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School Year 2014-2015

Student Learning Objectives (SLO) Technical Guidance

and

Planning Document

1

Table of Contents

Purpose……..………………………………………………………………………………………………..………..3

What are SLOs.……………………….……………………………………………………………………………..4

Why Implement SLOs…………………………………………………………………….………………………5

SLO Process…………………………………………………………………………………..…………………….…6

Writing an SLO…………………………………………………………………………………………………….…7

Depth of Knowledge Levels…………………………………………………………………………………….9

Quality Assessment Criteria…………………………………………………………………………………..12

SLO Quality Check …………………………………………………………………………………………………15

Approving SLOs………………………………………………………………………………….…….……..….…16

Reviewing SLOs at the Midterm Check-In………………………………………..…………..….…….16

Rating and Discussing the SLO……………………………………………………………..…..…….……..16

SLO Rating Rubric……………………………………………….………………………………………………….17

Frequently Asked Questions………………........................................................................18

Glossary………………………………………………………………………………………………………………….21

Resources……………………………………………………………………………………………………………….22

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PurposeThe purpose of this document is to provide teachers and administrators with technical guidance on the Student Learning Objectives (SLO) component of EES for school year 2014-2015.

Through the valued work and feedback from our schools, complexes, target groups, and surveys during our first year of full implementation (SY 2013-2014), revisions have been made to support and improve the SLO process.

The changes to the process include:

The big idea is omitted. Minimum Depth of Knowledge levels for grades three through twelve has been raised to level 3. Upload (new) individual students’ record sheet, template. The SLO approval rubric has two rating levels: acceptable and needs improvement. The planning document includes technical guidance.

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What is an SLO?An SLO is an academic goal set for all students in a chosen class. An SLO is a measure of a teacher’s impact on student learning within a given interval of instruction.

An SLO comprises of four key components. These four components consist of:

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Gather and review complex/school/student data to determine fous areaPrioritize and select standards that support learning aquisition, making meaning and transferring knowledge and skills.Write a learning goal statement that encompasses the key ideas of the selected standardsExplain why the learning goal is an appropriate focusIdentify appropriate Depth of Knowledge level

Learning Goal

A description of what students will be able to

understand, know, and do at the end of the interval of instruction

Develop an assessment plan that is of high-quality based on the Quality Assessment CriteriaDetermine how measures will be combined to obtain proficiency levelsExplain how student learning will be monitored and its frequency

Assessments Measurement of students'

understanding of the learning goal

Identify multiple initial evidence that will be used to determine student readiness levels in relation to the learning goalSet rigorous, realistic and attainable expectations for each student in a chosen class

Expected Targets

The expected student outcome by the end of the instructional term

Identify evidence-based strategies that will support specific aspects of the learning goalDetermine differentiated evidence-based strategies for various readiness levels

Instructional Strategies The strategies that will address student needs and that have been

shown to be effective

4

Why Implement Student Learning Objectives?Research has shown a strong correlation between setting and working toward rigorous, targeted goals and student achievement. Student Learning Objectives provide a framework for identifying prioritized needs, instructional planning, progress monitoring and rigorous goal setting that impact student growth.

Student Learning Objectives provide the opportunity for all teachers to be able to: Set an academic goal for a teacher’s students Plan for the most important learning for the year (or semester) Determine specific and measurable targets based on initial evidence of student readiness levels Align goals to Common Core, state, or national standards, as well as any other school or complex priorities Use data to monitor student learning progress Differentiate instruction based on student needs Compile, organize, rate, and reflect on outcomes

Student Learning Objectives is a process that teachers engage in as they gather and analyze complex, school, and/or student data, set long-term standards-based goals to plan instruction and engage in meaningful cycles of teaching in order to meet expected student outcomes. This process allows teachers to develop individualized goals that meet the needs of their students. It also empowers teachers and principals to examine data, assessment methods and approaches to instruction in order to have impactful conversations about education and make data-driven decisions about how to affect student learning. Successful implementation of this process can ultimately assist in improving student achievement.

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SLO Process

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Step 1: Determine prioirty curricular area

based on dataStep 2: Write the SLO Step 3: Submit the SLO

for approval

Step 4: Implement SLO and progress monitor

student learning of approved SLOs

Step 5: Request Midterm target revisions as needed (optional)

Step 6: Compile, organize, rate, and

reflect on outcomes

6

SLO Process Teacher Role Administrator Role Due DatesStep 1: Determine priority curricular area based on data

Analyze sources of data from Academic Review Team, Comprehensive Needs Assessment/Academic Plan

Assist teachers in collecting data, analyzing it, and identifying priority area(s)

Step 2: Write the SLO

Use the planning document to write the SLO in PDE3.

Ensure that teachers are writing SLOs in preparation for the approval deadline

Step 3: Submit the SLO for approval

Submit SLO for approvalRevise and resubmit, if needed

Review and approve SLOEnsure that teachers receive constructive feedback on SLO in a timely manner, as needed

Sem 1 – October 3Sem 2 – February 20Yearlong – October 3Track/Wheel/Quarter – By the fourth week

Step 4: Implement SLO and progress monitor student learning of approved SLO

Teach the plan of approved SLOsWork with department or grade level teams to monitor student learning and instructional needs

Monitor and support teachers with implementation and addressing student needs

Only approved SLOs may be implemented. Incomplete SLOs will result in zero points.Step 5: Request midterm target revision as needed (optional)

Request for meeting. Complete midterm reflection, compile student data, and submit midterm target revision

Review submitted reflection, midterm revision, and supporting data. Approve revision and/or provide constructive feedback

Sem 1 – November 7Sem 2 – March 27Yearlong – January 27Track/Wheel/Quarter – Halfway through the interval

Step 6: Compile, organize, rate, and reflect on outcomes

Gather and organize evidence of learning, calculate percentage of students who met expectations and complete reflection. Actively participate in conversation about outcomes

Review SLO outcomes and determine the score by calculating percentage of students who met expectations. Schedule and facilitate scoring and learning conversation. Submit final rating in PDE3

Implementation ClosingSem 1 – December 5Sem 2 – April 24Yearlong – April 24Track/Wheel/Quarter – Two weeks prior to the end of the interval

Rating Due DateSem 1 – December 19Sem 2 – May 15Yearlong – May 15Track/Wheel/Quarter – By the end of the interval or May 15 for the final quarter

Planning: Writing the Learning GoalAn SLO comprises of four aspects: a learning goal, assessment(s), targets, and instructional strategies. A learning goal is:

A description of what students will be able to know, understand and do at the end of the instructional term,

Based on the intended standards and curriculum that are being taught and learned, As close to the individual student as possible, allowing for a variation based on the current achievement

levels of individual students.

Explaining the learning goal with enough specificity allows for a rigorous SLO, which is the foundation that the other three parts of the SLO are built on. Think of a learning goal as the foundation to the SLO. If that is done well, then everything built around it will be stable and strong.

Describe the Learning Goal or what students will be able to know, understand and do at the end of the interval of instruction that reflects the standards.What are the most important knowledge/skills I want my students to know and be able to do?

Planning Information for Writing the Learning Goal:

What is the learning goal statement?Learning goal statement: what students will be able to know, understand and do at the end of the interval of instruction that reflects the major learning of the course.

- Does the learning goal reflect all major aspects of the identified standards?

- Does the goal impact future grade levels and the demands of college and career readiness?

- Does the goal cross disciplines?- Is the learning goal appropriate for the

interval of instruction?

Include all content standards associated with this learning goalList all standards that apply, including the text of the standards (not just the code).

- Is there an identified standard/s that reflects major learning of the content?

Major learning is standards that reflect readiness (impact future grade-levels), leverage (cross-disciplines), and endurance (real-world application).

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Explain the rationale for the learning goal.- How does the goal demonstrate major

learning of the course?- Is the goal an area of need (i.e.

academic plan, data-driven priority area)?

- Identify Depth of Knowledge level (Pre-K to gr. 2- DoK level 2 or higher, Gr. 3 to gr.12- DoK level 3 or higher)

Identify the interval of instruction necessary to meet this learning goal

☐ semester ☐ year-long ☐ other: multi-track, trimester, quarter course

Learning Goal Review Checklist

Confirm that the Learning Goal has the right “grain-size”, detail, and depth necessary.Check the boxes that apply.

The Learning Goal: Is focused on the major learning of the course.

Can be appropriately and adequately assessed (note the Assessments section will identify the specific assessment to be used).

Is within the teacher’s control to effect change and is important, meaningful for students to learn during the identified time span.

Is achievable and ambitious for both teachers and students, during the time span identified.

Can be evaluated within the identified instructional interval.

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Planning: Writing the Assessment8.7.14 9

An SLO comprises of four aspects: a learning goal, assessment(s), targets, and instructional strategies. The selection of assessments used in measuring student progress towards the learning goal should reflect:

All aspects of the learning goal, The appropriate Depth of Knowledge level Accessibility of content for all students, Specific information about how the assessment(s) will be scored, including clear scoring criteria or

rubrics Sufficiency of evidence provided with rules for combining the evidence

The Learning Goal is the foundation of the Student Learning Objective. Assessments measure student learning in relationship to the Learning goal.

The planning section below provides critical questions to guide the thinking of monitoring student progress. The use of formative and/or interim assessments administered thoughtfully and at appropriate time intervals will ensure that students are prepared for the assessment used to measure students’ understanding of the learning goal. However, there is no value in assessing students if it does not impact instruction. Therefore, the third question below requires consideration of how the assessments used for monitoring progress will be used to modify instruction for all students, both struggling students and those who are in need of being challenged on the material.

Assessments should be standards-based, and designed to best measure the knowledge and skills found in the learning goal of this SLO. Each assessment should be accompanied by clear criteria or rubrics to describe what students have learned.How will I know if my students have met the learning goal?

Planning Information for Explaining the Use of Assessments and Scoring:

Assessment Plan:Describe each formative and summative assessment opportunity that will be used to measure student learning in relationship to the SLO Learning Goal.

What are the formative assessments that you will use to monitor student learning throughout the interval of instruction?

o How often will it be collected? What summative assessment/s will be utilized to

measure mastery or proficiency levels of the learning goal?

Does your assessment plan include multiple types of evidence such as products, observations, and conversations?

Do you have scoring guides or criteria that defines levels of proficiency of the learning goal?

Describe how assessments will be scored and combined to ensure fair and accurate levels of student attainment of the learning goal.

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* See Table below for Quality Assessment Criteria to ensure that assessments are of acceptable quality.

Formative AssessmentsResearch indicates the impact of progress monitoring for improved student achievement. The use of formative assessments to inform instructional practices is a powerful method that supports teachers and students. By engaging in the formative instruction process and data teams, teachers address the same effective practices that may be measured and re-assessed for further improvement. Teachers plan the pacing of their instruction and formative assessments, so that the standard(s)/learning goal are taught prior to the administration of the summative assessment. Formative checks throughout instruction help teachers gauge the effectiveness of the their lessons. See the table below for examples of formative assessments.

Formal Informal

• Quizzes

• Presentations

• Kinesthetic Assessments

• Student Portfolios

• Student Conferences

• Observations

• Discussions

• Exit Slips

• Graphic Organizers

• Think Pair Share

*Both formal and informal assessments are not limited to the list above. It may be all types of evidence that are designed to gather information about learning.

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Quality Assessment CriteriaPurpose: to assess the quality of assessments used in the students learning objectives (SLO) process. In order to meet student needs, some assessments are intended to be formative in nature so the teachers can use the assessment data to adjust instruction

E=Evident; P=Partial; N=Not EvidentAssessment Attributes E P N

A. Content focus- the learning that will be demonstrated.1. The learning goal is clearly defined and understandable to the students, teacher

and her/his peers.2. Collectively the items/tasks in the assessment(s) cover the content of the SLO Learning

Goal.3. The assessment methods and tasks are consistent with the depth of knowledge and

types of cognitive processes represented by the SLO Learning Goal.4. The assessment content is age/grade level appropriate.

B. Fairness and Cultural Sensitivity – information provided for students.5. The assessment tasks are visually clear and uncluttered (e.g. appropriate white space

and or lines for student responses, graphics and/or illustrations are clear and support the test content, the font size seems appropriate for the students)

6. The vocabulary and context(s) presented by the assessment tasks are free from cultural or other unintended bias.

7. The directions and responses of the assessment tasks are presented in as straightforward a way as possible for a range of learners.

8. Accommodations are provided to ensure that English language learners and/or students with disabilities can fully access the content represented by the task(s).

C. Scoring9. The scoring procedure is defined and described for each assessment instrument. This

may include scoring guides or rubrics.10. The performance levels are clearly identified and described in the scoring guides or

rubrics.11. Students are familiar with the performance criteria and exemplars of proficiency (e.g.,

anchor papers, performances, or other products) are provided.D. Enough Evidence- Sampling

12. There is enough evidence collected to make a judgment about attainment of the SLO learning goal(s).

E. Formative Use of Assessment Data - * This may not be evident from just a paper review of SLO assessments and may be part of data team discussion, a conversation between administrator and teacher or as a reflection piece.13. The assessment data is used formatively by teachers to modify instruction and by

students to self-assess and set learning goals.COMMENTS/ FEEDBACK:

Planning: Writing the Expected Targets

An SLO comprises of four aspects: a learning goal, assessments, targets, and instructional strategies.

Targets:

should identify the expected outcome by the end of the instructional period, may differ for different levels of readiness, and Consist of a starting (readiness/before instruction) and an ending point (proficiency level/mastery).

Identify the targets or expected outcomes by the end of the instructional period for the whole class.What are my learning expectations for each student?

Planning Information for Writing the Expected Target:

Identify multiple evidences that will be used to determine the initial readiness levels for each student. Are meaningful evidences used to determine initial readiness levels?

Data could include state standardized assessment scores, locally administered assessments, and/or other data sources to reflect prerequisite skills

Use Excel Record Sheet

Document the actual student results for each initial evidence selection (e.g., grades, test scores, etc.). Use Excel Record Sheet

Identify initial readiness levels for each student.

Note: Teachers will track student progress throughout the term of this SLO. A record sheet is provided.

Use Excel Record Sheet

Write an end-of-interval expectation for each student by the end of the instructional interval. Use Excel Record Sheet

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Planning: Writing the Instructional Strategies

An SLO comprises of four aspects: a learning goal, assessments, targets, and instructional strategies. Instructional strategies are:

Appropriate and evidence-based Address all learner needs Specific to different aspects of the learning goal

Describe the key instructional strategies that are planned for the various readiness level groups.What strategies will I use to help all students meet the target?

Planning Information for Writing Instructional Strategies:

Describe the key instructional strategies that you will use to teach the learning goal to ALL students. Are the strategies specific to the

learning goal?

Describe how instruction will be differentiated for various readiness groups.

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SLO Quality CheckRubric for Rating the Quality of SLOs

SLO Components Acceptable Quality Quality Needs ImprovementLearning GoalA description of what students will be able to know, understand, and do at the end of the interval of instruction that measures the standards and is considered major learning of the content curriculum.* See “ Webb’s Depth of Knowledge” chart

Learning goal statement thoroughly describes what students will know, understand and be able to do by the end of the interval of instruction.

Learning goal statement reflects the major learning of the content area

Standard (s) listed are clearly aligned to the learning goal and the full text of each specified standard is provided.

Rationale clearly explains why the learning goal is an appropriate focus area that addresses major learning of the course

Depth of Knowledge level is appropriately addressed. (DoK level 2 or higher for pre-kindergarten to grade 2; DoK level 3 or higher for grades 3 to 12)

Learning goal statement partially describes or does not describe what students will know, understand or be able to do by the end of the interval of instruction.

The learning goal statement is either too broadly or narrowly defined, or does not set high expectations for students

Standards are minimally aligned to the learning goal and/or are not fully stated

Rationale generally explains the importance of the learning goal for students, is trivial and/or is missing

Depth of Knowledge level is lower than the expectation of the grade level (DoK level 1 for pre-kindergarten to grade 2; DoK level 1 or 2 for grades 3 to 12)

AssessmentsA description of the assessment(s) and scoring guide(s) that will be used to measure students’ progress toward the learning goal. Explains how student performance is defined and scored.* See “Quality Assessment Criteria”

Multiple high quality assessment method(s)* based on the Quality Assessment Criteria are used

Scoring rubrics and/or scoring guides provide clear criteria for differentiating student performance levels for each instrument

Rules on how measures will be scored and combined to ensure fair and accurate levels of student attainment of the learning goal are determined

Informal assessments will be used to monitor student progress and how often data will be collected using each measure is clearly described

Assessment methods(s) are listed with partial or no evidence to support how the appropriateness and quality of the assessment instrument(s) have been established

Scoring rubrics or guides that differentiate student performance measures used to monitor student progress are partially or not described

Rules on how measures will be combined to determine accurate levels of student attainment of the learning goal is inconsistent or missing

Informal assessments used to monitor student progress is partially described or not addressed. Some or no information is provided about how often data will be collected for each measure

Expected TargetsIdentifies expected student outcomes by the end of the instructional term.

Multiple sources of evidence are used to determine initial readiness levels of individual students

Rigorous, realistic, and attainable expectations for the performance of each student on selected high quality assessment(s) are determined

Uses a single source of initial evidence to determine student readiness levels or none at allDefined expectations for each student are not rigorous, realistic, or attainable by the end of the instructional period

Instructional StrategiesDescribes the key instructional strategies that are planned to help all students make progress towards the learning goal.

Instructional strategies are: Appropriate for the learning content Evidence-based (strategies that have

been tested and have a record of success)

Differentiated (address all learner needs)

Instructional strategies include: Some generic instruction and

strategies are used to teach the learning goal or are questionable and/or vague

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Approving an SLOIn order to assure that quality planning and instruction is taking place, only approved SLOs shall be implemented. It is essential that teachers and administrators work together to ensure that all SLO components are completed at an acceptable level. They must meet the indicators of acceptable quality using the SLO Quality Indicator Rubric, Appendix 5.

Reviewing SLOs at the Midterm Check-InThe midterm check-in offers an opportunity for teachers to review and discuss their students’ learning progress with their evaluators. It is at this point that teachers shall revise their targets to adjust for new students and exited students as well as any expectation changes. Teachers and evaluators shall work together to ensure students’ learning needs are effectively addressed through instructional practices and support. If at the midterm check-in it becomes clear that the targets are no longer appropriate, they may be revised with the approval of the evaluator. All adjustments shall be made based on accompanying data. Some examples of when a revision may occur are:

The teaching schedule or assignment has changed Class composition has changed New, higher-quality evidences are available Expectations fail to address the most important learning challenges

There may be other circumstances that are not listed above. In such cases, the evaluator shall use professional judgment that is based on the data provided.

Rating and Discussing the SLOAt the end of the interval, the teacher shall compile and organize the summative measures to determine student outcomes. The data collected will enable the teacher and evaluator to calculate a rating percentage. When preparing for the end-of-term meeting, gather all relevant documents and evidence to ensure that a meaningful conversation about student learning shall occur (e.g. copy of SLO, Workbook data, student assessment data and samples).

SLO Scoring Process

1. Compare assessment results to student expectations set by the teacher. Determine whether each individual student met or did not meet the target.

2. Determine which, if any, students shall be excluded from the calculations (i.e. exited before assessments were administered, new students entering after midterm revision).

3. Determine how many students met their targets.4. Divide the number of students who met their targets by the total number of students in the class (exclude

students identified in step 2)5. Multiply the quotient found in step 4 by 100 to determine the percentage of students who met their targets.

SLO Rating Rubric8.7.14 16

Rating rubric for teachers with a class of 5 or more students.☐ Highly Effective ☐ Effective ☐ Developing ☐ Ineffective

At least 90-100% of students met or exceeded expected target.

At least 75-89% of students met or exceeded expected target.

At least 60-74% of students met or exceeded expected target.

Fewer than 60% of students met or exceeded expected target.

Rating rubric for teachers with a class of 4 or fewer students and those that have individual goals for all students☐ Highly Effective ☐ Effective ☐ Developing ☐ Ineffective

Based on individual growth outcomes, all students met expected targets and some exceeded the targets.

Based on individual growth outcomes, all students met expected targets.

Based on individual growth outcomes, some students met or exceeded expected targets.

Based on individual growth outcomes, no students met expected targets.

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Frequently Asked Questions

1. Are Student Learning Objectives required for all classroom teachers?Yes, SLOs are an integral component of Hawaii’s Educator Effectiveness System. Both tested and non-tested classroom teachers are required to complete one SLO. Teachers rated highly effective for 2013-2014 school year are expected to participate in the SLO process as part of department, grade-level or data teams as relevant for non-evaluation purposes.

2. What about teachers that support the classroom teachers such as librarians, counselors, and curriculum coordinators?

Non-classroom teachers (NCTs) have the option of completing either an NCT SLO or School or System Improvement Objective (SSIO). The NCT SLO focuses on student or teacher outcomes while the SSIO’s focus is centered on systems, processes, or programs. NCTs collaborate with their administrator to determine which process is most appropriate for their role and responsibilities.

3. Can teachers choose whether or not they complete their SLOs as a team or individually?Yes, however, it is strongly encouraged that teachers work collaboratively through either grade level or content teams. When not possible, they may work individually. Teachers may have common learning goals but their expected targets are individualized based on their students’ readiness levels. Collaboration with the administrator is recommended.

4. Who determines the expected target outcomes on the SLO?The teacher submits the expected targets based on the readiness levels of his/her students. The administrator uses the “expected targets” section of the Rubric for Rating the Quality of Student Learning Objectives to assure it is of acceptable quality. It is the administrator that determines the final approval of the SLO.

5. What if I cannot find the information I need in the manual or found it but still have questions?It is recommended that teachers contact their administrator or school based leaders first. If the questions are not clarified, teachers may call the EES Help Desk at 586-4072.

6. What if a special circumstance arises and I am unable to meet the deadline requirements?Contact your school administrator immediately. Meeting deadlines is an expectation of the evaluation system.

7. Who reviews my Student Learning Objectives?It is the school administrator that evaluates Student Learning Objective quality and results. However, teachers are encouraged to work within collaborative teams to develop learning goals and assessments.

8. I was hired after the school year began. Do I write a Student Learning Objective?Yes, if hired before September, teachers have the option to complete a yearlong or semester SLO. Teachers hired after September complete a second semester SLO.

9. What if a student withdraws from my classroom? Do I count that student towards my goal?No, do not include students that withdraw prior to administering the summative assessments. However, please keep the student on your SLO record sheet and strike-through his/her name. Select “not applicable” where it applies.

10. What if a new student enters my classroom? Do I count that student towards my goal?Students entering before the midterm are included in the SLO. Student entering after the midterm are not included in the goal. It is recommended to discuss these types of issues during the mid-term conference.

11. Do I include chronically absent students toward my goal?Yes, students that are present for a minimum of 20 instructional days after the midterm are included in the SLO. This is consistent with Strive Hi and our efforts to improve chronic absenteeism goals.

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12. Where can I find resources to help me with my SLOs?Visit Hawaii DOE Intranet at https://intranet.hawaiipublicschools.org/sixstrategies/ees and the PDE3 website at https://pde3.k12.hi.us/.

For login issues, please contact CSD at 564-6000. EES Help Desk is also available Monday-Friday from 7:30 a.m. to 3:30 p.m.

13. What if my administrator and I cannot agree on what SLO I need to submit? It is recommended that the teacher and administrator work together collaboratively. Both teachers and administrators should use the Technical Guidance and Planning document and Rubric for Rating the Quality of Student Learning Objectives to help develop and guide the approval of SLOs. If a collaborative agreement cannot be accomplished, it is the evaluator that makes the final decision.

14. I am having problems with the PDE3 system and navigating the site. Who can provide assistance?When you click on the Help tab in the PDE3 site, you will find modules to help you use the site. Please feel free to also contact the Help Desk at 586-4072.

15. If I teach a yearlong course, must I complete a yearlong SLO?No, teachers have the option of completing either a yearlong or semester SLO.

16. For a semester course, can a teacher just evaluate one of the semesters or does he/she need to write 2 SLOs, one for each semester class?

Semester course teachers complete one SLO, either a first or a second semester SLO.

17. If a NCT changes his/her role and responsibilities at the end of the first semester are they only rated for their first semester or will the NCT need to change the SLO for new roles and responsibilities?

If the SLO was approved and implemented during the first semester, it is the first semester SLO that will used for the overal evaluation.

18. Regarding the SLO record sheet, can I customize it to align to my needs?No, only administrators can determine whether to revise the record sheet for the entire school.

19. What if my math department would like to use our reporting language on the SLO record sheet that may differ from the school?

It is encouraged to have a consistent record sheet for the entire school, however, the principal may differentiate for departments or grade levels as appropriate.

20. As an administrator, if I decide to make adjustments to the SLO record sheet, what am I required to include in the revision?

The language of each column and the leveled descriptions may be adjusted to fit the school’s needs. The descriptors must be based on a four level scale with the addition of “not applicable.” The record sheet must also include the following main elements: Initial Evidence- Data that will be collected to determine readiness levels Readiness Levels- Where students are at before instruction of the learning goal Performance Expectation-Level of proficiency students are expected to be at by the end of the interval Assessments- Data that measures what students have learned End-of-Interval Attainment- Level of proficiency results for individual students based on assessment evidence

21. When do I use “not applicable” on the record sheet?

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“Not applicable” applies when a student exits the class before assessments could be administered, new students that enter after the midterm check, and if students have been absent for more than 20 school days after the midterm point.

22. I am a non-classroom teacher (NCT); must I attend the classroom teacher SLO training and the NCT training?

NCTs may attend all of the provided SLO trainings that are helpful to support the school and the development of the SLO or SSIO. Based on roles and agreement with an administrator, however, teachers may attend the training that best fits their needs. Teachers whose primary responsibility is to instruct students within a curriculum, for example, should attend the classroom teacher SLO training. Teachers that have minimal instructional time with students or support learning for teachers, should attend the NCT SLO training. For teachers that primarily work on developing, managing, and implementing programs, projects, or systems, the SSIO training is a good fit.

Special Education

23. Should classroom teachers of special education classes use standards that are at the students’ level of performance?

All SLOs align to the students’ grade-appropriate standards, not level of performance. The level of performance is addressed in the expected target component. When developing the SLO, teachers start with grade-appropriate standards and use the Individualized Education Plan as a source for readiness data that determines students’ readiness levels.

24. How can I write an SLO if I am a special education teacher in a resource setting that includes multiple grades?

Classroom teachers of resource settings collaborate with their administrator to either focus the SLO on a particular grade level or the entire class using an overarching learning goal that addresses the needs of all students within the broader goal. See special education samples posted on the Hawaii DOE intranet https://intranet.hawaiipublicschools.org/sixstrategies/ees

25. If I am a special education teacher, English language Learner teacher, or gifted and talented teacher, where do I start when writing a learning goal?

All teachers, including SPED, ELL and GT, align the learning goal to school, grade, or content area priorities. The learning goal is based on what is most meaningful and important to teach.

26. If I am a special education teacher in an inclusion setting, do I only identify the special education students or all the students in the class?

In inclusion settings where the general education teacher and special education teacher co-teach with equal responsibilities for planning, instructing, and grading, both the special education and general education teacher are accountable for all students within the classroom. In inclusion settings where the special education teacher provides targeted support for the special education students within the classroom, it is recommended that the SLO focus only on the special education students that he/she supports.

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Glossary

Learning goal- the learning goal is one of the four main components of the SLO process. The component includes four sub-components: the learning goal statement, aligned standards, rationale, and Depth of Knowledge level.

Learning goal statement- describes what students will know, understand and be able to do by the end of the interval of instruction. It reflects the major learning of the content area.

Major learning- Major learning is standards that reflect readiness (impact future grade-levels), leverage (cross-disciplines), and endurance (real-world application).

Endurance- Standards that provide students with knowledge and skills beyond a single test date and encompass the learning that can be applied in real world or authentic situations.

Leverage- Standards that provide knowledge and skills that will be valuable in multiple disciplines or content areas.

Readiness- Standards that provide knowledge and skills that are critical for success in the next grade or level of instruction.

Rationale- explains why the learning goal is an appropriate focus area that addresses prioritized learning needs for students

Depth of Knowledge- a frame of reference created by Norman Webb for thinking about students and how they engage with the content. Webb developed four DoK levels that grow in cognitive complexity and provide educators a lens on creating more cognitively engaging and challenging tasks.

Interval of instruction- the length of time it will take to teach all aspects of the learning goal.

Assessment plan- an outline of the measures that will be used to demonstrate student learning and outcomes in relation to the learning goal. The plan includes both summative and formative measures and a general timeframe and frequency.

Expected targets- one of the four main components of the SLO process. The component includes five sub-components: students, readiness evidences, initial readiness levels, end-of-interval expectations, and end-of-interval attainment.

Readiness evidence- data sources that will be used to determine student readiness levels. It may include pre-requisite checks, diagnostic measures, historical data, pre-tests, observations, etc.

Initial readiness levels- student starting points before instruction. The four levels include: more than ready for interval, ready for interval, almost ready for interval, and not ready for interval.

End-of-Interval expectation- an expectation of proficiency for the learning goal that is identified by the teacher using readiness evidence and based on student starting points.

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End-of-Interval attainment- final proficiency results or outcomes for the learning goal at the end of instruction. The four levels include: Exceeds proficiency, proficient, developing proficiency, and well-below proficiency.

Evidence-based strategies- strategies have been shown to be effective

Resources

Classroom Teachers

SLO Technical Guidance and Planning Document

SLO Template

Rubric for Rating the Quality of SLOs

Non-Classroom Teachers (NCT)

SLO Planning Document

NCT SLO Template

Rubric for Rating the Quality of NCT SLOs

NCT SSIO Planning Document

NCT SSIO Template

Rubric for Rating the Quality of NCT SSIO SLOs

SLO Samples

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