Creating Smart Learning Objectives

Connector – Stephen Covey

“To set and work toward any goal is an act

of courage”

Essential Question?

How can the skillful development

and use of SMART SLO’s inform and

improve educator effectiveness and

practice?

OUTCOMES

Participants will:

Know how to write SLO’s that are specific, measureable,

attainable, results-based and time-bound (SMART).

Learn a powerful tool for developing SMART goals as a

team or individually and translating them into SLO

statements that meet the criteria of SMART

Be able to analyze and reflect of their SLO against set

criteria that incorporate aspect of SMART Criteria

Align aspects and process of the SLO with components

of practice in Danielson’s Framework for Teaching

AGENDA

Why are SLOs an important component of teacher

effectiveness

What SMART means and why it works

How to write a SMART SLO using tools

Assessing your SMART SLO

Aligning the SLO to the Framework for Teaching

Reflection on your practice, feedback and next steps

Take a moment…

Think about a personal life goal

you currently have or a prior goal you have

already achieved.

Jot down what the goal did for you before, during and after the goal was set and a quick image that represents your key idea.

What do goals do for you on a personal level? Imagine what goals can do for educators?

Discuss and record themes and

patterns that surface.

As a table team, create an image,

collage, depiction that captures the

ideas your table shared.

Be ready to share your posters

Only visuals (no words) and everyone must

contribute to the visual/depiction

Personal Goals

Give direction

Help to prioritize

Motivate

Keep us accountable

Instill hope

Build confidence

Create and maintain focus

A. Conzemius (2001)

Goal setting is a uniquely human

exercise because it requires the ability

to think beyond today into the

unknown, to imagine the possibilities

while discerning what is truly possible

and then, to put action to faith.

High Five

My greatest hope for the SLO process is….

My greatest fear for the SLO process is….

My burning question about the SLO process is…

Requirements:Student Learning Data

Supports the purpose of educator evaluation

Educator evaluation must provide information and analysis that…

Helps the educator grow professionally

Improves the effectiveness of instruction

Relates to the future employment of the educator 4 AAC 19.010(a)

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Requirements:Educator Engagement

Educators subject to the evaluation system must be consulted

when establishing performance standards for student growth 4

AAC 04.205(e)(1)

When selecting the measures in a particular subject and grade

level, educators who teach the subject and grade level or a

related subject and grade level must be consulted 4 AAC

19.030(d)

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Requirements:Student Learning Data

Includes two to four measures of student growth per teacher or

administrator 4 AAC 04.205(e)(2)

Uses data from the statewide, standard-based test as one

measure, when and where appropriate 4 AAC 04.205(e)(3)

Insures students’ data are appropriately assigned to the

educator 4 AAC 04.205(e)(5)

Required in administrator and teacher evaluations beginning in

the 2015-2016 school year

4 AAC 19.030(d)

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Requirements:Student Learning Data Definition

Measurable gains

Knowledge, understanding, and skills

Objective, empirical, and valid

Standardized and non-standardized

Statewide tests, when approved

4 AAC 19.099 (2-4,6 & 7) 4 AAC 04.205 (e)(3)

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Requirements:Overall Educator Rating

Beginning in the 2015-2016 school year, a district shall include student

learning data in teacher and administrator’s overall rating according to

the following schedule:

SY 2015‐16 & SY 2016‐17, at least 20%

SY 2017‐18, at least 35%

SY 2018‐19 and after, at least 50%

4 AAC 19.010(e)(2)

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What approaches are being used to incorporate student learning data

into an educators evaluation?

• Value-Added Measure (VAM)

• Student Growth Percentiles (SGP)

• Student Learning Objectives (SLO)

16Student Learning Data

What approaches are being used to incorporate student learning data

into an educators evaluation?

• Value-Added Measure (VAM)

• Student Growth Percentiles (SGP)

• Student Learning Objectives (SLO)

17Student Learning Data

Recommendations:What was considered…

Value-added & Student Growth Percentiles

Difficult to explain

Limited to tested grades

and subjects

Limited to standardized

assessments

Disconnected

Student Learning Objectives

Understandable & values

the educator’s knowledge

& skill

Utilized by all teachers in all

subjects and grades

Adaptable and

collaborative

Connects teacher practice

to student learning

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Student Growth

Student growth is defined as a positive change in student achievement between

two or more points in time. Using a measure

of student growth – as opposed to using

student achievement results from a single

test delivered at a single point in time – is

more reflective of the impact an individual

teacher has on student learning.

Definition:

Student Learning Objectives (SLOs)

An SLO is a measurable, long-term,

academic goal informed by available

data that a teacher or teacher team sets

at the beginning of the year for all students

or for subgroups of students.

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Practitioner’s Definition of SLO

Student learning objective (SLO)

A goal statement that expresses the desired

impact of the actions of a teacher or teachers

on student learning

A series of decisions made by teachers to

determine areas of instructional focus

What makes a SLO SMART?

Individually, on a post-it, write down what your letter standards for as it relates to a SMART Goal?

With your table team, come to consensus on one word, and discuss why it is important that the SLO meet the criteria your table identified.

Be ready to report on your table’s word

Why the criteria your table choose is important

Share an example of a statement that would meet that criteria.

Specific

Measureable

Attainable

Results-based (Relevant)

Time-bound

Why do SMART SLOs Work?

SMART SLOs focus on the

few things most likely to

have the greatest impact

on student learning.

BREAK

Develop a SMART SLO

Purpose:

Create direction and focus for

instructional actions aimed at

achieving the SLO.

What are some graphic organizers you

use right now?

With your elbow partner, share a few benefits of

using the graphic organizers you identified.

The SLO Flowchart is…

A graphic organizer

A collaborative planning tool

A template for making SLOs SMART

Results vs Process

Results focus on what you want as an outcome;

processes focus on how you will get there.

Results can be measured in multiple ways; processes

either occur or do not occur.

Results reflect impact; processes reflect implementation

Both are important and necessary for teacher

effectiveness to be maximized.

Graphic Organizer

“R” Plug your

Desired Result in

Here

“S” Specific Area of Focus

“M” “A” and “T”

“M” “A” and “T”

“S” Specific Area of Focus

“M” “A” and “T”

“M” “A” and “T”

“S” Specific Area of Focus “M” “A” and “T”

“M” “A” and “T”

Desired Result

Determine which statement is a Process or Result?

Implement a cross-curricular unit that integrates performing and visual arts.

90% of our 8th grade students will demonstrate proficiency on three of the four performing and visual arts standards.

Process:

Implement a cross-curricular unit that integrates performing and visual arts.

Results:

90% of our 8th grade students will demonstrate proficiency on three of the four performing and visual arts standards.

Determine which statement is a Process or Result?

Develop an agility program for primary students.

Increase by 50% the agility of primary student on gross motor tasks by the end of the day.

Process:Develop an agility program for primary students.

Results: Increase by 50% the agility of primary student on gross motor tasks by the end of the day.

Desired Result

A statement that incorporates a broad

category of need, time frame and

measureable outcome for student

learning.

How is a desired result selected?

Teacher review grade-level content standards

and students’ baseline performance on

curriculum-based assessments.

Evidence Sources to Establish Baseline

and rationale

Curriculum based assessments

District Benchmark assessments

Common grade level departmental course or

unit assessments

Commercial products

End of Course Assessments

Others….

Graphic Organizer

“R” Plug your

Desired Result in

Here

“S” Specific Area of Focus

“M” “A” and “T”

“M” “A” and “T”

“S” Specific Area of Focus

“M” “A” and “T”

“M” “A” and “T”

“S” Specific Area of Focus “M” “A” and “T”

“M” “A” and “T”

Desired Result

How are the Specific Indicators

Selected for the Goal Flow Chart?

After analyzing baseline assessment

results, teacher select one to three

specific skills or knowledge indicators

that represent the most significant

needs of their students.

Specific Indicators

Learning Content/Grade Level

PURPOSE:

Isolate specific area(s) of student

learning needs.

Graphic Organizer

By the end of the trimester, all 4th grade students will have basic

skills for producing

quality artwork.

Perspective

“M” “A” and “T”

“M” “A” and “T”

Detailed Features

“M” “A” and “T”

“M” “A” and “T”

Accuracy of Representation “M” “A” and “T”

“M” “A” and “T”

Desired Result

Specific

Indicators

Specific Indicators

The high priority skills and/or

knowledge within the

standard(s) that comprise or

lead to achievement of the

desired result.

Create a balanced Assessment Plan

Measurement of Growth

Your plan:

Establish a baseline of specific performance for setting you SLO Growth and or

attainment targets

Verify specific area(s) and extent of learning need(s) for your student

population

Determine for whom these needs are greatest (i.e. student groups, individual

students)

Link you SL to key content and performance standards

Know whether your SLO is attainable

Demonstrate that your students are making adequate academic progress

Balanced Assessment Plan

Specific Skills and

Knowledge for

producing quality

artwork

How will we

measure where we

are now?

Baseline

How and when will

we measure

progress?

How and when will

we know which

students need

Artistic

Representations

Product rubric Midpoint and end

of unit assessments

using product rubric

Ongoing

assessments for

learning

Perspective Curriculum

Benchmarks

Weekly standard-

based quizzes

Tiered results from

standard-based

quizzes

Details Student self-

reflection and

teacher

observations

Self assessment by

students (pre and

post unit); teacher

observations

ongoing

Performance

portfolios

(evidence)l student

reporting; teacher

observations

Multiple Measures

Multiple assessment tools and/or events which

monitor progress toward the desired result.

Measures are aligned to specific indicators.

Graphic Organizer - Sample

By the end of the trimester, all 4th grade students will have basic

skills for producing

quality artwork.

Perspective

Product Rubric “A” and “T”

Curriculum Benchmark

“A” and “T”

Detailed Features

Product Rubric “A” and “T”

Checklist “A” and “T”

Accuracy of Representation Self-Assessment “A” and “T”

Portfolio “A” and “T”

Desired ResultSpecific

Indicators

Multiple

Measures

Graphic Organizer

By the end of first

semester all 4th

grade students will have basic skills

for producing

quality work.

Perspective

Product RubricAverage increase of 1/3

point per week

Curriculum Benchmark50% growth from baseline in

3rd week

DetailProduct Rubric

Average increase of 1 point by 3rd week

Curriculum BenchmarkAll students achieve 8/10 by

end of semester

Accuracy of Representation

Self AssessmentAccuracy of student’s self-analysis on final product is

80% or higher

Portfolio“A” and “T” Pre, mid, and

post instruction work samples illustrate observable growth

Desired Result

Incremental Targets

Short term, incremental steps toward the desired

result.

Targets express the amount and type of growth

expected within a given time frame on each

measure.

Graphic Organizer - Sample

By the end of the trimester, all 4th grade students will have basic

skills for producing

quality artwork.

Perspective

Product RubricAverage increase of 1/3

point per week

Curriculum Benchmark50% growth from baseline

by 3rd week

Detailed Features

Product RubricAverage increase of 1

point by 3rd week

ChecklistAll students achieve 8/10

by end of trimester

Accuracy of Representation

Self-AssessmentAccuracy of student’s self analysis on final product is

80% or higher

PortfolioPre, mid, and post

instruction work samples illustrate observable growth

Desired Result

Specific

Indicators

Multiple

Measures

Incremental

Targets

Translating the Goal Flow Chart to an SLO

The SLO statements are based on the specific indicators

because:

This column of the flow chart identify the appropriate

learning targets

These are within direct control of the educator

They are embedded in grade level subject/course

curriculum and standards

They represent the actual student learning outcomes

that are desired

They are the focus instructional decision making

Example A

By the end of the first semester, 100% of 4th grade

art students will have improved their performance

on perspective tasks by a minimum of 1 point from

baseline on the standards product rubric and

achieve a passing rate on the district

benchmark’s assessment.

Example B

By the end of the first semester, 80% of 4th grade

art students will be able to accurately assess their

own drawings at a rate of 80% of higher using a

defined set of criteria and will be able to explain

the strengths and weaknesses of their own

representations from the beginning of the trimester

to the end.

Your Turn – Assess this SLO Statement

How SMART is this SLO?

By the end of the first six weeks, 50% of 8th graders will

demonstrate mastery of three essential learning standards

in writing.

What, if anything would you change to make it SMARTER?

Your Turn – Assess this SLO Statement

How SMART is this SLO?

By the end of the school year, at least 60% of our 10th

grade students will score proficient or advanced, and not

one student will score minimal on the writing subtest of the

Language component of the AMP.

What, if anything would you change to make it SMARTER?

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• Student Population

• Interval of

Instruction

• Standard/Learning

Targets

• Assessment

• Baseline/Trend

Data

• Student Targets

Recommendations: TemplatesSLOs – What do they look like?

Before we get started… Take out your FFT

SMART CARD…. And look at the sample SLO

templates…SLO Template

Question

FfT Component Alignment Rationale for your decision

Describe the student

population

1b. Knowledge of Students IEP, 504 students

Accommodations

What do I want my

students to know and

be able to do?

1c. Selecting Student Outcomes What is most important?

What are those essential

needs for academic

growth?

Where do SLO criteria & Danielson

components align?

1c-Setting Instructional Outcomes

1b-Demonstrating Knowledge of Students

1f-Designing Student Assessments

3d-Using Assessment in Instruction

4a-Reflecting on Teaching

4b-Maintaining Accurate Records

Let’s Check-InI can draft an attainable SLO.

So I can measure student growth

and enhance my instructional

practices for student learning.

I will have preliminary ideas listed

under each component of my SLO.