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BPSD TLE SLO/SOO GUIDEBOOK 1/20/2015 Revision Page 1 of 22
BPSD TLE SLO/SOO GUIDEBOOK BARTLESVILLE PUBLIC SCHOOLS DISTRICT APPRAISAL COMMITTEE
JANUARY 20, 2015 EDITION
CONTENTS
TLE Appraisal System Overview..................................................................................................................................2 What is the difference between Student Learning Objectives (SLO) and Student Outcome Objectives (SOO)? ......3 How are SLOs/SOOs different from Other Academic Measures (OAM)? ..................................................................3 SLO/SOO Cycle Components & Deadlines ..................................................................................................................4
SLO/SOO Development ..........................................................................................................................................4
SLO/SOO Approval ..................................................................................................................................................4
Mid-Course Check-In ..............................................................................................................................................4
Year-End Reflection ................................................................................................................................................4
Summative Conference ..........................................................................................................................................4
Requirements for Student Learning Objectives & Student Outcome Objectives ......................................................5 How many SLOs/SOOs do teachers need to write? ...............................................................................................5
What will be the focus/content of SLOs/SOOs? .....................................................................................................5
What student population should be assessed? .....................................................................................................6
Which assessments/evidence are acceptable? ......................................................................................................7
What are Growth Targets and how are they determined? ....................................................................................9
Types of Growth Targets with District Baselines ................................................................................................. 10
The SLO Cycle & Data Teams/Professional Learning Communities ........................................................................ 12 Integrating the SLO cycle with Data Teams/PLCs ................................................................................................ 12
Integrating SLO/SOO testing with Quarterly Assessments and Final Exams ....................................................... 12
Sequencing of SLOs/SOOs/Quarterly Assessments/Data Team Cycles ............................................................... 13
Frequently Asked Questions .................................................................................................................................... 16 How will SLOs/SOOs be approved? ..................................................................................................................... 16
What if a SLO/SOO is not approved?................................................................................................................... 16
What about extenuating circumstances requiring revision or omission of a SLO/SOO? .................................... 16
How will SLO/SOO scoring occur? ....................................................................................................................... 17
What will be done to assess the quality and implementation of district SLOs/SOOs? ....................................... 17
Who receives a Value Added Measure and thus does not do a SLO/SOO? ........................................................ 18
What about SLOs/SOOs for teachers new to the profession, state, or district? ................................................. 18
SLO/SOO Template .................................................................................................................................................. 19 Student LEARNING Objectives (SLO) Quality Checklist ........................................................................................... 21 Student OUTCOME Objectives (SOO) Quality Checklist .......................................................................................... 22
Implementation of the Teacher/Leader Effectiveness appraisal system’s
quantitative component of Student Academic Growth via
Student Learning Objectives and Student Outcome Objectives
This guidebook and the decisions governing the local SLO/SOO process were developed by the district
Teacher Appraisal Committee in accordance with the Negotiated Agreement between BPSD and the
Bartlesville Education Association; see http://bps-ok.org/faculty/tle for more information.
BPSD TLE SLO/SOO GUIDEBOOK 1/20/2015 Revision Page 2 of 22
TLE APPRAISAL SYSTEM OVERVIEW
State law requires that 35% of the Teacher/Leader Effectiveness (TLE) appraisal ratings in 2015-2016
and beyond be based on Student Academic Growth (SAG) data collected on students in the prior
school year.
The SAG rating will be a state-generated Value Added Measure (VAM) rating for teachers who have 10
or more eligible students in 4th-8th grade reading or math, Algebra I, Geometry, Algebra II, or English III.
All other teachers who use academic standards must determine SAG via Student Learning Objectives
(SLO), and the remaining certified non-administrative staff members must determine SAG via Student
Outcome Objectives (SOO).
The Oklahoma State Department of Education (OSDE) guidance on SLO/SOO implementation requires
the district to adopt or adapt the OSDE’s recommendations on the SLO/SOO cycle.
In late 2014 the district Teacher Appraisal Committee (TAC), per the Negotiated Agreement, met and
considered each of the 24 district decisions identified by the OSDE raised in the document “Oklahoma
Student Learning Objectives and Student Outcome Objectives Guidebook: For District Decision
Makers”; those decisions are the basis for this District SLO/SOO Guidebook. Shaded portions of this
Guidebook address state-mandated decisions about the SLO/SOO process which are made at the
district level.
BPSD TLE SLO/SOO GUIDEBOOK 1/20/2015 Revision Page 3 of 22
WHAT IS THE DIFFERENCE BETWEEN STUDENT LEARNING OBJECTIVES (SLO) AND STUDENT
OUTCOME OBJECTIVES (SOO)?
Student Learning Objectives (SLO) are for certified non-administrative staff who use academic standards (e.g.
classroom teachers, including those for art, music, and physical education since they perform direct student
instruction on various academic standards; librarians probably fit here as well).
Student Outcome Objectives (SOO) are for certified non-administrative staff who do NOT use academic
standards (e.g. most of those with different TLE qualitative rubrics: counselors, nurses, school psychologists,
speech pathologists, and instructional coaches).
While Student Learning Objectives commonly rely upon pencil-and-paper or electronic assessments, they can
use alternate means when required. Student Outcome Objectives would typically be assessed by alternate
means.
SLO and SOO assessments may be:
paper-and-pencil or electronic assessments (the default for most Data Teams/PLCs and most teachers)
performance tasks graded with a rubric (e.g. an art or music teacher or physical education teacher demonstrating growth in students’ performance as judged by a district rubric used to grade a student’s individual artistic or musical or athletic performance)
portfolios (e.g. a self-contained special education teacher collecting evidence of student progress to show growth in academic objectives; a nurse or librarian documenting student growth over the year in objectives addressed by student services or training; an instructional coach documenting growth in the use of instructional strategies with students by the teachers he or she assists)
cumulative projects (e.g. a technical education teacher using a cumulative project graded with an industry-aligned rubric to assign a grade to a student’s work)
While SOOs use the same Template as SLOs, they have a different Quality Checklist which includes specific
concepts appropriate to SOOs. The template and quality checklists are on the final pages of this Guidebook.
HOW ARE SLOS/SOOS DIFFERENT FROM OTHER ACADEMIC MEASURES (OAM)?
While SLOs/SOOs are similar in some ways to the other quantitative component of TLE, there are
distinct differences:
SLOs/SOOs OAMs
Must follow district’s template and process Can take many formats; a SLO/SOO is one of them
Focus/content is only on the essential skills and content in a course or class
Focus/content selected from a variety of available categories by the teacher and can be very broad or can focus on targeted skills if a teacher chooses
Includes all of the students in one course or class Teachers can choose which students are included; may focus on particular groups such as AP test-takers or participants in an academic club or activity
BPSD TLE SLO/SOO GUIDEBOOK 1/20/2015 Revision Page 4 of 22
SLO/SOO CYCLE COMPONENTS & DEADLINES
SLO/SOO Cycle Step 2014-2015 Deadlines Future-Year Deadlines
Step 1: SLO/SOO development February 14 (Valentine’s
Day) September 30
(or by 3 weeks for quarter-length courses)
Step 2: SLO/SOO approval March 1 Fall Break
(or by 5 weeks for quarter-length courses)
Step 3: Mid-Course check-in April 15 (Tax Day)
January 30 (but normally done in the 1st semester; Fall
Break for semester-length courses; 4.5 week mark for quarter-length courses)
Step 4: Year-end reflection on SLO/SOO progress
End of the school year End of the school year
Step 5: SLO/SOO scoring and summative conference
Depending on assessment: End of the school year or
beginning of the next school year
Depending on assessment: End of the school year or beginning of the
next school year
SLO/SOO DEVELOPMENT is at the first of the school year. If not already determined, the students to be in the SLO are identified along with the essential skills they should develop. When feasible, a pre-test over those skills is identified or created and administered to those students. The results of that pre-test are used to determine growth targets on a suitable post-test and the SLO/SOO template is filled out. Whenever feasible, all of this work is done in district or site-level Data Teams. The SLO/SOO is then submitted to the evaluator for approval. This work must be completed by the development deadline.
SLO/SOO APPROVAL takes place after development. After a SLO/SOO is submitted, the evaluator has 10 working days to evaluate the SLO/SOO to ensure it meets all of the requirements in the Quality Components row of the SLO/SOO Quality Checklists. High Quality Components on those checklists are desired but not required. If the reviewer does not approve the SLO/SOO, it is returned to the teacher(s) with feedback to guide revisions and resubmission. The SLO/SOO must be approved by the approval deadline; the teacher and evaluator sign the template and it becomes a final document that cannot be changed except for significant extenuating circumstances.
MID-COURSE CHECK-IN is a brief conversation between the teacher and evaluator on how the SLO/SOO is progressing; typically it would use the results of the 1st quarterly assessment and be part of a TLE post-observation conference during the 1st semester. Other formative assessments may also be used. Prompts that may be used include:
Are students progressing toward their growth targets? How do you know?
What data have you collected on student progress?
Which students or groups of students are struggling to stay on track to meet their growth targets?
Which students or groups of students are ahead of where you expected in advancing toward their growth targets?
How are you working with your Data Team to support students who are struggling? What extra support do you think they might need?
YEAR-END REFLECTION is between the teacher and evaluator, typically at the final evaluation conference, on how the SLO/SOO is progressing. It can occur before SLO/SOO post-assessment data is available since that will be considered at a separate SLO/SOO Summative Conference. Prompts that may be used include:
How did students do this year?
Do you think students are on track to meet their growth targets? How do you know?
Which students or groups of students struggled to meet their growth targets?
Which students or groups of students seemed to be able to meet their growth targets easily?
How was implementing the SLO/SOO process this year? What did you learn?
What changes will you make in how you approach SLO/SOO next year?
SUMMATIVE CONFERENCE happens once the teachers receive SLO post-assessment results and have calculated what percentage
of students met the growth targets. The teacher submits supporting documentation and the teacher and evaluator sign off
on the final score on the SLO/SOO Template that becomes part of the final TLE rating for the school year following the one
in which the students were assessed. This must be completed before the next SLO/SOO cycle is approved.
BPSD TLE SLO/SOO GUIDEBOOK 1/20/2015 Revision Page 5 of 22
REQUIREMENTS FOR STUDENT LEARNING OBJECTIVES & STUDENT OUTCOME OBJECTIVES
HOW MANY SLOS/SOOS DO TEACHERS NEED TO WRITE?
Bartlesville Public Schools has decided that all teachers who are required to write SLOs/SOOs*
should write one SLO/SOO per year.
This district-determined option on the number of SLOs/SOOs was chosen to align with how teachers with VAM
scores receive only one per year and to lower the burden of implementation on teachers and evaluators. This
decision aligns with OSDE’s recommendation.
* Teachers who receive an individual VAM score from the state will NOT write SLOs/SOOs. Thus this Guidebook
does not apply to teachers of 4th through 8th grade reading or math, Algebra I, Geometry, Algebra II, or
English III who have 10 or more eligible students in those subjects/courses. eligible students must have both a
valid post-test score from one of the grades and subjects listed above and a valid pre-test score in the related
subject from the previous year. Students who are repeating the current grade or course are ineligible, as are
special education students with OMAAP or OAAP scores for prior or current assessments.
If a secondary school course has a state EOI exam or OCCT that does NOT generate a VAM score (i.e. 8th Grade
Science, 8th Grade U.S. History, Biology I, English II, high school U.S. History, state Fine Arts Assessment) the
course Data Team has the option of writing one SLO for the year based on that state assessment, which should
be distinct from the Other Academic Measures used by those teachers.
Teachers who are writing a SLO/SOO for a semester-only course should only write one SLO. If the course is only
taught by a given instructor for one semester of the school year, the SLO is restricted to that semester for that
instructor. If the course is taught by the instructor both semesters, the same SLO is used for both semesters and
the individual student results of both semesters are compiled to calculate a single SLO score for the year.
WHAT WILL BE THE FOCUS/CONTENT OF SLOS/SOOS?
Bartlesville Public Schools has decided that teachers who are required to write SLOs/SOOs
need write them only for essential skills and content.
This district-determined option on SLO focus and content was chosen to focus on the most important course
standards and ease integration of the SLO cycle into the district’s existing Data Team cycles. This decision aligns
with OSDE’s recommendation.
Elementary School Example of SLO Content
A site’s first-grade teachers determine that certain reading skills are absolutely essential for students to advance to
the next grade level and only include those essential skills in their SLO for the year; all or part of the BEAR assessment
is a good fit. Their quarterly assessments and other formative assessments would cover many different standards in a
variety of subjects, while only the absolutely essential reading skills would be on the SLO Pre-Test and SLO Post-Test
using all or part of the BEAR assessment.
Secondary School Example of SLO Content
A Biology I Data Team identifies 9 of the 21 Oklahoma Academic Standards for Science assigned to Biology I are
absolutely essential for student success in later courses and careers. They use Study Island to formulate a SLO Pre-Test
given at the first of the year which allows them to set growth targets for the year on the SLO Post-Test given at the
end of the school year. There are still 3 Quarterly Assessments in Biology which cover most of the state standards and
some local standards, including the essential standards also assessed on the SLOs, but they are used for formative
assessments and are distinct from the SLO Pre-Test and Post-Test. (As a course with a state-mandated EOI or OCCT
exam, Biology I has no 4th Quarter Assessment.)
BPSD TLE SLO/SOO GUIDEBOOK 1/20/2015 Revision Page 6 of 22
WHAT STUDENT POPULATION SHOULD BE ASSESSED?
Bartlesville Public Schools has decided that teachers who are required to write SLOs/SOOs
should write them to cover a student population at the highest feasible level from the
following prioritized list:
1. If a teacher can implement a grade-level SLO/SOO developed by a district/site Data
Team/Professional Learning Community (PLC), then the teacher should do so.
2. If it is not possible to implement a grade-level SLO/SOO, the teacher should
implement a course-level SLO/SOO developed by a district/site Data Team/PLC or, for
courses not taught by others, a course-level SLO/SOO developed by the teacher.
3. If it is not possible to implement a course-level SLO/SOO, the teacher should
implement a class-level SLO/SOO.
4. If a teacher does not have enough students to implement a class-level SLO/SOO, the
teacher should consider optional implementation of a tiered SLO/SOO which includes
groups of students across grades or classes.
This district-determined option on population selection was chosen to improve assessment
validity and reduce the impact an individual student may have on a teacher’s overall score,
while allowing teachers with a small number of students in different classes to combine their
scores in one SLO/SOO.
Examples of Assessed Student Populations
Grade-Level: A second grade teacher assesses his or her students using the paper-and-pencil or electronic
SLO Pre-Test and Post-Test developed by the 2nd grade Data Team at his or her site, which used the Site
Improvement Plan to help guide the development. It is scored by the 2nd Grade Data Team at his or her site.
Typical Course-Level: A middle school 8th grade science teacher assesses his or her students using the paper-
and-pencil or electronic SLO Pre-Test and Post-Test developed by all of the district 8th grade science teachers.
It is scored by the 8th grade science Data Team at his or her middle school.
Specialty Course-Level: An elementary/secondary school art/music/physical education teacher assesses his
or her students using the SLO developed by a team of district elementary/secondary school
art/music/physical education teachers, using a district rubric to judge the art work/musical
performance/physical skills of the students. The teacher scores his or her own students’ rubrics, or in some
cases the team of similar teachers across the district helps each other score the rubrics.
“Singleton” Course-Level: A secondary school teacher whose courses are not taught by anyone else in the
district selects one of those courses for the SLO, using a paper-and-pencil or electronic SLO Pre-Test and Post-
Test. The students in all sections of the course are assessed.
Class-Level or Tiered: A special education teacher has both co-taught and small self-contained classes. He or
she has several options:
work with the co-teacher to obtain a separate scoring of all of the students in the co-taught class
section(s) on the district/site SLO Pre-Test and Post-Test
work with the co-teacher to obtain a separate scoring of only the special education students in the co-
taught class section(s) on the district/site SLO Pre-Test and Post-Test (they may have different growth
targets)
if there are at least 10 students in the self-contained class, use the district/site SLO Pre-Test and Post-
Test or portfolios to assess their growth
if there are not at least 10 students in the self-contained class, optionally consider calculating a tiered
SLO using students in both the self-contained class and special education students served in the co-
taught class(es) to reduce the impact an individual student has on the score
BPSD TLE SLO/SOO GUIDEBOOK 1/20/2015 Revision Page 7 of 22
WHICH ASSESSMENTS/EVIDENCE ARE ACCEPTABLE?
Bartlesville Public Schools has decided that Data Teams/PLCs or individual teachers who are
required to write SLOs/SOOs must use post-assessments at the highest feasible level from the
following prioritized list.
1. Either a state test (if it exists) or a district-wide summative assessment (if it exists) –
created or purchased
2. A vetted common summative assessment (if it exists) – created or purchased
3. A vetted individual classroom summative assessment which has been purchased
4. A created individual classroom summative assessment
NOTE: District Quarterly Assessments may NOT be used as SLO/SOO Post-Tests; this is to
protect the integrity and intent of such formative assessments in PLCs and to honor
the district’s commitment that Quarterly Assessments would not be part of teacher
appraisal. However, a SLO/SOO Pre-Test may be integrated into existing Quarterly
Assessments; see “Integrating SLO/SOO testing with Quarterly Assessments and Final
Exams” later in this Guidebook.
This district-determined option on assessment levels was chosen to increase comparability of SLOs/SOOs across
teachers with the same assignment and to reduce the burden on most teachers to identify or create appropriate
assessments.
SLO and SOO assessments may be:
paper-and-pencil or electronic assessments (the default for most Data Teams/PLCs
and most teachers)
performance tasks graded with a rubric (e.g. an art or music teacher or physical
education teacher demonstrating growth in students’ performance as judged by a
district rubric used to grade a student’s individual artistic or musical or athletic
performance)
portfolios (e.g. a self-contained special education teacher collecting evidence of
student progress to show growth in academic objectives; a nurse or librarian
documenting student growth over the year in objectives addressed by student
services or training; an instructional coach documenting growth in the use of
instructional strategies with students by the teachers he or she assists)
cumulative projects (e.g. a technical education teacher using a cumulative project
graded with an industry-aligned rubric to assign a grade to a student’s work)
BPSD TLE SLO/SOO GUIDEBOOK 1/20/2015 Revision Page 8 of 22
Elementary School Examples of SLO Selections
Using district-wide assessments:
A site’s first-grade teachers decide to assess students using all or part of the BEAR assessment to measure
growth in reading proficiency. They collaboratively set tiered growth targets (see page 10), and the scoring is
done by the site Data Team. For 2014-2015 they use the BEAR given at the end of Kindergarten as a pre-test,
determine district-wide growth targets, and give the BEAR as a post-test in May. For 2015-2016 and beyond
they use the BEAR pre-test to set different growth targets reflecting how students performed on the pre-test,
and give the post-test in May.
Using state assessments:
A site’s third-grade teachers decide to use the state 3rd Grade Reading test results for SLO. For 2014-2015
they use the past history of 3rd Grade Reading test cut scores and district student proficiency levels, along
with existing Quarterly Assessment results, to set site-level basic growth targets (see page 10). When the
state test results are in, they will each calculate what percentage of each teacher’s students met their site’s
growth targets.
For 2015-2016, the teachers decide they will create a common SLO Pre-Test for the year using released items
from prior state reading tests. They will use the pre-test results to decide on site-level growth targets on the
state reading test for that year’s students, which could be revised basic growth targets or simple average
growth calculations or tiered growth targets (see page 10).
Secondary School Examples of SLO Selections
Using state tests:
A district’s U.S. History teachers decide to use the state EOI exam for SLO. For 2014-2015 they use Quarterly
Assessment questions to create a SLO Pre-Test at the start of the 2nd semester, along with the past history of
U.S. History EOI exam cut scores and student proficiency levels, to set a basic growth target (see page 10).
When the EOI results are in, they will each calculate what percentage of their students met that growth
target.
For 2015-2016, the teachers decide they will create a common SLO Pre-Test for the entire year using released
items from prior U.S. History EOI exams. They will use the pre-test results to decide on growth targets on the
state EOI exam for that year’s students, which could be a revised basic growth target or instead they might
use simple average growth calculations or develop a tiered growth target (see page 10).
Using a district-wide summative assessment:
A district’s Biology I Data Team decides to not use the state EOI exam for SLO because the EOI exam’s rigor
and cut scores keep changing. The teachers already have access to Study Island, so they create a SLO Pre-Test
in Study Island that only addresses the essential state standards identified for the SLO. They will administer
the same Study Island test, or an alternate equivalent one, as a SLO Post-Test in May. They will then use
simple average growth calculations (see page 10) to score the results, helping each other with calculating the
growth targets from the pre-test and evaluating them with the post-test data.
Using a vetted common summative assessment:
A district’s art teachers decide to use a district-wide rubric for SLO, using it to assess a student art project
near the beginning of the 2nd semester in 2014-2015 (and during the 1st quarter for 2015-2016) and then for a
different major student art project at the end of the school year. They decide on whether to use basic growth
targets or simple average growth calculations or tiered growth targets (see page 10) for one art course for
each teacher.
Using a created individual assessment:
A physics teacher has no state test and no other co-teachers of his courses. He selects his Inquiry Physics
course for the SLO and develops a pre-test for the year covering only essential skills. The portions of the final
exam for each semester which covers those same skills are combined for use as the SLO Post-Test. Since he
has two sections of the course, the SLO for each semester is calculated using both sections. He calculates
student growth using simple average growth calculations (see page 10).
BPSD TLE SLO/SOO GUIDEBOOK 1/20/2015 Revision Page 9 of 22
WHAT ARE GROWTH TARGETS AND HOW ARE THEY DETERMINED?
The state mandates particular TLE ratings on SLOs/SOOs based on the percentage of students who
meet or exceed growth targets set for that particular SLO/SOO:
While the ratings for the ranges of
percentages of students meeting growth
targets cannot be changed, the growth
targets themselves are determined by
the teacher and evaluator.
Good growth targets are not the same
for all students. Instead, they anticipate
how much growth would be both
rigorous and attainable for each student.
Setting good growth targets requires
teachers to analyze data, consider their
knowledge of students, and use
professional judgment.
Growth targets must be written such
that all students have a growth target.
Ideally they use baseline or pretest data
to determine appropriate growth.
STATE-MANDATED
Percentage of Students Who Met or Exceed Their
Growth Targets
STATE-MANDATED
TLE Rating on SLO/SOO
90-100% 5.0 (Superior)
85-89% 4.5
80-84% 4.0 (Highly Effective)
75-79% 3.5
70-74% 3.0 (Effective)
65-69% 2.5
60-64% 2.0 (Needs Improvement)
55-59% 1.5
54% or less 1.0 (Ineffective)
Bartlesville Public Schools has decided that whenever feasible (e.g. for similar student
populations) the same growth targets should be used for all students taking a particular
SLO/SOO. Baseline SLO/SOO growth targets are shown on the next page.
Data Teams should customize the baseline target for their SLO/SOO based upon evidence of
typical student performance (e.g. a SLO which uses a difficult state exam which already has a
low cut score may need a lower growth target; analysis of past student performance on
standardized tests or Quarterly Assessments can be used to set rigorous and attainable
growth targets).
Individualized growth targets which deviate from the general Data Team targets or the district
baselines should include a strong rationale which includes relevant data analysis for the
change.
Consideration and approval of the growth targets for each teacher is determined by that
teacher’s evaluator.
This district-determined option on growth target development was chosen to reduce the
burden on teachers, increase comparability across teachers with the same assignment,
involve teachers in selecting growth targets, while allowing modification when there is a
strong rationale. This decision aligns with OSDE’s recommendation.
BPSD TLE SLO/SOO GUIDEBOOK 1/20/2015 Revision Page 10 of 22
TYPES OF GROWTH TARGETS WITH DISTRICT BASELINES
Because the state is implementing SLO/SOO in the middle of the 2014-2015 academic year, Data
Teams and teachers who cannot administer a meaningful pre-test in the available time may need to
adopt a Basic Growth Target for May 2014. If a pre-test can be administered, the other options such
as Simple Average Growth Calculation, Tiered Growth Target, and Individual Student Growth Target
can be utilized to provide more appropriate growth targets for students with differing backgrounds
and abilities. Departmental and grade-level teams and site Data Teams can be helpful in selecting and
customizing the more sophisticated growth targets.
Type of Growth Target
Description & Critique
District Baseline (can be modified)
Basic Growth Target
Expects all students to achieve sufficient growth to achieve a particular minimum target level. Very easy to score and requires no pre-test. But this method does not account for variations in student ability and background. While these may be needed for the short cycle in 2014-2015, it would be best to try to develop more sophisticated growth targets for 2015-2016.
All students will increase their post-assessment score to at least 75%. This baseline might be modified for a special education self-contained class. Or it could be adapted into a tiered target by having different fixed targets for students who scored in different ranges on a pre-test. The target must be set high enough that ALL students are expected to show some growth. (Students with 100% on pre-assessment must hold at 100% on the post-assessment, so avoid using too easy a pre-assessment.
Simple Average Growth
Calculation
Students will increase their post-assessment score by half the distance between their pre-test score and 100%. Easy to set up and allows for students with varying abilities and backgrounds. Could be scored using a district-supplied spreadsheet and pre-test and post-test scores imported from Edusoft.
A score of 20% on the pre-test has a growth target of 20%+((100%-20%)/2) = 60% on the post-test, while a pre-test score of 50% has a growth target of 50%+((100%-50%)/2) = 75%, and a pre-test score of 90% has a growth target of 90%+((100%-90%)/2) = 95%, etc. For more challenging students perhaps the target would be to increase their post-test score by only 1/3 or 1/4 of the distance between their pre-test score and 100%. For example, a teacher might use “close ½ the gap to 100%” for regular education students and specify “close ¼ of the gap to 100%” for students on an IEP.
Tiered Growth Target
Students are categorized into different ranks by pre-test score; each rank has a set growth score. This is much harder to set up but offers greater flexibility when dealing with students of widely varying abilities. Could be scored using a customized district-supplied spreadsheet and pre-test and post-test scores imported from Edusoft.
Pre-test scores below 40% have a target of 70%, scores between 40% and 70% have a target of 80%, and scores above 70% have a target of 85%. These would always need to be customized to fit different ranks of students on a pre-test; ranks could be identified by pre-test score frequency analysis.
Individual Student
Growth Target
Each student’s growth target is set individually for a small number of students. Most difficult to set up and score, but useful for a small group of students of widely varying ability.
Student #1 has a target of 80%, but #2 has 70%, but #3 has 50%, etc. These would always need to be customized to fit each student based on a pre-test and/or other indicators such as prior testing, IEP, socioeconomic status, etc.
BPSD TLE SLO/SOO GUIDEBOOK 1/20/2015 Revision Page 11 of 22
Examples of Growth Targets
The post-test performance of each individual student is separately compared to the growth target; the
TLE rating is based on what percentage of students in the assessed population meet or exceed their
growth targets.
Basic growth targets without a pre-test:
Several years of a site’s results on a state
test are compiled and averaged. The
average score (not the % passing, but the
average raw score) is used as a basic
growth target on the state test for the
current year.
Site Typical
Avg. Raw Score
Growth Target for Post-Test
A 50 50
B 60 60
C 70 70
D 80 80
Basic growth targets with a pre-test:
A pre-test yields various averages at each
site or teacher:
Site/Teacher A – 30%
Site/Teacher B – 50%
Site/Teacher C – 60%
Site/Teacher D – 75%
A basic growth target is set for each site or
teacher as shown at right.
Site/Teacher Avg. Pre-
Test Score Growth Target for Post-Test
A 30% 65%
B 50% 75%
C 60% 80%
D 75% 85%
Simple Average Growth Calculation:
A common pre-test is administered. The growth targets
are to close half of the gap between each student’s pre-
test score and 100%.
A teacher might specify this for their regular-education
students, but then specify that students on an IEP only
need close 1/3 or 1/4, rather than 1/2, of the gap.
Pre-Test Score
Growth Target for Post-Test
X% X%+((100%-X%)/2)
20% 20%+((100%-20%)/2) = 60%
50% 50%+((100%-50%)/2) = 75%
90% 90%+((100%-90%)/2) = 95%
Tiered Growth Targets:
A standardized pre-test yields these results:
25 students scored below 10%
50 students scored between 10% and 25%
100 students scored between 25% and 50%
75 students scored between 50% and 75%
50 students scored above 75%
Tiered growth targets are determined as shown at right.
Pre-Test Score Growth Target for Post-Test
Below 10% 30%
10% to 25% 40%
25% to 50% 60%
50% to 75% 80%
Above 75% 85%
Individual Student Growth Targets:
A teacher of special education students
considers how each student did on a pre-test,
how each has performed on previous state
tests, and the student’s IEP to set individual
growth targets on a post-test.
Student Growth Target for Post-Test
Low-function student A 30%
Medium-function student C 50%
Medium-function student D 60%
High-function student E 70%
BPSD TLE SLO/SOO GUIDEBOOK 1/20/2015 Revision Page 12 of 22
THE SLO CYCLE & DATA TEAMS/PROFESSIONAL LEARNING COMMUNITIES
INTEGRATING THE SLO CYCLE WITH DATA TEAMS/PLCS For years the BPSD has been implementing Professional Learning Communities in the form of Data Teams. These district
and site-level teams of teachers who teach common subjects have developed and implemented common formative
assessments, primarily in the form of Quarterly Assessments.
In keeping with the concept of Professional Learning Communities and to help preserve the integrity and validity of
formative assessments, that implementation was made on the basis that the Quarterly Assessments and other formative
assessments would NOT be part of teacher appraisal.
The state now requires that districts implement SLO/SOO cycles that mirror the Professional Learning Community process.
The district will integrate these two processes, while maintaining the integrity and validity of the existing formative
assessments and honoring past commitments, as follows:
SLO/SOO implementation will be done via Data Teams whenever feasible.
Bartlesville Public Schools has decided that teachers who are required to write SLOs/SOOs
must write and implement them in the following manner: teachers who are part of one or
more district or site Data Teams/Professional Learning Communities will collaborate in one of
those Data Teams to write an SLO/SOO which applies to all teachers on the team. However,
each teacher is only held accountable for the growth of the students he or she instructs (in
co-taught classes, all of the students in those classes may be used in each co-teacher’s
SLO/SOO). Different growth targets may be set for individual teachers on a team if there is a
strong rationale which includes relevant data analysis.
Only teachers who have no district or site Data Team (e.g. those who teach only courses
which are not offered anywhere else in the district) will write an individual SLO/SOO.
This scope for SLOs/SOOs was chosen to complement the district’s existing Data Teams/Professional Learning
Communities. This decision aligns with OSDE’s recommendation.
INTEGRATING SLO/SOO TESTING WITH QUARTERLY ASSESSMENTS AND FINAL EXAMS
We recognize that state-required summative testing and the district-required formative testing in Data Teams/PLCs affects instructional time. The quality and validity of those tests is crucial to making the time invested in them meaningful. To limit the lost days of instruction:
Keep SLO/SOO Pre-Tests and Post-Tests confined to Essential Skills. SLOs/SOOs are less broad in scope than Quarterly Assessments and do NOT need to cover all of the state standards. Instead they focus on Essential Skills, e.g. those a student must possess to have a chance for success in the next grade level or subject-area course.
You may use existing Quarterly Assessment questions for use on SLO/SOO Pre-Tests over the Essential Skills. However, if you do so, the SLO/SOO Pre-Test will be distinct from the Post-Test, which CANNOT use any Quarterly Assessment questions.
The SLO/SOO Pre-Test can be used to guide Data Teams work; it can also be part of a broader Pre-Test which covers additional skills covered on the Quarterly Assessments.
Use Quarterly Assessments for the required SLO/SOO Mid-Course Check-Ins, which are NOT part of the
SLO/SOO Growth Ratings.
SLO Post-Tests MUST be separate from any Quarterly Assessments, BUT they can be part of the final exam in a course. A course may give the Post-Test in two parts, one at the end of each semester.
BPSD TLE SLO/SOO GUIDEBOOK 1/20/2015 Revision Page 13 of 22
SEQUENCING OF SLOS/SOOS/QUARTERLY ASSESSMENTS/DATA TEAM CYCLES SLO/SOO Post-Tests may NOT use any questions drawn from Quarterly Assessments.
A teacher who does not teach any courses which are taught by others in the district has no Data Team and need not give Quarterly Assessments. But state law requires that he or she must select or create a SLO/SOO and follow the timeline shown below for the SLO/SOO Pre-Test, SLO/SOO Mid-Course Check-In, and SLO/SOO Post-Test. (Different scope and timelines for the 2014-2015 school year only; consult the separate BPSD SLO/SOO Quick Guide.)
Time Required Assessments
Details
Beginning of 1st Quarter
SLO/SOO Pre-Test for the entire course
SLO Pre-Test over Essential Skills for Course/Year
Can optionally use Quarterly Assessment questions covering Essential Skills, but be aware it will then be distinct from the SLO Post-Test(s) which CANNOT use QA questions
Can optionally be part of a broader Pre-Test covering additional Quarterly Assessment skills
During 1st Quarter
Set Growth Target for SLO/SOO; completed template due by September 30 If there is a Data Team, also give Formative assessments in Data Team cycles chosen using SLO/SOO Pre-Test results, or other optional pre-tests if those are given
End of 1st Quarter
1st Quarter Assessment
1st Quarter Assessment for Data Teams will be used as part or all of the SLO Mid-Course Check-In (does not apply to singleton courses without Data Teams/Quarterlies)
During 2nd Quarter
If there is a Data Team, formative assessments in Data Team cycles chosen using SLO/SOO Pre-Test results, or other optional pre-tests if those are given
The SLO Mid-Course Check-In, using results of the 1st Quarter Assessment and/or other available formative assessments, usually occurs at a TLE post-observation conference in the 1st semester, but the deadline is January 30.
End of 2nd Quarter
2nd Quarter Assessment & separate
1st Semester SLO/SOO Post-Test
2nd Quarter Assessment for Data Teams these can be used as part of the SLO/SOO Mid-Course Check-In if that check-in occurs after the start of the 2nd semester (does not apply to singleton courses without Data Teams/Quarterlies)
Separate SLO/SOO 1st Semester Post-Test over Essential Skills for the Semester (unless Data Team opts for a single Post-Test in May) CANNOT use any Quarterly Assessment questions
Can be same as part or all of the SLO/SOO Pre-Test only if the Pre-Test did NOT use any Quarterly Assessment questions
Teacher can choose to make this part of a semester final exam
Beginning of 3rd Quarter
2nd Semester QA Pre-Test
Optional Data-Team 2nd Semester Pre-Tests which are not part of SLO/SOO (covering non-essential standards on 3rd and/or 4th QA)
During 3rd Quarter
If there is a Data Team, give Formative assessments in Data Team cycles chosen using SLO/SOO Pre-Test results, or other optional pre-tests if those are given
End of 3rd Quarter
3rd Quarter Assessment
3rd Quarter Assessment for Data Teams (does not apply to singleton courses without Data Teams/Quarterlies)
During 4th Quarter
If there is a Data Team, give Formative assessments in Data Team cycles chosen using SLO/SOO Pre-Test results, or other optional pre-tests if those are given
End of 4th Quarter
4th Quarter Assessment & separate
2nd Semester SLO/SOO Post-Test
4th Quarter Assessment for Data Teams (except in OCCT/EOI courses and
singleton courses without Data Teams/Quarterlies)
Separate SLO/SOO Post-Test over Essential Skills for the Semester (or for the year if a 1st semester SLO/SOO Post-Test was not given) CANNOT use any Quarterly Assessment questions
Can be same as part or all of the SLO/SOO Pre-Test only if the Pre-Test did NOT use any Quarterly Assessment questions
Teacher can choose to make this part of a semester final exam
BPSD TLE SLO/SOO GUIDEBOOK 1/20/2015 Revision Page 14 of 22
SLO/SOO Cycle for Semester Subjects
If a teacher has a semester-length course with a SLO/SOO, they would complete a cycle each semester. If the
course is only taught for one of the two semesters, the SLO/SOO cycle is complete after that semester. If the
course is taught BOTH semesters, the results of the SLO/SOO cycle for each semester are combined to form their
annual SLO/SOO cycle results.
(For 2014-2015 only, only the 2nd semester is in the SLO/SOO, with different deadlines; see the separate BPSD SLO/SOO Quick Guide.)
Time Required Assessments
Details
Beginning of Semester
SLO/SOO Pre-Test for Entire 1-semester course
SLO Pre-Test over Essential Skills for Course
If the course has a Data Team with Quarterly Assessments, the Pre-Test can optionally use Quarterly Assessment questions covering Essential Skills, but be aware it will then be distinct from the SLO Post-Test(s) which CANNOT use QA questions
Can optionally be part of a broader Pre-Test covering additional Quarterly Assessment skills, if applicable
During 1st Quarter of the Semester
Set Growth Target for SLO/SOO; completed template due no later than September 30 If there is a Data Team, give formative assessments in Data Team cycles chosen using SLO/SOO Pre-Test results, or other optional pre-tests if those are given.
End of 1st Quarter of the Semester
1st Quarter Assessment (if applicable)
Mid-Course Check-In: 1st Quarter Assessment for Data Teams will be used as part or all of the SLO
Mid-Course Check-In. If the teacher does not give Quarterly Assessments, the administrator should visit with the teacher about how students have done on SLO/SOO objectives on the unit tests or other assessments given thus far.
During 2nd Quarter
If there is a Data Team, give formative assessments in Data Team cycles chosen using SLO/SOO Pre-Test results, or other optional pre-tests if those are given
End of 2nd Quarter
2nd Quarter Assessment (if applicable) & separate
Semester SLO/SOO Post-Test
2nd Quarter Assessment for Data Teams If the teacher has a Data Team; if not, this is omitted.
Separate SLO/SOO Post-Test over Essential Skills for the Semester CANNOT use any Quarterly Assessment questions
Can be same as part or all of the SLO/SOO Pre-Test only if the Pre-Test did NOT use any Quarterly Assessment questions
Teacher can choose to make this part of a course final exam; if the course has no final exam, the SLO/SOO Post-Test must be given as a separate test at the end of the course.
If the course is taught for BOTH semesters, repeat the above cycle In both semesters (using the same growth targets in both semesters) and group the SLO/SOO results from both semesters into a single overall group of results for the SLO/SOO template.
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SLO/SOO Cycle for Quarter-Length Subjects
If a teacher has a quarter-length course with a SLO/SOO (e.g. some middle school electives), they would
complete a cycle each quarter. The results of the cycles for each quarter are combined at the end of the year to
form their annual SLO/SOO cycle results.
(For 2014-2015 only, only the 4th semester is in the SLO/SOO for courses only lasting one quarter, with different deadlines; see the
separate BPSD SLO/SOO Quick Guide.)
Time Required Assessments
Details
Beginning of Quarter
SLO/SOO Pre-Test for Entire 1-quarter course
SLO Pre-Test over Essential Skills for Course
If the course has a Data Team with Quarterly Assessments, the Pre-Test can optionally use Quarterly Assessment questions covering Essential Skills, but be aware it will then be distinct from the SLO Post-Test(s) which CANNOT use QA questions
Can optionally be part of a broader Pre-Test covering additional Quarterly Assessment skills, if applicable
During first 4.5 weeks
Set Growth Target for SLO/SOO; completed template due no later than 3 weeks after the course begins If there is a Data Team, give formative assessments in Data Team cycles chosen using SLO/SOO Pre-Test results, or other optional pre-tests if those are given.
4.5 week Progress Report time
Mid-Course Check-In: If the teacher does not give Quarterly Assessments, the administrator should visit with the teacher about how students have done on SLO/SOO objectives on the unit tests or other assessments given thus far.
During 2nd Quarter
If there is a Data Team, give formative assessments in Data Team cycles chosen using SLO/SOO Pre-Test results, or other optional pre-tests if those are given
End of 2nd Quarter
2nd Quarter Assessment (if applicable) & separate
Semester SLO/SOO Post-Test
2nd Quarter Assessment for Data Teams (omit if there is no Data Team)
Separate SLO/SOO Post-Test over Essential Skills for the Semester CANNOT use any Quarterly Assessment questions
Can be same as part or all of the SLO/SOO Pre-Test only if the Pre-Test did NOT use any Quarterly Assessment questions
Teacher can choose to make this part of a course final exam; if the course has no final exam, the SLO/SOO Post-Test must be given as a separate test at the end of the course.
If the course is taught for MULTIPLE quarters, repeat the above cycle In each quarter the course is taught (using the same growth target throughout) and group the SLO/SOO results from all quarters into a single overall group of results for the SLO/SOO template.
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FREQUENTLY ASKED QUESTIONS
HOW WILL SLOS/SOOS BE APPROVED?
Bartlesville Public Schools has decided that SLOs/SOOs will be submitted by the site or
district-level Data Teams, or individual teachers when necessary, to site evaluators who will
have final approval. This option was chosen to align with the Other Academic Measures
component of TLE. Evaluators may choose to form a site-level team of educators to initially
approve SLOs/SOOs, with final approval still resting with the evaluator.
The teacher and any Data Team should ensure that the SLO/SOO as submitted on the
SLO/SOO Template meets all of the requirements in the Quality Components row of the
SLO/SOO Quality Checklists. High Quality Components on those checklists are desired but not
required. If the reviewer does not approve the SLO/SOO, it is returned to the teacher(s) with
feedback to guide revisions and resubmission.
A teacher may request variations from a Data Team SLO/SOO only if there is a strong
rationale which includes relevant data analysis. (For example, a teacher whose students differ
markedly from the other students taught by the rest of the Data Team in ways the team’s
growth targets fail to adequately address.) The Data Team should be asked for its
recommendation about the variation, but the decision to approve or reject the variation rests
with the evaluator.
The SLO/SOO must be approved by the approval deadline; the teacher and evaluator sign the
template and it becomes a final document that cannot be changed except for significant
extenuating circumstances.
WHAT IF A SLO/SOO IS NOT APPROVED?
If a reviewer or evaluator does not approve a SLO/SOO even after extensive feedback is offered, the
SLO/SOO may be referred to the district Teacher Appraisal Committee for review and advice to be shared
with the teacher(s) and evaluator(s) at the discretion of the superintendent or his designee, who will make
a final decision.
WHAT ABOUT EXTENUATING CIRCUMSTANCES REQUIRING REVISION OR OMISSION OF A SLO/SOO? If a student’s attendance or enrollment in a course is less than 85%, that student’s data may be excluded
from the SLO/SOO.
At the Mid-Course Check-In, Year-End Reflection, or Summative Conference, some rare cases of
extenuating circumstances may require revision of a SLO/SOO. Any changes in a SLO/SOO template due to
extenuating circumstances must be documented by attaching to the original template the revised template
as well as the SLO/SOO Extenuating Circumstances Revision Form. Both the revised template and
extenuating circumstances form must be signed by the teacher and the evaluator and filed with the
Superintendent or his designee.
There must be sufficient evidence that the extenuating circumstances are unexpected, significantly
disruptive, beyond a teacher’s control, and may have reasonably affected the teacher’s performance or
viability of the SLO/SOO.
BPSD TLE SLO/SOO GUIDEBOOK 1/20/2015 Revision Page 17 of 22
For example, if a teacher must be out on leave for part of the school year or is hired late in the year, the
SLO/SOO ratings may need to be restricted to skills which were taught by the teacher to the students when
the teacher was present. If a planned post-assessment is not available, the teacher must propose to the
evaluator a substitute assessment and growth targets which are as similar as possible to the original ones.
In the rare case that the extenuating circumstances are so severe that a SLO/SOO is fatally compromised
beyond repair, the Superintendent or his designee must be consulted about what is the best course of
action.
HOW WILL SLO/SOO SCORING OCCUR?
Bartlesville Public Schools has decided that SLOs/SOOs will be scored collaboratively by the
teacher(s) who developed them. Site or district Data Team leaders are responsible for
coordinating the scoring of their team’s assessments and coordinating the transmission of
pre-test data, post-test data, and growth calculations to the evaluator(s), while teachers with
no Data Team score and transmit their own pre-test data, post-test data, and growth
calculations to their evaluator. This may be done in written or electronic form.
The data can be shared using the district’s Growth Calculation Spreadsheet(s) which can be
downloaded from the district website’s TLE area at http://www.bps-ok.org/faculty/tle
Proper documentation is required for the Final Score section of the SLO/SOO Template to be
completed.
An evaluator may ask the teacher to present a copy of the pre-test and post-test, portfolio,
rubric, or project used in a SLO/SOO.
A copy of the SLO/SOO Pre-Test (if any), Post-Test, student scores, and growth calculations
should be retained at the site after the corresponding TLE Rating has been finalized.
WHAT WILL BE DONE TO ASSESS THE QUALITY AND IMPLEMENTATION OF DISTRICT SLOS/SOOS?
The district Teacher Appraisal Committee is charged with guiding, monitoring, and reviewing the
implementation of SLOs/SOOs throughout the district. The committee may request copies of any SLO/SOO
if the identity of the teacher being evaluated is redacted. It may request summaries of SLO/SOO results by
site, grade level, or department. Both evaluators and teachers may be asked for organized feedback
regarding the implementation of SLOs/SOOs at each site.
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WHO RECEIVES A VALUE ADDED MEASURE AND THUS DOES NOT DO A SLO/SOO?
Individual state Value Added Measures (VAMs) are produced for teachers of 4th-8th Grade Reading or
Math, Algebra I, Algebra II, or Geometry, and English III. Only teachers with at least 10 eligible students are
included; eligible students must have both a valid state post-test score from one of the grades and subjects
listed above and a valid state pre-test score in the related subject from the previous year (using state OCCT
and EOI exams). Students who are repeating the current grade or course are ineligible, as are special
education students with OMAAP or OAAP scores for prior or current assessments. Students who take a
course out of the typical grade levels may also be excluded. The state-determined typical grades are 8 and
9 for Algebra I, 9 through 11 for Geometry, 9-12 for Algebra II, and 11 for English III.
WHAT ABOUT SLOS/SOOS FOR TEACHERS NEW TO THE PROFESSION, STATE, OR DISTRICT?
Scenario 1: First-year teacher, new to the profession
Year 1: Teacher will receive 100% of his or her TLE score from the Qualitative component. This
teacher will collect no SLO/SOO data or OAM data during this first year.
Year 2: Teacher will receive 100% of his or her TLE score from the Qualitative component. This
teacher will also collect SLO/SOO data or OAM data during this second year to be used the
following year.
Scenario 2: First year teaching in Oklahoma, previous experience in another state
Year 1: Teacher will receive 100% of his or her TLE score from the Qualitative component. This
teacher will collect data for OAMs and SLOs/SOOs.
Year 2: Teacher will receive 50% of his or her score from the Qualitative component, 35% from
Student Academic Growth, and 15% from OAMs.
Scenario 3: First year teaching in an Oklahoma district, previous experience in another Oklahoma district
Year 1: Teacher will receive 50% of his or her score from the Qualitative component, 35% from
Student Academic Growth, and 15% from OAMs. This data will be available to the new district via
the TLE Dashboard.
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SLO/SOO TEMPLATE
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BPSD TLE SLO/SOO GUIDEBOOK 1/20/2015 Revision Page 21 of 22
STUDENT LEARNING OBJECTIVES (SLO) QUALITY CHECKLIST
BPSD TLE SLO/SOO GUIDEBOOK 1/20/2015 Revision Page 22 of 22
STUDENT OUTCOME OBJECTIVES (SOO) QUALITY CHECKLIST