The SLO Process
Session 2
updated October 28, 2014
Denver Public Schools
Assessment, Research and Evaluation, 2014
Objectives
Learn to create an Objective Statement
 Learn to determine Performance Criteria
 Learn to develop corresponding Rubric
 Learn to determine appropriate sources of
Baseline Data in order to categorize students’
preparedness levels

Review: What is the Student Learning
Objective (SLO) Process?
An improved process for DPS educators to set ambitious learning
goals for students and measure their progress toward attaining
them
Two core elements of an SLO:
1. determine what is most important for students to learn
by the end of the year and
2. measure student progress toward that goal throughout
the year.
First steps
1.
2.
3.
4.
Select what is most important for your student to
know by the end of the year. (Objective
Statement)
Determine what it “looks like” when students
reach the objective. (Performance Criteria)
Specify varying levels that students reach on their
path toward meeting and exceeding the Objective.
(Rubric)
Gather data to determine students’ preparedness
levels as they relate to the Objective. (Baseline
Data)
The Objective Statement


The Objective Statement is comprised of standard(s)
and/or grade level expectation(s) and is a general
description of what students will know and be able
to do at the end of the course.
It includes at least one language domain (reading,
writing, speaking, listening) and at least one language
function (justify, explain, critique, etc.).
Suggested Resources for Writing Objective
Statements


Standards: CCSS, CAS, WIDA, NextGen, CTE, etc.
DPS ELGs, Scope and Sequence , Assessment Blueprints


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CMAS Assessment Framework, PARCC Blueprints
Sample Objective Statements and Performance Criteria



Teaching & Learning has identified Year-long Focus Standards
for literacy, mathematics, social studies and science.
Located at testing.dpsk12.org/resources/SLO.html
SLO Handbook, Content Considerations
Your school’s UIP (if available)
Sample - Selecting Standards

ELG.MA.4.NF.A: Extend understanding of fraction equivalence and
ordering. (Major Cluster)




N.F.A.1: Explain why a fraction a/b is equivalent to a fraction (n × a)/(n
× b) by using visual fraction models, with attention to how the number
and size of the parts differ even though the two fractions themselves are
the same size. Use this principle to recognize and generate equivalent
fractions.
N.F.A.2: Compare two fractions with different numerators and different
denominators, e.g., by creating common denominators or numerators, or
by comparing to a benchmark fraction such as 1/2. Recognize that
comparisons are valid only when the two fractions refer to the same
whole. Record the results of comparisons with symbols >, =, or <, and
justify the conclusions, e.g., by using a visual fraction model.
CCSS.MATH.PRACTICE.3: Construct viable arguments and
critique the reasoning of others
CCSS.MATH.PRACTICE.6: Attend to precision
Selecting Standards – Examining Vertical Progression
Standards for grade(s) from
the year(s) before
Standards for my Grade(s) and
Content Area(s)
Standards for grade(s) for the
year(s) after
CCSS.MATH.CONTENT.3.NF.A.1
Understand a fraction 1/b as the quantity formed
by 1 part when a whole is partitioned
into b equal parts; understand a fraction a/b as
the quantity formed by a parts of size 1/b.
ELG.MA.4.NF.A: Extend understanding of
fraction equivalence and ordering. (Major
Cluster)
CCSS.MATH.CONTENT.5.NF.A.1
Add and subtract fractions with unlike
denominators (including mixed numbers) by
replacing given fractions with equivalent
fractions in such a way as to produce an
equivalent sum or difference of fractions
with like denominators.
CCSS.MATH.CONTENT.3.NF.A.2
Understand a fraction as a number on the
number line; represent fractions on a number
line diagram.
CCSS.MATH.CONTENT.3.NF.A.2.A
Represent a fraction 1/b on a number line
diagram by defining the interval from 0 to 1 as
the whole and partitioning it into b equal parts.
Recognize that each part has size 1/b and that the
endpoint of the part based at 0 locates the
number 1/b on the number line.
CCSS.MATH.CONTENT.3.NF.A.2.B
Represent a fraction a/b on a number line
diagram by marking off a lengths 1/b from 0.
Recognize that the resulting interval has
size a/b and that its endpoint locates the
number a/b on the number line
CCSS.MATH.PRACTICE.3: Construct viable
arguments and critique the reasoning of others
CCSS.MATH.PRACTICE.6: Attend to
precision
N.F.A.1: Explain why a fraction a/b is
equivalent to a fraction (n × a)/(n × b) by
using visual fraction models, with attention
to how the number and size of the parts
differ even though the two fractions
themselves are the same size. Use this
principle to recognize and generate
equivalent fractions.
N.F.A.2: Compare two fractions with
different numerators and different
denominators, e.g., by creating common
denominators or numerators, or by
comparing to a benchmark fraction such as
1/2. Recognize that comparisons are valid
only when the two fractions refer to the
same whole. Record the results of
comparisons with symbols >, =, or <, and
justify the conclusions, e.g., by using a visual
fraction model.
CCSS.MATH.PRACTICE.3: Construct
viable arguments and critique the reasoning
of others
CCSS.MATH.PRACTICE.6: Attend to
precision
CCSS.MATH.CONTENT.5.NF.A.2
Solve word problems involving addition and
subtraction of fractions referring to the
same whole, including cases of unlike
denominators, e.g., by using visual fraction
models or equations to represent the
problem. Use benchmark fractions and
number sense of fractions to estimate
mentally and assess the reasonableness of
answers.
CCSS.MATH.PRACTICE.3: Construct
viable arguments and critique the reasoning
of others
CCSS.MATH.PRACTICE.6: Attend to
precision
Sample - Objective Statement
All students will be able to compare fractions, with like or unlike
numerators and denominators, record the results using symbols,
justify the conclusions orally and in writing, and solve simple word
problems requiring fraction comparison.
Performance Criteria and Rubric


The Performance Criteria are a collection of 3-6
clear, specific, and measurable statements that
describe how students will demonstrate that they
have reached the Objective Statement.
The corresponding Rubric defines the various levels
of development that students move through as they
progress toward the Objective.
Suggested Resources for Performance
Criteria and Rubric
Standards (used in Objective Statement)
 WIDA Can Do Descriptors
 PARCC Performance Level Descriptors
 Curriculum
 Existing rubrics

Objective Statement
Performance Criteria
All students will be able to
compare fractions, with
like or unlike numerators
and denominators, record
the results using symbols,
justify the conclusions
orally and in writing, and
solve word problems
requiring fraction
comparison.
1.
2.
3.
4.
Students will compare fractions,
with like or unlike numerators and
denominators, by creating
equivalent fractions with common
denominators, or comparing to a
benchmark fraction and generating
equivalent fractions.
Students will demonstrate the use
of conceptual understanding of
fractional equivalence and ordering
when solving simple word problems
requiring fraction comparison.
Students will use symbols and
academic language to express the
results orally and in writing.
Students will use a logical
progression of steps and academic
language to justify their conclusions
orally and in writing.
Corresponding Rubric
Limited/Partial Command
Moderate Command
Strong Command
(Performance Criteria column)
Distinguished Command
Students will sometimes able
to compare fractions, with
like or unlike numerators and
denominators, by creating a
visual model and/or using
manipulatives.
Students will compare
fractions, with like or unlike
numerators and
denominators, by creating a
visual model and/or using
manipulatives.
Students will compare fractions,
with like or unlike numerators and
denominators, by creating
equivalent fractions with common
denominators, or comparing to a
benchmark fraction and generating
equivalent fractions.
Students will compare fractions,
with like or unlike numerators
and denominators, by creating
equivalent fractions with
common denominators, and
comparing to a benchmark
fraction and generating
equivalent fractions.
Students will solve simple
word problems requiring
fraction comparison with
support and scaffolding.
Students will solve simple
word problems requiring
fraction comparison.
Students will be able to create
and solve a word problem
involving fractional comparisons.
Students will use symbols or
academic language with
varied success to express the
results orally or in writing.
Students will use symbols and
some academic language to
express the results orally and
in writing with scaffolding.
Students will demonstrate the use
of conceptual understanding of
fractional equivalence and ordering
when solving simple word
problems requiring fraction
comparison.
Students will use symbols and
academic language to express the
results orally and in writing.
Students will use an
incomplete or illogical
progression of steps to justify
their conclusions orally or in
writing without significant
scaffolding and support.
Students will use a logical, but
incomplete progression of
steps and some academic
language to justify their
conclusions orally or in
writing.
Students will use a logical
progression of steps and academic
language to justify their
conclusions orally and in writing.
Students will use an efficient and
logical progression of steps and
academic language to justify
their conclusions orally or in
writing.
Students will use symbols and
precise academic language to
express the results orally and in
writing.
“Phase 1” for the SLO Application
Objective Statement, Performance Criteria and
other relevant information
 Submit Phase 1 for each SLO by October 31

https://slo.dpsk12.org
School Leaders
Teachers
SLO Timeline 2014-15
*Gain
familiarity
with the SLO
process
Aug
Present
SLO
overview to
teachers
*Create 2
Objective
Statements
Sept
*Determine
Performance
Criteria and
Rubric
*Collect
Baseline Data
*Submit
Phase 1 using
SLO
application
Oct
Ensure access
to SLO
Application
*Analyze
Baseline Data
and categorize
students’
Baseline
Preparedness
Levels
Nov
Approve
Phase 1
*Plan and
Collect Body
of Evidence,
monitor
progress, and
adjust
instruction
accordingly
Dec
*Collect
Body of
Evidence,
monitor
progress, and
adjust
instruction
accordingly
*Submit
Phase 2 using
SLO
application
Jan
*Collect
Body of
Evidence,
monitor
progress, and
adjust
instruction
accordingly
Feb
*Collect
Body of
Evidence,
monitor
progress, and
adjust
instruction
accordingly
Mar
Approve
Phase 2
Ongoing Data Team Guidance and Support
*Collect Body
of Evidence,
monitor
progress, and
adjust
instruction
accordingly
Apr
*Evaluate and
reflect on
student
growth
*Submit
Phase 3 using
SLO
Application
May
Submit ratings
Looking ahead: Baseline Data

How prepared are my students to learn the
content in my Objective?



Baseline data are sources of data with items and/or tasks
that indicate students’ levels of preparedness as they
relate to the Objective Statement
Include at least two different sources of Baseline Data for
each Objective.
 E.g. previous year’s EOY Interim, TCAP, current
performance in the SLO content area
Baseline data should be designed/selected collaboratively
and scored using a common scoring rubric, if possible.
Baseline Preparedness Levels

Using information from Baseline Data Sources, students should
be categorized based on the following Preparedness Levels:
 Underprepared: Students who enter the course/grade one
or more course/grade levels behind in the prerequisite
standards.
 Somewhat Prepared: Students who enter the course/grade
less than one year behind in the prerequisite standards.
 Prepared: Students who enter the course/grade with
command of the prerequisite standards.
 Ahead: Students who enter the course/grade with a deep
command of the prerequisite standards. These students are
able to apply previous learning to a variety of contexts.
Questions?
Visit:
http://testing.dpsk12.org/resources/SLO.html
Email: slohelp@dpsk12.org