Strength of Character and College Ready
Student Learning Objectives (SLO)
Coordinator Handbook
2014-2015
COMPILED BY: DR. JO-NE BOURASSA
DISTRICT SLO COORDINATOR
JONES.BOURASSA@BCSDK12.NET
478-955-0102
SLO Coordinator’s Manual 2014-2015
Revised 4-30-15 JCB
Page | 1
Strength of Character and College Ready
TABLE OF CONTENTS
I.
Purpose of SLOs………………………………………………………………..
3
II.
TEM Calculation……………………………………………………………….
4
III.
Administration Procedures……………………………………………………..
6
a.
Before Administration…………………………………………….
6
b.
During Administration…………………………………………….. 6
c.
After Administration………………………………………………. 7
IV.
Using the SLO Assessment Data………………………………………………. 8
V.
List of SLOs for 2014-2015……………………………………………………. 9
VI.
Appendix
A. SLO Assessment Teacher Assurance Form…………………………… 21
B. Performance Matters Quick Guides…………………………………...
23
C. Bibb SLO Assessment Item Issue Sheet………………………………. 25
D. DOE SLO Calendar 2014-2015……………………………………….
26
E. SLO Unique Circumstances and Non-traditional Settings…………….
27
F. Depth of Knowledge Guide……………………………………………
34
SLO Coordinator’s Manual 2014-2015
Revised 4-30-15 JCB
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Strength of Character and College Ready
What is a Student Learning Objective (SLO)?
District determined SLOs are aligned to curriculum standards focused on student growth. SLOs
give educators, school systems, and state leaders an additional means by which to understand,
value, and recognize academic success in the classroom.
Purpose of SLOs
The primary purpose of SLOs is to improve student achievement at the classroom level. An
equally important purpose of SLOs is to provide evidence of each teacher’s instructional impact
on student learning.
Student Growth and Academic Achievement
Student learning is the ultimate measure of the success of a teacher and an instructional leader.
A vital component of the Teacher Keys Effectiveness System is Student Growth and Academic
Achievement. For teachers of tested subjects, this component consists of a student growth
percentile measure. Tested subjects include reading, English language arts, mathematics, science,
and social studies for grades 4-8 and all high school courses for which there is an End- of-Course
Test (EOCT).
Overview of SLO process
SLO Coordinator’s Manual 2014-2015
Revised 4-30-15 JCB
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Strength of Character and College Ready
Components of the TEM
The Teacher Effectiveness Measure (TEM) consists of two components: (1) Teacher
Assessment on Performance Standards (TAPS), and (2) Student Growth. These two components
contribute to the overall Teacher Effectiveness Measure (TEM) for each teacher.
General Score Scale: Exemplary, Proficient, Needs Development, Ineffective
Student Growth (50%) Student Learning Objectives (SLOs) – The measure of student
growth for non-state-tested subjects. The aggregate measure of SLO performance for all nontested courses taught by a teacher will be used in calculating the TEM.
Teacher Rating
Level I
Level II
Level III
Level IV
Student Results
< 50% demonstrates expected or high growth
> = 50% demonstrates expected or high growth
> = 80% demonstrates expected or high growth
> = 90% demonstrates expected or high growth AND > = 50%
demonstrates high growth
Student Growth Percentiles (SGPs) – The measure of student growth for core state-tested
subjects. A growth percentile can range from 1 to 99. SGPs are produced for the CRCTs (grades
4-8 reading, English / language arts, math, science, and social studies) and EOCTs. The grand
mean of SGP performance for all tested courses taught by the teacher will be used in calculating
the TEM.
Both SLOs and SGP – When a teacher has both SGP and SLO students, a weighted average of
the teacher’s SGP and SLO ratings will be calculated using the number of SGP and SLO student
results in order to determine that teacher’s overall Student Growth score. This average will be
rounded according to standard rounding rules.
TEM Determination
TAPS Overall Rating- An overall TAPS score is calculated by adding the point values for each
of the 10 Performance Standards and comparing the sum to the following rating levels to
determine a final rating (0-30).
Student Growth- All teachers who have provided instruction for at least 65% of a course for
both tested and non-tested subjects, and have results for at least 15 student measures, will receive
a Student Growth score. The Student Growth score in a given year is based on the previous
year’s data.
Teacher Effectiveness Measure Business Rules
1. Only teachers with both TAPS and student growth will receive a TEM.
2. To have a rating in a student growth measure, a teacher must have at least 15 student
measures.
SLO Coordinator’s Manual 2014-2015
Revised 4-30-15 JCB
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Strength of Character and College Ready
3. For teachers with both SGP and SLO ratings, the overall student growth measure will be
determined by weighting each rating by the number of students having that measure, then
averaging and rounding the result using standard rounding rules.
4. Each teacher’s combined TAPS and Student Growth ratings will result in a designated cell on
the matrix; this cell will determine his or her final TEM rating.
SLO Coordinator’s Manual 2014-2015
Revised 4-30-15 JCB
Page | 5
Strength of Character and College Ready
Administration
Timeline




Pre-Assessment (All Courses): August, 2014
Post-Assessment (Semester Courses): December, 2014
Pre-Assessment (Semester Courses): January, 2015
Post Assessment (All Courses): May, 2015
*All scores must be in Performance Matters before the end of Post planning for teachers.
Before Administration Checklist
 All teachers administering SLO Assessments for 2014-2015 must read,
initial and sign the SLO Teacher Assurance Form. Copies must be kept
by the SLO Coordinator and turned in to the District SLO Coordinator
at the end of school year 2014-2015. (See Appendix A for Teacher
Assurance Form)





Make sure all teachers can log into Performance Matters and can see the SLO
assessments to be given in TEST CENTER.
Teachers should activate the online testing for each assessment, (see Quick Guide for
Teachers in Appendix)
Teachers need to look at the roster for each section listed to make sure the information is
correct. (see Quick Guide for Teachers in Appendix)
If not testing online, print pre-slugged bubble sheets. Use blank bubble sheets ONLY if a
pre-slugged is not available for a student on the day of the test. The GTID should be put
in the Student ID field flush with the left margin (there will be blank boxes).
All printed copies of the assessment must be inventoried prior to administration. These
copies will be collected and either saved for the post administration or destroyed by the
SLO Coordinator.
During Administration


Pending scores can be seen by the teachers immediately after the tests have been taken
online or after they have been scanned.
Progress Monitoring link > Local Test Scores tab > scroll down to Pending Test Scores.
SLO Coordinator’s Manual 2014-2015
Revised 4-30-15 JCB
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Strength of Character and College Ready

Progress of Scans can be seen by going to https://scanview.performancematters.com
After Administration




Ensure that all teachers who have administered SLO Assessments have completed a
Teacher Assurance form. Keep these on file until the end of the year; add additional
forms if needed.
All printed copies of the assessment must be turned in to the SLO Coordinator to be
saved for the post-administration or destroyed.
Teachers should check to make sure that all scores were recorded in Performance
Matters.
The Teacher SLO Implementation Plan is located on the TLE Electronic Platform and
will be completed after the completion of the pre assessment(s). The purpose of this form
is to identify instructional strategies and gather evidence to demonstrate progress towards
SLO attainment. Progress monitoring should be an on-going process engaging both
teachers and evaluators and should occur at regular intervals in various settings.
Integrity of SLO Process and Results
Opportunities to misrepresent student data or inappropriate interactions with students to affect
pre and post assessment results may be minimized by:
 The use of signed assurances (See Appendix A)
 On-going, systematic triangulation of formal and informal data by evaluators
(observations, report card grades, tests, walk-throughs, documentation of teacher work).
SLO data should be somewhat consistent with other student data.
 Collaborative planning of groups of teachers around SLOs results/implementation
 Use of electronic item bank
 Use of interchangeable passages, scenarios, numbers, etc. in assessment items
 Increased use of performance tasks
 Use of sampling to ensure consistency of raters
SLO Coordinator’s Manual 2014-2015
Revised 4-30-15 JCB
Page | 7
Strength of Character and College Ready
Analysis of SLO Data
Tests will be available for review one month from the beginning of the administration window.
Pre-Test Data
Teachers should look at the Item analysis for each SLO to determine issues with distractors or
items. Item alignment to standards should also be reviewed. If there are issues, teachers should
complete a SLO Issue sheet and turn it in to Dr. Jo-ne Bourassa, District SLO Coordinator.
Teachers should also look at the Standard analysis for each SLO assessment to provide baseline
data to plan for grouping and differentiated instruction for the year.
Post- Test Data
Teachers should look at the Item analysis for each SLO to determine issues with distractors or
items. Item alignment to standards should also be reviewed. If there are issues, teachers should
complete a SLO Issue sheet and turn it in to Dr. Jo-ne Bourassa, District SLO Coordinator.
Teachers should also look at the Standard analysis for each SLO assessment to determine the
standards with the lowest growth. A root cause analysis can be done to determine if enough
instructional time was spent on the standard or if the standard was taught during a time that
classroom interruptions were frequent or was taught immediately before or after a holiday break.
SLO Coordinator’s Manual 2014-2015
Revised 4-30-15 JCB
Page | 8
Strength of Character and College Ready
SLO Assessments – Bibb County
2014-2015
Course
Number
Content
Course Name
CTAE
Legal Environment of
Business
6.415
Principles of Accounting 1
7.411
Financial Literacy
7.426
Business and Technology
Business Communication and
Presentation
Audio and Video Technology
and Film
Audio Video Technology &
Film II
7.441
CTAE
CTAE
CTAE
CTAE
CTAE
CTAE
CTAE
CTAE
CTAE
CTAE
CTAE
CTAE
CTAE
CTAE
CTAE
Digital Design
Computer Science Principles
(Gr 9-12)
Introduction to Personal Care
Services
Contemporary Issues in
Education
7.4831
10.5181
10.5191
11.451
11.471
12.544
13.012
Family and Consumer
Science Grade 6
20.011
Early Childhood Education 2
20.424
Culinary Arts I
20.5321
Technology Systems Grade 8
21.023
Engineering Concepts
21.471
SLO Coordinator’s Manual 2014-2015
Notes
Revised 4-30-15 JCB
Page | 9
Strength of Character and College Ready
CTAE
Essentials of Healthcare
MCJROTC Leadership
Education 2
28.042
CTAE
Career Discovery Grade 7
32.022
CTAE
Criminal Justice Essentials
43.451
Introduction to Construction
Graphic Design and
Production
Basic Agricultural Science
and Technology
46.546
CTAE
CTAE
CTAE
CTAE
25.44
48.562
2.471
CTAE
Business and Computer
Science Grade 6
7.083
CTAE
Business and Computer
Science Grade 7
7.084
CTAE
Business and Computer
Science Grade 8
7.085
CTAE
Banking and Investing
7.421
CTAE
Introduction to Business and
Technology
7.4413
CTAE
Marketing and
Entrepreneurship
8.441
CTAE
Marketing Principals
8.474
CTAE
CTAE
CTAE
CTAE
Introduction to Digital
Technology
Examining the Teaching
Profession
Family and Consumer
Science Grade 8
Food for Life
SLO Coordinator’s Manual 2014-2015
Assessment in PM; rubric for
constructed response on Schoolwires
Assessment is in PM; rubric for
constructed response is on Schoolwires
Assessment is in Performance Matters;
performance task and rubric is on
Schoolwires
Assessment is in Performance Matters;
performance task and rubric is on
Schoolwires
Assessment is in Performance Matters;
performance task and rubric is on
Schoolwires
Assessment is in PM; rubric for
constructed response is on Schoolwires
Assessment is in PM; Administration
Instructions, Performance Task and
Rubric on Schoolwires
Assessment is in PM; rubric for
constructed response is on Schoolwires
11.415
13.011
Assessment is in PM; rubric for
constructed response is on Schoolwires
20.013
20.414
Revised 4-30-15 JCB
Page | 10
Strength of Character and College Ready
CTAE
Food Nutrition and Wellness
20.4161
CTAE
Early Childhood Education 1
20.5281
CTAE
Introduction to Culinary Arts
20.531
CTAE
CTAE
Invention & Innovation Grade
7
Foundations of Engineering
and Tech
Introduction to Healthcare
Science
Aerospace Science: A
Journey into Aviation History
and Leadership
AF JROTC Leadership II
Army Leadership Education 1
CTAE
Army JROTC Leadership II
CTAE
CTAE
CTAE
CTAE
CTAE
CTAE
CTAE
MCJROTC Leadership
Education 1
Career Awareness Grade 6
Introduction to Law and
Justice
21.022
21.425
25.521
28.011
28.012
28.031
28.032
28.041
32.021
43.43
CTAE
Occupational safety &
Fundamentals
46.545
CTAE
Fundamental of Aerospace
47.46
CTAE
Basic Maintenance and Light
Repair
47.531
CTE
JROTC Army IV
28.034
CTE
JROTC Army V
28.035
CTE
Intro to Graphics and Design
48.561
ELA
ELA - K
23.001
SLO Coordinator’s Manual 2014-2015
Assessment is in PM; rubric for
constructed response is on Schoolwires
Assessment in PM; rubric for
constructed response on Schoolwires
Performance Based assessment.
Rubric and tasks in Schoolwires.
Student score recorded in Infinite
Campus
Gkids Rubric on Schoolwires; scores
go into Infinite Campus
Revised 4-30-15 JCB
Page | 11
Strength of Character and College Ready
ELA
ELA/Reading - 1
23.002
ELA
ELA/Reading - 2
23.003
ELA
ELA/Reading - 3
23.004
ELA
Journalism I
23.032
ELA
Journalism II
23.033
ELA
British Literature &
Composition
23.052
ELA
AP Lit
23.053
ELA
AP Language
23.053
ELA
Tenth Grade Literature &
Composition
23.062
ELA
World Literature
23.063
ELA
AP Lit
23.065
ELA
English ESOL 1
23.091
ELA
English ESOL 2
23.092
ELA
ESOL Grade 1
55.002
ELA
ESOL Grade 2
55.003
SLO Coordinator’s Manual 2014-2015
Assessment in PM; rubric for
constructed response on Schoolwires
Assessment in PM; rubric for
constructed response on Schoolwires
Assessment in PM; rubric for
constructed response on Schoolwires
Scores from WIDA Access
Assessment used. Instructions for
entering scores into Infinite Campus on
Schoolwires
Scores from WIDA Access
Assessment used. Instructions for
entering scores into Infinite Campus on
Schoolwires
Scores from WIDA Access
Assessment used. Instructions for
entering scores into Infinite Campus on
Schoolwires
Scores from WIDA Access
Assessment used. Instructions for
entering scores into Infinite Campus on
Schoolwires
Revised 4-30-15 JCB
Page | 12
Strength of Character and College Ready
ELA
ESOL Grade 3
55.004
ELA
ESOL Grade 6
55.011
ELA
ESOL Grade 7
55.012
ELA
Pre-K Literacy
PK.001
ELA
ELACC Comprehension &
Collaboration (S&L)
XL.001
Fine Arts
Visual Arts Grade 1
50.002
Fine Arts
Visual Arts Grade 4
50.005
Fine Arts
Visual Arts Grade 7
50.012
Fine Arts
Visual Arts Grade 8
50.013
Fine Arts
Visual Arts Comprehensive 1
50.0211
Fine Arts
Visual Arts Comprehensive 2
50.0212
Fine Arts
Visual Arts Comprehensive 3
50.0213
SLO Coordinator’s Manual 2014-2015
Scores from WIDA Access
Assessment used. Instructions for
entering scores into Infinite Campus on
Schoolwires
Scores from WIDA Access
Assessment used. Instructions for
entering scores into Infinite Campus on
Schoolwires
Scores from WIDA Access
Assessment used. Instructions for
entering scores into Infinite Campus on
Schoolwires
Bright From the Start Portfolio pieces;
scores entered into IC
Administration Instructions and rubric
on Schoolwires; scores entered into IC
Performance Based assessment.
Rubric and tasks in Schoolwires.
Student score recorded in Infinite
Campus
Performance Based assessment.
Rubric and tasks in Schoolwires.
Student score recorded in Infinite
Campus
Performance Based assessment.
Rubric and tasks in Schoolwires.
Student score recorded in Infinite
Campus
Performance Based assessment.
Rubric and tasks in Schoolwires.
Student score recorded in Infinite
Campus
Assessment in PM; Administration
instructions and Image Bank in
Schoolwires
Assessment in PM; Administration
instructions and Image Bank in
Schoolwires
Assessment in PM; Administration
instructions and Image Bank in
Schoolwires
Revised 4-30-15 JCB
Page | 13
Strength of Character and College Ready
Fine Arts
Visual Arts Drawing and
Painting 1
50.0313
Fine Arts
Ceramics
50.0411
Fine Arts
Dance Grade K
51.0010000
Fine Arts
Dance Grade 3
51.004
Assessment in PM; Administration
instructions and Image Bank in
Schoolwires
Performance Based assessment.
Rubric and tasks in Schoolwires.
Student score recorded in Infinite
Campus
Performance Based assessment.
Rubric and tasks in Schoolwires.
Student score recorded in Infinite
Campus
Performance Based assessment.
Rubric and tasks in Schoolwires.
Student score recorded in Infinite
Campus
51.011
Assessment in PM; rubric for
performance task on Schoolwires
Fine Arts
Proficient Dance (Grade 6)
Fine Arts
Proficient Dance (Grade 8)
51.013
Assessment in PM; rubric for
performance task on Schoolwires
Fine Arts
Ballet 1
51.021
Assessment in PM; rubric for
performance task on Schoolwires
Fine Arts
Jazz Dance 1
51.031
Assessment in PM; rubric for
performance task on Schoolwires
Performance Based assessment.
Rubric and tasks in Schoolwires.
Student score recorded in IC
Fine Arts
Performance Dance
51.041
Fine Arts
Fine Arts
Theatre Arts/Fundamentals 1
Theatre Arts Literature 1
52.021
52.081
Fine Arts
General Music Grade 1
53.002
Fine Arts
General Music Grade 3
53.004
SLO Coordinator’s Manual 2014-2015
Performance Based assessment.
Rubric and tasks in Schoolwires.
Student score recorded in IC
Performance Based assessment.
Rubric and tasks in Schoolwires.
Student score recorded in IC
Revised 4-30-15 JCB
Page | 14
Strength of Character and College Ready
Fine Arts
Beginning Band (Grade 6)
53.033
Fine Arts
Intermediate Band (Grade 7)
53.0341
Fine Arts
Intermediate Band 1 (Grades
9-12)
53.0371
Fine Arts
Intermediate Band 2 (Grades
9-12)
53.0372
Fine Arts
Intermediate Band 3 (Grades
9-12)
53.0373
Fine Arts
Intermediate Band 4 (Grades
9-12)
53.0374
Fine Arts
Advanced Band 1 (Grades 912)
53.0381
Fine Arts
Advanced Band 2 (Grades 912)
53.0382
Fine Arts
Advanced Band 3 (Grades 912)
53.0383
Fine Arts
Advanced Band 4 (Grades 912)
53.0384
Fine Arts
Orchestra Grades K-5
53.051
Fine Arts
Beginning Orchestra (Grade
6)
53.053
Fine Arts
Intermediate Orchestra (Grade
7)
53.0541
Fine Arts
Beginning Orchestra 1
(Grades 9-12)
53.0561
SLO Coordinator’s Manual 2014-2015
Assessment on PM; administration
instructions and listening files 1,2,3 on
Schoolwires
Assessment on PM; administration
instructions and listening files 1,2,3 on
Schoolwires
Assessment on PM; administration
instructions and listening files 1,2,3 on
Schoolwires
Assessment on PM; administration
instructions and listening files 1,2,3 on
Schoolwires
Assessment on PM; administration
instructions and listening files 1,2,3 on
Schoolwires
Assessment on PM; administration
instructions and listening files 1,2,3 on
Schoolwires
Assessment on PM; administration
instructions and listening files 1,2,3 on
Schoolwires
Assessment on PM; administration
instructions and listening files 1,2,3 on
Schoolwires
Assessment on PM; administration
instructions and listening files 1,2,3 on
Schoolwires
Assessment on PM; administration
instructions and listening files 1,2,3 on
Schoolwires
Performance Task and Rubic on
Schoolwires. Scores in IC.
Assessment on PM; administration
instructions, performance task and
rubric on Schoolwires
Assessment on PM; administration
instructions, performance task and
rubric on Schoolwires
Assessment on PM; administration
instructions, performance task and
rubric on Schoolwires
Revised 4-30-15 JCB
Page | 15
Strength of Character and College Ready
Fine Arts
Intermediate Orchestra 1
(Grades 9-12)
53.0571
Fine Arts
Beginning Chorus Grade 6
54.013
Fine Arts
Beg Chorus Grade 7
54.014
Fine Arts
Advanced Chorus Grade 8
54.0152
Fine Arts
Beginning Choir (Grades 912)
54.0211
Fine Arts
Intermediate Choir (Grades 912)
54.0221
Health &
PE
PE Grade 3
36.004
Health &
PE
PE Grade 5
36.006
Health &
PE
PE Grade 6
36.007
Health &
PE
PE Grade 8
36.009
Health &
PE
Introductory Team Sports
36.021
Personal Fitness (Health)
36.051
Weight Training
36.054
Health &
PE
Health &
PE
SLO Coordinator’s Manual 2014-2015
Assessment on PM; administration
instructions, performance task and
rubric on Schoolwires
Assessment on PM; administration
instructions, performance task and
rubric on Schoolwires
Assessment on PM; administration
instructions, performance task and
rubric on Schoolwires
Assessment on PM; administration
instructions, performance task and
rubric on Schoolwires
Assessment on PM; administration
instructions, performance task and
rubric on Schoolwires
Assessment on PM; administration
instructions, performance task and
rubric on Schoolwires
Performance Based assessment.
Rubric and tasks in Schoolwires.
Student score recorded in Infinite
Campus
Performance Based assessment.
Rubric and tasks in Schoolwires.
Student score recorded in Infinite
Campus
Performance Based assessment.
Rubric and tasks in Schoolwires.
Student score recorded in Infinite
Campus
Performance Based assessment.
Rubric and tasks in Schoolwires.
Student score recorded in Infinite
Campus
Performance Based assessment.
Rubric and tasks in Schoolwires.
Student score recorded in Infinite
Campus
Revised 4-30-15 JCB
Page | 16
Strength of Character and College Ready
Math
Mathematics - K
27.011
Math
Mathematics - 1
27.012
Math
Mathematics - 2
27.013
Math
Mathematics - 3
27.014
Math
AP Calculus AB
27.072
Math
AP Statistics
27.074
Math
Math 3
27.083
Math
Math 4
27.084
Math
Advanced Mathematical
Decision Making
27.085
Math
Accelerated Math 3
27.093
Math
Advanced Algebra
27.0973
Math
Acccel CCGPS Pre-Calculus
27.0977
Math
Pre-K Numeracy
PK.002
SLO Coordinator’s Manual 2014-2015
Gkids Rubric on Schoolwires; scores
go into Infinite Campus
Assessment in PM and on Schoolrires;
administration instructions and
constructed response rubrics on
Schoolwires.
Assessment in PM and on Schoolrires;
administration instructions and
constructed response rubrics on
Schoolwires.
Assessment in PM and on Schoolrires;
administration instructions and
constructed response rubrics on
Schoolwires.
Assessment should be printed from
Schoolwires. Scored by the teacher
(answer key in Schoolwires). Student
score recorded in PM.
Assessment in PM; administration
instructions and answer key on
Schoolwires
Assessment in PM; administration
instructions and answer key on
Schoolwires
Assessment in PM; administration
instructions and answer key on
Schoolwires
Assessment in PM; administration
instructions and answer key on
Schoolwires
Assessment in PM; administration
instructions and answer key on
Schoolwires
Assessment in PM; administration
instructions and answer key on
Schoolwires
Bright From the Start Portfolio pieces;
scores entered into IC
Revised 4-30-15 JCB
Page | 17
Strength of Character and College Ready
Other
AVID Grade 7
35.018
Other
AVID Grade 8
35.019
Other
Avid
Gifted Resource
Class/Elementary MultiGrade
35.061
Other
71.216
PE
General PE 1
36.011
PE
Advanced Team Sports
36.041
PE
Aerobic Dance
36.053
PE
Advanced Weight Training
36.064
READ 180
READ 180
23.082
READ 180
READ 180-Grade 6
23.114
READ 180
READ 180-Grade 7
23.115
READ 180
READ 180
23.183
Reading
Reading - K
23.0011
SLO Coordinator’s Manual 2014-2015
Performance Based assessment.
Rubric and tasks in Schoolwires.
Student score recorded in Infinite
Campus
Performance Based assessment.
Rubric and tasks in Schoolwires.
Student score recorded in Infinite
Campus
Performance Based assessment.
Rubric and tasks in Schoolwires.
Student score recorded in Infinite
Campus
Performance Based assessment.
Rubric and tasks in Schoolwires.
Student score recorded in Infinite
Campus
Score from baseline put into IC (pre);
scores from final assessment put into
IC (post)
Score from baseline put into IC (pre);
scores from final assessment put into
IC (post)
Score from baseline put into IC (pre);
scores from final assessment put into
IC (post)
Score from baseline put into IC (pre);
scores from final assessment put into
IC (post)
Gkids Rubric on Schoolwires; scores
go into Infinite Campus
Revised 4-30-15 JCB
Page | 18
Strength of Character and College Ready
Reading
READ 180
23.184
Reading
ELACC Reading Literacy
XL.002
Science
AP Biology
26.014
Science
Environmental Science
26.0611
Science
AP Environmental
26.062
Science
Anatomy & Physiology
26.073
Science
Chemistry I
40.051
Science
Physics I
40.081
Science
AP Physics
40.0831
Science
Forensic Science
40.093
Social
Studies
Psychology
45.015
Social
Studies
AP Am Government/Politics
45.052
Social
Studies
American Government
45.057
Social
Studies
World History
45.083
SLO Coordinator’s Manual 2014-2015
Score from baseline put into IC (pre);
scores from final assessment put into
IC (post)
Administration Instructions and rubric
on Schoolwires; scores entered into IC
Assessment in PM; Administration
Instructions on Schoolwires
Assessment in PM; Administration
Instructions on Schoolwires
Assessment in Performance Matters;
administration instructions on
Schoolwires
Assessment in Performance Matters;
administration instructions on
Schoolwires
Assessment in PM. Formula Sheet and
Student Resources can be downloaded
from School wires.
Assessment in PM; rubric for
constructed response on Schoolwires
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Social
Studies
IB Twentieth Century History
45.088
Social
Studies
Sociology
45.031
Individual & the Law
45.056
AP World History
Spanish Grade 7
Spanish III
Latin
45.0811
60.068
60.073
61.037
French 1
60.011
French 2
60.012
Spanish Grade 6
60.067
Spanish 1
60.071
Spanish 2
60.072
Social
Studies
Social
Studies
World Lang
World Lang
World Lang
World Lang
World Lang
World Lang
World Lang
World Lang
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APPENDIX A
Teacher Assurance Form Student Learning Objectives
2014-2015
Any action that compromises test/assessment security, leads to the invalidation of an assessment scores,
or interferes with the components of the Teacher and Leader Keys Effectiveness System will be viewed
by the Georgia Department of Education as inappropriate. In order to maintain the fidelity of TKES and
LKES all teachers and administrators must adhere to the following assurances. This list is not exhaustive.
Any concerns about test/assessment security or proper implementation of the TKES and LKES
components must be reported to the district administration immediately.
Initials
Assurances
Teachers have been trained in the appropriate use of all components of the Teacher
and Leader Keys Effectiveness System.
Students are prepared for the post assessment by the alignment of curriculum and
instruction to the district content standards
Students are appropriately informed about the assessment prior to its administration,
including its purposes, uses, consequences, and how the assessment information will
be judged or scored.
Students are encouraged to put forth optimal effort based on the purpose of the
assessment. Results of pre assessments will be appropriately shared with students.
An appropriate testing environment is provided
All eligible students are assessed.
All reasonable and allowable accommodations for the administration of the
assessment are provided to persons with disabilities or special needs.
Appropriate security precautions are taken before, during, and after the administration
of the assessment.
Reasonable quality control procedures are maintained before, during, and after
administration and scoring of the assessment.
No part of the assessment is revealed to students prior to the administration and
distribution of assessment occurs immediately prior to administration.
The assessment occurs during the specified schedule of administration
The specified schedule of administration provides for make-up opportunities for
students absent during the administration of the assessment.
Teacher actions before, during, or after assessments should not give any particular
student or class of students an unfair advantage over others.
All standards within the course are taught with the appropriate level of time/emphasis.
No course standards are taught to the exclusion of other standards for the sole purpose
of SLO attainment.
Pre and post assessment will be administered within the district-designated
assessment windows. Assessments are scored and recorded in a timely manner as
identified by district procedures.
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Student assessments and all scoring documents are maintained according to the
district’s records retention schedule.
It is a breach of proper assessment administration if anyone performs any of the following:
Coaches examinees during testing, performance assessments, or alters or interferes
with examinees’ responses in any way.
Gives examinees access to assessment questions or prompts prior to administration.
Copies, reproduces, or uses in any manner inconsistent with test security
regulations including all or any portion of test booklets, or assessments.
Makes answers available to examinees outside the assessment window or
assessment time.
Reads or reviews test questions before, during or after testing (unless specified in
the IEP, IAP or ELL/TPP).
Fails to follow security regulations for distribution and return of secure test
materials as directed, or fails to account for all secure test materials before, during
and after testing. (NOTE: Lost test booklets constitute a breach of test security and
will be reported using district designated procedures.
Uses or handles secure assessments, prompts, and/or answer documents for any
purpose other than examination.
Fails to follow administration directions for the assessment.
Erases, marks answers, or alters responses on an answer document or interferes
with student as they respond to computerized questions, etc.
Participates in, directs, assists, counsels, encourages or fails to report any of the
above listed acts.
Failure to safeguard assessment materials or to comply with proper administration procedures could
adversely affect an individual’s certification status.
_______________________________
Teacher Printed Name
_______________________________
Teacher Signature
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________________________________
Date
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APPENDIX B
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APPENDIX C
SLO Assessment Issue Sheet
2014-2015
Course Number:
Course Name:
Reported By:
(Teacher or STC)
School:
Is there a problem
with an item stem?
Yes
No
Date:
Item Number:
Item Problem:
Is there a problem
with an item answer
or distractor?
Yes
No
Item Number:
Correct Answer
should be:
Is there a problem
with the
administration
instructions?
Is there a problem
with overall test
administration?
Yes
Yes
SLO Coordinator’s Manual 2014-2015
No
No
Item Number:
What is needed to
correct or make the
instructions clearer?
How can the
administration of this
test be easier?
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APPENDIX D
Georgia Department of Education
Student Learning Objectives (SLOs)
2014-2015 Calendar of Events
Date
May
May 14 @ 1:00
May 15
June – August
August 1
August 15
September
September 1
September 15
September 30
October
October 1
October 15
November
November 15
December
December 15
January
January 1
January 15
January 30
Events
District SLO Submission Webinar
SLO submission window opens
SLOs district submission due date
SLOs final submission date for state required revisions
SLO submission window closes
SLO submission window reopens for adjusting growth targets based on preassessment data
SLOs district resubmission due date for adjusting growth targets based on preassessment data
SLO final approval date from GADOE for adjusting growth targets based on preassessment data
SLO submission window closes
District SLO statements viewable in the platform
2nd semester SLO submission window opens
2nd semester SLOs district submission due date
SLO submission window closes
SLO submission window reopens for adjusting growth targets based on preassessment data
2nd semester SLOs district resubmission due date for adjusting growth targets based on
pre-assessment data
2nd semester SLO final approval date from GADOE for adjusting growth targets based
on pre-assessment data
February
February 15
District SLO statements viewable in the platform (2nd Semester)
March - June
June 15
Post assessment data collection sign off
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APPENDIX E
SLO Special Circumstances and Non-Traditional Settings
Student Learning Objectives are tied to the course number and the standards aligned to the course’s required
curriculum
65% Rule



Number of students
required to generate
student growth used
in TEM




Advanced Placement®
(AP) Classes




Alternative School

Student must be enrolled 65% of the course’s instructional days in order for the
student data to be included in the Teacher Effectiveness Measure (TEM).
Teacher must be employed at least 65% of the course’s instructional days in order
for student growth data to be applicable.
The student data will apply to the Leader Effectiveness Measure (LEM) if the
student is enrolled at the school for 65% of the academic year.
The teacher must provide instruction to at least fifteen (15) students in order for
student growth to be used to generate a Teacher Effectiveness Measure (TEM).
Students will be combined across multiple grade levels and multiple courses to
generate the teacher’s combined roster.
This process utilizes the same combining principle as SGPs. A teacher has content
specific CRCT data for 4th grade math, ELA/Reading, social studies and science. The
single SGP score is the result of the combined content specific data. The combining
principle also applies to teachers with less than 15 students in a course. For
example, throughout an instructional period an EIP teacher may provide instruction
to 5 second grade students in math, 6 third grade students in reading and 5 first
grade students. Because each of these courses already have growth measures
developed and there are 16 students in all, the SLO data will be combined into one
growth score and be applicable in the TEM.
If the teacher provides instruction to less than 15 students, the student data will not
be used in Teacher Effective Measure (TEM), but it will be reflected in Leader
Effectiveness Measure (LEM).
District developed SLO will be used.
Pre assessment is administered at the beginning of the course.
The Advanced Placement® (AP) Exam may be used as post assessment if 95% of the
class participates in the exam.
If student participation numbers don’t support utilizing the Advanced Placement®
(AP) Exam, a post assessment is required.
Students will have an SLO and/or SGP as determined by the course.
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Alternative Schools
(Behavior)
SLO and/or SGP may be applicable if



Career, Technical, and
Agricultural Education
(CTAE)
Career Technical
Instruction (CTI)







Connections Classes –
Middle School
District developed SLO will be used.
SLO may be required. Development of CTI SLO will be a district decision based on the
structure for CTI course.

Connections Classes –
Middle School
Teacher is responsible for at least 65% of the instruction and the student is enrolled
for 65% of the instructional period.
Students will be combined across multiple grade levels and multiple courses to
generate the teacher’s combined roster. If there are less than 15 students on the
teacher’s combined roster, the data will not applicable to the teacher’s TEM at the
alternative school.
The student data will apply to the LEM of the Site Administrator or Program Director
if the student is enrolled at the school or program 65% of the academic year.
If the teacher exclusively monitors students on worksites, no SLO would be
applicable because he/she would be identified as a contributing professional.
If the teacher provides direct instruction to students, then an SLO is applicable.
If the teacher is responsible for direct instruction and monitoring student progress
and skill development at worksites, the SLO could reflect both teacher
responsibilities.
District developed SLO will be used.
The district will develop the assessment and set the growth targets to accurately
reflect instructional time. For example: If a computer class is taught as a nine week
course, the assessment and growth target should reflect the appropriate amount of
instruction provided.
The final SLO data set must include all students that were enrolled in the course. For
example: All students from the 1st nine weeks, all students from the 2nd nine weeks,
all students from the third nine weeks and all students from the 4th nine weeks.
Utilizing a sample of student data is not permissible.
For students who repeat a course taught by the same teacher due to scheduling practices…



District developed SLO will be used.
All students assigned to the course will take the pre and post assessments. If a
student is already reflected in the teacher’s data, the additional data will be filtered
out as duplicate data at the state level.
The first set of data will be used for the student growth measure.
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Connections Classes –
Middle School
For students who repeat a course with a different teacher due to scheduling practices….



District developed SLO will be used.
Student assessment scores will be attached to both teachers.
For example: Student G is assigned to Teacher A for a computer class during the first
nine weeks and completes the pre and post assessment. The score on the SLO
assessment will be assigned to Teacher A.
Student G is then assigned to Teacher B for the same computer course during the
third nine weeks. Student G completes the pre and post assessment. The new score
on the SLO assessment will be assigned to Teacher B.
Student G’s data will be included in both teachers’ SLO data sets. The SLO pre and
post assessment data for Teacher A will be assigned to Teacher A and the SLO pre
and post assessment data for Teacher B will be assigned to Teacher B.
Credit Recovery
Program


Students will have an SLO and/or SGP as determined by the course.
If the teacher does not provide direct instruction and serves as a facilitator, the
teacher is identified as a contributing professional. No SLO is required.
Driver’s Education

SLO is optional. This is a district decision.
Early Intervention
Program Teachers


District developed SLO and/or SGP will be used.
SLO data for all EIP teachers (augmented, pull out or reduced class size) will only
include identified EIP students.
EIP teachers must be responsible for at least 65% of the instructional time and the
student must be identified as receiving EIP services for 65% of the instructional time.
Please remember all students with growth measures will be combined to generate
student growth.
Scenario - Teacher A provides instruction for 1st and 2nd grade reading and math.
The EIP students on her roster for 1st and 2nd grade reading and math will be
combined to determine the number of students represented in her student growth
measure.



English Language
Learners




District developed SLO should utilize ESOL (WIDA) Standards. Exception: If a teacher
of EL students serves as the teacher of record for the academic content of a course
the content measure should serve as the student growth measure.
Districts may choose to use ACCESS to measure student growth.
Sample ESOL SLOs utilizing ACCESS as the assessment are available for review on
Share Point.
Post assessment score from previous year may serve as the next year’s pre
assessment score if ACCESS is utilized.
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Enrichment Courses


(Art, Music, PE, etc.)
Enrichment Classes
with different
instructional times
within the district
(Art, Music, PE, etc…)
Gifted Classes
If the same course has different instructional periods within the district due to scheduling
practice…






The Georgia Network
for Educational and
Therapeutic SupportGNETS
District developed SLO will be used.
The district will develop assessments and set growth targets to accurately reflect
instructional time. For example, an art teacher provides instruction to 2nd grade
students twice a month. The growth target should reflect the appropriate amount of
instruction provided.
The district growth target must be the same, but the assessment may be adjusted
to reflect the instructional time.
Scenario 2nd grade PE is provided daily to students at all elementary schools in the
district except for 3 schools where 2nd grade students only receive PE 3 times a
week. The assessment for the district PE course may be adjusted to reflect the
smaller instructional time. The increased items on the longer assessment would
account for the increased depth and/or breadth of the standards those students
would have access to in the longer course. The district will be responsible for
submitting a revised Table of Specifications to reflect the modified assessment. In
this scenario 2nd grade PE would have the same SLO statement, growth target and
two different Tables of Specifications submitted in the TLE platform.
District developed SLO and/or SGP will be used.
SLO data for all gifted teachers will include identified gifted students only.
Gifted teacher must be responsible for 65% of the instructional time and the student
must be identified as receiving gifted services for 65% of the instructional time.
All students with growth measures will be combined to generate the teacher’s
roster.
SLO and/or SGP may be applicable if




Teacher is responsible for at least 65% of the instruction and the student is enrolled
for 65% of the instructional period.
Fifteen (15) students must be on a teacher’s roster to generate a TEM for a teacher.
If there are less than 15 students on the teacher’s roster the data will not applicable
to the teacher’s TEM at the GNETS site.
The student data will apply in the Leader Effectiveness Measure of the Site
Coordinator if the student is enrolled at the school or program 65%of the academic
year.
The GNETS Director, in collaboration with the Coordinator and a committee
consisting of representative districts, will determine the most appropriate district
SLOs to administer aligning with the curriculum followed at the program site. Points
for the committee to consider when determining the most appropriate SLO: Which
district has the highest student representation at the GNETS site? What is the
physical location of the GNETS site?
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

High School Nontested Courses Taught
in A and B Sections
Scenario: The GNETS facility provides services for 3 districts – District X, Y, Z. The
applicable SLOs from District Y will be administered to all students at the GNETS
facility regardless of the student’s home district.
The guidance concerning students being assessed using the GAA would also be
applicable at the GNETS facility. (See Students who are assessed by the GAA below).
SLO and/or SGP may be applicable if


Teacher is responsible for at least 65% of the instruction and the student is enrolled
for 65% of the instructional period.
REMINDER - A course is defined by the state course number. The state course
number does not reflect the local number used to designate A and B sections of a
year-long course. As such, if a teacher does not provide instruction for 65% of the
entire course, then student growth will not be applicable.
Scenario #1

If a teacher provides instruction to students for A and B sections of the same course,
1 SLO covering both A and B sections will be used as the growth measure.
Scenario #2

If a teacher provides instruction for only one section of the course, no student
growth will be applicable because one section of the course only reflects 50% of the
course instructional period.
Hospital/Homebound
SLO is not applicable.
International
Baccalaureate® (IB)
Classes
Two (2) SLOs are applicable.



Math/Language
Support Classes –

Two district developed SLOs may be used. One SLO for year one and a different SLO
for year two.
Pre assessment is administered at the beginning of the first year in the course. Post
assessment is administered at the end of the first year and may also serve as pre
assessment for the second year.
The International Baccalaureate® (IB) exam may be used as post assessment at the
end of the second year.
Teacher of record and the support class teacher of record may share SLO data
and/or teacher of record and the support class teacher of record may share SGP
from CRCT/EOCT.
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Scheduled in
conjunction with
specific course
utilizing the same
standards

For example, Mathematics II: Geometry/Algebra II/Statistics
support teacher will be connected with student data for Mathematics II:
Geometry/Algebra II/Statistics class if both courses utilize the same standards.
Math/Language
Support Classes – not
in conjunction with
specific course


District developed SLO will be used.
District course developed SLO for related course may be modified to address focus
during support instruction and reflect appropriately aligned standards identified by
district.
Special Needs

Pre-Kindergarten and
Special Needs

District developed SLO will be used. Appropriate assessments include Child
Outcomes Summary Form (COSF) or Work Sampling System. Districts may also
develop a rubric based assessment.
Three year olds do not participate in the SLO process.
4 and 5 year olds
Students who are
assessed by the GAA


An SLO is applicable.
GAA does not generate a SGP and cannot be used as a student
growth measure.

Two holistic rubrics, developed in conjunction with Division of Special Education
Services and Supports will serve as the SLO measure. Districts may choose which
rubric to utilize.
The rubrics reflect the Comprehension and Collaboration Standards and Reading
Literacy Standards and will be applicable to all grade levels (K-12) and content areas.
This guidance is for students assessed on GAA or projected to be assessed with GAA.
This may include students in grades K-12th grades.
The holistic rubric will be the only SLO measure used for a student that is assessed by
the GAA.
Because of the unique structure of the GAA/SLO assessment development
requirements, a Table of Specifications and Criteria Table are not required to be
submitted to the GaDOE.
It is a district decision whether students assessed by GAA or projected to be assessed
by GAA participate in other course SLOs such as art, P.E., music, etc..





If the teacher provides direct instruction, an SLO and/or SGP is applicable.
Virtual School


Students will have an SLO and/or SGP based on the course.
If the teacher does not provide direct instruction and serves as a facilitator, the
teacher is identified as a contributing professional. No SLO is required.
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Work Based Learning
SLO may be required. Development of Work Based Learning SLO will be a district decision
based on the structure for Work Based Learning course.



For example, if the teacher provides direct instruction to students, then an SLO is
applicable.
If the teacher is responsible for direct instruction and monitoring student progress
and skill development at worksites, the SLO could reflect both teacher
responsibilities.
If the teacher exclusively monitors students on worksites, no SLO would be
applicable because he/she would be identified as a contributing professional.
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APPENDIX F
History of Depth of Knowledge (DOK)?
Depth of Knowledge is a model developed by Dr. Norman Webb (1997) to categorize the level of thinking
required by state standards and the assessments that measure them. While the model was originally intended to
be used with standardized state tests it has been shown to have application to a number of activities in the
classroom analyzing standards, curriculum, activities, and assessments. Karin Hess (2004-2012) further
developed Webb’s model with content specific descriptors.
4 Levels
The Depth of Knowledge model has four levels that build upon one another, with each of the lower levels
setting the foundation for the next level.
While Bloom’s Taxonomy and Webb’s model are not the same there is a correlation between the different
levels. Bloom’s Taxonomy gives a description of the types of activities that students have to do at each level
and concentrates on the verb. It is a way of classifying activities. Webb goes beyond the verb to look at how
deeply students have to know the content in order to be successful. Webb’s model is also hierarchical with each
level building upon the other while Bloom’s is used for naming and classifying. Not Just the Verb – Context
is King
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Depth of Knowledge 1. Noun •the degree of depth or complexity of knowledge standards and
assessments require.
 It is not always about the “verb” but instead about what follows the verb.
 It is about the complexity of mental processing that must occur to answer a question.
 Focuses on how deeply the student has to know the content in order to respond
 Not the same as difficulty
DOK 1—RECALL
Recall or recognition of fact, information, concept or procedure, facts, definitions, terms, simple procedures,
performing simple science processes, demonstrate rote response, use a well-known formula, follow a set
procedure (recipe), one-step, perform a clearly defined process of steps, simple word problems
Students either know the answer or they don’t. It doesn’t really need to be “figured out” or “solved”—if the
knowledge needed to answer an item automatically provides the answer to the item, then the item is at Level 1.
DOK 2 - APPLICATION
Use of information, conceptual knowledge, following or selecting procedures, two or more steps with decision
points along the way, routine problems, organizing/ displaying information engagement of mental processing
beyond recall, classify make observations, collect and display data, compare data, must make some decisions
about how to approach the question or problem, multi-step more complex
Be careful that the application wasn’t explicitly taught in class, thus making it a DOK 1.
DOK 3—STRATEGIC THINKING
Requires reasoning, developing a plan or sequence of steps to approach a problem; some decision making and
justification; abstract and complex; often having more than one possible answer, design an investigation to
explain effects requiring justification, detailed explanations, solving non-routine problems, experiments
containing more than one dependent variable, developing logical arguments, predict what might happen,
modify a law to meet new needs, propose a solution, identifying/ avoiding bias
Students are asked to practice more demanding reasoning.
DOK 4—EXTENDED THINKING
An investigation or application to real work; requires time to research, thinking; multiple conditions of the
problem or task; non-routine manipulations, across disciplines/ content areas/ multiple sources; requires
planning, developing most usually over an extended period of time, develop generalizations, apply strategies
learned to a new problem, relate ideas among other content areas, open-ended, carry an experiment out from
design to analysis and evaluation
Students are expected to perform extended thinking.
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