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Student Learning Objective (SLO)
User Guide
2017-2018
Updated: October 10, 2017
West Chester University of Pennsylvania
35 West Rosedale Avenue, Recitation Hall, West Chester, Pennsylvania 19383
https://wcupa.edu/education-socialWork/assessmentAccreditation/assessmentResources.aspx
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Table of Contents
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Introduction……………………………………………………………………………………………………… 3
What is a Student Learning Objective (SLO)?...................................................................................................4
Student Performance Data and Instructional Need…………………………………………………………...4
Standards and Outcomes………………………………………………………………………………………..5
PA Content Standards…………………………………………………………………………………………..5
Goal Statement (Big Idea)……………………………………………………………………………………...5
Essential Questions……………………………………………………………………………………………..6
Academic Language…………………………………………………………………………………………….7
Resource……………………………………………………………………………………………………….12
Technology Standards…………………………………………………………………………………………12
Assessment Plan………………………………………………………………………………………………...13
Validity and Reliability……………………………………………………………………………………….. 14
Assessment Window…………………………………………………………………………………………..15
Baseline and Trend Data………………………………………………………………………………………15
Achievement Goal (SLO Growth Target)……………………………………………………………………..15
Writing an Achievement Goal………………………………………………………………………………...15
Instructional Plan………………………………………………………………………………………………16
Unit Plan………………………………………………………………………………………………………...16
Reflection………………………………………………………………………………………………………..16
Appendices……………………………………………………………………………………………………… 18
Appendix A: Student Learning Objectives (SLO) Process Rubric…………………………………………....18
Appendix B: SLO Template…………………………………………………………………………………..18
Appendix C: Lesson Plan Template…………………………………………………………………………..18
Appendix D: International Society for Technology in Education (ISTE) Standards for Teachers…………...18
Appendix E: Growth Target Examples and Templates……………………………………………………….18
Appendix F: Assessment Checklist…………………………………………………………………………...18
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Introduction
The purpose of this user guide is to support teacher candidates in the understanding of the Student Learning
Objective (SLO) process. SLOs are typically a semester- or year-long intensive learning plan that include a
variety of informal and formal assessment to support target learning objective(s). This guide is a modified
version of the SLO to prepare candidates in understanding the process and the importance of having a systemic
approach to support student learning outcomes. Although one of the major goals of a SLO is to document
student learning over a period of time, you will be evaluated on the process as outlined in the SLO Process
Rubric (Appendix A). Also, you will be evaluated on your ability to develop and implement an evidenced-based
unit plan that should, if implemented with fidelity, impact student learning. The following is the minimum
expectation for completing the SLO during student teaching. Thus, the SLO will focus on a modified time
frame and a focused learning objective. Also, the process of completing the SLO was modified to meet this
expectation without sacrificing the integrity of the process. The following is a proposed timeline to complete the
various components of the SLO during the first half of student teaching:
The SLO should be completed during the first half of student teaching.
A minimum of six P-12 students is required to complete the SLO. Candidates who are completing a
SLO in a special education classroom may be required to complete a SLO with less than six P-12
students. This must be approved by the university supervisor and mentor teacher (MT).
Complete and submit the SLO template (Appendix B) – Upload to Tk20.
Develop and implement a unit plan that consists of five consecutive lessons (or 5 hours of instruction in
a block schedule format) to address using the SLO – Upload to Tk20.
Figure 1. Proposed timeline for completion of SLO components during the first half of student teaching.
Weeks 1-3
• Review Existing Data
• Identify Target Population
• Identify Goal Statement, Content Standards, etc.
Weeks 3-4
• Identify Pre- and Post-Assessment
• Administer Pre-Assessment
• Develop the Achievement Goal
Weeks 5-6
• Design Learning (Unit) Plan
• Implement Learning Plan
Week 7
• Complete Reflection Section SLO Template Submit via Tk20 with Unit Plans
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What is a Student Learning Objective (SLO)?
Classrooms are complex places, and measuring student learning can be challenging due to unique grade-level
and subject characteristics. However, student learning is the ultimate measure of the success of a teacher as an
instructional leader. Effective teaching involves the close analysis of student data to develop a learning plan to
support student growth within an academic year, semester or at the end of a unit plan of study. SLOs are a
systemic approach to ensure teachers have a strategic plan to support student learning. The SLOs are content-
specific, grade-level learning objectives that are measurable and focused on student academic growth. Creating
SLOs are a process by which teachers establish expectations for student growth during a specific period of time.
See Figure 2.
Figure 2. Process for teacher candidates to develop a SLO.
Student Performance Data and Instructional Need
The first step of the process is to work collaboratively with the mentor teacher (MT) to review assessment data
in order to determine the instructional area of concern. If the MT is required to complete a SLO within their
district, it may be practical to select a learning objective that coincides with the SLO that has been created
within the classroom. Most importantly, archival data should be used to inform the instructional decisions made.
The following is a list of some data sources that may be available in the classroom:
Summative assessments (unit test, Keystone exams, etc.)
Formative assessments (DIBELS, AIMSweb, NWEA)
Quizzes (should be used in conjunction with the items in the first two bullets)
Homework assignments (should be used in conjunction with the items in the first two bullets)
In some cases, you may decide to address a concept, skill or strategy that has yet to be introduced within the
classroom. Collaborating with the MT is critical in developing a rationale for making this decision. The
Instructional Need
Learning Goal and Standards
Develop or SelectAssessment
(Administer Pre-Assessment)
Performance Targets
Develop and Implement
Learning Plan
AdministerPost-Assessment
Self-Reflection and Rating
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analysis of archival student data is essential to support the decision. When providing a justification in the SLO
template (Table 1), you should discuss common themes from the data gathered and any additional information
that will support the decision made. Those themes may include errors or misconceptions noted in the data
analyzed.
Based on the information gathered, you should be able to identify students (minimum of 6 students during
student teaching) that would be the focus of the SLO. It is at this time you will need to determine information
about each student (any particular learning challenges) that will be important as you develop an educational
plan.
Note: As teacher candidates, it is important to protect the privacy of P-12 students thus pseudonyms
should be used when referencing any information about students in the SLO. This includes reporting on
any data gathered about the student and any potentially identifying information.
Analysis of Student Performance
(Stage 1)
Describe the data sources used (NWEA, DIBELS, Unit test, and etc.) that provide evidence of a potential instructional
concern that warrants significant academic support.
Describe your analysis of the data and areas of concern with respect to one academic standard.
Identification of Instructional Need &
Identification of Target Population (Stage 1)
Based on the data collected above identify the instructional needs and how it will relate to your goal, essential question
and standards. What research was conducted on students (Individualized Education Plan [IEP], English Language Leaner [ELL]) and rational for selecting the target group
Table 1. SLO template (Excerpt).
Standards and Outcomes
As you consider the instructional need, you should determine the goal, standards, essential questions, and
academic language that will support the identified area of concern. The PA Curriculum Framework, discussed
later in this document, would be a valuable resource to complete this section of the SLO template (Table 3).
PA Content Standards
Based on the instruction need identified, you should select the content standard(s) of focus. It is of great
importance that you identify the standard that aligns to the skill, concept or strategy selected above. Also, it is
important you choose standards that can be accomplished within the timeframe of the SLO.
Goal Statement (Big Idea)
The Goal Statement, not to be confused with Achievement Goal discussed later in the document, is the “Big
Idea” or central focus of the mini-unit of study. Although you have identified an area of concern or focus (i.e.,
inference, adding two digit numbers, cause and effect), and selected potential standard(s), you need to consider
why helping students address this standard is critical. The Goal Statement should promote in-depth
understanding. The Big Idea is statements summarizing important ideas and core process that are central to a
discipline and have lasting value beyond the classroom. It is more than concepts or skill we want to teach.
For example, in Table 2 each non-example is either factual information (students will understand fruits and
vegetables contain essential vitamins) or a skill (students will understand the area of a triangle). In both cases
they do not focus on the big picture. To assist in identifying the Big Idea, you should review the PA Curriculum
Framework that is aligned to the standard(s) selected. In this case, you will have to decide which Big Idea will
be the focus of your mini-SLO. It is unrealistic to believe you will be able to address every Big Idea included
within the PA Curriculum Framework with the depth of knowledge articulated in the Framework.
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To select or write an appropriate Big Idea(s), you should respond to the following questions when thinking
about the skill, strategy or concept and standard that was selected for the SLO.
Why is this standard, concept, strategy or skill important?
How is this standard, concept, strategy or skill essential in the world beyond the classroom?
What would happen if you didn’t understand the standard, strategy, concept or skill?
How will the standard, concept, skill or strategy promote in-depth understanding?
What will students come to understand if they really learn this content well?
Based on the information above you should ask the following questions to write or select the appropriate Big
Idea from the PA Curriculum Framework.
Examples of a Big Idea Non-Examples of a Big Idea
Students will understand that math is about
pattern and order.
Student will understand the area of a triangle.
Students will understand healthy nutrition
influences our livelihood.
Students will understand fruits and vegetables
contain essential vitamins.
Students will understand that experience can play
a role in one’s interpretation.
Students will be able to infer the meaning of a
story.
The story teller rarely tells the meaning of a story. Students must identify author’s purpose.
Table 2. Examples and non-examples of a goal statement (Big Idea).
Essential Questions
It is also important to consider the essential question(s) that will be the focus of the SLO unit plan. Essential
Questions should lead students to the goal and support content standards. Developing questions can be tricky
and requires careful attention that the question(s) are written in a way to allow for discovery. Essential questions
should promote inquiry of the subject of focus and according to Wiggins & McTigh (2005), they have the
following characteristics:
No simple right answer
Raise other important questions
Stimulates critical thinking
Refers to the core ideas of the focus of study
Essential Questions can either be overarching or topical. Overarching questions frame courses and program of
study around truly Big Ideas. Topical questions are unit specific but still promote inquiry. See examples below:
What is a true friend? (overarching)
Does practice make perfect? (overarching)
To what extent is history a history of progress? (overarching)
What is the value of place value? (topical)
Why experience is related to what we infer? (topical)
How might Congress have protected the rights of underrepresented populations during the civil rights
era? (topical)
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The PA Curriculum Framework in Figure 3 is a guide in identifying the appropriate questions. You will have to
consider which Essential Question(s) is/are relevant to the skill, strategy or concept of focus for the SLO.
Academic Language
Academic Language is the oral and written language used in academic settings (language of the discipline) for
academic purposes. Students need this language to understand (read, think, listen) communicate (listen, speak,
write) and perform (think, read, write, listen, speak, and create) in meaningful ways within the content area. It is
important to note Academic Language is more than academic vocabulary (especially the words listed within the
PA Curriculum Framework).
In many cases Academic Language is hard for us to see since we are so immersed in the language it becomes
invisible to us. In essence, you have to view Academic Language in the eyes of the novice (P-12 students). For
example, assume you want students to “discuss or explain” a concept or strategy. What does it mean to ask
students to discuss or explain? What does this look like in a math class versus an economics course? Making
assumptions about the use of the word “discuss” will impact the high quality academic experience for your
students. If we plan to assess students’ discussing or explaining, then we must know – and we must teach
students – what the evidence of discussing or explaining might be. Also, we must decide what resources and
tools we can provide to help students demonstrate that evidence.
We must also pay close attention to students’ discourse because it reflects the students’ level of understanding.
Often, students can acquire skills and content-related vocabulary but apply that knowledge in ways that are
awkward or inaccurate. Their words and phrasing indicate they are beginning to speak the language but are not
yet articulate enough to participate in the discourse with appropriate wording and syntax. To help students move
toward deeper knowledge and more sophisticated discourse, teachers must ask ourselves, “Is there something
about this statement’s language that needs to be unpacked?”
The following is a summary of the various elements of Academic Language that must be considered when
designing the SLO.
Language Function: The content and language focus of the learning task represented by the active verbs
within the content standards (What students are required to DO).
Language Demands: Specific ways that academic language (vocabulary, discourse) is used by students
to participate in the learning task to demonstrate understanding (tools students USE to participate in the
content they are learning).
o Vocabulary: Includes words and phrases that are used within the discipline.
Words or phrases for which subject-specific meaning differs from everyday life meaning
(e.g., table in math can be defined in several contexts (periodic table) versus dinner table.
General academic vocabulary used across disciplines (e.g., compare and contrast,
discuss, analyze, justify).
Subject-specific words within the discipline (e.g., polygon, axis, pedicels, corolla, meter,
fluency).
o Discourse: Includes the structures of written and oral language, as well as how the members of
the discipline talk, write and participate in knowledge construction.
For example, consider the following 5th grade Pennsylvania competency for science associated with standard
3.2.5A6:
Develop a model to describe that matter is made of particles too small to be seen.
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Language Function is to develop and describe. The Language Demand is to model (how will this be done via
graphic organizer or abstract representation). Vocabulary: matter and particles (need to consider other
essential key terms implied but not explicitly stated in the competency or standard).
Notice that the Language Demand “model” can look differently in different content areas. One cannot assume
that students understand what this means. This requires the teacher to determine what tools you will provide
students to model in order to demonstrate “mastery” of the skill.
Below are some PA Competencies, followed by conversations about the issues of Language Function and
Language Demand (vocabulary and discourse) we might consider in teaching to those competencies.
C.F. 1.5 Listening and Speaking/Comprehension and Collaboration
Grade 3 Standard: CC.1.5.3.A
Competency: Engage effectively in a range of collaborative discussions on grade level topics and texts,
building on others’ ideas and expressing their own clearly.
Language function is to engage, build on others’ ideas, and express ideas. The language demand is to engage
effectively in collaborative discussions. This can be done in all content areas with various texts (e.g., fiction,
nonfiction, textbook, articles).
Vocabulary: engage, building on other’s ideas, express, authentic question, citing evidence, evaluating ideas,
probing
Discourse: What is there about this language that must be unpacked? We must help students understand:
what engaged discussions look like and sound like (talking about the text details and listening to one
another, taking turns);
what building on others’ ideas looks and sounds like (asking authentic questions about what peers are
saying, answering peer’s questions, agreeing/disagreeing and explaining why, extending and
elaborating)
what expression of ideas should sound like (pointing to evidence from text for support, deciding whether
ideas and text references are accurate and appropriate).
What tools and resources can we provide for students to support their engagement, building on ideas, and
expression of ideas? We might use modeling, simulation, videos, fishbowl, Socratic circles, discussion rubrics,
etc.
C.F. 1.2 Reading Informational Text/Integration of Knowledge and Ideas – Evaluating Arguments
Grade 9-10 Standard: CC.1.2.9–10.H
Competency: Delineate and evaluate the argument and specific claims in a text, assessing the validity of
reasoning and relevance of evidence.
Language function is to delineate and evaluate arguments. The language demand is to assess.
Vocabulary: delineate, evaluate, argument, claim, validity, reasoning, relevance, evidence, persuade, convince
Discourse: What is there about this language that must be unpacked? We must help students understand:
what delineation and evaluation of an argument would look like and sound like (creating a detailed and
accurate outline of facts or points in the argument; discussing and judging the argument’s meaning and
merit)
what it would look or sound like to assess the validity of reasoning and relevance of evidence (deciding
whether or not the evidence is accurate, strong, and related to the argument)
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What tools and resources can we provide for students to support their delineation and evaluation of arguments
and claims in a text? We might use text annotation, note-taking templates, graphic organizers, debates, etc.
Grade 3 Standard: Social Studies (Civics and Government) 5.1.3.B:
Competency: Explain rules and laws and why they are important in the classroom, school, and
community.
Language Function is to explain. The Language Demand is to describe why (via discussion, graphic organizer
or abstract representation).
Vocabulary: rules, laws, classrooms, school, community
Other essential key terms implied but not explicitly stated include: behaviors, manners, democracy
Discourse: What is there about this language that must be unpacked? We must help students understand:
what participatory classroom conversations will look like and sound like (taking extended turns of
overlapping student talk to empower and engage all students; listening to one another; building on
others’ ideas)
what explaining sounds like (following a statement with details that help others understand
how summary presentations will reflect students’ learning and application of the content (whole-class
compilation of a list of rules will require synthesis and evaluation.
What tools and resources can we provide for students to support their explanations and descriptions? Might we
use modeling, simulation, videos, fishbowl, Socratic circles, discussion rubrics, T-charts or similar graphic
organizers with column for rules and column for explanation
Grade 9 Standard: Social Studies (Civics and Government) 5.1.9.B:
Competency: Describe historical examples of the importance of the rule of law.
• Sources
• Purposes
• Functions
Language Function is to describe. The Language Demand is to apply the importance of the rule of law to
historical examples (via discussion, graphic organizer, essays, or abstract representation).
Vocabulary: rules, laws, sources, purposes, functions
Other essential key terms implied but not explicitly stated include: court, law, crime, due process, responsibility,
society
Discourse: What is there about this language that must be unpacked? We must help students understand:
what description sounds like (sufficient detail to help listeners/readers understand and envision the
example being described)
what thorough, detailed, conversations/writing will sound/look like (begin with descriptions of historical
examples of the importance of the rule of law and expand to include specific application of the rules of
law to sources, purposes, and functions)
What tools and resources can we provide for students to support their description and application? We might
use discussion/writing rubrics, text annotation, note-taking templates, graphic organizers, etc.
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Grade 4 Standard: CC.1.3.4.B
Competency: Cite relevant details from text to support what the text says explicitly and make inferences.
Language Functions are to cite, support, and make inferences. The language demand is to support inferences
about the text’s message.
Vocabulary: cite, relevant, details, support, explicitly, inferences
Other essential key terms implied but not explicitly stated: implicit, background knowledge, connections (text-
to-self, text-to-world, text-to-text)
Discourse: What is there about this language that must be unpacked? We must help students understand:
what it sounds/looks like to cite text (point to specific words, phrases, sentences in the printed text)
what it sounds/looks like to make an inference (state a belief or conclusion about the author’s message
and tell how it is reasonable because of the printed text details and background knowledge
what background knowledge looks/sounds like (things we know because of what we have read, seen,
heard, experienced).
What tools and resources can we provide for students to support them in making inferences and citing text to
support those inferences? We might use Post-it Notes or similar text-marking structures, graphic organizers to
list inferences and connect them to text details and personal connections, classroom discussions, journaling,
rubrics for writing and discussion, etc.
Grades 9-10 Standard: CC.1.3.9-10.B
Competency: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly and make inferences.
Language Functions are to cite, support, and make inferences. The language demand is to support analysis of
text.
Vocabulary: cite, thorough, details, support, analysis, explicitly, inferences
Other essential key terms implied but not explicitly stated: implicit/implied, background knowledge,
connections (text-to-self, text-to-world, text-to-text)
Discourse: What is there about this language that must be unpacked? We must help students understand:
what citation for text analysis sounds/looks like (pointing out specific words, phrases, sentences from
the entire text as a whole [not just isolated bits])
what citation for the purpose of supporting sounds/looks like (using the cited sections to strengthen an
idea or opinion)
what it looks/sounds like to make and support an inference (state a belief or conclusion about the
author’s message and then tell how it is reasonable because of details from the text as a whole plus
related background knowledge)
what background knowledge looks/sounds like (things we know because of what we have read, seen,
heard, experienced).
what analytical thought looks/sounds like (combining, connecting, contrasting & comparing,
questioning, evaluating, synthesizing)
What tools and resources can we provide for students to support them in making inferences and citing the text
to support those inferences? We might use text annotation structures, note-taking templates, graphic organizers
to list inferences and connect them to text details and background knowledge, modeling, videos, fishbowl,
Socratic circles, rubrics for discussion and writing, etc.
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C.F. 3.1 Biological Sciences /Organisms and Cells
Grade 3 Standard: CC. 3.1.3.A3
Competency: Illustrate how plants and animals go through predictable life cycles that include birth,
growth, development, reproduction, and death
Language function is to illustrate the lifecycle process of plants and animals. The language demand is to show
progression through predictable cycles.
Vocabulary: illustrate, life cycle, process, predictable, development, reproduction,
Discourse: What is there about this language that must be unpacked? We must help students understand:
what predictable stages are involved in life cycles of plants and animals
how scientific observations of plant and animal life cycles might be illustrated
what it means to draw logical conclusions and present these findings
What tools and resources can we provide for students to support their illustrations of plant and animal life
cycles? We might use a variety of expository texts/videos of various plant and animal life cycles, creating
opportunities for authentic observations of life cycles (e.g. plants, mealworms, butterflies); organizers/templates
to guide observational note taking; life cycle graphic organizers; iPads and/or laptops to create multimedia
presentations
sc.1: Biological Sciences
C.F. 3.1 Biological Sciences /Organisms and Cells
Grade 10 Standard: CC. 3.1.10.A3
Competency: Compare and contrast the life cycles of different organisms.
Language function is to compare and contrast life cycles. The language demand is to identify similarities and
differences between life cycles of different organisms.
Vocabulary: compare, contrast, life cycle, organism, biology, cells, scientific method, adaptation, constancy,
biotic, abiotic
Discourse: What is there about this language that must be unpacked? We must help students understand:
what it means to identify similar traits/characteristics in living things
what it looks/sounds like to make and share observations using the scientific method
how life cycles of specific organisms are presented
what predicates the differences in organisms
what predicates the similarities in organisms
What tools and resources can we provide for students to support their observations, organization of ideas, ability
to compare and contrast? We might use videos of various life cycles, establishing opportunities for authentic
observations of life cycles (e.g. mealworms, butterflies); scientific method graphic organizer/template to guide
observational note taking; compare and contrast graphic organizer, etc.
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Resource
The PA Curriculum Framework (Figure 3) is a good resource to begin selecting the goal (Big Idea), Essential
Questions, standards, and Academic Language for the SLO. Please note that your unit will be a mini version of
a SLO thus you will have to decide what standards/competencies can be completed within the time allotted to
complete the SLO. In essence, you will not have time to address every Big Idea or Essential Question so you
will have to carefully select the items that align with your SLO.
Figure 3. PA Curriculum Framework.
Technology Standards
In 2016, the International Society for Technology in Education (ISTE) Standards for Educators emphasized the
importance of skills for students to enable them to thrive in a connected, digital world. Educators play a
valuable role in ensuring students use technology as a tool for learning. According to ISTE, the standards
should promote collaboration with peers and challenge you to think about how you engage P-12 students to take
charge of their own learning.
When developing the SLO and unit plan, it is important to consider which standard(s) (listed below) could be
utilized to support the content standard and goal of the SLO. When completing the template in Table 4, you
should describe how this lesson or unit (if appropriate) will support students’ ability to engage in the effective
use of technology (ideally standards 3-8). It is not required that you address all of the standards but at minimum
you should consider how the unit will engage students to take charge of their own learning in at least one
standard (3-7). When addressing this section, you should include the standard number and the sub component
(e.g., 3a, 4 a-c). In addition, you should explain how the unit or lesson explicitly incorporates the standard
selected. For example, if you believe the activity will help facilitate student learning (standard 6b), you need to
describe explicitly the digital tool, the purpose, and how the tool will support the outcomes of the lesson.
For a comprehensive explanation of each standard and essential elements see Appendix D.
1. Learner: Educators continually improve their practice by learning from and with others and exploring
proven and promising practices that leverage technology to improve student learning.
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2. Leader: Educators seek out opportunities for leadership to support student empowerment and success
and to improve teaching and learning.
3. Citizen: Educators inspire students to positively contribute to and responsibly participate in the digital
world.
4. Collaborator: Educators dedicate time to collaborate with both colleagues and students to improve
practice, discover and share resources and ideas, and solve problems.
5. Designer: Educators design authentic, learner-driven activities and environments that recognize and
accommodate learner variability.
6. Facilitator: Educators facilitate learning with technology to support student achievement of the 2016
ISTE Standards for Students.
7. Analyst: Educators understand and use data to drive their instruction and support students in achieving
their learning goals.
Goal Statement
A description of the enduring understanding or big ideas that students will possess at the end of the Learning plan based on grade level content standards and curriculum.
Essential Questions
Essential questions center on major issues, problems, concerns, interests, or themes relevant to the classroom. Essential questions should lead students to discover the goal (enduring understandings). They need to go beyond who, what and
where. They need to lead to the how and why.
PA Standards
http://www.pdesas.org/Standard/view or https://www.pdesas.org/Page?pageId=11
ISTE Standards
www.iste.org
When addressing this section, you should include the standard number and the sub-component (e.g., 3a, 4 a-c, etc.). Also,
explain how the unit or lesson explicitly incorporates at least one standard (standard 3 – 7 only). Describe where in the learning plan there will be evidence that the standard selected will be integrated into the learning experience.
Academic Language
What key terms are essential to this content? What terms are essential to develop and extend students’ vocabulary?
What opportunities will you provide for students to practice the new language and develop fluency, both written and oral?
Table 3. SLO template (Excerpt).
Assessment Plan
Pre- and post-testing is a measurement of the learning received as a result of comparing what the students knew
before in a pre-test and after the implementation of the education plan (unit plan) in a post-test. The assessment
plan is essential to quantify the knowledge attained in the class or learning experience from diverse groups of
students.
Selecting or developing high-quality assessments is an integral component of the SLO process. Because
assessments should measure what students are expected to learn over their time in a course (in your case at the
end of a unit), a quality assessment provides an indication of the degree to which the teacher candidate had an
impact on P-12 students’ learning. Since the goal of the SLO is for teacher candidates to understand the process,
the candidate will only be assessed on the critical components outlined within the SLO process rubric
(Appendix A) and the design and implementation of the SLO unit plan.
The assessment(s) used to monitor student growth should be approved by the mentor teacher. As the SLO
template (Table 4) illustrates there are some critical components to consider including the description of the pre-
and post-assessment, the validity and reliability of the measures, the assessment window, and the analysis of
baseline data.
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PRE- AND POST-ASSESSMENT PLAN (STAGE 2 SLO RUBRIC) The various tools/assessments which will be used to measure student achievement toward a specific goal.
Describe the pre- and post-assessment (such as performance task and rubrics) that measure students’ understanding of the
goal.
How will you ensure the assessments are valid and reliable
data? If using a proprietary assessment provide information on the tool and why it was selected. If the tool is not proprietary
discuss how you will ensure content validity and reliability?
Assessment Window: Assessment window should not be
included as part of the learning plan activities. Pre-
assessment should be administered well in advance of instructional delivery. Post-assessment should be administered
after the last day of formal instruction.
Baseline and Trend Data
After administering the pre-assessment, describe the data used to identify assessment and growth
targets. Explain how this data helped you identify the growth targets for your students. How was the assessment done? What were the results of the data gathered?
Table 4. SLO template (Excerpt).
Validity and Reliability
When selecting an assessment, there must be confidence that the assessment is valid, reliable, rigorous and
comparable (see Table 5 for a description of each). To ensure the assessments are well constructed it is
encouraged to use vendor-prepared, commercial assessments. If those assessments are not available, a teacher-
created assessment could be used. To ensure the teacher-created assessments are well constructed the South
Carolina Department of Education (2015) developed an Assessment Checklist found in Appendix F that can be
used as a guide to determine the quality of teacher-created assessments.
To measure progress, the pre- and post-assessment should be identical or parallel forms in the case of some
commercially developed assessments such as Curriculum Based Measurement tools (CBMs) (e.g., DIBELS,
Easycom, AIMSweb, etc.). CBMs are typical for specific areas such as fluency, numeracy, basic facts or skills,
math concepts, comprehension. In other content areas (science, social science, etc.), probes may not be readily
available thus teacher-created assessments will be ideal with careful attention to ensure the instrument can
provide valid and reliable data.
Criterion
Description
Valid
The assessment items are representative of the skill and concepts learned. Allowing “experts” (mentor
teacher, university supervisor) to validate the assessment would be helpful.
Reliable
The assessment provides consistent results.
Comparable
The pre- and post-assessments are aligned in content, complexity, form, and scoring. For teacher-
created tests it is appropriate to give students identical or parallel form pre- and post-test forms.
Rigorous
The assessment allows students to demonstrate appropriate level of skill, understanding and
knowledge.
Table 5. Criterion and Description.
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Assessment Window
The pre-test should be administered in advance (minimum of a week before the first delivery of the first SLO
lesson) to allow the opportunity to make the necessary adjustment to your SLO unit plan and to develop an
appropriate achievement goal (discussed below). The post-test should be administered soon after the last lesson
of your unit plan.
Baseline and Trend Data
After the administration of the pre-assessment, you need to write within the SLO template the results of the
baseline data. It may help as you write this section to consider the Achievement Goal discussed later in the
document. Explain how this data provides some insight into the area of concern. How was the assessment
administered and data gathered? What are common themes that may have emerged for the baseline data?
Achievement Goal (SLO Growth Target)
Baseline data collected should be used to develop the achievement goal, also known as a growth target. The
achievement goal should challenge students to meet high expectations regardless of the baseline data collected.
The approach to setting growth targets should be addressed within the appropriate section of the SLO template
(Appendix B). Assessment data should be reviewed to determine if a growth goal is appropriate. In many cases,
the growth targets should be tiered or individualized so that they are both rigorous and attainable for students.
Table 6 provides an explanation of the different types of growth goals including the potential benefits.
Uniform Growth Target
Tiered Targets
Individual (Half-Split or Half to 100)
One target for all students in the SLO
Two or more differentiated targets for
groups of students identified by
analyzing baseline data
Straightforward method for ensuring
rigorous targets
Each student will have an individual
target
Good for students who have similar
results on the baseline data
Course content requires a specific level
of mastery
Student need to work together to
achieve a task (orchestra, dance, etc.)
Allows to project achievement for
students who are at, above or below
expectation based on data gathered
Great if you prefer simple calculation
Difficult calculation for high
performing students
Table 6. Types of Achievement Goals (growth targets).
Writing an Achievement Goal
Based on the data collected to this point, you should have enough information to create an Achievement Goal.
The Achievement should take into consideration the goal statement (Big Idea), standards, Essential Questions
and the baseline data collected. The Achievement Goal should be written as a S.M.A.R.T goal that has the
following characteristics:
Specific: The Achievement Goal is focused, for example by content standard or the needs of the learner.
It addresses the Big Idea and content standards.
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Measurable: An appropriate instrument/measure is selected to assess the goal. Assessments are valid and
reliable
Appropriate: Attainable within the time frame
Realistic: The learning goal is feasible and strategically focused to be covered within the time frame
Time-limited: The goal is contained within the time frame allotted for the mini-unit of study.
The Georgia Department of Education (2012) published examples and templates in the development of three
types of Achievement Goals that can be used as a guide in the development of the SLO. Examples can be found
in Appendix E.
Instructional Plan
In this section you should provide an outline of the unit plan of study. This section can be developed as daily
major objectives and activities or a narrative discussing the focus of the learning plan. It is important to include
theory or research to support the instructional strategies selected to ensure student learning overtime. Include
the instructional window (start of the first lesson and the day of the last lesson) not including the pre- and post-
assessments.
INSTRUCTIONAL PLAN OUTLINE: Outline the daily evidenced based instructional strategies and/or grouping strategies that will be used to teach the content.
(STAGE 2 SLO RUBRIC)
Outline or brief description of instructional
strategies to support the learning goal.
Instructional Window
___Start (first formal instruction after the
administration of the pre-assessment)
___ End (last day of formal instruction before
administration of the post-assessment )
Theory or research that supports the selection of the strategies:
Table 7. SLO template (Excerpt).
Unit Plan
You are required to develop five consecutive lessons (or 5 hours of instruction in an instructional block sequence).
You should use the lesson plan template that can be accessed via Tk20 or in Appendix C. Both the SLO Template
and unit plan should be uploaded to Tk20.
Reflection
After you have administered the post-assessment, you need to record the actual number and percentage of students
who achieve the Achievement Goal (target) you identified above. Based on the number of students who met your
target goal, provide a candidate self-rating as indicated below. As mentioned earlier you will not be assessed on
the number of students who have met or did not meet your original Achievement Goal, but you will be assessed
on your ability to complete the process and reflect on what are area your strengths and areas of growth. You
should think about specific areas within your control and any changes you would make to ensure all students will
either make significant progress or enrich the learning experience. When writing this section, you should consider
how you would change your instruction, lesson delivery, academic goals to meet the learning outcomes. The
following are some probing questions that can be used as a guide.
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What did you learn about completing the SLO?
Based on the data gathered and self-rating, what do you believe were challenges you faced and/or
changes you would have made in the delivery of instruction that would support the learning outcome?
What was the rationale for selecting the learning activities?
What assumption did you make about students that may have influenced your ability to impact student
learning?
REFLECTION: Identify the results of the pre- and post-assessment of the targeted population. (SLO RUBRIC STAGE 3 REFLECTION ONLY)
Record the actual number or percentage of students who achieved the target in a table.
What % or # of students met your targets?
Candidate Self-Rating
Based on the data gathered how would you rate your performance?
Does Not Meet---- 0 – 69% of students performed worse than expected
Needs Improvement- 70% - 79% of students performed as expected but overall the group is below expectation (need a minimum of 80 percent)
Meets ---- 80% - 94% of students performed as expected
Exceeds – over 95% of student performed better than expected.
Reflective Narrative
What did you learn about the process? Based on the data gathered and self-rating what do you believe were challenges or changes you would
have made in the delivery of instruction that will support the learning outcome?
What was the rationale for selecting the learning activities? Please use the SLO rubric to support the development of the narrative.
Table 8. SLO template (Excerpt).
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Appendices
Click on the appendix name to download the file.
Appendix A: Student Learning Objectives (SLO) Process Rubric
Appendix B: SLO Template
Appendix C: Lesson Plan Template
Appendix D: International Society for Technology in Education (ISTE) Standards for Educators
Appendix E: Growth Target Examples and Templates
Appendix F: Assessment Checklist
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