ELEMENT 4: ACTUAL OUTCOMES

• The actual outcomes identify how students performed

at the end of the instructional period.

• The guiding questions and statements included within this

element prompt teachers to record the actual number or

percentage of students who achieved the identified growth

targets.

EXAMPLE

• Read the responses to the guiding questions and

statement included in Element 4.

• Write a summary statement based on the information

presented in this section of the SLO template.

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ELEMENT 5: TEACHER RATING

• The method for determining a teacher rating for

each SLO must be determined by the PERA joint

committee.

EXAMPLE

• Read the responses to the guiding questions and

statement included in Element 5.

• Use the following three symbols to annotate the text:

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licensed under a

Creative Commons

Attribution-

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Unported License

IMPORTANT TO NOTE

the intention of a performance evaluation plan,

that includes student growth, is to improve

teaching & learning

TIME FOR TEAM WORK

TIME FOR WORK

Step #1

• Establish the SLO cycle

(timeline)

Step #2

• Write a sample SLO

for your district

(demonstrates joint committee

expectations)

SLO CYCLE

1. Develop SLO

2. Initial Review

3. Implement

Instruction and

Monitor Progress

4. Midcourse Check-

In

5. Adjust Instruction

and Monitor Progress

6. Final Review

WRITING AN SLO

Element 1:

Learning Goal

• a description of

what students will

be able to do at the

end of a specified

period of time

(aligned to

standards)

Element 2:

Assessments & Scoring

• Assessments/scoring

procedures that

support and measure

the learning goal

Element 3:

Growth Targets

• identify appropriate

growth targets for

students (ambitious,

yet realistic)

RESOURCES

The PROE Center

www.theproecenter.info

• Illinois State Board of Education

• www.isbe.state.il.us/assessment/htmls/balanced-asmt.htm

• Illinois Administration Code Part 50

• www.isbe.state.il.us/rules/archive/pdfs/50ARK.pdf

• Center for Assessment SLO Toolkit

• www.nciea.org/

RESOURCES

• Joint Committee on Standards for Educational Evaluation. Classroom assessment

standards: Sound assessment practices for K-12 teachers. Retrieved from:

• www.jcsee.org/standards-development

• Marion, S., DePascale, C., Domaleski, C., Gong, B., Diaz-Bilello, E. (2012).

Considerations for analyzing educators’ contributions to student learning in non-tested

subjects and grades with a focus on student learning objectives. Center for Assessment.

Retrieved from:

• www.nciea.org/publication_PDFs/Measurement%20Considerations%20for%20N

TSG_052212.pdf

IMPORTANT TO NOTE

the intention of a performance evaluation plan,

that includes student growth, is to improve

teaching & learning