Fill - Free fillable Student Learning Objectives Implementation Guide for Administrators PDF form

Student Learning Objectives

Implementation Guide for Administrators

Table of Contents

Using This SLO Handbook ............................................................................................................................................... 2

The Texas Student Learning Objective Process ............................................................................................................ 4

Designing and Establishing a System of Supports for SLO Implementation ............................................................. 5

Implementation Pre-work ................................................................................................................................................. 5

Key Elements for Campus Leaders ................................................................................................................................. 5

Unpacking the Key Elements ........................................................................................................................................... 6

SLO Approval Process ................................................................................................................................................... 19

Phase 2: Monitor Progress to Drive Instruction .......................................................................................................... 22

MOY Conference ............................................................................................................................................................. 23

Phase 3: Evaluate Success and Reflect ....................................................................................................................... 25

Teacher Reflection .......................................................................................................................................................... 26

EOY Conference .............................................................................................................................................................. 27

Appendix A: District Decision Worksheet ...................................................................................................................... 29

Appendix B: Planning Worksheet for School-Based Leaders.................................................................................... 33

Appendix C: Student Learning Objective Form ........................................................................................................... 37

Appendix D: Student Growth Tracker ........................................................................................................................... 41

Appendix E: SLO Rating Rubric .................................................................................................................................... 42

Appendix F: Success Criteria ........................................................................................................................................ 43

Appendix G: Progress Discussion Notes (Optional) ................................................................................................... 44

Appendix H: End-of-Year Reflection ............................................................................................................................. 45

Appendix I: Definitions for the SLO Process ............................................................................................................... 46

What are Student Learning Objectives?......................................................................................................................... 3

SLO Administrator Guide

Guidance for Beginning-of-the-Year Conferences....................................................................................................... 21

Phase 1: Create a Student Learning Objective.................................................................................................................... 9

Using This SLO Handbook

The purpose of this Student Learning Objective Administrator Guide is

to provide implementation guidance for campus administrators. This

guidance is not designed as a stand-alone resource for SLO

implementation but should accompany training on the SLO process

and support throughout the year.

The design of this SLO model was driven by the Texas Student

Learning Objective Advisory Committee, comprised of classroom

teachers, principals, central office administrators, and Educational

Service Center staff. The Texas Education Agency’s goal is to assist

districts in implementing a model that continually supports teacher

development and is instructionally valuable for teachers and students.

Vision Statement

The Student Learning Objective (SLO) Model in Texas provides a framework for continual

dialogue among students, teachers, and principals to support teacher development and student

growth throughout the year.

Guiding Principles

● Support Growth and Development: Provide a

meaningful framework to support student growth and

teacher development.

● Support Local Autonomy: Provide flexibility for

districts, campuses, and classrooms to adapt as

needed.

Design Attributes

● Instructionally Valuable: Support educators to make

responsive instructional decisions throughout the

year.

● Standards-Aligned: Address academic standards that

are critical to student learning.

● Equitable: Meet the unique needs of all students and

teachers.

● Transparent: Be clear, concise, and easily

understood.

● Manageable: Be easily incorporated into and

enhance existing methods for measuring student

learning.

TIA Tip

SLOs can be used as a valid and

reliable student growth measure if

specific procedures and protocols

are followed.

SLOs can be a viable option to

measure student growth for

teachers in tested and non-tested

subjects, as well as in performance

task based courses.

The SLO chosen must align to a

major standard or foundational skill

of the course.

Valid Measure of Student Growth:

Tasks/assignments/projects/

assessments to be included in the

body of evidence for the SLO must

align directly to the selected

learning objective and accurately

measure student progress toward

mastery of the objective.

TIA Tip

With the creation of the

Teacher Incentive Allotment,

the purpose of SLOs can be

broadened in order to meet the

requirements of a local teacher

designation system.

SLO Administrator Guide

Using This SLO Handbook

What are Student Learning Objectives?

Excellent teachers regularly set learning goals for their students and use a variety of data sources to

monitor progress towards these goals throughout the year. The Student Learning Objectives process

aims to capture this best practice as a means to allowing teachers and teacher appraisers to determine

and reflect on a teacher’s pedagogical strengths and areas for growth.

Student Learning Objectives are:

• Student growth goals.

• Set by teachers.

• Focused on a foundational student skill that is developed throughout the curriculum

• Tailored to the context of individual students.

• Designed to help teachers better understand the impact of their pedagogy

• For the purpose of refining instruction.

Why Use Student Learning Objectives (SLOs) as a Measure of Student Growth?

SLOs drive both teacher practice and student learning by

strengt

hening instruction. The use of SLOs has been associated

with improved student outcomes on standardized assessments.

Teachers crafting SLOs report improved understanding of how to

use data to determine student needs and to measure progress

toward goals. SLOs encourage collaboration among teaching peers

as well as between teachers and their appraisers. As well, SLOs

encourage the adoption of a long-term vision for student learning

and contribute to more meaningful discussions about vertical

planning.

The SLO process represents a continuous cycle of improvement embodied in strong teaching practice.

Teachers and their appraisers will use SLOs to design strategies to meet their goals for student

success, beginning with planning and leading to thoughtful instructional design and delivery.

Throughout the year, teachers will collect evidence of student learning and adjust instruction

accordingly. At the end of the cycle, teachers will reflect on outcomes and plan to refine their practice

for the following year.

Getting Started With Student Learning Objectives

Student Learning Objectives provide an effective process for improving instructional practices by

encouraging thoughtful, deliberate, evidence-based decisions that should ultimately result in improved

student learning. Like any research-based practice, however, the impact of the process is greatly

influenced by the quality of the implementation.

For teachers, the process begins with determining the focus of the SLO and then mirrors what we know

about effective teaching as it progresses. For administrators, however, the process begins with an

informal assessment of current campus capacity in key aspects of the process to guide the

development of systems of support to facilitate implementation. The purpose of this guide is to help

administrators support teachers in this valuable work.

A Special Note About a District’s First Year of SLO implementation…

While SLOs result from a mostly intuitive process for teachers, achieving smooth and consistent

implementation districtwide works best with a coordinated effort from multiple departments across the

TIA Tip

Use of SLOs can work as a

measure of student growth for

courses with or without

standardized assessments.

SLO Administrator Guide

Getting Started With Student Learning Objectives

organization. For the first year of implementation, districts are strongly encouraged to maintain focus on

the core aspects of SLOs and to implement the process with quality, both of which lead to valuable

teacher reflection and the resulting adjustment of instructional practice.

The Texas Student Learning Objective Process

Process Overview and Planning Considerations

The Student Learning Objective process should be used throughout the school year to help teachers

plan backward from an end vision for student success. This process helps encourage regular

conversations and collaboration among teachers, students, and appraisers in order to ensure that

instruction facilitates students’ progress toward growth goals.

The SLO process represents a continuous cycle of improvement

embodied in strong teaching practice. Teachers and their appraisers will

use SLOs to design strategies to meet their goals for student success,

beginning with planning and leading to thoughtful instructional design

and delivery. Throughout the year, teachers will collect evidence of

student learning and adjust instruction accordingly. At the end of the

cycle, teachers will reflect on outcomes and plan to refine their practice

for the following year.

For ease of understanding,

the SLO process has been grouped into

three key phases to define the sequence of actions to be taken.

Phase 1: C

reating a Student Learning Objective

The first phase focuses on purposeful planning of instruction. At the

beginning of the course, teachers work with each other, their

appraisers, and other support staff to identify the foundational skill

they’ll address in their SLO, identify student starting points on the

foundational skill, and develop clear targets for student growth.

Phase 2: Monitoring Progress to Drive Instruction

After the SLO is completed and approved by the appraiser,

teachers will work with each other and their appraiser, engaging in

ongoing dialogue about progress toward goals. These discussions will also be opportunities for

teachers to receive feedback and support, and to develop strategies to adjust instruction based

on analysis of student learning. To improve efficiency in implementation, SLO processes should

be integrated into existing support frameworks at each school.

Phase 3: Evaluating Success and Reflection

This last phase occurs at the end of the course and includes a

conversation between the teacher and his or her appraiser regarding

the effectiveness of the teacher’s engagement in the SLO process.

This conversation results in an overall rating for the SLO process

that is based on both teacher and student outcomes. The final

conversation is designed to help teachers and appraisers plan for

the refinement of instruction for the following year

TIA Tip

Using multiple sources of data,

teachers will determine the

beginning of the year

preparedness level of each

student covered in the SLO.

TIA Tip

The end of year discussion

centers around evaluating the

progress students made toward

their targeted growth, based on

the body of evidence of student

work.

LO Administrator Guideuid

The Texas Student Learning Objective Process

Designing and Establishing a System of Supports for SLO

Implementation

Imp

lementation Pre-work

Prior to teachers beginning their work on Phase 1 of the SLO process, campus administrators, working

in conjunction with district administration, lay the groundwork for successful implementation of the SLO

process through their work on the District- and Campus-Level Decisions worksheets (see Appendices A

and B). Although district and campus understanding of the SLO process will continue to develop as the

process unfolds, these decisions serve as the foundation that can enhance alignment of the

implementation decisions made throughout the year and keep the district on course to reach the

desired outcomes.

District and campus leaders should finalize the district approach to the key aspects of the SLO process

outlined on the District Planning Worksheet following the initial SLO orientation. Then, campus leaders

can begin to plan for the specific supports necessary for successful campus implementation.

Throughout the planning process, it may be helpful for administrators to think of these implementation

tasks as organized into one of five key elements: Campus Culture and Capacity; Expectations &

Procedures; Staff Training; Access to Resources and Data; and Communication, Timeline, and

Technology.

The campus administrator’s role is pivotal, both for establishing expectations and developing structures

to support the work of this process. To ensure a successful launch to the process, allow ample time to

introduce the process, building understanding and momentum for doing the work. This will help

teachers get started on the right track and reduce any anxiety and ambiguity they may feel associated

with a new process.

Throu

ghout the implementation process, it is important for the administrator to establish and to maintain

the connection between appraisal and the SLO process. Many of the SLO activities and conferences

can and should occur in conjunction with other campus initiatives and components of the appraisal

process. More information about these connections is included in each step of this guide. After

reviewing this guide, appraisers may wish to create a prioritized Appraisal / SLO Calendar to help

ensure that the timing and sequencing of each step reflects the anticipated campus needs for

successful implementation.

Key Elements for Campus Leaders

These five key elements are threaded throughout this guide to assist administrators in organizing and

prioritizing the planning process for campus implementation:

Campus Culture

and Capacity

Expectations

and Procedures

Staff Training

Access to

Resources and

Data

Communication,

Timeline, and

Technology

SLO Administrator Guideuid

Designing and Establishing a System of Supports

Unpacking the Key Elements

Campus C

ulture and Capacity

It is essen

tial that campus leaders consider how the SLO process aligns with existing campus culture

and capacity prior to creating an implementation plan. If the SLO process represents a significant

change or will require substantial support, campus and district leaders are strongly encouraged to

design the rollout process to reflect that reality. Even districts already involved with work similar to

SLOs will likely experience some implementation challenges that come from any new process.

Administrators should reflect on the following as they consider how the current campus capacity aligns

with the SLO process:

• To what ext

ent does the current appraisal process emphasize

educator growth and development through reflection and evidence-

based feedback?

• To what extent does the campus already engage in similar or

related processes such as PLCs, portfolios, or other collaborative

processes focused on teacher and student growth?

• What is the current campus capacity and comfort with collaborative

planning and constructive, collegial feedback?

By carefully considering current campus capacity, administrators can

design a more effective implementation strategy that proactively addresses

possible obstacles. The SLO process itself involves growth, and educators will refine and improve

implementation as they become more familiar with the process.

Expectat

ions and Procedures

To impl

ement an SLO process that centers on teacher development and

student learning, ensure that teachers clearly understand the expectations

of the process as well as your own commitment to supporting them

throughout. Perhaps the most important expectation to convey is that the

philosophy of the SLO approach drives the process, not adherence to

mechanical procedures. And that key philosophy is this: An increased

focus on and awareness of the impact of instructional choices creates

opportunities for effective adjustments to and improvements on

practice, which in turn lead to improved student outcomes. As

administrators plan for implementation, they should set clear expectations

that the process is about increasing reflection on teaching to become a more thoughtful, deliberate, and

evidence-based practitioner.

SLOs ar

e most valuable when implemented with fidelity to the philosophy of the process, not by

focusing on perfecting the paperwork. The full SLO cycle takes time, but crafting SLOs still brings

benefits even in the early stages. The goal of the first year is to develop a deeper understanding of the

thinking behind the SLO process and to embed that approach into the core culture of the school. Strive

to create expectations and structures that allow educators the time necessary to engage in evidence-

TIA Tip

To what extent does the

campus already use data

sources to determine student’s

expected growth in a particular

content area?

TIA Tip

In addition, when SLO

processes are crafted as valid

and reliable measures of

student growth, they can be

used for purposes of the

student growth measure

required by TIA.

SLO Administrator Guide

Unpacking the Key Elements

based reflection on the impact of instructional choices and to apply that insight to future work. Keep in

mind that implementation is a cyclical process, with deeper understanding gained as one progresses

through it. As with most new things, staff will become more proficient and more comfortable with the

process over time as they learn from experience and receive additional training to develop their skills

and understanding.

Staff Training

It should be clear that SLO training is ongoing, especially

throughout the first year. At the beginning of the year, the training

should focus on ensuring educators have a clear understanding of

the process and are able to begin crafting their SLOs. The initial

training can occur in one session or in a series of trainings;

however, it is important to be mindful of the recommended timeline

when scheduling a series. As designed, a separate orientation can

be followed by self-study modules that could be reviewed during

team, PLC, or planning meetings. During Phase 2, as teachers

engage in the core aspects of the SLO process – planning,

teaching, collecting, and analyzing evidence, and then planning again based on that evidence – SLO

training may shift to a coaching model to better align with the needs of adult learners. It is also

recommended that SLO training and coaching be incorporated into existing frameworks, such as PLCs,

to the extent possible. A self-study module reviewing actions teachers should take in Phase 2 is

available as well.

Use clarity gained from the pre-assessment of campus capacity, described above, to help prioritize

available time and resources as a plan for on-going training and collaborative meetings for participating

teachers is mapped into the existing schedule. SLOs are designed to encourage staff to learn from

each other. One recommended strategy is to broaden staff understanding by creating opportunities for

staff, such as a grade level or subject team, to share insights they have gained throughout the process

with the larger school community.

Access t

o Data and Resources

During the initial steps of the SLO process, teachers may need to access data to help them work

through their SLOs. These data may include recent historical grade-level or course data to determine

an SLO focus, as well as recent academic and other student-specific data to better understand each

student's learning tendencies and other factors that may impact the student's learning in the focus area.

Administrators should facilitate teachers' use of multiple sources of data and encourage an expanded

view of data beyond state-and district-level assessments.

As teachers progress through the SLO process of selecting a focus, determining student targets, and

designing a progress monitoring plan to ensure all students reach the desired goal, one of the primary

resources teachers could use is the expertise found within their district, often on their own team. The

SLO process encourages teachers to become more thoughtful, deliberate, and evidence-based. By

establishing a structured reflection process and expectations for high-level pedagogical discussions,

SLOs may assist teachers in becoming more nuanced in their use of resources to support learning.

Please consider the following guiding questions as you determine your campus needs related to data

and resources:

TIA Tip

For teachers using SLO as

their primary SGM for purposes

of TIA, a separate training

aligned to TIA can be helpful.

SLO Administrator Guide

Unpacking the Key Elements

• How easily can teachers access the data necessary to inform decisions about an SLO focus

and student growth targets?

• What is the current staff capacity for data analysis and application?

• What is the availability of instructional resources and expertise to support teachers in

monitoring progress and adjusting instruction throughout the process?

• In what areas is additional training needed to support teachers in data analysis and

interpretation?

Comm

unication, Timeline, and Technology

As you cr

eate your campus SLO implementation plan, be aware that the process will almost always

take longer during the first year. To allow time for staff to reach an initial level of understanding of the

process, plans should be flexible. Taking advantage of the prework guidelines will allow administrators

to better anticipate challenges for their campuses and provide opportunities to gather resources,

minimizing delays. As with all new processes, effective communication is important. Campus

technology can assist with communication as well as with the mechanics of the process, such as

submitting materials and sharing resources.

Limi

ted technology should not be a barrier to implementation. At the heart of SLOs is a teacher

designing and adjusting instruction based on ongoing reflection and an ever-increasing understanding

of student needs and student response to instructional strategies. The appraiser serves as a

collaborator and at times as a guide. Technology merely serves to facilitate the process as teachers

and appraisers work together to deepen their knowledge of the craft of teaching and improve outcomes

for students.

SLO Administrator Guide

Unpacking the Key Elements

Phase 1: Create a Student Learning Objective

Phase 1 will occur over the first 1-2 months of school for yearlong

courses, or in the first 3-4 weeks for semester courses. During

Phase 1, teachers will work with other teachers and with their

appraiser to develop Student Learning Objective(s) for a selected

course.

Although teachers will use the Student Learning Objective form

(Appendix A) to craft the SLO, the form simply captures the thinking

prompted by the first four overarching questions found on the SLO

Thinking Map (see p. 5). Following the guidance below, teachers

will spend time gathering resources and information to complete

Steps 1 through 5. To improve the quality of the SLO, teachers may

wish to refer to the SLO Success Criteria (Appendix D).

Phase 1: Creating a Student Learning Objective

Step 1: What is the focus of the teacher’s SLO?

Teacher

Complete before the first day of class

• Select the content/subject area and then the foundational skill on which the

SLO will focus.

• Determine connection(s) between selected skill focus and TEKS.

Administrator

Staff Capacity:

• New teachers or new-to-content teachers will need additional support for this

step.

• The SLO approach to determining the key skill focus may challenge some

veteran teachers to reflect on course content from a different perspective.

• The skill focus represents a balance between value and importance, a skill the

teacher may feel less confident teaching and that students often struggle to

learn.

Communication & Timelines:

• Convey the key message: This step begins with the content, not the TEKS. The

skill focus represents a foundation skill that persists throughout the course and

will impact teacher practice.

• Clarify that teams may share a common skill focus, however, a single school-

wide focus is not appropriate for SLOs.

• Dedicate time for teachers, preferably working with peers prior to the first day of

school, to collaborate on selecting the skill focus.

SLO Administrator Guide

Phase 1: Creating a SLO

Phase 1: Creating a Student Learning Objective

Step 1: What is the focus of the teacher’s SLO?

• Reinforce that teachers should not become mired in the data review process if

consulting historical data is necessary. The selected focus should represent a

balance between being important for students to know & do and being a valid

measure of student growth.

On-going Training and Support:

• As you gain additional insight into staff content knowledge, consider what

additional training may be needed to build staff capacity.

Protocol / Procedures:

• What is the campus expectation for teachers to work with teams/peers during

this step?

• How will progress be monitored? Consider involving teacher leaders and C&I

specialists to provide support and assist with monitoring.

Technology:

• How easy is it for teachers to access data to assist in narrowing or selecting the

focus area?

• Do you have the technology necessary to support this process? If not, what

steps or “workarounds” are needed to address the situation?

Recom

mendations for Selecting an Area of Focus

YEAR 1

YEAR 2

Elementary

Common Focus

Teacher and appraiser

decide area of challenge

Secondary

Common Focus or area of

preference

Curr

iculum and Instruction personnel may be engaged to provide general guidance regarding an

appropriate focus for SLOs, especially for new or new-to-subject teachers. The process for selecting an

area of focus is slightly different for the first year of SLO implementation than for the following years.

For t

he first year, teachers should select a subject or content area (math, science, reading, etc.) that

will allow them to focus primarily on learning the SLO process rather than selecting an area that will be

more challenging. Teachers should be encouraged to work in teams in a common subject or content

area or to work in an area where they already have some proficiency.

SLO Administrator Guide

Phase 1: Creating a SLO

Aft

er the first year of implementation, teachers should be encouraged to focus on a subject or content

area that provides the greatest opportunity for growth. During subsequent years, the decision about

where to focus should be included as part of a goal-setting and professional development planning

conversation during the end-of-year conference. Consider referring to information from the teacher’s

appraisal regarding areas of strength and refinement to enhance alignment between all aspects of T-

TESS to reinforce the idea that SLOs are part of the appraisal system.

Coaching Connection:

Tea

cher’s Guide, pgs. 4-8

SLO Administrator Guide

Phase 1: Creating a SLO

Phase 1: Creating a Student Learning Objective

Step 2: Who are the teacher’s students?

Teacher

Begin prior to first day of class

– complete by week 3.

• Describe the range of skill levels your students typically possess when entering the

course that are related to the selected skill focus. The (Initial Skill profile, or ISP)

descriptors often include foundational “building block” skills that are prerequisites to the

more advanced skills that are the focus of the SLO.

• Select the class that will be the primary focus for the SLO, usually your most

representative class.

• Collect data from current students to determine which ISP level most accurately

describes their skills at the beginning of the course.

• Record on Student Growth Tracker (SGT).

Administrator

Staff Capacity:

• Plan for additional support that may be needed for new and new-to-content teachers.

• Identify current or potential teacher leaders and specialists who can assist other

teachers to develop their SLOs.

• Look for sufficient differentiation of levels to allow accurate mapping of students.

Communication & Timelines:

• Convey this key message: This step is about describing the range of skills in the

selected area of focus that students typically possess on the first day of school. ISPs are

based on each teacher’s experience, so even if a team is working on the same focus

area, the ISP descriptors may not all be the same. First-year teachers will need to work

with an experienced teacher for this step.

• Remind teachers that this work could be completed prior to receiving their class list(s)

for the year to help ensure the ISP is created based on “typical” or expected students.

• Dedicate time for teachers, preferably working with peers, to work on this prior to the

first day of school.

On-going Training and Support:

• Continue ongoing support and development for teacher leaders and/or specialists

assisting with SLO development.

• Consider what additional training may be useful to build staff capacity as you gain

additional insight about staff content knowledge.

Protocol / Procedures:

SLO Administrator Guide

Phase 1: Creating a SLO

Phase 1: Creating a Student Learning Objective

Step 2: Who are the teacher’s students?

• What is the campus expectation for teachers to work with team/peers during this step?

• How will progress be monitored? Consider involving teacher leaders and C&I specialists

to provide support and assist with monitoring.

Technology:

• Do you have the technology necessary to support this process? If not, what steps or

“workarounds” are needed to address the situation?

Guideli

nes for Selecting the Target Class

For the

first year, encourage departmentalized teachers to select a representative class, but not the

most challenging class, so teachers can focus on learning the SLO process.

Gathering Information about Students’ Current Level of Mastery on Selected Area of Focus

The SLO process is intended to build on the measures and activities teachers typically use at the

beginning of the year to help them develop an academic portrait of each student. The BOY data can

come from both formal and informal sources, including written assignments or performance tasks,

pretests/diagnostic tests (where readily available), district formative assessments, exit tickets or

surveys, and observational data. Another key aspect of this process is to carefully consider the

alignment between the measures used for assessment and the focus area. The question teachers

should be asking is whether the measures used to determine initial skill level are in fact measuring the

skills described in the ISP.

Prior to each school year, administrators are encouraged to anticipate the type and degree of support

current staff may need for this step. Campus teacher leaders and other district/ESC curriculum

specialists can help provide additional support. Review the campus SLO calendar to ensure teachers

have adequate opportunities to gather multiple data points to determine students’ initial skill level within

the first few weeks of school. The amount of time may vary slightly from year to year; however, after the

first year, this process can usually be completed within the first 3–4 weeks of school.

As teachers begin to determine the ISP level for each student, they may realize revisions are needed to

the ISP. For example, the mapping process may reveal that the descriptors need greater clarity to

distinguish one level from the next or that the range of levels doesn’t adequately cover the current

YEAR 1

YEAR 2

Elementary

Generalist

Whole class Whole class

Elementary

Departmentalized

Most representative class

Most challenging class for

teacher

Secondary

TIA Tip

This should be most

representative class every

year if used for TIA.

SLO Administrator Guide

Phase 1: Creating a SLO

students. Teachers may revise the ISP descriptors, but this process should also be captured as part of

the teacher’s reflection. Revisions to the ISP should not be viewed as evidence of an error but as an

indication of the teacher gaining insight. The ISP may help the teacher better understand and articulate

the initial skills demonstrated at the different levels, or it may provide a clear picture that the current

class is significantly higher or lower than previous classes and therefore may need different instruction.

This is one example of how the SLO process reveals the teacher’s thinking.

Coaching Connection

Teach

er’s Guide, pgs. 10-14

SLO Administrator Guide

Phase 1: Creating a SLO

Phase 1: Creating a Student Learning Objective

Step 3: What are the teacher's expectations for these students?

Teacher

Weeks 3 - 6 (YR1) / Weeks 1 - 3 (YR2)

• Develop the Targeted Skill Profile (TSP) to

describe growth expectations that reflect

challenging yet reasonable goals for

current students based on present skill

level.

• Review supplemental data to establish a

growth goal for each student covered in

the SLO.

• Record goals on the Student Growth

Tracker (SGT).

• Identify performance measures that will be

used to determine end-of-year student skill

level for SLO skill focus.

Administrator

Staff Capacity:

• Plan for additional support that may be

needed for new and new-to-content

teachers.

• Consider teachers’ current skill levels for

data analysis.

• Plan for support that may be needed to

ensure alignment between evidence

sources and skill targets.

Communication & Timelines:

• Key Message: Reinforce that the TSP is

tailored to the selected students and should

reflect an enhanced proficiency in the skill

selected, not just an increased score on the

same measure.

• Communicate clearly regarding acceptable

performance measures, which could

include traditional assessments, projects, essays, lab reports, presentations, or other

similar assessments.

TIA Tip

A student who demonstrates a “typical”

preparedness level at the beginning of

the year can show growth if their end of

year skill proficiency is also “typical” as

long as the TSP describes in detail

what the end of year skill progression

rubric looks like across multiple skill

levels.

In order for student work to qualify as a

valid part of the Body of Evidence, the

content of the assignment must align

directly to the learning objective and

the assignment itself must directly

measure student progress toward

increased proficiency.

TIA Tip

For purposes of TIA, setting expected

growth goals is critical. A detailed TSP

that specifies end of year student

behaviors and proficiencies across a

variety of skill levels is a helpful tool to

use when determining expected

growth. The TSP, when used in

conjunction with carefully considered

beginning of year preparedness levels,

can yield accurate expected growth

goals for each student.

SLO Administrator Guide

Phase 1: Creating a SLO

On-going Training and Support:

• Teachers may need additional support to establish appropriate growth goals for

students who are significantly below or above grade-level.

Protocol / Procedures:

• What is the campus expectation for teachers to work with teams/peers during this step?

• How will progress be monitored? Consider involving teacher leaders and C&I specialists

to provide support and assist with monitoring.

Technology:

• Do you have the technology necessary to support this process? If not, what steps or

“workarounds” are needed to address the situation?

Supplemental Data Sources

Supplemental data sources that teachers can review for determining a challenging yet reasonable

targeted skill goal for each student could include the following:

• Previous academic performance from prior years in vertically aligned courses and in courses

that correlate with the skill focus for the course in question, for example, performance in math

courses may correlate with the logical thinking necessary for an ELA argumentation skill focus.

• Related student-specific data, such as attendance, participation in extra-curricular activities, and

any other factors that have impacted student learning in the past.

Data Sources for E

nd-of-Year Skill Level – Key Considerations

• Check for alignment between the summative task(s) and/or

assessment(s) and the skill focus of the SLO. To accomplish this

goal, it may be necessary to ask teachers to submit the proposed

measures along with the SLO.

• Check for a sufficient number of items or tasks related to the SLO

skill focus to adequately capture student skill level.

• Consider having staff create an item analysis that provides a

blueprint of the task or assessment for teacher- and locally-

developed measures that demonstrates alignment with identified

standards and the cognitive complexity (Bloom’s taxonomy, etc.)

required for each component.

Regarding Growth Goals

• When establishing growth goals, encourage teachers to consider

the student’s previous performance tendencies but to not be bound

them. In particular, ask teachers to reflect on the extent that the

previous growth trajectories may reflect isolated factors impacting

student performance, both positively and negatively. Although

TIA Tip

It is critical that SLOs used

for purposes of TIA determine

end of year student progress

on an entire body of evidence

of student work not just one

BOY and one EOY

assessment.

In order to increase the

accuracy of the body of

evidence, it is recommended

that it include multiple pieces

of student work (best practice

is at least 5) that represent

the student's mastery

throughout the year.

SLO Administrator Guide

Phase 1: Creating a SLO

educators should never completely ignore reliable previous data, they should also never dismiss

opportunities

to discover new and more effective approaches for maximizing student growth.

• Since the TSP is based on the skill level of current students, it may not align with the TEKS

grade-level expectations for that skill. For example, if the ISP reveals students are already at a

high level of proficiency with the identified skill, the TSP should reflect appropriate levels of

growth, some of which may exceed the TEKS grade-level expectation. Conversely, if the ISP

reveals students are well below proficiency on the identified skill, the TSP should still reflect

appropriate levels of growth, some of which may fall below the TEKS grade-level expectation.

Administrators may wish to consider asking teachers to indicate where the TEKS grade level

expectations aligns with the TSP to assist in monitoring the overall status of student mastery

with regard to grade-level expectations. Awareness of the grade level expectation, however,

does not change the expectation that the TSP should always be determined by setting a

challenging yet reasonable growth goal for each student based on his or her current skill level

and previous growth trajectory.

Phase 1: Creating a Student Learning Objective

Step 4: How will the teacher guide these students toward growth?

Teacher

Weeks 6

- 9 (YR1) /

Weeks 3 - 6 (YR2)

• Develop a plan for differentiation.

• Identify strategies to monitor progress

• Create a schedule for regular, structured opportunities to conference and collaborate with

colleagues.

• Review the SLO plan with appraiser for approval.

Coaching Connection:

Teac

her’s Guide, pgs. 15-20

TIA Tip

In measuring student growth for TIA using SLOs, it is important to underscore that depending on the student's

initial preparedness, a student can show growth at the end of the year even if the student skill level at the end of

the year does not match "proficiency" as defined by the TEKSs for that grade level/content area. For example, a

student who began the year as "well below typical" for the grade level, and ended the year at ""below typical" on

the end of year TSP rubric would have shown growth. On the other hand, a student who began the year as

"typical" for the grade level and ended the year at "below typical" on the TSP, would not have shown growth.

SLO Administrator Guide

Phase 1: Creating a SLO

Phase 1: Creating a Student Learning Objective

Step 4: How will the teacher guide these students toward growth?

Administrator

Staff Capacity:

• Consider which teachers may need additional support to plan scaffolded instruction, to

select instructional strategies aligned with student learning needs and preferences, and

to select appropriate methods/materials to monitor student progress.

• Identify current or potential teacher leaders and specialists who can assist other teachers

with refining their SLOs prior to the approval conference.

• Consider your capacity and comfort level with all content areas and what additional

resources you may desire to support you in this work.

Communication & Timelines:

• Incorporate the SLO approval conference into regularly occurring meetings when

possible.

• Ensure this pivotal step in the SLO process is completed in a timely manner by making it

a priority in the schedule.

• Use data gathered from SLO approval conferences to ensure teachers have access to

necessary resources, including expertise available through campus, district, and ESC

staff.

On-going Training and Support:

• Provide opportunities for teachers to receive feedback from colleagues on their SLO prior

to the SLO approval conference with their appraiser.

• Ensure that the campus calendar and daily schedule support regular opportunities for

collaboration. Shelter designated SLO collaboration time from other meeting requests

such as ARDs, RtI, etc.

• Consider the current capacity and comfort level of the campus for instructionally focused

collaboration.

Protocol / Procedures:

• What is the campus expectation for teachers to work with teams/peers during this step?

• How will completion and submission of the SLO be monitored? Consider involving

teacher leaders and C&I specialists to provide support and assist with monitoring.

Technology:

• Do you have the technology necessary to support this process? If not, what steps or

“workarounds” are needed to address the situation?

SLO Administrator Guide

Phase 1: Creating a SLO

SLO Approval Process

The SLO approval process should be viewed as the beginning of a year-long dialogue between the

appraiser and the teacher. As such, SLOs should be approved by the teacher’s primary appraiser.

Once the SLO has been approved, changes to the expectations for student growth should occur only

due to extreme and extenuating circumstances, and then only with the explicit and documented

approval of the appraiser. Any changes relative to instructional strategies resulting from monitoring

progress and adjusting instruction, should be captured in teachers’ notes on progress as part of the

reflection process. This will be a key element to demonstrate how a teacher’s thinking about his or her

practice and students has evolved throughout the SLO process

During the first year of SLO implementation, developing and approving SLOs will likely take longer than

in subsequent years. While SLO quality should not be sacrificed for the sake of a deadline, it is

important for administrators to ensure the overall process doesn’t stall during this step. Once SLOs

have been thoughtfully crafted and are at an acceptable level of quality, teachers should move to

Phase 2, where they will use the cycle of assessment, analysis, and adjustment to improve student

learning. This cycle may yield some of the most critical insights into the interaction between teacher

practice and student learning that can result in long-term improvements in pedagogy.

The SLO

approval process should include a review of each teacher’s SLO

Form, Student Growth Tracker (SGT), and other documentation the

appraiser may want to see, such as samples of end-of-year performance

measures selected by the teacher. The SLO Success Criteria provide

guiding statements to assist the teacher and appraiser in reviewing the

SLO for approval.

The SLO

approval process should also include a discussion of the SLO

rating rubric that will be used to evaluate the teacher’s work at the end of

the SLO interval. It is important to remind teachers that ratings are based

on a combination of factors that include both teacher practice and student

growth, with the greatest emphasis placed on teacher practice.

During the approval process and throughout the year, remind teachers that

an integral part of the process involves teacher reflection and adjustment in

response to evidence of student progress collected throughout the year.

The SLO process captures a teacher’s ability to develop and adjust

instruction to evolving student needs.

Suggest

ions for the SLO approval process:

• Design a planning structure that will encourage teachers to seek

feedback on their SLO from peers, coaches, or team leaders prior

to submission. This will ensure that SLOs will be more refined when

they are submitted to the appraiser for approval.

• The SLO approval conference may be held in conjunction with other

regularly scheduled meetings and may involve a group of teachers

who share a common SLO focus rather than meeting with each

individually. As a reminder, although teachers can share a common

SLO focus, each teacher’s students are different, so their SLOs

should ultimately be different, too, particularly in relation to student

expectations on the Targeted Skill Profile.

• When feasible, ensure the necessary technology is available to

allow teachers to make modifications to the SLO during the approval conference.

TIA Tip

Appraisers and teachers

should discuss what kind of

student work (performance

tasks, projects, assessments,

etc.) will be included in the

body of evidence for each

student at the end of the year.

Appraisers also should provide

guidance as to the depth and

breadth of the planned body of

evidence and ensure that at

minimum, there will be five

examples of student work,

aligned to the skill rubric of the

SLO, in the BOE for each

student.

If the SLO is the primary

student growth measure for

teachers in the district’s TIA

local teacher designation

system, greater emphasis will

be placed on the student

growth element of the SLO

rating rubric.

SLO Administrator Guide

SLO Approval Process

SLO Approval Process – Other Key Considerations

Area of Focus

ppraisers should encourage teachers to select a skill focus with

sufficient depth and complexity to sustain the process through the

course. The skill focus should involve skills that are essential to not

only the current course, but also that will be applicable to other

current courses and possibly more advanced coursework. In

addition to being a skill that is important for students to know, the

area of focus should represent an area that will be valuable for the

teacher’s development.

Differentiation

Appraisers should discuss how teachers plan to ensure that the needs of all learners, including the

most- and least-advanced students, are addressed in the teacher’s instructional planning and design.

Monitoring Progress

Appraisers should look for how teachers plan to:

• Monitor student progress regularly, using both formal and informal measures.

• Use the information gained through progress monitoring to tailor instruction to meet evolving

student needs.

• Reflect on the data gained through progress monitoring to gain insight into their professional

practice.

• (Added bullet)

Teacher Collaboration

• Coordinate SLO collaboration meetings with existing processes such as PLCs or team meetings

to the extent applicable.

• Ensure the campus calendar and daily schedule support opportunities for collaboration.

• Shelter designated SLO meetings to ensure that other meetings do not encroach on critical

collaboration time.

• Consider options for teachers to capture key reflections on data review and instructional

planning to assist in their MOY and EOY SLO review. The idea is to provide a manageable

vehicle that will assist teachers as they reflect on their instruction without adding more

paperwork.

• Consider options to provide collaboration opportunities for teachers in unique positions who may

not have a peer group available on campus.*

*Note: While it is preferable for all teachers to have regular opportunities to collaborate with content

peers, occasional opportunities to collaborate across subjects and/or grade levels can provide

additional valuable perspectives on teaching strategies and connections between content areas.

Coaching Connection:

Teacher

’s Guide, pgs. 21 - 23

TIA Tip

The skill focus should be

aligned to the content

standards of the course and

represent a foundational skill

or concept within the

standards. For example, an

SLO for a STAAR tested

subject should align to what

will be thoroughly tested on

the STAAR.

SLO Administrator Guide

SLO Approval Process

Guidance for Beginning-of-the-Year Conferences

Before the Conference

1. Before scheduling a conference, ask teachers to submit the completed SLO form and Student

Growth Tracker, as well as any documentation that would support the SLO. This could include

examples of evidence or measures they will use at the end of the SLO interval to determine

growth.

2. Review the documentation and consider the following factors in your review:

• Appropriateness of content selection: Is it a foundational skill? Will it be addressed

throughout the year? Is it valuable for teacher development?

• Clarity in the profiles: Can one level be easily distinguished from the others?

• Evidence: Are the measures appropriate for the content?

• Expectations: Are teachers’ expectations for growth rigorous but attainable?

3. Consider reviewing the SLO using the SLO Success Criteria. This tool will provide you with

guidance for expectations about SLO development.

During the Conference

1. When possible, combine the SLO conference with existing goal-setting and professional

development planning conferences or fall semester observation pre-conferences, if applicable. If

that is not possible due to timing, consider reviewing common SLOs together. This could include

grade-level teams or content-area teams. Even if they do not share a common SLO, their SLOs

are likely to be similar in focus, and working together as a team will help refine the SLOs.

2. Always start and end on a positive note. Encourage teachers by focusing on the strengths of the

SLO as it currently stands.

3. The prompts below highlight the kinds of questions you might want to ask teachers during the

beginning-of-the-year conference:

• How were decisions made about the focus? What personal knowledge or experience led to

the selection?

• Was data reviewed to make the selection for a focus? If so, what data was used and how

did it guide the focus?

• How did you approach developing the Initial Skill Profile created? How did you assign

students to descriptors? Were there any challenges in that process?

• Select one or two students and ask about the targets set for

them. Focus on targets that may not be consistent (higher or

lower than others). What factors went into that differentiation?

• What is the plan for instruction to address all students?

4. If you feel the SLO is not sufficient, return the SLO requesting

revisions. It may be best to meet with the teacher to discuss your

requests. In fact, changes may be made during that conference to

eliminate the need for another meeting.

5. Consider reviewing the SLO Rating Rubric to be used by the

district with teachers.

6. This will help them understand that when SLOs become part of the

appraisal system, teachers’ work with SLOs will be evaluated

based upon the thoughtfulness of the SLO design, willingness to

adapt instruction throughout the interval, student growth, and

reflection on outcomes. This will help reinforce that SLOs are a

process focused on teacher reflection, adjustment, and growth.

TIA Tip

If using the SLO as the primary

student growth measure for a

teacher with respect to the TIA,

emphasize that student growth,

as measured by the SLO will

be a significant factor in

determining whether teachers

are eligible to earn

designations under TIA.

SLO Administrator Guide

Guidance for Beginning-of-the-Year Conferences

Phase 2: Monitor Progress to Drive Instruction

During

Phase 2 of the SLO process, teachers will be answering this

question: are my students progressing toward their targets? This

phase is designed to last throughout the

majority of a course and aligns with best

practices in teaching as captured

throughout the T-TESS observation

rubric, principally within the three

dimensions “Standards and Alignment

(1.1),” “Data and Assessment (1.2),” and

“Monitor and Adjust (2.5).” Teachers

continuously engage in a continuous

cycle that includes planning, instruction, evidence collection, analysis,

reflection, and then back to planning in order to further student learning.

Phase 2: Monitoring Progress to Drive Instruction

Are the teacher’s students progressing toward their targets?

Teacher

From Week 9 (YR1) or Week 6 (YR2) to near "end of course"

• Plan and provide differentiated instruction to further student learning (on-going).

• Monitor student progress toward goals (on-going, record on the Student Growth

Tracker).

• (Added bullet)

• Review student progress with colleagues to engage peer knowledge and experience as

a resource while planning for instruction (on-going).

• Adjust instructional plans to meet evolving student needs (on-going).

• Conference with appraiser “mid-year” to review progress of SLO process.

Administrator

Staff Capacity:

• Consider teachers’ ability to evaluate alignment between skill focus, classroom

instruction and practice, and the assessments or measures used to monitor growth.

• Consider teachers’ ability to adjust instructional scaffolding based on progress

monitoring data.

• Consider how SLO work may complement other processes such as RtI, portfolios, etc.

• (Added bullet)

Communication & Timelines:

TIA Tip

If using SLO as the TIA student

growth measure for the teacher

this phase aligns to the

district’s local teacher

designation plan.

SLO Administrator Guidede

hase 2: Monitor Progress to Drive Instruction

Phase 2: Monitoring Progress to Drive Instruction

Are the teacher’s students progressing toward their targets?

• Key Message: This step is where the SLO process can increase an educator’s skill in

monitoring and adjusting instruction to ensure it meets student needs.

• Look for and establish structure for ongoing dialogue with and among teachers.

• The MOY conference may be held in conjunction with other scheduled meetings or pre-

and post-conferences occurring from about Week 12 (mid-November) through Week 22

(mid-February) of the school year.

On-going Training and Support:

• Ensure staff collaboration meetings occur regularly and are valuable for teachers.

• Look for ongoing formative progress checks and instructional adjustments.

• Look for development of a robust body of evidence, aligned to the SLO for each student.

• Provide opportunities to calibrate grading practices across the team if teachers are

using common assessments aligned with a shared SLO focus.

• Begin training for EOY processes about 12 weeks prior to the end of the school year.

Protocol / Procedures:

• Consider involving teacher leaders and C&I specialists to provide support and assist

with monitoring.

Technology:

• Do you have the technology necessary to support this process?

• What technology may be needed to facilitate collaboration between teachers?

• If technology is an issue, what steps or “workarounds” are needed to address the

situation?

Phase 2:

A Continuous Cycle

Question 5 marks the beginning of Phase 2 of the SLO process, which lasts for the majority of the

school year and involves a continuous cycle of professional practices that comprise the core of the SLO

process.

SLO Administrator Guide

MOY Conference

At the core o

f the SLO process is the continuous cycle of planning,

instructing, assessing, analyzing, and adjusting. This cycle reflects

one of the hallmarks of effective instruction and should occur

continuously during Phase 2 of the SLO process.

MOY Conference

It is recommended that the SLO MOY review be conducted in

conjunction with another regularly occurring conference, such as a

pre- or post-observation conference. The design of the SLO process

allows an appraiser to gain greater understanding of a teacher’s

proficiency with the instructional planning process. The MOY review

can occur any time from mid-November through mid-February,

although this can be adjusted to fit

specific contexts.

The MOY review is also an ideal time to review the alignment between

end-of-year performance measures and the skill focus for the SLO. As

teachers collect progress measures during Phase 2, any lack of

alignment between the SLO and end-of-year measures may become

more apparent. Encourage teachers to review the selected measures and

make adjustments as needed to increase alignment.

A note about discussing student growth goals during the MOY

conference – As teachers monitor student progress throughout the year,

some may ask to make changes to the student growth targets set at the

beginning of the year. This practice is strongly discouraged. If this

situation occurs, please remind teachers that:

• Although teachers are encouraged to set growth goals that reflect high yet attainable

expectations for all students, appraisers understand that this will be an even more inexact

science in the first year of SLO implementation as teachers are getting comfortable with the

process of determining growth expectations.

• The primary reason for reviewing student growth data is to help teachers better understand the

factors contributing to student outcomes for the purpose of strengthening teacher practice. This

will become apparent by reflecting on reasons why students meet, exceed or fall below the

growth goals set by the teacher.

• SLO ratings are based on indicators related to effective teacher practice as well as students’

goal attainment. Appraisers will balance these factors when ultimately determining SLO ratings.

• However, if there should be extreme extenuating circumstances that render a student’s goals

unrealistic, the appraiser may take these factors under advisement and determine if a change in

goals is warranted. Any such changes should be clearly documented.

Plan

Instruct

AssessAnalyze

Adjust

Coaching Connection:

Teacher’s Guid

e, pgs. 24-26

TIA Tip

The MOY is an ideal time to

review the BOE to date for a

sampling of a teacher's

students so that the

administrator can help ensure

that the BOE is on track to be

as accurate and robust as

possible in order to be able to

measure student growth

accurately at the end of the

year for purposes of TIA.

SLO Administrator Guide

MOY Conference

Phase 3: Evaluate Success and Reflect

In Phase 3 (near the end of the course), the appraiser and teacher will

meet to discuss progress throughout the year, the quality of the SLO,

expectations for student growth, monitoring and adjustments, and overall

student growth, using the Targeted Skill Profile, Student Growth Tracker

and the SLO Rating Rubric. It is recommended that this discussion be

integrated with the appraisal end-of-year conference, but it can also be

scheduled separately.

Phase 3: Evaluating Success and Reflection

Did these students grow, and what did the teacher learn from the process

about his/her practice?

Teacher

Near the "end of course"

• Collect evidence to determine levels of student growth.

• Record on the Student Growth Tracker.

• Reflect on student growth in response to instructional choices.

• Consider possible areas of refinement to strengthen future practice.

• Meet with appraiser to discuss outcomes and insights.

Administrator

Staff Capacity:

• Consider staff capacity for using SLO outcomes

in longitudinal reflection on teaching practice.

• Consi

der your capacity and comfort with

conducting EOY SLO reviews. What additional

resources could you access to support you in this

step?

Communication & Timelines:

• Convey the key message(s): The end-of-year

reflection is the critical step to ensure that

teachers gain a greater understanding of their

practice and apply that insight to future work.

TIA Tip

The percent of a teacher’s

students who met or

exceeded their expected

growth goal using the SLO

process is the key factor in

aligning a teacher’s student

growth rating to the statewide

performance standards for

TIA.

SLO Administrator Guide

Phase 3: Evaluate Success and Reflect

Phase 3: Evaluating Success and Reflection

Did these students grow, and what did the teacher learn from the process

about his/her practice?

• Consider the campus calendar (testing and other school events) to identify window for

data collection, which could include multiple measures.

• Consider the appraisal calendar when planning for SLO EOY meetings including

identifying and communicating the window for teacher submission of SLO materials

prior to EOY meetings.

• Coordinate SLO EOY meetings with other EOY meetings to the extent possible.

On-going Training and Support:

• Plan for any training and support teachers may need to submit materials prior to the

EOY conference.

Protocol / Procedures:

• What is campus expectation for teachers to work with teams/peers during this step?

• What is the campus expectation for calibrating teacher scoring on common

assessments?

Technology:

• What methods has the district selected to maintain SLO files for documentation and

future reference?

• What support or additional resources may be needed for campus implementation?

Collect Evidence

Appraisers:

• Look for the use of multiple measures to determine student

mastery

on the SLO focus skill.

• Request an explanation for how the data gathered was

synthesized to determine students’ summative skill levels.

• Utilize campus, district, and ESC staff to promote grading

calibration for common assessments.

Teacher Reflecti

Encourage teachers to reflect on notes and data collected throughout the

year to prepare for the EOY conference. Key questions centered on

teacher growth and development include the following:

• How did you adjust instruction during the year? Did the changes

you made help improve student learning?

• What did you learn about your own pedagogy (assumptions,

sequencing, grouping, etc.)?

• Were all students engaged in the learning?

TIA Tip

Encourage teachers to reflect

on key questions centered on

student growth, including:

Based on the BOE for each

student, what is the end of

year proficiency level on the

TSP for each student?

Which students met their

expected growth goals?

How many students exceeded

their expected growth goals?

Why?

Did any students not meet

their expected growth goals?

Why?

SLO Administrator Guide

Teacher Reflection

• Were the assignments, class work, and measures appropriate for this course?

• What would you do differently the next time? Would you change the focus, the instructional

strategies, or the goals set for students? Why or why not?

EOY C

onference

The EOY SLO conference should occur during the appraisal EOY

conference, reinforcing that SLOs are a part of the appraisal process.

Create a schedule for teacher submission of the completed Student

Growth Tracker and a copy of summative assessments used to

determine student skill levels prior to the EOY conference to allow

appraisers time to review the materials. In addition, select a few students

(2-4) for more in-depth review during the conference. The appraiser

should inform the teacher which students will be discussed in depth so

the teacher may bring examples of student work to the conference.

Reviewing student samples allows the appraiser to gain a deeper

understanding of the teacher’s approach to assessing and determining the students’ skill levels. The

purpose isn’t to check the teacher’s math but to better understand his or her thinking and the

reasonableness of that approach. If the appraiser has any lingering questions about the teacher’s

thinking, he or she may ask either for additional student samples or for the teacher to revisit the

summative skill level determination and resubmit the Growth Tracker. Not until the conference

concludes and the appraiser has had time to consider all the information submitted and gained during

the conference should he or she attempt to complete the SLO rating

rubric for the teacher.

Appraisers should view the EOY conference as an opportunity for the

teacher to walk the administrator through his or her SLO process,

including his or her overall SLO experience, a detailed discussion of work

and related data about the selected students, reflection on insight gained

through the SLO process, and the anticipated application of that insight

on future work. Appraisers should refer to the EOY Conference Protocol

for a list of potential conference questions. The EOY conference is an

opportunity for the teacher and appraiser to dialogue about the SLO

process, providing additional insight to both the teacher and the

appraiser. This additional information is a key piece for the appraiser to

understand the teacher’s work throughout the SLO process and therefore

must occur before the appraiser can determine a final rating for the

teacher’s SLO.

The insight gained into the teacher’s instructional practice through the

SLO process should funnel into the teacher’s goal-setting and

professional development plan for the following school year.

Coaching Connection:

Teache

r’s Guide, pgs. 27 - 30

TIA Tip

If using SLOs as the SGM for

eligible teachers, reinforce that

in addition to being a part of

the appraisal system, SLOs are

also a part of the local teacher

designation system.

TIA Tip

A key part of the EOY

conference is the

determination, based on the

body of evidence, of how many

students demonstrated

targeted skill growth over the

course of the year by

comparing their preparedness

levels from the beginning of the

year to their skill level at the

end of the year. The accuracy

of this process is critical in

order to align with the

statewide performance

standards for TIA.

SLO Administrator Guide

EOY Conference

Guidance for End-of-Year Conferences

Before the Conference:

1. In advance of the meeting, ask teachers to submit the Student

Growth Tracker and measures used as evidence at the end of

the SLO interval, including any assessments, essay prompts,

lab instructions, and performance task directions.

2. Upon reviewing the tracker and assessments, ask the teacher

to bring in results on those measures for a few students. The

intention is not for the appraiser to verify all outcomes or check the math of mapping

students to the targeted profile. Rather, the goal is to review a few samples to discover how

the teacher determined end-of-year skill levels.

3. Consider whether you want teachers to review the reflection questions in their

implementation guide. This may assist the teacher in preparing for the meeting.

During the Conference:

1. As before, begin with a positive statement about the SLO (e.g., “I was really impressed with

how you and your team worked on this SLO. I think you showed strong leadership in this

process, guiding the team through the development of the SLO as well as monitoring

progress”).

2. Then, work through the following protocol and questions,

adjusting to your context as appropriate:

a. Overall – how did the SLO process go for you this year?

What did you learn?

b. Let’s talk about the three students whose work you brought

in. Walk me through how this assessment/these

assessments captured the skill(s) in question. How did you

determine where these three landed on the Targeted Skill

Profile?

c. Tell me about your students’ growth. Who did better than

you expected? What do you think about that? Why did they

do so well? Are there any insights from these students that

you might be able to transfer to other students in the future?

d. Let’s talk about the reverse. Were there some who did not

progress as you expected? Why do you think that happened? What could you do

differently with this type of student in the future?

e. Overall, what do you think you would do differently the next year in your SLO process?

f. Did you notice any place this year where there were gaps in support – is there anything

else that I can do or any PD we can offer that might help you in the future?

g. Combining your experience with the SLO this year and what we’ve discussed through

the appraisal process in general, what should we focus on moving forward as your

practice goals for next year?

3. After the conference concludes, the appraiser should have enough information about the

teacher’s SLO work to rate him or her on the SLO Rating Rubric. The appraiser will share

the rating with the teacher after the conference concludes and with the rest of the teacher’s

appraisal ratings.

4. The SLO closeout should be combined with an end-of-year evaluation conference.

TIA Tip

Ask teachers to submit the

body of evidence for all of the

students covered in their SLO.

TIA Tip

Ask teachers to bring in the

body of evidence for students

at each level of initial

preparedness, and at each

level of end of year targeted

skill growth.

SLO Administrator Guide

Guidance for End-of-Year Conferences

District Decision Worksheet

Key Decisions – Policies and Procedures

Student Learning Objectives

This document contains a series of questions to assist districts in preparing for initial implementation of

SLOs.

District _______________________________________ Date_________________

Key Policy Decisions - Districts

Policy Question

Decision/Notes

1. Who will be the central point

person(s) to guide the initiative and

ensure success?

The SLO process involves interaction

among different departments

(Curriculum, Instruction, and

Assessment, campus leadership, HR,

etc.). Consider who is in the best

position to lead the initiative as well as

key personnel to be included as part of

the leadership team to coordinate

across the district.

2. Determine the process and timeline

for completing a preliminary

assessment of district capacity in key

SLO components to identify

resources needs and priorities for

each the following areas:

Data access:

Data r

eview and application:

C & I coaching and collaboration:

Technol

ogy support:

SLO Administrator Guide

ppendix A: District Decision Worksheet

Key Policy Decisions - Districts

Policy Question

Decision/Notes

3. What is the district timeline for key

SLO components?

a. Teacher Orientation and Training:

Since the initial SLO steps can occur

prior to the school year, it is

recommended to schedule orientation

as early as possible during the pre-

year in-service training window.

Training dates:

b. Submission/Approval of SLO

timeline:

Refer to information below for

additional consideration about how

the process will be structured

Draft due date (if applicable): _________________

Final Approval completed by: _________________

c. Mid-point SLO review:

Will the district require formal

documentation of progress notes

from the mid-point review? If so, how

will this information be captured and if

needed, shared?

• Consider availability of

supporting data

___ Not Required

___ Required (if so, indicate how this information

will be made available)

d. EOY SLO review:

Will the district require formal

documentation of progress notes

from the end-of-year review? If so,

how will this information be captured

and if needed, shared?

• Consider availability of

supporting data

___ Not Required

___ Required (If so, indicate how this information

will be made available)

Wha

t is an appropriate timeline for when EOY

conferences should be completed?

SLO Administrator Guide

ppendix A: District Decision Worksheet

Policy Decisions – Districts or Campus-based

District

Decision

Site-

Based

Decision

Policy Question

Decision/Notes

4. Determine whether the following decisions will be made

at the district or campus level and what additional

guidance and support, if any, are necessary. Check

alignment with district timeline.

a. How will the SLO approval process be

structured?

• Will the process consist of a single

approval by an administrator or a group

approval by an SLO team (campus

administrator, C& I specialist, etc.)?

___ Single administrator

___ Campus team (If

selected, list roles of eligible

team members below)

b. How will the SLO workflow be

managed?

___ Electronic platform

___ Electronic documents via

___ Hard copies

___ Other

c. Will teachers be

encouraged/expected/required to work

collaboratively with peers while

developing initial skill profiles?

• If so, what will be the

recommendations for those in

unique teaching positions such as

elementary music teachers or high

school Latin teachers?

___ YES

___ NO

Additional rec

ommendations:

d. Will teachers be required to meet

periodically with colleagues to

review/discuss teacher monitoring and

instructional adjustment throughout the

SLO process?

• If so, what is the expectation for

how often this would occur?

• Is any additional support necessary

for these meetings to occur?

___ YES

___ NO

Additional

support:

TIA Tip

Determine how

many examples of

student work will

be required for the

body of evidence,

communicate to

teachers. Also

specify the manner

in which the

required number of

student work

samples will be

shared, e.g.

electronically,

shared files, paper

versions, etc. Best

practice is to

include at least

five examples of

student work.

SLO Administrator Guide

ppendix A: District Decision Worksheet

Policy Decisions – Districts or Campus-based

District

Decision

Site-

Based

Decision

Policy Question

Decision/Notes

e. How will teachers track student

progress toward growth targets in an

explicit way?

• How often?

• Will this be accomplished by adding

more columns to the Student Growth

Tracker or another way?

Monitor via:

___ Student Growth Tracker

___ Another method

f. Will teachers/teacher teams be allowed

to create measures or assessments, if

desired, for demonstrating student

progress toward Targeted Skill Profile?

• If so, will these measures be

reviewed/approved?

• If so, when/how will the

review/approval occur?

Teacher team assessments:

____ Allowed

____ Not allowed

If allowed, will they require

approval?

___ YES

___ NO

If approval is required, how

and when will that occur?

g. Check alignment with district timeline to

see if any adjustments need to be

made.

5. Districts and schools: Determine a process for periodic

review of implementation progress and impact to

strategically capture and apply “lessons learned” in all

areas (C & I, administration, etc.) to future work.

TIA Tip

Require teachers

to compile a body

of evidence of

student work for

each student that

documents

students’ progress

toward growth

targets

so that the

percent of a

teacher's students

who met or

exceeded

expected growth

goals can be

determined

accurately at the

end of the year.

SLO Administrator Guide

ppendix A: District Decision Worksheet

Planning Worksheet for School-Based Leaders

SEC

TION I: PREPARATION

A. Setting the Stage:

Which teachers in your school will complete SLOs?

B. Ori

entation and Training Plan

Will orientation occur in a single session or are multiple sessions preferred?

___ Single___ Multiple

When will orientation occur? ___________________________________________________

Who will lead the training? _____________________________________________________

Will p

re-work be required for orientation? ___ Yes ___ No

If so, what will that pre-work be?

Wha

t should teachers bring with them to orientation?

Wha

t will be the follow-up plan to orientation? Will teachers/administrators be expected to view

content on the website? ___ Yes ___ No

If yes, what specific content should be reviewed?

___ Teacher Implementation Guide ___ Appraiser Implementation Guide

___ District Implementation Guide ___ Sample SLOs

___Orientation video

Wil

l there be a schedule for potential review dates of material on the website?

___ Yes ___ No

If so, specify the timeline:

SLO Administrator Guide

ppendix A: District Decision Worksheet

SECTION II: SLO DEVELOPMENT

A. SLO Development Plan

Will there be time set aside specifically for teachers to craft SLOs?

___ Yes, regular planning time.

___ Yes, will create special time frame which will be: _______________________.

___ No, teachers will create SLOs on their schedule.

Will SLOs be developed in teams? ___ Yes ___ No

If so, are there any teachers who do not have a natural partner for a PLC?

___ Yes ___ No

If yes, is there someone with a similar background with whom they could be matched (e.g.,

Music teachers with Art teachers) ___ Yes ___ No

If not

, who will contact the district to arrange for a virtual PLC across schools?

Are t

here teacher leaders, instructional coaches, or others in leadership positions who will provide

assistance to teachers as they craft their SLOs? If so, who are they?

Wha

t other strategies will you put into place to improve efficiency?

B. SLO

Approval Process

Who will approve SLOs? _______________________________________________________

there are multiple approvers, how will teachers’ SLOs be divided among them?

Who will set deadlines for submissions and approvals? _______________________________

Wha

t will be the deadline for submission? _________________________________________

How will SLOs be transmitted, stored, and reviewed by approvers?

Will SLOs be reviewed by grade- or content-level teams? ___ Yes ___ No

SLO Administrator Guide

ppendix A: District Decision Worksheet

What materials do you want teachers to submit for the approval

conference?

√ SLO form

√ Student Growth Tracker

___ Evidence of students’ current level of learning

___ Complete measures to be used at the end of the SLO

___ Blueprint or descriptions of measures to be used at the

end of the SLO

How will appraisers track progress toward completion of SLOs they

will supervise?

____ Excel spreadsheet developed by ________________

____ Each appraiser will use his or her own strategy

SECTIO

N III: IMPLEMENTATION

Will there be regular meetings of PLCs or other settings for discussions of SLOs?

____ Part of PLC planning

____ Will organize separate meetings

How oft

en do you expect peer groups to meet about progress on SLOs?

____ Biweekly ___ Monthly ___ As needed

How will you organize mid-point conferences?

____ With pre- or post-observation conferences

____ Separate meeting scheduled

What

documentation do you want teachers to submit for these

conferences?

___ Reflection document

___ Student Growth Tracker

___ Sample student work

TIA Tip

Require that teachers use and

document multiple sources of

evidence in order for teachers

to set initial skill profile

(preparedness levels) for each

student so that the expected

growth goal for each student

can be as accurate and

evidence based as possible.

TIA Tip

For the mid-year conference,

require teachers to bring at

least two examples of student

work from the first part of the

school year to demonstrate

student progress toward

expected growth goals. (By

the end of the year best

practice is to have at least 5

examples of student work.)

SLO Administrator Guide

ppendix A: District Decision Worksheet

___ Sample formative measures

SECTION IV: REFLECTION AND CLOSEOUT

Will you set aside a specific timeframe for teachers to administer

the measures used as evidence at the end of the SLO interval?

___ Yes ___ No If yes, what is that timeframe? Between

________ and ___________.

What documentation do you want teachers to submit in advance of

the closeout conference?

___ Reflection on SLO

___ Sample student work

√ Student Growth Tracker

√ Performance measures used (copies of tests, essay

prompts, etc. given to students)

What will be the time frame for completing the appraisal EOY

conferences where SLOs will also be discussed? Between

____________________ and _________________________.

SECTIO

N V: HOMEWORK

Explore the availability of data for evaluating trend data, determining initial level of student learning, and

collecting evidence at the end of the interval. Note that trend data may be useful if there are multiple

foundational skills that could be the focus of the SLO. Data for determining an initial level of student

learning will include data gathered in the current year and could include informal measures as well as

local measures such as common formatives. Evidence at the end of the interval would include

assessments that either exist or will need to be created to directly assess the skills central to the SLO.

Data source

Which grades

or content

areas could

use this

source?

Is it

currently

available

teachers?

If not

available, how

could it be

made

accessible?

Who could

accomplish

making it

accessible?

When can this

accomplished?

TIA Tip

Require that teachers bring a

body of evidence of student

work that demonstrates

student progress toward

expected growth goals

throughout the year, including

both formative and summative

student work. A robust body of

evidence of student work,

including a best practice of at

least five pieces of student

work, will increase accuracy in

determining which students

met or exceeded expected

growth goals for the purposes

of TIA.

SLO Administrator Guide

ppendix A: District Decision Worksheet

SLO Administrator Guide

Appendix C: Student Learning Objectives Form

Student Learning Objective Form

Teacher Name Date

School

Appraiser Name

Grade

Subject Area

Identify the content area for focus in the SLO.

What is the SLO skill focus statement for this content area or subject?

What led to the decision to focus on this content area and the SLO skill focus?

What TEKS for the content area or subject correspond to these most important skills? You may provide an enumerated

list of TEKS, but be prepared to share the verbiage of the TEKS with your appraiser.

Step 1: What is the focus for my SLO?

Use your knowledge of prior students' performance and end-of-year expectations for students in previous, vertically aligned

courses to describe typical students in the class. You may wish to describe the average student (middle level or “typical”) first, then,

the highest performing student (“well above typical”), and the lowest performing student (“well below typical”) and finally,

complete the in-between levels (“above” and “below typical”).

Initial Student Skill Profile

SLO Skill

Focus

Level Descriptors

Number o

Students

in this level

Well above

typical

Above

typical

Typical

Below

typical

Well below

typical

Who will be included in your SLO?

Elementary classroom teachers: Select your entire class. Elementary departmentalized teachers or

secondary teachers: identify the targeted class or classes (class, grade and subject). When choosing your class or classes, gather informal

data about your students to determine which class or classes is/are most representative of the cross-section of students that you teach.

Match your current students to the descriptions in the Initial Student Skill profile.

List the total number of students at each level in the right hand column above, and

ii.

Record the level for each individual student on the Student Growth Tracker.

iii.

Check here when both tasks are complete:

What student work did you use to map students to the Initial Student Skill Profile?

Step 2: What do I think my students will be able to do?

SLO Administrator Guide

Appendix C: Student Learning Objectives Form

Use information about how students mapped to the Initial Student Skill Profile to describe how, as a whole,

students are

expected to progress. In other words, what are your expectations for what high, average, and

low performers will be able to do at the end of the course? Complete the Targeted Student Skill Profile

below.

The profile should describe your expectations for students' performance at the end of the interval. For example,

the

description at the middle level describes what you expect of the typical student at the end of the interval.

Targeted Student Skill Profile

SLO Skill

Focus

Level

Expectations

Well above

typical

Above

typical

Typical

Below

typical

Well below

typical

Use available data on your current students (e.g., attendance, grades in relevant courses, early student work,

prior

testing data, etc.) along with each student's description on the Initial Student Skill Profile to establish a

target for each

individual student covered in the SLO. Record these targets on the Student Growth Tracker.

Check here when complete:

What evidence will you use to establish students' skill levels at the end of the interval? Describe the

measures to be

used and how they are aligned with the skills identified in the SLO.

Step 3: What are my expectations for these students?

SLO Administrator Guide

Appendix C: Student Learning Objectives Form

Be prepared to discuss answers to the following questions with your appraiser.

How will you differentiate instruction for those students who are in the highest performing group as

well as those who

are in the lowest performing group?

What strategies will you use to monitor progress?

Describe your plan for conferencing with your colleagues about student progress. Who will be members

of your team

and how often will you meet?

By signing below you acknowledge that you have discussed and agreed upon the Student Learning Objective Plan,

above.

Teacher Signature Date of Submission

Appraiser Review Decision Date

Revise and resubmit

Approved

Resubmission Date Appraiser Signature

Additional Comments

Final Decision Approved

Step 4: How will I guide these students toward growth? (for use in discussion)

Student Learning Objective Review & Approval

SLO Administrator Guide

Appendix C: Student Learning Objectives Form

SLO Administrator Guide

Appendix D: Student Growth Tracker

Student Growth Tracker

Teacher:

Course:

Student Name

Initial Student

Skill Profile

Level

Targeted

Student Skill

Profile Growth

Goal

Progress

Check-in #1

Progress

Check-in #2

Progress

Check-in #3

EOY Targeted

Student Skill

Profile Level

Does the EOY

Targeted

Student Skill

Profile Level

represent

expected

rowth?

… … … …

SLO Administrator Guide

Appendix E: SLO Rating Rubric



SLO Rating Rubric

Date: __________________

Appraiser Signature: ___________________________________

Teacher Signature _____________________________________

Date: __________________

The table below provides guidance for locating evidence to support evaluation of teachers’ effectiveness on the criteria included in the rubric.

Rubric Criteria Supporting evidence location

Quality of an SLO Review of the SLO using the SLO Quality Tool

Expectations for students Steps 3 and 4 on the template and the Student Growth Tracker

Students meeting targeted growth Completed Student Growth Tracker at the end of the SLO interval

Distinguished

All or most of the following have been accomplished:

 Teacher has crafted a high quality SLO

 Teacher has set student growth goals that reflect high expectations for students

 Teacher has consistently monitored student progress, collected data, reflected on his or her

pedagogy, and made successful adjustments to strategies, as needed

 All or almost all students demonstrated targeted growth

 Most students exceeded targeted growth

Accomplished

All or most of the following have been accomplished:

 Teacher has crafted a quality SLO

 Teacher has set student growth goals that reflect high expectations for students

 Teacher has monitored student progress, collected data, reflected on his or her pedagogy,

and made adjustments to strategies, as needed

 Most students demonstrated targeted growth

 Some students exceeded targeted growth

Proficient

All or most of the following have been accomplished:

 Teacher has crafted a quality SLO

 Teacher has set student growth goals that reflect high expectations for students

 Teacher has monitored student progress, collected data, reflected on his or her pedagogy,

and made some adjustments to strategies

 Most students demonstrated targeted growth

Developing

All or most of the following have been accomplished:

 Teacher has crafted an adequate SLO

 Teacher has set student growth goals that reflect adequate expectations for students

 Teacher has attempted to monitor student progress, collect data, reflect on his or her

pedagogy, and make some adjustments to strategies, although with limited success

 Some students demonstrated targeted growth

Improvement

Needed

Few or none of the following have been accomplished:

 Teacher has crafted an adequate SLO

 Teacher has set student growth goals that reflect adequate expectations for students

 Teacher has attempted to monitor student progress, collect data, reflect on his or her

pedagogy, and make some adjustments to strategies, although with limited success

 Some students demonstrated targeted growth

Appraiser Comments:

SLO Administrator Guide

Appendix F: SLO Success Criteria

Student Learning Objectives

Success Criteria

This tool is designed to be used by appraisers as they review SLOs for approval. Ideally, SLOs will

demonstrate effectiveness with each of the success criteria. Appraisers can use this tool to coach

teachers for improvement of the SLO. In addition, teachers are encouraged to use this tool as a guide

to improve the quality of their SLOs as they are crafting them.

SLO Skill Statement

1) Represents a foundational skill that is specific to the content area

2) Persists throughout the course

3) Measurable through a demonstration of student skill

4) Focus on it will improve the teacher’s practice (teacher dependent)

5) The skills captured are clearly defined and appropriately focused (teacher dependent)

Initial Skill Profile

1) Articulates skills for the beginning of the year

2) Differentiates between levels

3) Descriptors align to skill statement (potentially through subskills)

4) Can be assessed in multiple ways

5) Specific to the teacher’s experience and expectations (teacher dependent)

Targeted Skill Profile

1) Articulates skills for the end of the year

2) Differentiates between levels

3) Descriptors align to skill statement

4) Can be assessed in multiple ways

5) Targets are specific to the students in the teacher’s class (teacher dependent)

6) Reflects high, yet reasonable, expectations for student growth (teacher dependent)

Plan, Monitor, Collaborate

Plan

1) Considers highest and lowest performing students in planning

2) Challenges all students regularly

Monitor

1) Assesses student progress on SLO at least twice per semester

2) Assessments are aligned to SLO in content and rigor

3) Adjusts pedagogy and lesson plans based on assessment results

Collaborate

In alignment with district and campus expectations for collaboration

SLO Administrator Guide

Progress Discussion Notes (Optional)

Meeting Name

Discussion #

Date

Colleagues/Team Members

• Who is on my support team?

Reflection Notes

• What instructional strategies have been particularly successful in helping students

progress on this skill?

• Which particular students (or groups of students) have made the most progress? Which

have made the least? Why might this be the case?

• Where could I use additional support or ideas from my colleagues?

Discussion Notes

Focus Area

• What additional strategies or adjustments do you think you will use to drive student

growth?

• How will you know if these new strategies are working?

ppendix G: Progress Disc

ussion Notes

SLO Administrator Guide

End-of-Year Reflection

Teacher Name

Date

School

Appraiser Name

Self-Reflection Notes on Student Progress

• Who grew the most? Why do you think they were so successful?

• Who grew the least? Can you identify where their problems in learning occurred?

• Were there any common characteristics among those who did not achieve the

expected growth?

Self-Reflection Notes on Instruction

• How did you adjust instruction during the year? Did the changes you made help

improve student learning?

• What did you learn about your own pedagogy (assumptions, sequencing, grouping,

etc.)?

• Were students engaged in the learning?

• Were the assignments, class work, and measures appropriate for this course?

• What would you do differently next time? Would you change the focus, the

instructional strategies or the goals set for students? Why or why not?

Appendix H: End-of-Year Reflection

SLO Administrator Guide

Definitions for the SLO Process

Appraiser

“Appraiser” refers to the principal or designated individuals certified to appraise teachers using the T-TESS

evaluation system.

Colleagues or Teams

To maximize the effectiveness of this handbook, it is recommended that teachers meet with their colleagues

throughout the year to share their learning and experiences. Throughout this handbook, we refer to “colleagues”

and “teams.” These are general terms to signify any and all individuals or groups who can collaborate

throughout a semester or year to support each other with instruction. These teams should collaborate through

channels and networks that likely already exist within schools. In some schools, teams will be grade-level or

content-area groups. In other cases, the team may be the whole school working together on SLOs.

Course

Throughout the handbook, a “course” refers to a specific grade/subject combination. For example, 4th grade

Science, 8th grade Math or High School Physics.

Initial Student Skill Profile

Teachers develop the Initial Student Skill Profile to describe student performance levels on the first day of a

course. The Initial Student Skill Profile is based on typical student performance as seen in the past. The goal of

this profile is to learn the distribution of student skill levels present early in a course. This will provide the

baseline from which the Targeted Student Skill Profile and student growth targets will be set.

SLO Scoring Rubric (developed by TEA to describe teacher performance)

Appraisers will meet with teachers at the end of the year to discuss how they monitored student progress,

adjustments made during instruction, SLO quality, and student growth, reflecting on the overall SLO process.

Based on the conversation, review of evidence, and his or her professional judgment, the appraiser determines

a rubric score based on all of these factors, using the SLO Scoring Rubric selected by the district.

Success Criteria

This tool is designed to be used by both appraisers and teachers. Appraisers can use the tool as they review

SLOs for approval and to coach teachers in improvement. Teachers are encouraged to use this tool as a guide

to improve the quality of their SLOs as they are crafting them. Ideally, SLOs will demonstrate effectiveness with

each of the success criteria.

Targeted Student Skill Profiles (developed by teachers to describe student performance)

Teachers will develop the Targeted Student Skill Profile to answer the question of what students should be able

to do at various levels leading up to and exceeding mastery of the particular skill(s). The teacher describes the

skills that would be exhibited by students who meet each level of performance from “no familiarity” to “exceeds

expectations”. Where possible, it is recommended that these profiles be developed by teacher teams. They will

be based on the initial levels of student learning and TEKS or other curriculum expectations.

Student Growth Tracker

The Student Growth Tracker is an Excel format spreadsheet that teachers will use to document students starting

and end-of-year levels on the SLO Skill Profile. In addition, any progress check-in scores can be entered into the

form to help monitor progress trajectory.

Teacher

Teacher roles may look different across districts. For the purposes of T-TESS, “teacher” means anyone who is

appraised on the T-TESS evaluation system.

Appendix I: Definitions for the SLO Process

Download
Save PDF to desktop

Email
Email completed PDF

Send for Signing
Email for others to sign

Print
Print document

NAME

Student Learning Objectives Implementation Guide for Administrators

View Audit Log
Print With Audit Log
Duplicate Document

Fill Online, Printable, Fillable, Blank Student Learning Objectives Implementation Guide for Administrators Form

Related forms

Fillable Student Learning Objectives Implementation Guide for Administrators

Fill Online, Printable, Fillable, Blank Student Learning Objectives Implementation Guide for Administrators Form

Related forms

First 20 documents completely FREE!