student learning objective (slo) user guide 2017-2018 · pdf filestudent learning objective...

Student Learning Objective (SLO)

User Guide

2017-2018

Updated: October 10, 2017

West Chester University of Pennsylvania

35 West Rosedale Avenue, Recitation Hall, West Chester, Pennsylvania 19383

https://wcupa.edu/education-socialWork/assessmentAccreditation/assessmentResources.aspx

https://wcupa.edu/education-socialWork/assessmentAccreditation/assessmentResources.aspx

Table of Contents

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Introduction……………………………………………………………………………………………………… 3

What is a Student Learning Objective (SLO)?...................................................................................................4

Student Performance Data and Instructional Need…………………………………………………………...4

Standards and Outcomes………………………………………………………………………………………..5

PA Content Standards…………………………………………………………………………………………..5

Goal Statement (Big Idea)……………………………………………………………………………………...5

Essential Questions……………………………………………………………………………………………..6

Academic Language…………………………………………………………………………………………….7

Resource……………………………………………………………………………………………………….12

Technology Standards…………………………………………………………………………………………12

Assessment Plan………………………………………………………………………………………………...13

Validity and Reliability……………………………………………………………………………………….. 14

Assessment Window…………………………………………………………………………………………..15

Baseline and Trend Data………………………………………………………………………………………15

Achievement Goal (SLO Growth Target)……………………………………………………………………..15

Writing an Achievement Goal………………………………………………………………………………...15

Instructional Plan………………………………………………………………………………………………16

Unit Plan………………………………………………………………………………………………………...16

Reflection………………………………………………………………………………………………………..16

Appendices……………………………………………………………………………………………………… 18

Appendix A: Student Learning Objectives (SLO) Process Rubric…………………………………………....18

Appendix B: SLO Template…………………………………………………………………………………..18

Appendix C: Lesson Plan Template…………………………………………………………………………..18

Appendix D: International Society for Technology in Education (ISTE) Standards for Teachers…………...18

Appendix E: Growth Target Examples and Templates……………………………………………………….18

Appendix F: Assessment Checklist…………………………………………………………………………...18

Introduction

The purpose of this user guide is to support teacher candidates in the understanding of the Student Learning

Objective (SLO) process. SLOs are typically a semester- or year-long intensive learning plan that include a

variety of informal and formal assessment to support target learning objective(s). This guide is a modified

version of the SLO to prepare candidates in understanding the process and the importance of having a systemic

approach to support student learning outcomes. Although one of the major goals of a SLO is to document

student learning over a period of time, you will be evaluated on the process as outlined in the SLO Process

Rubric (Appendix A). Also, you will be evaluated on your ability to develop and implement an evidenced-based

unit plan that should, if implemented with fidelity, impact student learning. The following is the minimum

expectation for completing the SLO during student teaching. Thus, the SLO will focus on a modified time

frame and a focused learning objective. Also, the process of completing the SLO was modified to meet this

expectation without sacrificing the integrity of the process. The following is a proposed timeline to complete the

various components of the SLO during the first half of student teaching:

The SLO should be completed during the first half of student teaching.

A minimum of six P-12 students is required to complete the SLO. Candidates who are completing a

SLO in a special education classroom may be required to complete a SLO with less than six P-12

students. This must be approved by the university supervisor and mentor teacher (MT).

Complete and submit the SLO template (Appendix B) – Upload to Tk20.

Develop and implement a unit plan that consists of five consecutive lessons (or 5 hours of instruction in

a block schedule format) to address using the SLO – Upload to Tk20.

Figure 1. Proposed timeline for completion of SLO components during the first half of student teaching.

Weeks 1-3

• Review Existing Data

• Identify Target Population

• Identify Goal Statement, Content Standards, etc.

Weeks 3-4

• Identify Pre- and Post-Assessment

• Administer Pre-Assessment

• Develop the Achievement Goal

Weeks 5-6

• Design Learning (Unit) Plan

• Implement Learning Plan

Week 7

• Complete Reflection Section SLO Template Submit via Tk20 with Unit Plans

What is a Student Learning Objective (SLO)?

Classrooms are complex places, and measuring student learning can be challenging due to unique grade-level

and subject characteristics. However, student learning is the ultimate measure of the success of a teacher as an

instructional leader. Effective teaching involves the close analysis of student data to develop a learning plan to

support student growth within an academic year, semester or at the end of a unit plan of study. SLOs are a

systemic approach to ensure teachers have a strategic plan to support student learning. The SLOs are content-

specific, grade-level learning objectives that are measurable and focused on student academic growth. Creating

SLOs are a process by which teachers establish expectations for student growth during a specific period of time.

See Figure 2.

Figure 2. Process for teacher candidates to develop a SLO.

Student Performance Data and Instructional Need

The first step of the process is to work collaboratively with the mentor teacher (MT) to review assessment data

in order to determine the instructional area of concern. If the MT is required to complete a SLO within their

district, it may be practical to select a learning objective that coincides with the SLO that has been created

within the classroom. Most importantly, archival data should be used to inform the instructional decisions made.

The following is a list of some data sources that may be available in the classroom:

Summative assessments (unit test, Keystone exams, etc.)

Formative assessments (DIBELS, AIMSweb, NWEA)

Quizzes (should be used in conjunction with the items in the first two bullets)

Homework assignments (should be used in conjunction with the items in the first two bullets)

In some cases, you may decide to address a concept, skill or strategy that has yet to be introduced within the

classroom. Collaborating with the MT is critical in developing a rationale for making this decision. The

Instructional Need

Learning Goal and Standards

Develop or SelectAssessment

(Administer Pre-Assessment)

Performance Targets

Develop and Implement

Learning Plan

AdministerPost-Assessment

Self-Reflection and Rating

analysis of archival student data is essential to support the decision. When providing a justification in the SLO

template (Table 1), you should discuss common themes from the data gathered and any additional information

that will support the decision made. Those themes may include errors or misconceptions noted in the data

analyzed.

Based on the information gathered, you should be able to identify students (minimum of 6 students during

student teaching) that would be the focus of the SLO. It is at this time you will need to determine information

about each student (any particular learning challenges) that will be important as you develop an educational

plan.

Note: As teacher candidates, it is important to protect the privacy of P-12 students thus pseudonyms

should be used when referencing any information about students in the SLO. This includes reporting on

any data gathered about the student and any potentially identifying information.

Analysis of Student Performance

(Stage 1)

Describe the data sources used (NWEA, DIBELS, Unit test, and etc.) that provide evidence of a potential instructional

concern that warrants significant academic support.

Describe your analysis of the data and areas of concern with respect to one academic standard.

Identification of Instructional Need &

Identification of Target Population (Stage 1)

Based on the data collected above identify the instructional needs and how it will relate to your goal, essential question

and standards. What research was conducted on students (Individualized Education Plan [IEP], English Language Leaner [ELL]) and rational for selecting the target group

Table 1. SLO template (Excerpt).

Standards and Outcomes

As you consider the instructional need, you should determine the goal, standards, essential questions, and

academic language that will support the identified area of concern. The PA Curriculum Framework, discussed

later in this document, would be a valuable resource to complete this section of the SLO template (Table 3).

PA Content Standards

Based on the instruction need identified, you should select the content standard(s) of focus. It is of great

importance that you identify the standard that aligns to the skill, concept or strategy selected above. Also, it is

important you choose standards that can be accomplished within the timeframe of the SLO.

Goal Statement (Big Idea)

The Goal Statement, not to be confused with Achievement Goal discussed later in the document, is the “Big

Idea” or central focus of the mini-unit of study. Although you have identified an area of concern or focus (i.e.,

inference, adding two digit numbers, cause and effect), and selected potential standard(s), you need to consider

why helping students address this standard is critical. The Goal Statement should promote in-depth

understanding. The Big Idea is statements summarizing important ideas and core process that are central to a

discipline and have lasting value beyond the classroom. It is more than concepts or skill we want to teach.

For example, in Table 2 each non-example is either factual information (students will understand fruits and

vegetables contain essential vitamins) or a skill (students will understand the area of a triangle). In both cases

they do not focus on the big picture. To assist in identifying the Big Idea, you should review the PA Curriculum

Framework that is aligned to the standard(s) selected. In this case, you will have to decide which Big Idea will

be the focus of your mini-SLO. It is unrealistic to believe you will be able to address every Big Idea included

within the PA Curriculum Framework with the depth of knowledge articulated in the Framework.

https://www.pdesas.org/CMap/CFramework




To select or write an appropriate Big Idea(s), you should respond to the following questions when thinking

about the skill, strategy or concept and standard that was selected for the SLO.

Why is this standard, concept, strategy or skill important?

How is this standard, concept, strategy or skill essential in the world beyond the classroom?

What would happen if you didn’t understand the standard, strategy, concept or skill?

How will the standard, concept, skill or strategy promote in-depth understanding?

What will students come to understand if they really learn this content well?

Based on the information above you should ask the following questions to write or select the appropriate Big

Idea from the PA Curriculum Framework.

Examples of a Big Idea Non-Examples of a Big Idea

Students will understand that math is about

pattern and order.

Student will understand the area of a triangle.

Students will understand healthy nutrition

influences our livelihood.

Students will understand fruits and vegetables

contain essential vitamins.

Students will understand that experience can play

a role in one’s interpretation.

Students will be able to infer the meaning of a

story.

The story teller rarely tells the meaning of a story. Students must identify author’s purpose.

Table 2. Examples and non-examples of a goal statement (Big Idea).

Essential Questions

It is also important to consider the essential question(s) that will be the focus of the SLO unit plan. Essential

Questions should lead students to the goal and support content standards. Developing questions can be tricky

and requires careful attention that the question(s) are written in a way to allow for discovery. Essential questions

should promote inquiry of the subject of focus and according to Wiggins & McTigh (2005), they have the

following characteristics:

No simple right answer

Raise other important questions

Stimulates critical thinking

Refers to the core ideas of the focus of study

Essential Questions can either be overarching or topical. Overarching questions frame courses and program of

study around truly Big Ideas. Topical questions are unit specific but still promote inquiry. See examples below:

What is a true friend? (overarching)

Does practice make perfect? (overarching)

To what extent is history a history of progress? (overarching)

What is the value of place value? (topical)

Why experience is related to what we infer? (topical)

How might Congress have protected the rights of underrepresented populations during the civil rights

era? (topical)


The PA Curriculum Framework in Figure 3 is a guide in identifying the appropriate questions. You will have to

consider which Essential Question(s) is/are relevant to the skill, strategy or concept of focus for the SLO.

Academic Language

Academic Language is the oral and written language used in academic settings (language of the discipline) for

academic purposes. Students need this language to understand (read, think, listen) communicate (listen, speak,

write) and perform (think, read, write, listen, speak, and create) in meaningful ways within the content area. It is

important to note Academic Language is more than academic vocabulary (especially the words listed within the

PA Curriculum Framework).

In many cases Academic Language is hard for us to see since we are so immersed in the language it becomes

invisible to us. In essence, you have to view Academic Language in the eyes of the novice (P-12 students). For

example, assume you want students to “discuss or explain” a concept or strategy. What does it mean to ask

students to discuss or explain? What does this look like in a math class versus an economics course? Making

assumptions about the use of the word “discuss” will impact the high quality academic experience for your

students. If we plan to assess students’ discussing or explaining, then we must know – and we must teach

students – what the evidence of discussing or explaining might be. Also, we must decide what resources and

tools we can provide to help students demonstrate that evidence.

We must also pay close attention to students’ discourse because it reflects the students’ level of understanding.

Often, students can acquire skills and content-related vocabulary but apply that knowledge in ways that are

awkward or inaccurate. Their words and phrasing indicate they are beginning to speak the language but are not

yet articulate enough to participate in the discourse with appropriate wording and syntax. To help students move

toward deeper knowledge and more sophisticated discourse, teachers must ask ourselves, “Is there something

about this statement’s language that needs to be unpacked?”

The following is a summary of the various elements of Academic Language that must be considered when

designing the SLO.

Language Function: The content and language focus of the learning task represented by the active verbs

within the content standards (What students are required to DO).

Language Demands: Specific ways that academic language (vocabulary, discourse) is used by students

to participate in the learning task to demonstrate understanding (tools students USE to participate in the

content they are learning).

o Vocabulary: Includes words and phrases that are used within the discipline.

Words or phrases for which subject-specific meaning differs from everyday life meaning

(e.g., table in math can be defined in several contexts (periodic table) versus dinner table.

General academic vocabulary used across disciplines (e.g., compare and contrast,

discuss, analyze, justify).

Subject-specific words within the discipline (e.g., polygon, axis, pedicels, corolla, meter,

fluency).

o Discourse: Includes the structures of written and oral language, as well as how the members of

the discipline talk, write and participate in knowledge construction.

For example, consider the following 5th grade Pennsylvania competency for science associated with standard

3.2.5A6:

Develop a model to describe that matter is made of particles too small to be seen.



Language Function is to develop and describe. The Language Demand is to model (how will this be done via

graphic organizer or abstract representation). Vocabulary: matter and particles (need to consider other

essential key terms implied but not explicitly stated in the competency or standard).

Notice that the Language Demand “model” can look differently in different content areas. One cannot assume

that students understand what this means. This requires the teacher to determine what tools you will provide

students to model in order to demonstrate “mastery” of the skill.

Below are some PA Competencies, followed by conversations about the issues of Language Function and

Language Demand (vocabulary and discourse) we might consider in teaching to those competencies.

C.F. 1.5 Listening and Speaking/Comprehension and Collaboration

Grade 3 Standard: CC.1.5.3.A

Competency: Engage effectively in a range of collaborative discussions on grade level topics and texts,

building on others’ ideas and expressing their own clearly.

Language function is to engage, build on others’ ideas, and express ideas. The language demand is to engage

effectively in collaborative discussions. This can be done in all content areas with various texts (e.g., fiction,

nonfiction, textbook, articles).

Vocabulary: engage, building on other’s ideas, express, authentic question, citing evidence, evaluating ideas,

probing

Discourse: What is there about this language that must be unpacked? We must help students understand:

what engaged discussions look like and sound like (talking about the text details and listening to one

another, taking turns);

what building on others’ ideas looks and sounds like (asking authentic questions about what peers are

saying, answering peer’s questions, agreeing/disagreeing and explaining why, extending and

elaborating)

what expression of ideas should sound like (pointing to evidence from text for support, deciding whether

ideas and text references are accurate and appropriate).

What tools and resources can we provide for students to support their engagement, building on ideas, and

expression of ideas? We might use modeling, simulation, videos, fishbowl, Socratic circles, discussion rubrics,

etc.

C.F. 1.2 Reading Informational Text/Integration of Knowledge and Ideas – Evaluating Arguments

Grade 9-10 Standard: CC.1.2.9–10.H

Competency: Delineate and evaluate the argument and specific claims in a text, assessing the validity of

reasoning and relevance of evidence.

Language function is to delineate and evaluate arguments. The language demand is to assess.

Vocabulary: delineate, evaluate, argument, claim, validity, reasoning, relevance, evidence, persuade, convince


what delineation and evaluation of an argument would look like and sound like (creating a detailed and

accurate outline of facts or points in the argument; discussing and judging the argument’s meaning and

merit)

what it would look or sound like to assess the validity of reasoning and relevance of evidence (deciding

whether or not the evidence is accurate, strong, and related to the argument)

What tools and resources can we provide for students to support their delineation and evaluation of arguments

and claims in a text? We might use text annotation, note-taking templates, graphic organizers, debates, etc.

Grade 3 Standard: Social Studies (Civics and Government) 5.1.3.B:

Competency: Explain rules and laws and why they are important in the classroom, school, and

community.

Language Function is to explain. The Language Demand is to describe why (via discussion, graphic organizer

or abstract representation).

Vocabulary: rules, laws, classrooms, school, community

Other essential key terms implied but not explicitly stated include: behaviors, manners, democracy


what participatory classroom conversations will look like and sound like (taking extended turns of

overlapping student talk to empower and engage all students; listening to one another; building on

others’ ideas)

what explaining sounds like (following a statement with details that help others understand

how summary presentations will reflect students’ learning and application of the content (whole-class

compilation of a list of rules will require synthesis and evaluation.

What tools and resources can we provide for students to support their explanations and descriptions? Might we

use modeling, simulation, videos, fishbowl, Socratic circles, discussion rubrics, T-charts or similar graphic

organizers with column for rules and column for explanation

Grade 9 Standard: Social Studies (Civics and Government) 5.1.9.B:

Competency: Describe historical examples of the importance of the rule of law.

• Sources

• Purposes

• Functions

Language Function is to describe. The Language Demand is to apply the importance of the rule of law to

historical examples (via discussion, graphic organizer, essays, or abstract representation).

Vocabulary: rules, laws, sources, purposes, functions

Other essential key terms implied but not explicitly stated include: court, law, crime, due process, responsibility,

society


what description sounds like (sufficient detail to help listeners/readers understand and envision the

example being described)

what thorough, detailed, conversations/writing will sound/look like (begin with descriptions of historical

examples of the importance of the rule of law and expand to include specific application of the rules of

law to sources, purposes, and functions)

What tools and resources can we provide for students to support their description and application? We might

use discussion/writing rubrics, text annotation, note-taking templates, graphic organizers, etc.

Grade 4 Standard: CC.1.3.4.B

Competency: Cite relevant details from text to support what the text says explicitly and make inferences.

Language Functions are to cite, support, and make inferences. The language demand is to support inferences

about the text’s message.

Vocabulary: cite, relevant, details, support, explicitly, inferences

Other essential key terms implied but not explicitly stated: implicit, background knowledge, connections (text-

to-self, text-to-world, text-to-text)


what it sounds/looks like to cite text (point to specific words, phrases, sentences in the printed text)

what it sounds/looks like to make an inference (state a belief or conclusion about the author’s message

and tell how it is reasonable because of the printed text details and background knowledge

what background knowledge looks/sounds like (things we know because of what we have read, seen,

heard, experienced).

What tools and resources can we provide for students to support them in making inferences and citing text to

support those inferences? We might use Post-it Notes or similar text-marking structures, graphic organizers to

list inferences and connect them to text details and personal connections, classroom discussions, journaling,

rubrics for writing and discussion, etc.

Grades 9-10 Standard: CC.1.3.9-10.B

Competency: Cite strong and thorough textual evidence to support analysis of what the text says

explicitly and make inferences.

Language Functions are to cite, support, and make inferences. The language demand is to support analysis of

text.

Vocabulary: cite, thorough, details, support, analysis, explicitly, inferences

Other essential key terms implied but not explicitly stated: implicit/implied, background knowledge,

connections (text-to-self, text-to-world, text-to-text)


what citation for text analysis sounds/looks like (pointing out specific words, phrases, sentences from

the entire text as a whole [not just isolated bits])

what citation for the purpose of supporting sounds/looks like (using the cited sections to strengthen an

idea or opinion)

what it looks/sounds like to make and support an inference (state a belief or conclusion about the

author’s message and then tell how it is reasonable because of details from the text as a whole plus

related background knowledge)

what background knowledge looks/sounds like (things we know because of what we have read, seen,

heard, experienced).

what analytical thought looks/sounds like (combining, connecting, contrasting & comparing,

questioning, evaluating, synthesizing)

What tools and resources can we provide for students to support them in making inferences and citing the text

to support those inferences? We might use text annotation structures, note-taking templates, graphic organizers

to list inferences and connect them to text details and background knowledge, modeling, videos, fishbowl,

Socratic circles, rubrics for discussion and writing, etc.

C.F. 3.1 Biological Sciences /Organisms and Cells

Grade 3 Standard: CC. 3.1.3.A3

Competency: Illustrate how plants and animals go through predictable life cycles that include birth,

growth, development, reproduction, and death

Language function is to illustrate the lifecycle process of plants and animals. The language demand is to show

progression through predictable cycles.

Vocabulary: illustrate, life cycle, process, predictable, development, reproduction,


what predictable stages are involved in life cycles of plants and animals

how scientific observations of plant and animal life cycles might be illustrated

what it means to draw logical conclusions and present these findings

What tools and resources can we provide for students to support their illustrations of plant and animal life

cycles? We might use a variety of expository texts/videos of various plant and animal life cycles, creating

opportunities for authentic observations of life cycles (e.g. plants, mealworms, butterflies); organizers/templates

to guide observational note taking; life cycle graphic organizers; iPads and/or laptops to create multimedia

presentations

sc.1: Biological Sciences

C.F. 3.1 Biological Sciences /Organisms and Cells

Grade 10 Standard: CC. 3.1.10.A3

Competency: Compare and contrast the life cycles of different organisms.

Language function is to compare and contrast life cycles. The language demand is to identify similarities and

differences between life cycles of different organisms.

Vocabulary: compare, contrast, life cycle, organism, biology, cells, scientific method, adaptation, constancy,

biotic, abiotic


what it means to identify similar traits/characteristics in living things

what it looks/sounds like to make and share observations using the scientific method

how life cycles of specific organisms are presented

what predicates the differences in organisms

what predicates the similarities in organisms

What tools and resources can we provide for students to support their observations, organization of ideas, ability

to compare and contrast? We might use videos of various life cycles, establishing opportunities for authentic

observations of life cycles (e.g. mealworms, butterflies); scientific method graphic organizer/template to guide

observational note taking; compare and contrast graphic organizer, etc.

Resource

The PA Curriculum Framework (Figure 3) is a good resource to begin selecting the goal (Big Idea), Essential

Questions, standards, and Academic Language for the SLO. Please note that your unit will be a mini version of

a SLO thus you will have to decide what standards/competencies can be completed within the time allotted to

complete the SLO. In essence, you will not have time to address every Big Idea or Essential Question so you

will have to carefully select the items that align with your SLO.

Figure 3. PA Curriculum Framework.

Technology Standards

In 2016, the International Society for Technology in Education (ISTE) Standards for Educators emphasized the

importance of skills for students to enable them to thrive in a connected, digital world. Educators play a

valuable role in ensuring students use technology as a tool for learning. According to ISTE, the standards

should promote collaboration with peers and challenge you to think about how you engage P-12 students to take

charge of their own learning.

When developing the SLO and unit plan, it is important to consider which standard(s) (listed below) could be

utilized to support the content standard and goal of the SLO. When completing the template in Table 4, you

should describe how this lesson or unit (if appropriate) will support students’ ability to engage in the effective

use of technology (ideally standards 3-8). It is not required that you address all of the standards but at minimum

you should consider how the unit will engage students to take charge of their own learning in at least one

standard (3-7). When addressing this section, you should include the standard number and the sub component

(e.g., 3a, 4 a-c). In addition, you should explain how the unit or lesson explicitly incorporates the standard

selected. For example, if you believe the activity will help facilitate student learning (standard 6b), you need to

describe explicitly the digital tool, the purpose, and how the tool will support the outcomes of the lesson.

For a comprehensive explanation of each standard and essential elements see Appendix D.

1. Learner: Educators continually improve their practice by learning from and with others and exploring

proven and promising practices that leverage technology to improve student learning.


2. Leader: Educators seek out opportunities for leadership to support student empowerment and success

and to improve teaching and learning.

3. Citizen: Educators inspire students to positively contribute to and responsibly participate in the digital

world.

4. Collaborator: Educators dedicate time to collaborate with both colleagues and students to improve

practice, discover and share resources and ideas, and solve problems.

5. Designer: Educators design authentic, learner-driven activities and environments that recognize and

accommodate learner variability.

6. Facilitator: Educators facilitate learning with technology to support student achievement of the 2016

ISTE Standards for Students.

7. Analyst: Educators understand and use data to drive their instruction and support students in achieving

their learning goals.

Goal Statement

A description of the enduring understanding or big ideas that students will possess at the end of the Learning plan based on grade level content standards and curriculum.

Essential Questions

Essential questions center on major issues, problems, concerns, interests, or themes relevant to the classroom. Essential questions should lead students to discover the goal (enduring understandings). They need to go beyond who, what and

where. They need to lead to the how and why.

PA Standards

http://www.pdesas.org/Standard/view or https://www.pdesas.org/Page?pageId=11

ISTE Standards

www.iste.org

When addressing this section, you should include the standard number and the sub-component (e.g., 3a, 4 a-c, etc.). Also,

explain how the unit or lesson explicitly incorporates at least one standard (standard 3 – 7 only). Describe where in the learning plan there will be evidence that the standard selected will be integrated into the learning experience.

Academic Language

What key terms are essential to this content? What terms are essential to develop and extend students’ vocabulary?

What opportunities will you provide for students to practice the new language and develop fluency, both written and oral?


Assessment Plan

Pre- and post-testing is a measurement of the learning received as a result of comparing what the students knew

before in a pre-test and after the implementation of the education plan (unit plan) in a post-test. The assessment

plan is essential to quantify the knowledge attained in the class or learning experience from diverse groups of

students.

Selecting or developing high-quality assessments is an integral component of the SLO process. Because

assessments should measure what students are expected to learn over their time in a course (in your case at the

end of a unit), a quality assessment provides an indication of the degree to which the teacher candidate had an

impact on P-12 students’ learning. Since the goal of the SLO is for teacher candidates to understand the process,

the candidate will only be assessed on the critical components outlined within the SLO process rubric

(Appendix A) and the design and implementation of the SLO unit plan.

The assessment(s) used to monitor student growth should be approved by the mentor teacher. As the SLO

template (Table 4) illustrates there are some critical components to consider including the description of the pre-

and post-assessment, the validity and reliability of the measures, the assessment window, and the analysis of

baseline data.

http://www.pdesas.org/Standard/view

https://www.pdesas.org/Page?pageId=11

http://www.iste.org/

PRE- AND POST-ASSESSMENT PLAN (STAGE 2 SLO RUBRIC) The various tools/assessments which will be used to measure student achievement toward a specific goal.

Describe the pre- and post-assessment (such as performance task and rubrics) that measure students’ understanding of the

goal.

How will you ensure the assessments are valid and reliable

data? If using a proprietary assessment provide information on the tool and why it was selected. If the tool is not proprietary

discuss how you will ensure content validity and reliability?

Assessment Window: Assessment window should not be

included as part of the learning plan activities. Pre-

assessment should be administered well in advance of instructional delivery. Post-assessment should be administered

after the last day of formal instruction.

Baseline and Trend Data

After administering the pre-assessment, describe the data used to identify assessment and growth

targets. Explain how this data helped you identify the growth targets for your students. How was the assessment done? What were the results of the data gathered?


Validity and Reliability

When selecting an assessment, there must be confidence that the assessment is valid, reliable, rigorous and

comparable (see Table 5 for a description of each). To ensure the assessments are well constructed it is

encouraged to use vendor-prepared, commercial assessments. If those assessments are not available, a teacher-

created assessment could be used. To ensure the teacher-created assessments are well constructed the South

Carolina Department of Education (2015) developed an Assessment Checklist found in Appendix F that can be

used as a guide to determine the quality of teacher-created assessments.

To measure progress, the pre- and post-assessment should be identical or parallel forms in the case of some

commercially developed assessments such as Curriculum Based Measurement tools (CBMs) (e.g., DIBELS,

Easycom, AIMSweb, etc.). CBMs are typical for specific areas such as fluency, numeracy, basic facts or skills,

math concepts, comprehension. In other content areas (science, social science, etc.), probes may not be readily

available thus teacher-created assessments will be ideal with careful attention to ensure the instrument can

provide valid and reliable data.

Criterion

Description

Valid

The assessment items are representative of the skill and concepts learned. Allowing “experts” (mentor

teacher, university supervisor) to validate the assessment would be helpful.

Reliable

The assessment provides consistent results.

Comparable

The pre- and post-assessments are aligned in content, complexity, form, and scoring. For teacher-

created tests it is appropriate to give students identical or parallel form pre- and post-test forms.

Rigorous

The assessment allows students to demonstrate appropriate level of skill, understanding and

knowledge.

Table 5. Criterion and Description.

Assessment Window

The pre-test should be administered in advance (minimum of a week before the first delivery of the first SLO

lesson) to allow the opportunity to make the necessary adjustment to your SLO unit plan and to develop an

appropriate achievement goal (discussed below). The post-test should be administered soon after the last lesson

of your unit plan.

Baseline and Trend Data

After the administration of the pre-assessment, you need to write within the SLO template the results of the

baseline data. It may help as you write this section to consider the Achievement Goal discussed later in the

document. Explain how this data provides some insight into the area of concern. How was the assessment

administered and data gathered? What are common themes that may have emerged for the baseline data?

Achievement Goal (SLO Growth Target)

Baseline data collected should be used to develop the achievement goal, also known as a growth target. The

achievement goal should challenge students to meet high expectations regardless of the baseline data collected.

The approach to setting growth targets should be addressed within the appropriate section of the SLO template

(Appendix B). Assessment data should be reviewed to determine if a growth goal is appropriate. In many cases,

the growth targets should be tiered or individualized so that they are both rigorous and attainable for students.

Table 6 provides an explanation of the different types of growth goals including the potential benefits.

Uniform Growth Target

Tiered Targets

Individual (Half-Split or Half to 100)

One target for all students in the SLO

Two or more differentiated targets for

groups of students identified by

analyzing baseline data

Straightforward method for ensuring

rigorous targets

Each student will have an individual

target

Good for students who have similar

results on the baseline data

Course content requires a specific level

of mastery

Student need to work together to

achieve a task (orchestra, dance, etc.)

Allows to project achievement for

students who are at, above or below

expectation based on data gathered

Great if you prefer simple calculation

Difficult calculation for high

performing students

Table 6. Types of Achievement Goals (growth targets).

Writing an Achievement Goal

Based on the data collected to this point, you should have enough information to create an Achievement Goal.

The Achievement should take into consideration the goal statement (Big Idea), standards, Essential Questions

and the baseline data collected. The Achievement Goal should be written as a S.M.A.R.T goal that has the

following characteristics:

Specific: The Achievement Goal is focused, for example by content standard or the needs of the learner.

It addresses the Big Idea and content standards.

Measurable: An appropriate instrument/measure is selected to assess the goal. Assessments are valid and

reliable

Appropriate: Attainable within the time frame

Realistic: The learning goal is feasible and strategically focused to be covered within the time frame

Time-limited: The goal is contained within the time frame allotted for the mini-unit of study.

The Georgia Department of Education (2012) published examples and templates in the development of three

types of Achievement Goals that can be used as a guide in the development of the SLO. Examples can be found

in Appendix E.

Instructional Plan

In this section you should provide an outline of the unit plan of study. This section can be developed as daily

major objectives and activities or a narrative discussing the focus of the learning plan. It is important to include

theory or research to support the instructional strategies selected to ensure student learning overtime. Include

the instructional window (start of the first lesson and the day of the last lesson) not including the pre- and post-

assessments.

INSTRUCTIONAL PLAN OUTLINE: Outline the daily evidenced based instructional strategies and/or grouping strategies that will be used to teach the content.

(STAGE 2 SLO RUBRIC)

Outline or brief description of instructional

strategies to support the learning goal.

Instructional Window

___Start (first formal instruction after the

administration of the pre-assessment)

___ End (last day of formal instruction before

administration of the post-assessment )

Theory or research that supports the selection of the strategies:


Unit Plan

You are required to develop five consecutive lessons (or 5 hours of instruction in an instructional block sequence).

You should use the lesson plan template that can be accessed via Tk20 or in Appendix C. Both the SLO Template

and unit plan should be uploaded to Tk20.

Reflection

After you have administered the post-assessment, you need to record the actual number and percentage of students

who achieve the Achievement Goal (target) you identified above. Based on the number of students who met your

target goal, provide a candidate self-rating as indicated below. As mentioned earlier you will not be assessed on

the number of students who have met or did not meet your original Achievement Goal, but you will be assessed

on your ability to complete the process and reflect on what are area your strengths and areas of growth. You

should think about specific areas within your control and any changes you would make to ensure all students will

either make significant progress or enrich the learning experience. When writing this section, you should consider

how you would change your instruction, lesson delivery, academic goals to meet the learning outcomes. The

following are some probing questions that can be used as a guide.

What did you learn about completing the SLO?

Based on the data gathered and self-rating, what do you believe were challenges you faced and/or

changes you would have made in the delivery of instruction that would support the learning outcome?

What was the rationale for selecting the learning activities?

What assumption did you make about students that may have influenced your ability to impact student

learning?

REFLECTION: Identify the results of the pre- and post-assessment of the targeted population. (SLO RUBRIC STAGE 3 REFLECTION ONLY)

Record the actual number or percentage of students who achieved the target in a table.

What % or # of students met your targets?

Candidate Self-Rating

Based on the data gathered how would you rate your performance?

Does Not Meet---- 0 – 69% of students performed worse than expected

Needs Improvement- 70% - 79% of students performed as expected but overall the group is below expectation (need a minimum of 80 percent)

Meets ---- 80% - 94% of students performed as expected

Exceeds – over 95% of student performed better than expected.

Reflective Narrative

What did you learn about the process? Based on the data gathered and self-rating what do you believe were challenges or changes you would

have made in the delivery of instruction that will support the learning outcome?

What was the rationale for selecting the learning activities? Please use the SLO rubric to support the development of the narrative.


Appendices

Click on the appendix name to download the file.

Appendix A: Student Learning Objectives (SLO) Process Rubric

Appendix B: SLO Template

Appendix C: Lesson Plan Template

Appendix D: International Society for Technology in Education (ISTE) Standards for Educators

Appendix E: Growth Target Examples and Templates

Appendix F: Assessment Checklist

https://wcupa.edu/education-socialWork/assessmentAccreditation/documents/Appendix_A_SLO_Process_Rubric.pdf

https://wcupa.edu/education-socialWork/assessmentAccreditation/documents/Appendix_B_SLO_Template.docx

https://wcupa.edu/education-socialWork/assessmentAccreditation/documents/Appendix_C_Lesson_Plan_Template.docx

https://wcupa.edu/education-socialWork/assessmentAccreditation/documents/appendixDEducators.pdf

https://wcupa.edu/education-socialWork/assessmentAccreditation/documents/Appendix_E_Growth_Target_Examples_and_Templates.docx

https://wcupa.edu/education-socialWork/assessmentAccreditation/documents/Appendix_F_Assessment_Checklist.docx

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