WE PRESENT…SAMPLE SLOS!
http://youtu.be/KBKnbh5wzbs
WE PRESENT…
SAMPLE SLOS!
Lisa Talbert
Highland School
Skokie 68
and the ISLMA SLO Committee
HOW THE COMMITTEE FORMED
1
2
THE COMMITTEE
 Elementary
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


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Kathy Garneau, Bannockburn School, Bannockburn School
Tracy Hubbard, Dr. Bessie Rhodes School of Global Studies, Skokie
Elisabeth LeBris, Joseph Sears, Kenilworth
Lisa Talbert, Highland School, Skokie
Barbara Ungar, Central Elementary, Wilmette
 Middle/Junior
 Deanne Guccione, Pleasant Plains Middle School, Pleasant Plains
 Sia Paganis, Spring Wood Middle School, Hanover Park
 Lisa Talbert, Highland School, Skokie
 High
 Emily Pickell, Central High School, Champaign
 Pam Strom, New Trier, Northfield
OUR PROCESS
Identified our experience
Learned about PERA
Identified possible learning goals
Chose learning goal and discussed
possible assessments
Created rubric
OUR EXPERIENCE
 Write objectives for every lesson – II
 Have tweaked Danielson framework for librarians – II
 Attended training sessions – II
 Written district library assessments - I
 Written an unofficial SLO - I
 Written an official SLO - I
LEARN ABOUT PERA
 PERA = Performance Evaluation Reform Act
 Read IL Admin Code Part 50, Section 50.110
 http://www.isbe.net/rules/archive/pdfs/50ARK.pdf
 Student Growth applies to all certified staff
 Percentage of Evaluation
 First two years: at least 25%
 Third year and beyond: 30%
 District Joint Committee makes most decisions
 Evaluator and teacher also work together
STUDENT GROWTH DEFINITION
• A demonstrable change in a
student’s or group of students’
knowledge or skills, as evidenced
by gain and/or attainment on
two or more assessments,
between two or more points in time
More than two data
points are
recommended
Rough estimate:
September - January
ASSESSMENT T YPES
Law requires at least one Type I or Type II,
plus one Type III
*unless you advocate for two Type III*
ASSESSMENT T YPES
Type I
 Statewide
 Scored by other entity
 Examples:
 Pros
 Already created
 Trusted by admin
 Cons
 Testing broad range of skills
 Validity of looking at subscores
 Overtesting
 $$
ASSESSMENT T YPES, CONTINUED
Type II
 District-wide
 Can be any type of assessment
Type III
 Chosen by evaluator and teacher
 Can be any type of assessment
 Only need one Type III for first year
*** Advocate for two Type III assessments!
ASSESSMENT GOALS
 Type III is best
 Formalize something we are already doing
 Flexible
 Adaptable
 High quality
 Authentic
 Performance-based
 Rigorous
SLOS
 http://www.isbe.net/assessment/htmls/balanced -asmt.htm
SLOS
 SLO=Student Learning Objective
 Organizational and planning tool
 NOT an assessment
 Once you develop your two Type III, you shouldn’t
have to develop more
 5 Elements:
 Learning Goal
 Assessments and Scoring
 Growth Targets
 Actual Outcomes
 Teacher Rating
 Timeframe: September through January suggested
SLOS IN THE LIBRARY
Choose a group
Grade level or class
Can exclude kids
 Don’t attend your class
 Frequently absent
IDENTIFYING LEARNING GOAL
 “One big idea that integrates multiple content
standards” – Diana Zaleski
 Use standards
 ISAIL
 AASL Standards for the 21 st Century Learner
 CCSS
IDENTIFYING LEARNING GOAL
IDENTIFYING LEARNING GOALS
Sample SLOs
Grades
Topic
 Internet Safety
 Literature Appreciation
 Research
3rd – Notetaking
7th – Website Evaluation
9th – Advanced Searching
IDENTIFYING ASSESSMENTS
 Started identifying at same time as learning goal
 Struggled
 Pre-test / Post-test
 Carousel brainstorming
 Samples
 Asked Diana for assistance
 Rubric suggested
RUBRIC
 Used with pre- and post-assessment
 Goal is to show growth, not for all students to be
experienced
 Growth levels
 How many
 Names
3rd Grade
NOTES RUBRIC – FIRST DRAFT
 Focused on using bullet points and finding important words
Experimenting Notes are copied directly from the text. No bullet points are
used and no important words are identified.
Emerging
Some notes are copied directly from the text but contain a
bullet point for each fact. Important words are not
identified.
Developing
Half of the notes contain a bullet point and only important
words.
Capable
More than half but not all notes are written in bullet points
using only important words.
Experienced
Almost all notes are written in bullet points using only
important words.
3rd Grade
NOTES RUBRIC - SECOND DRAFT
Category
Transcription of notes Structure of notes Ideas identified
Experimenting Notes are copied
directly from the text.
No bullet points
No important words are
identified
Emerging
Notes are copied
directly from the text.
A bullet point is
used for each fact
Important words are not
identified.
Developing
Half of the notes are
A bullet point is
copied directly from the used for each fact
text.
Capable
Some notes are copied A bullet point is
More than half of the
directly from the text.
used for each fact. notes contain only
important words.
Experienced
None of the notes are A bullet point is
Almost all of the notes
copied directly from the used for each fact. contain only important
text.
words.
Half of the notes
contain only important
words.
3rd Grade
NOTES RUBRIC – FINAL DRAFT
Experimenting
Emerging
Developing
Capable
Experienced
Keywords
More than 90% of the
notes are copied
directly from the text in
complete sentences.
At least 30% of the
notes are
keywords and
phrases.
At least 50% of the
notes are copied
from the text. The
other half use
keywords and
phrases.
At least 70% of the
notes are primarily
recorded as
keywords and
phrases.
At least 90% of the
notes are recorded
as keywords and
phrases.
Relevance
Less than 10% of the
notes are related to
the goal questions or
are from prior
knowledge.
At least 30% of
the notes relate to
the goal questions.
At least 50% of the
At least 70% of the
notes relate to the
notes relate to the
goal questions while goal questions.
the rest include
information obtained
in prior knowledge
or do not answer the
goal questions.
At least 90% of
the notes relate to
the goal questions.
Organization
Facts are not
separated. More than
90% of the notes have
multiple facts are listed
together.
Some individual
facts are listed
separately, but
more than 70% of
the notes have
more than one
fact.
About 50% of the
notes have more
than one fact listed
and the others have
each fact listed
separately.
More than 90% of
the facts are listed
separately.
At least 70% of the
facts are listed
separately.
7th Grade
WEB EVAL RUBRIC – FINAL DRAFT
Experimenting
Appropriateness The purpose of the
website was not
identified.
Authority
Bias
Currency
Relevancy
Emerging
The purpose of the
website was
considered but not
identified.
Author or sponsoring
Author or sponsoring
company is not
company is identified
identified or found.
but the author’s
qualifications on the
subject area are not
considered.
Potential biases are not Biases are considered
identified or
but not identified.
considered.
The date was not found The date was not found
or considered
but some effort was
important.
made to find it.
Developing
Capable
The purpose of the
website was identified
but it was incorrect.
The purpose of the
website was identified
correctly.
Biases are identified
but incorrectly.
Biases are correctly
identified.
Experienced
The purpose of the
website was identified
correctly and explained
in detail.
Author or sponsoring
Author or sponsoring
Author or sponsoring
company is identified company is identified company is identified
but very little effort is and some effort is
and their qualifications
made to determine the made to determine the are found.
author’s qualifications. author’s qualifications.
Biases are correctly
identified and explained
in detail.
The date was found but The date was found
the student did not
and the student
think about how it
evaluated it.
impacts the websites
-OR- The date was not
credibility.
found after much effort
and the lack of date
was considered by the
student.
The text was not looked The headings were
The headings and text The text was read to
The text was read and
at to see if it would
skimmed to determine were skimmed to
determine if the text
the student used ideas
answer the question.
if the text would answer determine if the text
would answer the
and keywords from the
the question.
would answer the
question.
text to help them
questions.
advance their research.
High School
ADVANCED SEARCHING RUBRIC
Experimenting
Emerging
Developing
Capable
Persistence
Student doesn’t scroll
down the page and
clicks on no more than
one result.
Student scrolls down
the entire first page of
results and opens
more than one result.
Student scrolls past
Student scrolls past
the first page and
the first two pages of
opens more than three results.
results.
Student persists until
multiple relevant and
useful resources are
found.
Adaptability
Student tries one
search term and gives
up.
Student makes one
adjustment to search
term.
Student makes
adjustments to search
term but using only
one strategy.
Student uses more
than two search
strategies and uses
successful results to
help find new
resources.
Student uses two
strategies to change
search term.
Experienced
Note: Search strategies include synonyms, narrowing and broadening, quotation marks, truncation, adding or deleting words, using subject
headings, and/or Boolean logic.
Independence
Student is not
reflective about how
their search terms
influence their results.
Student needs
prompting from a peer
or adult to think of
other searching
strategies.
Student recognizes
their actions change
the results but needs
assistance from a peer
or adult to think of
other searching
strategies.
Student independently
changes their search
and retrieves one
relevant result.
Student is completely
independent and
retrieves multiple
relevant resources.
High School
LITERATURE APPRECIATION RUBRIC
Reading
Attitude
Very Negative
Dislikes reading
to the extent of
avoiding
assigned
reading.
Negative
Dislikes reading.
Does not read
for pleasure.
Neutral
Reads materials
in various short
formats such as
blogs, websites,
graphic novels,
magazines,
newspapers, etc.
Positive
Enjoys reading
in various
formats and
lengths.
Rhody reading attitude survey
Very Positive
Reading is an
integral part of
daily life and is
prioritized over
alternative
activities.
Influential
Avid reader who
influences peers
in their reading
attitudes and/or
contributes global
reading
community.
HOW RUBRICS CHANGE
3 rd grade – skills
7 th grade – critical thinking
9 th grade – attitude
RUBRICS
 Authentic and Performance-Based
 Use work samples
 Formalizes something students are already doing
 Flexible
 Avoided specific amounts
 Could be used for multiple grade levels
 Adaptable
 Will work with technology or paper/pen
 High quality
 Rigorous
DRAFT HIGH SCHOOL SLO
ADAPTING THE SAMPLES FOR YOU
 Add or remove subtopics
 Percentages
 Type of assessment
 Student work
 Portfolio
 Self-assessment
 Checklist
WHAT ARE WE DOING NEXT?




Adjusting rubrics based on feedback
Final draft of Sample SLO for each grade level
Sending to Diana for review
Sharing final versions with ISLMA and ISBE for websites
WHAT SHOULD YOU DO NEXT?
 Read IL Admin Code 50
 Learn about your District Joint Committee
 Work with the librarians in your district
 Advocate for Type III assessments
 Brainstorm learning goals
 Adapt these sample draft SLOs for you
 Watch for post on ISLMA about final versions being posted
FEEDBACK
Rubrics?
Assessment Options?
Email to ltalbert@skokie68.org
Thank you for attending!