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 ................................................................................................................................................... 18

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

MOY Confere

nce ............................................................................................................................................................. 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 Statem

ent

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.

Using This SLO Handbook

SLO Administrator Guide

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 strengthening 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

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.

Getting Started With Student Learning Objectives

SLO Administrator Guide

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: Creating a S

tudent 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

The Texas Student Learning Objective Process

LO Administrator Guide

Designing and Establishing a System of Supports for SLO

Implementation

Implementat

ion 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.

Throughout the i

mplementation 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

Designing and Establishing a System of Supports

SLO Administrator Guide

Unpacking the Key Elements

Campus Culture and Capaci

It is essential that cam

pus 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 extent does the curren

t 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 consi

dering 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.

Expectations and Procedur

To implement an SLO proces

s 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 are 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-

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.

Unpacking the Key Elements

SLO Administrator Guide

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 clarit

y 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 to Data and Re

sources

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:

• 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?

SLO Administrator

Guide

Unpacking the Key Elements

Communication

, Timeline, and Technology

As you create your campu

s 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.

Limited technol

ogy 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

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.

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 valuable

for the teacher’s 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?

Recommendations

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

Curriculum 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 the firs

t 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

After the f

irst 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:

Teacher’s Gu

ide, 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.

SLO Administrator Guide

Phase 1: Creating a SLO

Phase 1: Creating a Student Learning Objective

Step 2: Who are the teacher’s students?

Protocol / Procedures:

• 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?

Guidelines fo

r Selecting the Target Class

YEAR 1

YEAR 2

Elementary

Generalist

Whole class Whole class

Elementary

Departmentalized

Most representative class

Most challenging class for

teacher

Secondary

For the firs

t 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 Info

rmation 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

SLO Administrator Guide

Phase 1: Creating a SLO

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

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

Teacher’s Gui

de, 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.

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?

SLO Administrator Guide

Phase 1: Creating a SLO

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 by 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 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.

Coaching Connection:

Teacher’s Gu

ide, pgs. 15-20

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?

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.

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 Traini

ng 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.

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?

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 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 pr

ocess 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 pr

ocess 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 appr

oval 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.

SLO Administrator Guide

LO Approval Process

Suggestions 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.

SLO Approval

Process – Other Key Considerations

Area of Focus

Appraiser

s 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 Pr

ogress

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.

Teacher Collaborat

ion

• 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.

SLO Administrator Guide

LO Approval Process

• 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 G

uide, pgs. 21 - 23

SLO Administrator Guide

LO 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. 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.

SLO Administrator Guide

Guidance

for Beginning-of-the-Year Conferences

SLO Administrator Guide

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).

• 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.

Communication & Timelines:

• 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.

hase 2: Monitor Progress to Drive Instruction

Phase 2: Monitoring Progress to Drive Instruction

Are the teacher’s students progressing toward their targets?

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.

• 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 Conti

nuous 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.

At the core of 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.

Plan

Instruct

AssessAnalyze

Adjust

SLO Administrator Guide

MOY Conference

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.

Coaching Connection:

Teacher’s Gui

de, pgs. 24-26

LO Administrator Guide

MOY Conference

SLO Administrator Guide

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.

• Consider 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.

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

data collection, which could include multiple measures.

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 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 Reflection

ncourage 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?

• 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?

SLO Administrator Guide

Teacher Reflection

EOY Conference

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 insigh

t 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:

Teacher’s Gui

de, pgs. 27 - 30

LO Administrator Guide

EOY Conference

SLO Administrator Guide

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.

Guidance for End-of-Year Conferences

SLO Administrator Guide

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 review and appli

cation:

C & I coaching and collaboration:

Technology suppor

ppendix A: District Decision Worksheet

SLO Administrator Guide

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)

What is an appropr

iate timeline for when EOY

conferences should be completed?

ppendix A: District Decision Worksheet

SLO Administrator Guide

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 recommendat

ions:

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:

Appendix A: District Decision Worksheet

SLO Administrator Guide

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, wil

l 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.

Appendix A: District Decision Worksheet

SLO Administrator Guide

Planning Worksheet for School-Based Leaders

SECTION I: PRE

PARATION

A. Setting the Stage:

Which teachers in your school will complete SLOs?

B. Orientation and T

raining 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 pre-work be r

equired for orientation? ___ Yes ___ No

If so, what will that pre-work be?

What should teac

hers bring with them to orientation?

What will be t

he 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

Will there be a

schedule for potential review dates of material on the website?

___ Yes ___ No

If so, specify the timeline:

Appendix B: Planning Worksheet for School-Based Leaders

SLO Administrator Guide

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 there teache

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

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

What other st

rategies will you put into place to improve efficiency?

B. SLO Approval P

rocess

Who will approve SLOs? _______________________________________________________

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

Who will set

deadlines for submissions and approvals? _______________________________

What will be t

he deadline for submission? _________________________________________

District Decision Worksheet

Appendix B: Planning Worksheet for School-Based Leaders

SLO Administrator Guide

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

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

What materi

als 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

SECTION III: IM

PLEMENTATION

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

____ Part of PLC planning

____ Will organize separate meetings

How often 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 documenta

tion do you want teachers to submit for these conferences?

___ Reflection document

___ Student Growth Tracker

___ Sample student work

___ Sample formative measures

Appendix B: Planning Worksheet for School-Based Leaders

SLO Administrator Guide

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 _________________________.

SECTION V: HOM

EWORK

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?

Appendix B: Planning Worksheet for School-Based Leaders

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!