student learning objectives - · pdf filewhat are student learning objectives? ... single slo...
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![Page 1: Student Learning Objectives - · PDF fileWhat are Student Learning Objectives? ... single SLO focusing on vocabulary acquisition of Academic and Content Vocabulary (Tier II & III)](https://reader033.vdocument.in/reader033/viewer/2022052710/5aad6fc17f8b9a59658e4aec/html5/thumbnails/1.jpg)
Student Learning Objectives
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Definition of Student Growth
• For the purpose of use in Ohio’s evaluation systems, student growth is defined as the change in student achievement for an individual student between two or more points in time.
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What are Student Learning Objectives?
An SLO is:
• A goal that demonstrates a teacher’s impact on student learning within a given interval of instruction.
• A measurable, long-term academic target written by an individual teacher or a teacher team.
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Why SLOs?
• There are many benefits to using SLOs as a measure of student growth:
–Reinforce best teaching practice
–SLOs are adaptable
–SLOs acknowledge the value of teacher knowledge and skill
–Potential for collaboration
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Worthington Specific SLO’s
• In Worthington ALL teachers will create a single SLO focusing on vocabulary acquisition of Academic and Content Vocabulary (Tier II & III). This SLO covers a single preparation or content area for the majority of the students the teacher teaches.
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Specific Teacher Examples• High School Teacher A teaches three classes of Chemistry one class of AP Chemistry
and one class of Biology. The SLO would be written for the three classes of Chemistry.
• Sixth Grade Teacher B teaches Math for three classes and one class of Language Arts. The SLO would be written for the three classes of Math.
• First Grade Teacher C teaches all subjects. The First Grade Team at teacher C’s school will determine the subject area they will assess for their SLO.
• Elementary Music Teacher D will choose one grade level to write his/her SLO for.
• Intervention Specialist E will include all students on his/her caseload on his/her SLO. These students will also be included in the classroom teachers SLO if they are mainstreamed or Co-Taught.
• Teacher F teaches five classes that only meet for one semester. The SLO will cover first semester only for the class with the majority of students the teacher teaches.
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Why Vocabulary for Worthington?
• Vocabulary acquisition of Academic and Content vocabulary is a high yield instructional strategy for all students and has it’s highest yield for our targeted student populations.
• Vocabulary acquisitions cuts across all content areas and all grade levels.
• Vocabulary acquisition is measurable.
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SLO Components
1. Baseline and Trend Data
– Summarizes student information (test score from previous years, results of pre-assessments),
– Identifies student strengths and weaknesses, and
– Reviews trend data to inform the objective and establish the amount of growth that should take place.
2. Student Population. Includes the following:
– Students
– Course
– Grade level
– Number of students included in the objective.
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SLO Components
3. Interval– The duration of the SLO including start and end dates
4. Standards and Content. – SLO should cover the content, skills, and specific standards to which the
SLO is aligned. – SLOs should be broad enough to represent the most important learning
or overarching skills, but narrow enough to be measured.5. Assessment(s).
– Assessments that will be used to measure student growth for the objective.
– Assessment(s) should be reviewed by content experts to effectively measure course content and should have sufficient “stretch” so that all students may demonstrate learning.
– If supplemental assessments are needed to cover all ability levels in the course, this section should provide a plan for combining multiple assessments.
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SLO Components
6. Growth Target(s). – The target for student growth should reflect high expectations
for student achievement that are developmentally appropriate.
– The targets should be rigorous yet attainable.
7. Rationale for Growth Target(s). – High quality SLOs include strong justifications for why the
goal is important and achievable for this group of students.
– Rationales should draw upon assessment, baseline and trend data, student outcomes, and curriculum standards and should be aligned to broader school and district goals.
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SLO Rubric
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Growth Targets
• Should be informed by baseline or, in some cases, trend data.
• Should include specific indicators of growth that demonstrate an increase in learning between two points in time.
• Should be tiered whenever possible and appropriate.
• Should be set so that all students can demonstrate developmentally appropriate growth.
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Growth Targets
• All students must be expected to demonstrate growth.
• The expectations captured in growth targets should be rigorous yet attainable.
• Growth targets should articulate a specific minimum expected performance.
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Example Growth Targets
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Scoring Example
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What Comprises an SLO Score?An SLO final score represents the percentage of students that met their growth targets. The percentage of students that met the growth target then falls within a range that corresponds to one of five descriptive and numerical ratings.
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SLO Evaluation Cycle
SLO Development Process
SLO Approval
Midcourse Check-In
Final Review of SLO Attainment and
Scoring
Discussion of the Summative Rating and
Impact on Practice
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Meeting with the Evaluator
• Determine overall attainment of SLOs • Discuss factors that may have impacted SLO
attainment• Plan to use the results of the SLOs to inform
professional development and goals for next year
• Final meeting with Evaluator will be aligned with final meeting from Teacher Observations and occur before May 1st
• All principals must submit teacher ratings to eTPES by no later than May 10th