Student Learning Objectives
Session 3
Denver Public Schools
Assessment, Research and Evaluation, 2014
Objectives



Learn how to determine and collect data sources for
Baseline Data
Learn how to identify each student’s Baseline
Preparedness Level
Learn how to plan for and collect a Body of Evidence
(BOE)

Consider how to effectively track data for the BOE
Review: What is the Student Learning
Objectives (SLO) Process?
An improved process for DPS educators to set ambitious learning
goals for students and measure their progress toward attaining
them
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.
3. Adjust instruction according to measurements of
student progress.
The SLO Process
Step 1: Create an Objective
Statement
Step 3: Collect Baseline Data &
Categorize Preparedness
Levels
Step 4: Plan and collect Body
of Evidence
Step 5: Evaluate and reflect on
Student Growth
Ongoing Data Driven Instruction
Step 2: Determine Performance
Criteria & Rubric
Collect Baseline Data

How prepared are my students to learn the
content and language in my Objective?

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Baseline Data are sources of data with items and/or
tasks that indicate students’ levels of preparedness
as they relate to the Objective Statement (think
prerequisite skills/standards).
These data points should be designed/selected
collaboratively and scored using a common scoring
rubric, if possible.
Baseline Data Sources

Remember:

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
Include ACCESS scores or other language
information, if applicable.
Possible Baseline Data sources may include:
SCAN assessments, Anet assessments, STAR, DRA2, EDL2, SRI, TCAP, CMAS,
ACCESS, ABCC, CoAlt, TS Gold, Course Finals, End of Year interims, teacher
made assessments, common assessments
Baseline Preparedness

How might I categorize my students to set
appropriate learning goals and track student growth
from the Baseline?

Students are categorized based on their preparedness levels
as they relate to the Objective Statement.
 Baseline Preparedness categories provide a reference
point of students’ knowledge and skills at the beginning of
the course so as to determine progress throughout the
course.
 Please note: Baseline preparedness categories are NOT
the same as instructional groups
Categorize 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.
Plan for and Collect a Body of Evidence

How are my students progressing in their mastery of
the content and language in my Objective?


The Body of Evidence is data derived from a variety of
assessment tools that measure the degree to which students
are progressing
 toward each Performance Criterion and more broadly the
Objective Statement
The information gathered should be used to adjust
instruction appropriately in order to maximize student
growth.
Body of Evidence Guidelines

For each Performance Criterion, there should be:

Multiple items and tasks that are aligned in content and
differentiated appropriately.



Well-designed, rigorous tasks may address multiple Performance
Criteria.
Each task should provide teachers information on student
progress in order to indicate and then confirm students’
end of course proficiency levels.
Items and tasks for the BOE should be designed/selected
collaboratively and scored using a common scoring
guide/rubric.
Possible Pieces for Body of Evidence


Information included in a Body of Evidence may vary
widely depending on the teacher role, Objective
Statement and Performance Criteria, and students.
Possible data sources include but are not limited to:


District assessments (including interims/course
assessments/SCAN/Anet), assessments and tasks from the
curriculum, (including tests, quizzes, homework), performances,
teacher observations, vendor assessments (e.g. DRA, STAR,
SMI, MAP, etc.), language assessments, projects
No matter what data sources are used, teachers should
think critically about the quality of the data first.
Body of Evidence Guiding Questions

How do we ensure that the data in the BOE gives us highquality information about student growth?

Teacher teams will need to ask critical questions of each piece of
evidence. Questions may include:



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How well does this assessment measure the standards that are addressed
in my Objective?
How well does this assessment measure those standards at the
appropriate level of rigor?
For what purpose was this assessment designed? To what extent does it
match my purpose?
If two different people were to assess the same student with this
assessment, would they come up with the same estimate of student
proficiency?
A detailed Guiding Questions document can be found online
at the SLO webpage.
Data Tracking

Teacher teams and school leaders will want to agree
upon a method for tracking student progress on the Body
of Evidence.

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There is not one correct way to track data for the SLO
Process, rather it is important that teachers find a method that
works for them and their school leaders.
Electronic data trackers, such as Excel spreadsheets or those
kept in Google will allow teams to share data with one another
and their school leaders, similar to the Google SLO Planning
Pages.
Purposeful sampling of student work should also be considered
– it is important that teachers check with their school leaders
to see what student work the leader may want to see at their
end of year conversation.
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
*Collect Body
of Evidence,
monitor
progress, and
adjust
instruction
accordingly
Apr
Approve
Phase 2
Ongoing Data Team Guidance and Support
Please note: For classroom teachers, Phase 1 information includes the Objective Statement and Performance Criteria; Phase 2
information includes the Rubric, Baseline Data, Baseline Preparedness Levels, and the plan for Body of Evidence; and Phase 3
information includes the students’ end of course proficiency levels.
*Evaluate and
reflect on
student
growth
*Submit
Phase 3 using
SLO
Application
May
Submit ratings
Questions?
http://testing.dpsk12.org/resources/SLO.html
Email: slohelp@dpsk12.org