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Student Learning Objectives-School Leader Module-

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Student Learning Objectives

Module 0Orientation to the SLO Process

Goal:Provide school leaders guidance and procedural suggestions for the implementation of student learning objectives (SLOs) as part of MDE’s Educator Effectiveness System.

Objectives: 1. Orient school leaders to MDE’s SLO process.2. Identify roles and responsibilities needed to implement

SLOs.3. Review tasks and suggested procedures for each SLO

phase (Design, Build, & Review).3

Goal & Objectives

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Online Resources

Homeroom is RIA’s web-based learning platform (www.hr.riagroup2013.com) containing:

• Online training materials, including web-based forms for each template in the process.

• Downloadable student learning objective (SLO) training files, except for the videos.

• Links to other helpful websites.

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Integrated SLO Training

Training Phases

Module 2Building SLOs

Module 1Designing SLOs

SLO Process

Module 3Reviewing SLOs

Module 0 Orientation

Assessment Literacy

Process via Quick Start

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Videos: Describe the procedures within each of the three (3)

phases (i.e., Design, Build, and Review).

Guides: Provide examples and information about the process.

Templates: Assist in developing customized student learning

objectives (SLOs), including performance measures.

Resources: Supplements the core training material.

SLO Components

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Student Learning Objective

Orientation

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Student Learning Objective (SLO)• An indicator of educator effectiveness

based on student achievement of Targeted Content Standards

Student Learning Objective

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1. Goals are based upon the key concepts within Mississippi’s curriculum framework.

2. Objectives are specific, measurable, attainable, and realistic.

3. Teacher expectations of student achievement are challenging.

4. Performance measures are valid, reliable, and rigorous.

5. Performance data are collected, organized, summarized, and reported in a consistent manner.

SLO Intent

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SLO Process

Educator Effectiveness

Build

Design

SLO Process Phases

Review

ALS Techniques

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SLO Process Phases

The SLO process contains three phases:

I. Design (ing): thinking, conceptualizing, organizing, discussing, researching

II. Build (ing): selecting, developing, sharing, completing

III. Review (ing): refining, checking, updating, editing, testing, finalizing

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Design Coherency

GOAL STATEMENT

SLO RATIN

G

OBJECTIVES

PERFORMANCE MEASURES & TARGETS

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SLO Guiding PrinciplesSLOs should:

1. Represent student performance in a specific course/content area taught by the educator.

2. Align to a targeted set of content standards that represent the depth and breadth of the goal statement.

3. Contain results from only high-quality performance measures collected in an equitable, verifiable, and standardized manner.

4. Use metrics based on two time-bound events/data collection periods and/or summative performance with defined levels of achievement.

5. Include performance indicators linked to performance measures.

SLO Process: Major Components

SLO Goal

Objective #1

Assessment #1

Objective #2

Assessment #2

Goal & Targeted Content Standards

Performance Indicators

Performance Measures

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Blueprint-Art Grade 3 Example-

Goal StatementDemonstrate the art skills, techniques, elements, and principles that are the foundation of visual communication and are key to communicating ideas, artistic messages, mood, and feelings.

Objectives OBJ #1: By the end of the final grading period, at least 75% of all students will earn at least one Proficient rating within the Paper Weaving Project.

OBJ #2:By the end of the third grading period, at least 80% of all students will earn at least one Proficient rating within the Still Life Painting Portfolio.

PM #2:Still Life Painting Portfolio comprised of four (4) unique paintings.

*Note* Also see Handout #1: Designing the SLO, Step #3–Blueprint.

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Student Learning Objective

School Leaders Roles and Responsibilities

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Generic Procedural Timeline1. Establish initial SLO timeline at the

beginning of the school year

2. Review completed template with educator

3. Agree on any revisions; sign SLO Template

4. Establish “mid-cycle” implementation check

5. Conduct end-of-year review of summarized performance data

6. Determine SLO rating; sign SLO Template

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SLO Timeframe“Typical School Year”

July June

August September October November December January February March April May

● ● September

● ● Implementing

● ● Review PerformanceMarchDesign, Build, & Review (QA)

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SLO Phases-Roles and Responsibilities-

DESI

GN

Roles & ResponsibilitiesEducators: Identify content standards and students

BUILD

Roles & ResponsibilitiesEducators: Identify performance measures and expectations within the SLO Process Template

REVIE

W

Roles & ResponsibilitiesEducators: Verify the SLO is complete and comprehensive

Leaders: Validate expectations and ensure coherency

Roles and Responsibilities

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Assignments:• are determined locally and could vary across

Mississippi.

• are flexible and may change during the school year.

• for SLO development may be “shared” across grade-levels or departments.

• of new roles may include SLO trainer, co-developer, and/or quality reviewer for lead teachers, department chairpersons and other leaders.

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Student Learning Objective

Tasks and Procedures

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Design Phase: Tasks

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SLO Process Template

The framework used to identify goals, objectives, and performance measures in Mississippi Educator Effectiveness System.

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SLO Form Sections

Context Goal

Objectives Measures

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Design: Educator Tasks

1. Identify subject (content area) and students

2. Select a key concept from the content standards

3. Draft a goal statement and rationale

4. Identify preliminary objectives and performance measures

5. Develop a “blueprint”

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Design: Leader Tasks

1. Establish timeline and expectations for SLOs

2. Identify SLO training and other resources

3. Identify any school-wide needs that can be supported by the SLO process

4. Disseminate achievement data from prior year(s)

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Build Phase: Tasks

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Section I: Context

Guiding Statement “Let me begin by describing my classroom.”

General Description• Contains demographic information about

the educational setting.• Identifies the course/subject, grades, and

students the SLO focuses on.• Provides class size, frequency, and time

data.

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Section I: ContextElement Definition

1.1 Content Area Name of the content area upon which the SLO is based

1.2 Course Name of the specific course/subject upon which the SLO is based

1.3 Grade Level Grade levels for students included in the course/subject in Element 1.2

1.4 Total StudentsAggregate number of students (estimated, across multiple sections) for whom data will be collected 

1.5 Average Class Size

The average number of students in a single session of the course/subject identified in Element 1.2

1.6 Class FrequencyThe frequency (within the given timeframe) of the course/subject identified in Element 1.2

1.7 Instructional Setting

The location or setting where the course/subject instruction is provided

1.8 Instructional Interval

The time frame of the course/subject identified in Element 1.2

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Section I: Context -Algebra II Example-

Section I

-Context-

Guiding Statement: “Let me begin by describing my classroom.”1.1 Content

AreaMathematics 1.2 Course Algebra II

1.3 Grade Level

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1.4 Total Students

751.5 Average Class Size

251.6 Class

Frequency3 classes per day

1.7 Instructional Setting

Classroom1.8

Instructional Interval

School Year

*Note* See also Handout #2: Building the SLO, Step #4–SLO Form.

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Section II: Goal

Guiding Statement “Here is a key concept my students need to understand fully.”

General Description• Contains a statement about the key concept

the SLO is based upon.• Provides the targeted content standards

associated with the goal.• Articulates an instructional strategy for the

Goal Statement.

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Section II: Goal

Element Definition

2.1. Goal Statement

A narrative that articulates a key concept upon which the SLO is based. The statement addresses What, Why, and How. 

2.2. Targeted Content Standards

Targeted Content Standards, which are the foundation of performance measures, used to develop the SLO.

2.3. Instructional Strategy

The approach used to facilitate learning the key concept articulated in the Goal Statement and delineated among the Targeted Content Standards.

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Section II: Goal -Geography Grade 9 Example-

Section II

-Goal-

Guiding Statement: “Here is a key concept my students need to understand fully.”

2.1 Goal Statement

Understand how physical, natural, and cultural processes influence where people live, how people live, and how societies interact with one another and their environments. The relationship between human needs and the natural environment is fundamental to life. This key concept is required, as the complexity of the relationship increases at each grade level.

2.2 Targeted Content Standards

7.1.9A; 7.1.9B

2.3 Instructional Strategy Direct instruction

*Note* See also Handout #2: Building the SLO, Step #4–SLO Form.

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Section III: ObjectiveGuiding Statement “My students need to achieve these learning targets to be successful.”

General Description• Identifies a starting point (baseline) and an end point.• Includes all students in the identified in Section I and

may include a focused student group (optional).• States the objective associated with each performance

measure.• Identifies empirical ranges for each performance

category.

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Section III: ObjectivesElement Definition

3.1 Starting Point (Baseline)

 The baseline data used for comparing student results at the end of the instructional interval.   

3.2 Objectives (Whole Class)

The expected level of achievement for the entire student learning objective (SLO) population (as defined in Element 1.4). 

3.3 Objectives (Focused

Students)

The expected level of achievement for a subset of the SLO population (as defined in Element 1.4). 

3.4 End Point (Combined)

 At the end of the instructional interval, the aggregate performance classification as delineated by four, empirical ranges (i.e., Failing, Needs Improvement, Proficient, and Distinguished). 

Section III: Objectives -U.S. History Example-

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Section III

-Objectives-

Guiding Statement: “My students need to achieve these learning targets to be successful.”

3.1 Starting Point (Baseline)

Students scored less than 60% on the U.S. History Pre-Test.

3.2 Objectives(Whole Class)

OBJ #1: Achieve a score of 75% or higher on the End-of-Course U.S. History Final Examination.

3.3 Objectives (Focused

Students)

OBJ #1: Scores below 75% will demonstrate growth of at least 22 PCT PTS towards proficiency on the End-of-Course History Final Examination, given appropriate testing accommodations.

3.4 End Point

(Combined)

Failing

0% to 54%

of students met

the learning

objectives

Needs Improvement

55% to 74%

of students met

the learning objectives

Proficient

75% to 90%

of students met

the learning objectives

Distinguished

91% to 100%

of students met

the learning

objectives

*Note* See also Handout #2: Building the SLO, Step #4–SLO Form.

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Section IV: Performance Measures

Guiding Statement “These assessments are best suited to measure my students’ understanding of the standards.”

General Description• Identifies all performance measures, including name,

purpose, and metric.• Articulates the administration and scoring details.• Measures a student’s mastery of the Targeted Content

Standards skills, knowledge, and content.

*Note* Section IV is based upon high-quality performance measures aligned to the Targeted Content Standards. See Assessment Literacy Series (ALS) Quick Start training materials.

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Section IV: Performance MeasureElement Definition

4.1 NameThe name of each performance measure for which an objective is established in Element 3.2

4.2 PurposeThe purpose statement for each performance measure that outlines: (a) What the assessment measures, (b) How to use the scores, and (c) Why the assessment was developed

4.3 Content Standards

The Targeted Content Standards (the foundation of performance measures) used to develop SLOs. The content standards are those aligned with each performance measure. 

4.4 Performance TargetsUsing the scoring tools for each performance measure (as listed in Element 4.1), the expected level of achievement for each student in the SLO population (as defined in Element 1.4)

4.5 Metric The metric by which the performance measure evaluates the performance target

4.6 Administration

The administrative steps before, during, and after the assessment window, as well as the step-by-step procedures during each phase of administration; The requirements for completing the performance measure, including accommodations, equipment, and materials; The standard time to complete the overall performance measure; The standard scripts that educators read to give directions for completing the performance measure

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Section IV: Performance Measures(cont.)

Element Definition

4.7 Scoring ToolsScoring Keys: Objective Measures Scoring Rubric: Subjective Measures

4.8 Results The number of students participating in the performance measure The number of students who met the target as stated in Element 4.4 The percentage of students who met the target as stated in Element 4.4

N-Count(Total)

Met Target(Count)

Met Target(Percentage)

Performance Measure #1 160 152 95.0%

Performance Measure #2 180 175 97.2%

Performance Measure #3 - - -

Grand Totals 340 327 96.2%

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Section IV: Performance Measures

-P.E. Grade 7 Example-Section IV

-Performance Measures-

Guiding Statement: “These assessments are best suited to measure my students’ understanding of the standards.”

4.1 NamePM #1: My Personal Fitness

PM #2: Critical Elements Demonstration Pre- and Post-Test

4.2 Purpose

PM #1: The My Personal Fitness performance task evaluates a student’s knowledge of health-related physical fitness principles, components, and practices as they relate to a variety of physical activities. Assessment scores will be used to evaluate set student learning objectives that are part of a teacher effectiveness system.

PM #2: The Critical Elements Demonstration Pre- and Post-Test measure growth based on the targeted content standards, achievable through different levels of performance and knowledge. The results of this measure, which shows growth over time, will be a contributing criteria in the teacher effectiveness system.

4.3 Content Standards

PM #1: 3.1.7-8.1; 3.1.7-8.2; 3.1.7-8.3

PM #2: 2.1.7-8.1; 2.2.7-8.2

4.4 Performance Targets

PM #1: Achieve Advanced or higher on all five (5) criteria of the My Personal Fitness Rubric.

PM #2: Score a three (3) or higher on all tasks of the Critical Elements Demonstration Post-Test Rubric; scores below two (2) on the Critical Elements Demonstration Pre-test Rubric will improve a minimum of one (1) performance level on the Critical Elements Demonstration Post-test Rubric.

4.5 Metric

Growth (change in student performance across two or more points in time)

Mastery (achievement of a defined level)

Growth and Mastery

4.6 Administration

PM #1: My Personal FitnessA certified physical education teacher will administer and score all performance tasks.

PM #2: Critical Elements Demonstration Pre- and Post-TestA certified physical education teacher will administer and score the performance measure using the tools and rubric provided.

4.7 Scoring ToolsPM #1: My Personal Fitness Rubric

PM #2: Critical Elements Demonstration Rubric

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Section IV: Performance Measures - P.E. Grade 7 Example (cont.)-

Section IV

-Performan

ce Measure-

4.8 Results

Students Tested

(Total)

Students Meeting Target

(Count)

Students Meeting Target

(Percent)

PM #1 160 152 95.0%

PM #2 180 175 97.2%

PM #3 - - -

Grand Totals 340 327 96.2%

* Note: See also Handout #2: Building the SLO, Step #4–SLO Form.

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Element Definition

SLO Rating

One of four performance levels that the principal (or the evaluator) identifies after noting the actual performance in respect to each objective stated in the SLO. Note: Complete this section only after collecting, reviewing, and evaluating performance data against each performance target.

Notes and Explanation

Space for the educator to note influences, factors, and other conditions associated with the SLO Rating, as well as to reflect on a purposeful review of the data. Note: Complete this section only after collecting, reviewing, and evaluating performance data against each performance target.

SLO Rating

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SLO Rating -P.E. Grade 7 Example-

SLO Rating

Distinguished Proficient Needs Improvement Failing

Notes and Explanation

Objective was 95.0%; overall actual performance, 96.2%.

* Note* See also Handout #2: Building the SLO, Step #4–SLO Form.

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Build: Leader Tasks

1. Clarify expectations for SLOs

2. Provide additional SLO training and other resources

3. Screen draft material prior to conferencing with educator

4. Designate a school-based, subject matter expert to support development

5. Coordinate district and external professional development services

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Review Phase: Tasks

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Participants should consult the following:

Completion of the SLO Form• Handout #3-Quality Assurance (QA) Checklist

Comprehensiveness of the Performance Measures• Template #3a-Performance Measure Rubric

Coherency of the SLO Design• Template #3-SLO Coherency Rubric

Helpful Resources

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Reviewing Task Structure

QA Review 1. CompletenessIs the SLO Form completed correctly?2. ComprehensivenessAre the assessments comprehensive and technically sufficient?

3. Coherency Does the completed SLO, including applicable assessments, have a coherent design?

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Final Deliverables

A refined SLO Form with:• Rigorous, high-quality performance

measures• Areas identified for further

improvement (as documented within the SLO Coherency Rubric)

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Review: Educator Tasks

1. Evaluate each Section of the SLO Form (Template #2) using Handout #3-Quality Assurance Checklist-SLO

2. Identify and correct any SLO element that deviates from the business rules

3. Organize the SLO Form, assessments, and summary data

4. Conduct review with school leader

5. Finalize and sign form

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Review: Leader Tasks

1. Conduct preliminary review (screen) of proposed SLO

2. Implement conference with educator:

a) Develop “triage” from screening materials

b) Align time allocation given preliminary review

c) Provide “key points of discussion” prior to conference

3. Discuss proposed SLO and applicable performance measures

4. Identify any corrections, refinements, etc.

5. Sign form and establish follow-up timeline

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Procedural -Conference-

The SLO process facilitates an ongoing conversation about expectations between educators and school leaders

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Procedural -Discussion Points: Fall-

Goals-Standards• What is the subject/content focus?• Who does it encompass?• How can it improve instruction/practice?

Measures• Why are they considered high quality measures?• Who administers and scores the measures?• What types of data are produced?

Indicators• What are the indicators of success?• How are they being measured?• Which students are they based upon?

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Procedural -Discussion Points:

Winter-Goals-Standards

• How has the instruction supported the subject/content focus?

• Which student groups are making progress or struggling?

• What instruction/practice adaptations will be needed in the spring?

Measures

• Which measures have been administered so far?• Are additional measures necessary at this time?• What is the data telling us about student growth

and/or mastery?

Indicators

• Are indicators of success still applicable?• How well are the indicators working?• Which indicators are producing data about

student performance?

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Procedural -Discussion Points:

Spring-Goals-Standards

• To what degree was the key concept mastered by students?

• Which content standards will need additional instruction?

• How can the standards be taught more effectively?

Measures

• Which measures should be discontinued or need significant revisions?

• To what degree did students meet your expectations?

• What data points had the most influence on your overall rating?

Indicators

• Which indicators were established too high or too low?

• What did the indicators tell you about student performance?

• Which student groups underperformed on selected indicators?

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Procedural-Areas of Caution-

1. SLO is based upon small numbers of students or data points.

2. Goals and/or objectives are “loosely” linked to targeted standards.

3. Objectives are vague without specific criteria.

4. Growth and/or mastery is not clearly defined.

5. Performance measures are poorly designed, lack rigor, or do not measure the targeted content standard(s).

This module focused on providing school leaders content details needed to implement SLOs within MDE’s Educator Effectiveness System.

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Summary

• The RIA Group

• POC: Dr. J.P. Beaudoin jbeaudoin@riagroup2013.com

• Help Desk: helpdesk@riagroup2013.com

• Hot Line: 1.855.787.9446