Developing High Quality
Student Learning Objectives
Kailua Intermediate School
WHY?
Student Learning
Objectives
What is the purpose of Student
Learning Objectives?
2
SLO CORE VALUE
Teachers are at the heart of a child’s
education and profoundly impact student
achievement. Thus, a high priority is placed
on the enhancement of our teachers’
professional practices and the structures that
support them.
3
SLO Opportunities and Benefits
What are the benefits of SLOs?
Research has shown a strong correlation between setting and working toward
rigorous, targeted goals and student achievement. Student Learning Objectives
provide a framework for identifying prioritized needs, instructional planning,
progress monitoring and rigorous goal setting that impact student growth.
Student Learning Objectives provide the opportunity for all teachers to be able to:
Set an academic goal for a teacher’s students
Reflect the most important learning for the year (or semester)
Determine specific and measurable targets based on initial evidence of student
readiness levels
Align goals to Common Core, state, or national standards, as well as any other
school or complex priorities
Use data to monitor student learning progress
Differentiate instruction based on student needs
4
SLOs at the Core of Teaching and Learning
An SLO is at the heart
of teaching and learning.
It is not an add-on.
Common Core
STEM
Standards and
Curriculum
Induction &
Mentoring
CSSS/RTI
SLO
Instruction
EES: Observations
Assessments
FI/DT
ART
A Hawaii educator
said, “SLOs align
nicely to the 6
priority strategies.”
Overall SLO Process
Step 1:
Determine
prioirty
curricular area
based on data
Step 2: Write the
SLO
Step 3: Submit
the SLO for
approval
Step 4:
Implement SLO
and progress
monitor student
learning of
approved SLOs
Step 5: Request
Midterm target
revisions as
needed
(optional)
Step 6: Compile,
organize, rate,
and reflect on
outcomes
Essential Questions
What are the most important knowledge/skills I want my students
to know and be able to do by the end of the interval of instruction?
How will I know if my students have met the learning goal?
What are my learning expectations for each student?
What strategies will I use to help all students meet the target?
SLO Updates: Template
•
•
•
•
Big idea has be omitted
Identification of DoK level
Expected targets are on a common record sheet
Assessment plan is requested
SLO Updates: Technical Guidance and Planning Document
• Formerly known as SLO Planning Document
• Document now provides additional technical
information needed through the SLO process
SLO Updates: Rubric for Rating the Quality of SLOs
• Learning goal addresses major learning of the course
• DoK level 2 or higher for pre-kindergarten to grade 2; DoK level 3
or higher for grades 3 to 12
• Rules/agreements on how assessment measures will be
combined
SLO Sample #1 at a Glance
ACTIVITY: Take 3 minutes to look through the entire
Gr. 5 writing SLO sample #1
Learning Goal Guiding Question
What are the most important
knowledge/skills I want my students
to know and be able to do?
Interpreting the Planning Document
P. 7
What is the learning goal statement?
Learning goal statement: what students will be able to know,
understand and do at the end of the interval of instruction that
reflects the major learning of the course.
Does the learning goal reflect all major aspects of the
identified standards?
Does the goal impact future grade levels and the
demands of college and career readiness?
Does the goal cross disciplines?
Is the learning goal appropriate for the interval of
instruction?
Review your Standards and Combine into a
Learning Goal Statement
 2.NBT.1: Understand that the
three digits of a three-digit
number represent amounts of
hundreds, tens, and ones; e.g.,
706 equals 7 hundreds, 0 tens,
and 6 ones;
 2.NBT.3: Read and write
numbers to 1000 using base-ten
numerals, number names, and
expanded form.
 2.NBT.4: Compare two threedigit numbers based on
meanings of the hundreds, tens,
and ones digits, using >, =, and <
symbols to record the results of
comparisons.
The Learning Goal Statement:
Students will be able to read
and write numbers using baseten numerals and apply their
understanding of place value
by representing numbers
pictorially (using symbols for
base-ten block manipulatives),
writing numbers in expanded
form, locating a number on a
number line, and comparing
numbers.
Interpreting the Planning Document
P. 7
Include all content standards associated with this
learning goal
List all standards that apply, including the text of the
standards (not just the code).
 Is there an identified standard/s that reflects
major learning of the content?
 Major learning is standards that reflect
readiness (impact future grade-levels), leverage
(cross-disciplines), and endurance (real-world
application).
What is Considered Major Learning?
Major learning of
content areas are
standards that reflect:
•Endurance
•Leverage
•Readiness
Doug Reeves, Leader’s Guide to Standards
Endurance
• Standards that provide students with
knowledge and skills beyond a single test
date.
• Standards that encompass the learning that
can be applied in real world or authentic
situations.
ACTIVITY: Use your content area standards to
Identify an example of a standard that reflects
endurance. Think about how the standard reflects
endurance.
Leverage
• Standards that provide knowledge
and skills that will be valuable in
multiple disciplines or content
areas.
ACTIVITY: Use your content area standards to
Identify an example of a standard that reflects
leverage. Think about how the standard reflects
leverage.
Readiness
• Standards that provide knowledge
and skills that are critical for
success in the next grade or level of
instruction.
ACTIVITY: Use your content area standards to
Identify an example of a standard that reflects
readiness. Think about how the standard reflects
readiness.
Interpreting the Planning Document
P. 8
Explain the rationale for the learning goal.
 How does the goal demonstrate major learning
of the course?
 Is the goal an area of need (i.e. academic plan,
data-driven priority area)?
 Identify Depth of Knowledge level (Pre-K to gr.
2- DoK level 2 or higher, Gr. 3 to gr.12- DoK
level 3 or higher).
Know the Depth of Knowledge Levels
P. 9
Depth of Knowledge Clip with Karin Hess
https://vimeo.com/20998609
Depth of Knowledge Requirement
Pre-Kindergarten to grade 2 = DoK level 2 or
higher
Grade 3 to 12 = DoK level 3 or higher
Additional resources may be used to
help determine the DoK of a
standard:
◦
◦
Cognitive Rigor Matrix (reading, writing, math and
Science)
CCSS Depth-of-Knowledge Levels for Four Content Areas
Interpreting the Planning Document
P. 8
Identify the interval of instruction necessary
to meet this learning goal.
☐ semester
☐ year-long
☐ other: multi-track, trimester, quarter course
Taking a Closer Look at Sample #1
ACTIVITY: Using the Technical Guidance and
Planning Document and Rubric For Rating the
Quality of SLOs, work with a partner to discuss how
the learning goal is of acceptable quality.
Whole Group Sharing
What makes sample #1 an
acceptable learning goal?
Developing High Quality
Student Learning Objectives:
Assessment Component
Kailua Intermediate School
Hawaii Department of Education 2014
27
Desired Outcomes:
Understand the assessment
component of the SLO process.
Write an acceptable quality
assessment plan aligned to the
learning goal.
Assessment Component Guiding Question
How will I know if my students have
met the learning goal?
Focus on Assessment Plan of Sample #1
ACTIVITY: As a table group, analyze the assessment
plan using the following questions as a guide:
What does the assessment plan include?
What are the attributes of the assessment
component?
Use
attribute
chart
Whole Group Sharing
What are the attributes of the
Assessment Component?
Interpreting the Planning Document
Assessment Plan:
P. 10
Describe each formative and summative assessment opportunity that
will be used to measure student learning in relationship to the SLO
Learning Goal.
 What are the formative assessments that you will use to monitor
student learning throughout the interval of instruction?
 How often will it be collected?
 What summative assessment/s will be utilized to measure mastery
or proficiency levels of the learning goal?
 Does your assessment plan include multiple types of evidence such
as products, observations, and conversations?
 Do you have scoring guides or criteria that defines levels of
proficiency of the learning goal?
Defining an Assessment Plan
An assessment plan defines how progress will
be monitored throughout the interval.




Assessments
Criteria/Scoring guide
Time and frequency
Proficiency level attainment rules
Assessments Can be Formative or Summative
SUMMATIVE
FORMATIVE
Inform Teaching
Inform Learning
Evaluate Student
Learning
Formal
Formal
• Quizzes
• Presentations
• Kinesthetic
Assessments
• Student Portfolios
• Student Conference
• Etc…
Informal
• Observations
• Discussions
• Exit Slips
• Graphic Organizers
• Think Pair Share
• Etc…
• Statewide HSA
“Bridge” /
SBAC
• ACT
• End-of-Course
Exams
• Etc…
Informal
• Chapter/Unit
Tests
• Projects
• Performance
Tasks
• Etc…
An acceptable quality assessment plan reflects
multiple instruments (of various types) that will be
used throughout the SLO interval.
PRODUCTS:
• Concept maps and frames
• Science notebooks
• Lab reports
• Quizzes
• Biological drawings
OBSERVATIONS:
• Science lab skills
• Appropriate selection and
safe use of science
equipment
• Attention and focus during
demonstrations
Triangulation
Of
Data
Collected Over Time
Science
Example
CONVERSATIONS:
• Group discussions about the
digestive system
• Oral presentations
• Reflections in science notebook
(conversation with self/teacher)
• Use of scientific vocabulary
Quality Assessment Criteria Review
P. 12
Purpose- To ensure that SLO assessments
and scoring are designed well to measure
proficiency of the learning goal
ACTIVITY: Take a few moments to review the 13
criteria on this document
Circle one or two criteria that you may have
questions about, need clarification on, or resonate
with you
Quality Assessment Criteria Review
P. 12
ACTIVITY: As a table group, have a discussion at
your table about the criteria that you circled
Discuss why certain criteria stand
out for you.
Review Sample #1 with Quality Assessment Criteria
ACTIVITY: As a table group, use the Quality
Assessment Criteria to check if the assessments and
rubrics are of high quality.
Whole Group Sharing
What makes the sample #1
assessment and criteria
acceptable?
Interpreting the Planning Document
P. 11
Describe how assessments will be scored and
combined to ensure fair and accurate levels of
student attainment of the learning goal.
Evaluating Student Performance on a Body of Evidence
At the end of the instructional period:
• How should teachers consider and
determine a student’s performance
using multiple measures identified
for evaluating him or her on the SLO
learning goal?
–Determine scoring rules for combining
data across multiple assessments.
Developing Scoring Rules for Combining
Information Across Assessments
1.
2.
3.
4.
5.
Determine whether the content, cognitive processes and the DOK range in the
evidence source identified matches closely with the SLO learning goal.
Identify the number of performance levels available for each data source. If this
is missing, work in teams to determine appropriate cuts for scores that
correspond to a performance level (develop a rubric to capture this scoring rule).
Report (provide information about) the results and performance outcomes
achieved for each student in reference to each evidence source considered.
Define the number of performance levels for your SLO learning goal. Make sure
you have good performance descriptors developed for each level.
Develop the scoring rules in consultation with data teams to consider information
across the body of evidence collected.
Professional Judgment
• Evaluating and reporting requires professional judgment
in response to the following four issues:
– What does the student know, what is she or he able to do, and
what can she or he articulate?
– What areas require further attention or development?
– In what ways can the student’s learning be supported?
– How is the student progressing in relation to the standards or
development for students in a similar age range?
“By looking for patterns and trends over time, based on multiple sources of
reliable and valid evidence, the teacher can report in a professional manner.”
~ Anne Davies
Taking a Closer Look at Sample #1
ACTIVITY: Using the Technical Guidance and
Planning Document and Rubric For Rating the
Quality of SLOs, work with a partner to discuss how
the assessment component is of acceptable quality.
Whole Group Sharing
What makes sample #1 an
acceptable assessment plan?
Developing High Quality
Student Learning Objectives:
Writing Expected Targets
Kailua Intermediate School
Hawaii Department of Education 2014
46
Desired Outcomes:
Understand the expected target
component of the SLO process.
Write an acceptable quality
expected target record sheet
SLO Sample #1 at a Glance
ACTIVITY: Take 3 minutes to look through sample #1
and entire accompanying record sheet.
Expected Target Guiding Question
What are my learning expectations
for each student?
Focus on Expected Targets of Sample #1
ACTIVITY: As a table group, analyze the record
sheet using the following questions as a guide:
What does the record sheet include?
What are the attributes of the record sheet?
Use
attribute
chart
Whole Group Sharing
What are the attributes of the
Expected Target Component?
SLO Record Sheet
Instead of having the expected targets defined in the
SLO template, a common record sheet will now be
used to set individual targets for each student. The
record sheet is also a working tool to document the
work of the students.
Structure of the Record Sheet
• Initial Evidence- Data that will be collected to
determine readiness levels
• Readiness Levels- Where students are at before
instruction of the learning goal
• Performance Expectation-Level of proficiency
students are expected to be at by the end of the
interval
• Assessments- Data that measures what students
have learned
• End-of-Interval Attainment- Level of proficiency
results for individual students based on assessment
evidence
Interpreting the Planning Document
P. 13
Identify multiple evidences that will be used to
determine the initial readiness levels for each
student.
Are meaningful evidences used to determine
initial readiness levels?
Data could include state standardized assessment
scores, locally administered assessments, and/or other
data sources to reflect prerequisite skills
Why Do We Need Initial Evidence for the Expected Targets
POINT A
POINT B
Data In All Its Forms
PAST ACHIVEMENT
What are my student
coming in to my class
knowing and able to do?
Or
Did my students learn
what I intended to teach
them?
PRESENT LEVELS OF
PERFORMANCE
What pre-requisite skills
and knowledge do my
students have?
Or
I am in the midst of
teaching. Are my
students understanding
what I am teaching?
PAST COHORTS
Based on what I know
about students of similar
academic groups in the
past, I can make an
educated prediction on
how the current
students will perform.
Possible Initial Readiness Evidence Sources
•
•
•
•
•
•
•
•
Grades
Test Scores
IEPs
Transcripts
Observations of Students
Conversations with Students and Parents
Student Records
Student Work
Using an Example of a Second Grade Math Goal
Learning Goal Statement:
Students will solve real-world problems relating addition and subtraction utilizing a
variety of strategies.
Possible Initial Evidence Options:
Past Achievement
Present Levels of
Performance
Past Cohorts
• Hawaii State
Assessment scores
• Progress report grades
• Numbers and
operations quick-check
• Other problem-solving
work samples
• STAR results
• Observations
• Past students of the
same readiness level
tended to master the
skills needed to
accomplish the goal
Interpreting the Planning Document
P. 13
Document the actual student results for each
initial evidence selection (e.g., grades, test scores,
etc.).
Initial Evidence Documentation
Identify initial evidence used to determine
readiness levels
The number of initial evidence sources may vary.
The data should help answer the question:
Before instruction, how ready are my students for the
learning goal?
Interpreting the Planning Document
P. 13
Identify initial readiness levels for each student.
Note:Teachers will track student progress throughout
the term of this SLO. A record sheet is provided.
Initial Readiness Level Documentation
Using the readiness evidence sources,
determine initial readiness levels
Using professional judgment and common agreements with
teacher teams, determine student readiness levels.
More Than Ready for Interval
Ready for Interval
Almost Ready for Interval
Not Ready for Interval
Interpreting the Planning Document
P. 13
Write an end-of-interval expectation for each
student by the end of the instructional interval.
Expected Target Documentation
Determine the end-of-interval expectation for
each student.
The data should help answer the question:
Based on student readiness levels in relation to the learning
goal, what is my expectation for each student in my class?
SLO Rating Scale
Final ratings are calculated based on the number of
students that have met the expected target.
SLO Summary Sheet Sample
Rating rubric for teachers with a class of 5 or more students.
☐ Highly Effective
☐ Effective
☐ Developing
At least 90100% of
students met or
exceeded
expected target.
At least 75-89%
of students met
or exceeded
expected target.
At least 60-74%
of students met
or exceeded
expected target.
☐ Ineffective
Fewer than 60%
of students met
or exceeded
expected target.
66
Add all ‘Yes’
students to
calculate how
many met
targets to get
SLO Rating
18 out of 20
students met the
target at 90%
Taking a Closer Look at Sample #1
ACTIVITY: Using the Technical Guidance and
Planning Document and Rubric For Rating the
Quality of SLOs, work with a partner to discuss how
expected target record sheet is of acceptable
quality.
Developing High Quality
Student Learning Objectives:
Instructional Strategies
Kailua Intermediate School
Hawaii Department of Education 2014
68
Desired Outcomes:
Understand the instructional
strategies component of the
SLO process.
Write an acceptable quality
instructional strategy plan.
Instructional Strategies Guiding Question
What strategies will I use to help all
students meet the target?
Focus on Instructional Strategies of Sample #1
ACTIVITY: As a table group, analyze the
instructional strategies using the following
questions as a guide:
What does the instructional strategies component
include?
What are the attributes of the instructional
strategies component?
Use
attribute
chart
Whole Group Sharing
What are the attributes of the
Instructional Strategies
Component?
Attribute Chart Comparison
ACTIVITY: As a table group, review the description
in the Planning Document and the Rubric for Rating
the Quality of the SLO the instructional strategies
and compare it to your attribute chart.
P. 14
Do we need to make any
additions or revisions to the
instructional strategies attribute
list?
Interpreting the Planning Document
P. 14
Describe the key instructional strategies that you
will use to teach the learning goal to ALL students.
 Are the strategies specific to the learning goal?
Interpreting the Planning Document
P. 14
Describe how instruction will be
differentiated for various readiness groups.
Taking a Closer Look at Sample #1
ACTIVITY: Using the Technical Guidance and
Planning Document and Rubric For Rating the
Quality of SLOs, work with a partner to discuss how
the instructional strategies component is of
acceptable quality.
Whole Group Sharing
What makes the instructional
strategies component of
sample #1 acceptabel?