Illinois State Board of Education

Student Learning Objective Guidebook

May 2015
Assessment and Accountability
Illinois State Board of Education
110 North First Street
Springfield, IL 62777

Content Contact: Dr. Diana Zaleski

http://www.isbe.net/assessment/htmls/balanced-asmt.htm

This document is intended to provide non-regulatory guidance and is subject to revision.

2
 Table of Contents

Introduction 4
Implementation Overview 4
The SLO Process 6
Adaptive Conditional Measurement Model 7
Resources 9
Appendix A: SLO Template 10
Appendix B: Measurement Model Example 14

3
 Introduction

This guidebook describes the Student Learning Objective (SLO) process and provides resources for
educators and Performance Evaluation Reform Act (PERA) joint committees who are working to
incorporate the SLO process into a comprehensive performance evaluation plan.

Measuring Student Growth in Illinois

The Illinois Administrative Code establishes the minimum requirements of a valid and reliable
performance evaluation plan for employees who hold a professional educator license endorsed in a
teaching or administrative field and are serving as a teacher, principal, or assistant principal.

All educators are advised to read Illinois Administrative Code Part 50 Evaluation of Educator Licensed
Employees Under Articles 24A and 34 of the School Code:

http://www.isbe.net/rules/archive/pdfs/50ARK.pdf

Student Learning Objectives

A Student Learning Objective (SLO) is a detailed process used to organize evidence of student growth
over a specified period of time. The SLO process is neither an assessment nor a measurement model.
The SLO process is solely an organizational and planning tool. The SLO process helps educators
organize evidence of student growth using chosen assessments and selected measurement models.

The SLO template (see Appendix A) includes questions and statements that guide educators through
the process of measuring student growth for the purpose of performance evaluation. The SLO process
is appropriate for use in all grade levels and content areas, and for use by both teachers and
administrators. When implemented with fidelity, the SLO process benefits students, teachers, and
evaluators by supporting collaboration and reflective teaching practices. In addition, the SLO process
supports the use of authentic and performance-based assessments, and considers individual student
needs.

Implementation Overview

The SLO process is integrated into a district’s performance evaluation plan as a tool to organize the
measurement of student growth and improve instruction using timely student assessment data. The
development of SLOs requires an initial time commitment. However, once SLOs are developed they
may be revised and used again for the next evaluation cycle. The following steps provide PERA joint
committees with a framework for successful SLO implementation.

Step 1: Plan

 Create a shared calendar to manage timelines, targets, and meetings.

 Design a communication plan to ensure that all stakeholders are well-informed.

4
  Build educators capacity to develop, modify, or select quality classroom assessment and
evaluation tools. Resources are available on the Balanced Assessment webpage:

http://www.isbe.net/assessment/htmls/balanced-asmt.htm

 Determine what categories of teachers are required to use the SLO process, and how many
SLOs are required. This decision may be based on the type and/or number of assessments
required, and/or other factors including but not limited to existing assessment tools and
opportunities for teacher collaboration.

Step 2: Develop

 Develop a strategic implementation timeline that includes SLO development, review, and
approval.

 Adopt or develop a SLO template (see Appendix A).

 Develop a process for combining student growth measures and assigning a teacher rating.

Step 3: Implement

 Convene collaborative groups/teams to develop SLOs.

 Pilot the SLO process.

 Utilize the SLO process as part of the performance evaluation plan district-wide.

Step 4: Sustain

 Develop a plan to monitor, evaluate, and improve the SLO process.

Piloting

Different components of the SLO process may be phased in over time as part of the piloting process.
The piloting process should occur before the official implementation of the evaluation plan. This
allows teachers, administrators, and evaluators time to develop familiarity and expertise in the
process before any human resource decisions are made utilizing student growth data.

A pilot may begin the implementation of the SLO process within specific content areas, grade levels, or
schools. This structure allows the SLO process to be piloted before implementing district-wide. Often
specific content areas, grade levels, or schools are asked to pilot because they are determined “most
likely to succeed,” will provide meaningful feedback during the development process, and model best
practices during the district-wide implementation.

5
 The SLO Process

The SLO process uses a template (see Appendix A) that contains guiding questions and statements.
The example included in this guidance document organizes the guiding questions and statements
within five elements that are outlined in this section of the guidebook. Completed SLO examples may
be found on the ISBE Balanced Assessment webpage:

http://www.isbe.net/assessment/htmls/balanced-asmt.htm

The SLO process outlined in this guidebook has been adapted from the Center for Assessment SLO
Toolkit: http://www.nciea.org/slo-toolkit/

Element 1: Learning Goal

A learning goal is a description of what students will be able to do at the end of a specified period of
time aligned to appropriate learning standards. The development of a learning goal provides a
foundation for meaningful, goal directed instruction and assessment. The guiding questions and
statements included within this element help teachers and evaluators reflect on the process of
developing a meaningful learning goal.

The learning goal may include one big idea. A big idea integrates multiple content standards, and links
units of instruction together. The big idea chosen should be representative of the most important
learning and typical student growth in a specific content area, grade level, or classroom. A teacher
covers many big ideas over the course of a school year or course, but chooses one big idea per SLO.

In addition, educators assigned to teach multiple courses, subjects, or grade levels may choose a
specific course, subject, or grade level for each SLO in collaboration with the evaluator.

Element 2: Assessment

Assessment, evaluation, and scoring procedures should be used to support and measure the learning
goal. The guiding questions and statements included within this element help teachers and evaluators
determine how assessments will be used to monitor student growth in order to inform and
differentiate instruction for all students. Assessments may include, but are not limited to, authentic
and performance-based assessment (e.g., portfolios, performances, lab activities, etc.).

Element 3: Growth Targets

The guiding questions and statements included within this element help teachers and evaluators
identify appropriate growth targets. Growth targets should be differentiated for individual students or
groups of students. Growth targets should be ambitious, yet realistic for students to achieve in the
specified period of time.

Element 4: Outcome

The outcomes identify how students performed at the end of the instructional period. The guiding
questions and statements included within this element prompt teachers to record the actual number
or percentage of students who achieved the identified growth targets.

6
Element 5: Teacher Rating

The method for determining a teacher rating for each SLO must be determined by the PERA joint
committee. A teacher rating process is outlined in the State Performance Evaluation Model (Illinois
Administrative Code Part 50).

SLO Cycle

The example SLO Cycle included in this guidebook contains six steps. The goal is to create an efficient
and effective evaluation cycle that supports collaboration between teachers and evaluators.

Step 1 of the cycle begins the SLO process. During this step, teachers will complete the first three
elements of the SLO template. During Step 2 of the cycle, the teacher meets with the evaluator for the
initial review and approval of the SLO. The evaluator may provide feedback to the teacher to ensure
the SLO is rigorous and attainable.

Step 3 of the cycle highlights the importance of using timely student assessment data to inform and
differentiate instruction during the first half of the cycle. During Step 4 of the cycle, the midpoint
check-in, the teacher and evaluator meet to discuss students’ progress towards meeting the identified
growth targets. The evaluator may provide suggestions for adjusting instruction to ensure student
success. In addition, adjustments may be made to the SLO under circumstances that the PERA Joint
Committee has deemed allowable. Such circumstances may include but are not limited to the
following situations:

 The teacher’s assignment has changed.

 There have been significant changes in the student population.
 Student nonattendance issues.

Step 5 of the cycle highlights the importance of using timely student assessment data to inform and
differentiate instruction during the second half of the cycle. During Step 6 of the cycle, the teacher
completes Element 4, documenting the actual outcomes and participates in a final review with the
evaluator. During this step, the evaluator assigns a final teacher rating.

Adaptive Conditional Measurement Model

This section of the guidebook provides an example measurement model and discusses the
implications of this measurement model on the SLO process. This example measurement model
requires three basic steps, and has been adapted from Marion, DePascale, Domaleski, Gong, and Diaz-
Bilello (2012).

Step 1: Collect Baseline Data

Within this measurement model, teachers collect baseline data at the beginning of the school year or
interval of instruction. Baseline data provides measures of student understanding and ability to apply
content knowledge. Many teachers already collect baseline data at the start of the school year in
order to appropriately differentiate instruction. These data may also be gathered by reviewing a
student’s cumulative/temporary file.

7
Baseline data may include, but is not limited to, the following data:

 Early Course Work  English Language Proficiency

 Student Surveys  Attendance
 IEP Information  Historical Assessment Data

Step 2: Determine Growth Targets

Growth targets are then identified for individual students. Growth targets are also identified within
Element 3 of the SLO template.

Ideally, teachers would examine trend data that they have collected over multiple years to determine
growth targets. If trend data is not available, educators may choose to look at data from students past
performance in a prior grade or course along with the baseline data collected at the start of the school
year or course.

Teachers would then discuss with their evaluator why the specific growth targets were set, citing
baseline and/or trend data and goals for the upcoming school year or course. This discussion takes
place during Step 2, the initial review, of the SLO Cycle.

During Step 4, the midcourse check-in, of the SLO Cycle, the teacher and evaluator examine the data
collected during the first half of the cycle to determine if students are on track to meet their growth
targets, and whether the growth targets need to be adjusted due to over- or underestimation, and/or
justifiable circumstances for certain students.

Step 4: Document Outcomes

Finally, the teacher documents how many students met their identified growth targets. In addition,
the teacher should document how many students exceeded or did not meet their growth targets and
why that may have been. This step is completed as part of Element 4 of the SLO template, and
discussed during Step 6, final review, of the SLO Cycle.

8
 Resources

Performance Evaluation Reform Act

www.isbe.net/PERA/default.htm

The Performance Evaluation Reform Act (PERA) (Senate Bill 315; Public Act 96-0861) was passed by
the Illinois General Assembly and signed by the Governor in January 2010. In relation to measuring
student growth PERA requires that:

 Upon the implementation date applicable to a school district or other covered entity,
performance evaluations of the principals/assistant principals and teachers of that school
district or other covered entity must include data and indicators of student growth as a
“significant factor”.

This webpage provides information concerning the Performance Evaluation Reform Act (PERA).

Illinois Administrative Code Part 50

www.isbe.state.il.us/rules/archive/pdfs/50ARK.pdf

The Illinois Administrative Code Part 50 established the minimum requirements of valid and reliable
performance evaluation systems for employees who hold a professional educator license endorsed in
a teaching or administrative field and are serving as a teacher, principal or assistant principal.
Performance evaluation systems shall assess both professional competence or practice, and student
growth.

Balanced Assessment Webpage

www.isbe.state.il.us/assessment/htmls/balanced-asmt.htm

This webpage contains numerous resources supporting the development of balanced assessment
systems, increasing assessment and data literacy, and measuring student growth for the purpose of
performance evaluation.

Performance Evaluation Advisory Council

www.isbe.net/PEAC/default.htm

This webpage contains a variety of resources for educators working to implement the Performance
Evaluation Reform Act (PERA).

Center for Assessment SLO Toolkit

www.nciea.org/slo-toolkit/

The SLO Toolkit is a collection of resources developed by the Center for Assessment.

9
Appendix A

10
 Illinois State Board of Education
Example SLO Template
General Information
Academic Year
Educator Name
Course/Subject
Grade Level(s)
Interval of Instruction

Timeline
Initial Approval Date
Midcourse Check-In Date
Midcourse Check-In Notes:

Element 1: Learning Goal

☐ Describe the learning goal.

☐ Identify the content standards associated with the

learning goal. Include the text of the content standards.

☐ Describe the student population.

☐ Summarize the instructional strategies used to teach

the learning goal.

Discussion Questions
 What “big idea” is supported by the learning goal?
 How does the learning goal support students’ development of critical thinking, problem solving, and analytical skills?

11
 Element 2: Assessment

☐ Describe the assessment and evaluation procedures

that measure students’ understanding of the learning
goal.

☐ Describe how the assessment and evaluation

procedures will be differentiated to meet the needs of
all students described in the student population.

Discussion Questions
 How often will you collect data to monitor student progress toward this learning goal?
 How will you use this assessment information to monitor student progress and inform your instruction?

Element 3: Growth Targets

☐ Identify students’ baseline data.

☐ Using students’ baseline data identify appropriate

growth targets for your student population.

Discussion Questions
 Explain how the growth targets demonstrate ambitious, yet realistic targets, for all students described in the student population.

Element 4: Outcome

☐ Document the number or percentage of students who

achieved their identified growth targets.

12
Required for Evaluator
☐ Explain how the number or percentage of students who
met their identified growth targets translates into an
appropriate teacher rating.

Element 5: Teacher Rating

Unsatisfactory Needs Improvement Proficient Excellent

Less than 25% of Students Met the 25% - 50% of Students Met the 51% - 75% of Students Met the 76% - 100% of Students Met the
Indicated Growth Target(s). Indicated Growth Target(s). Indicated Growth Target(s). Indicated Growth Target(s).

☐ ☐ ☐ ☐

Date: Evaluator Signature:

Date: Teacher Signature:

13
Appendix B
 Measurement Model Example

The adaptive conditional measurement model helps educators organize and analyze assessment data
for the purpose of measuring student growth. The goal of this model is to provide educators with timely
data so they may inform and differentiate instruction to ensure student success. This model may be
used as part of the SLO process, corresponding with Elements 3 and 4.

SLO Context

Course/Subject English I
Grade Level(s) Ninth Grade

☐ Describe the learning goal. Students will write informative and explanatory texts
that convey a clear, focused, and substantive main
idea.

☐ Describe the assessment and evaluation Writing prompts have been created by the district
procedures that measure students’ English department aligned to the district curriculum
understanding of the learning goal. and state standards. The 6+1 Trait © writing rubric
will be used to evaluate these writing prompts
throughout the school year. In addition, formative
assessment such as self- and peer-assessment will be
used to regularly check for student understanding.
These assessments and examples of student
coursework will be collected in electronic portfolios.

Step 1: Collect Baseline Data

Students complete an expository writing prompt prior to instruction at the beginning of the school year,
and use the 6+1 Trait © writing rubric to evaluate the assessment. The rubric contains the following
performance levels that will be used to measure student growth throughout the SLO process:

 Beginning
 Emerging
 Developing
 Capable
 Experienced
 Exceptional

The teacher will also collect data concerning students IEP and EL status from their cumulative files to
consider as part of the baseline data collected.

15
Step 2: Determine Growth Targets

Student growth targets are then identified for individual students. In this example, the teacher has
collected trend data concerning students’ expository writing for the past two years. Using this data, the
teacher is able to identify patterns of typical student growth in her classroom. The teacher uses the
trend data and baseline data to determine realistic growth targets for her current students.

In this example, please note that Juliet, Richard, and Manuel have very specific needs that will impact
their growth targets. For example, Juliet, Richard, and Manuel all have IEPs for specific learning
disabilities, and Richard is also categorized as an English Learner. These students may require
differentiated instruction and assessments.

Figure 1. Expected Growth Targets

Student English Identified Writing Growth

Learner Disability Prompt 1 Target
Juliet LD (Writing) Emerging Capable
Manuel LD (Reading) Emerging Developing
Melissa Developing Capable
Richard 2.0 LD (Reading) Beginning Developing
Tony Developing Capable

Midcourse Check-In

At the midcourse check-in, the collected data was examined to determine if students were on track to
meet their growth targets. The teacher and evaluator determined that Tony was on track to exceed his
initial growth target. Therefore, Tony’s growth target was adjusted from capable to experienced.

Step 3: Document Actual Outcomes

Finally, at the end of the SLO cycle, the teacher documents how many students met their identified
growth targets.

Figure 2. Actual Outcomes

Student WP1 WP2 WP3 WP4 Growth Outcome

Target
Juliet Emerging Developing Developing Capable Capable 
Manuel Emerging Emerging Developing Emerging Developing -
Melissa Developing Developing Capable Capable Capable 
Richard Beginning Beginning Emerging Developing Developing 
Tony Developing Developing Capable Experienced Experienced 
Note. Exceeds Growth Target (+), Meets Growth Target (), Does Not Meet Growth Target (-).

16
In this example, four of the students met their identified growth targets. However, Manuel did not meet
his growth target. The assessment data collected for Manuel also displays a non-linear pattern, moving
from Emerging to Developing, and back to Emerging. The teacher was not sure why this patterned
occurred, and decided to collect more data to confirm her assessment of Manual’s abilities. First, she
asked a fellow teacher to evaluate samples of Manuel’s writing using the same rubric to ensure that she
was using the rubric appropriately. The second teacher evaluated Manuel’s writing samples as
emerging.

Next, the teacher decided to look at other work samples and compare them to the writing prompts
Manuel completed. These writing samples also indicated that the score of emerging was appropriate,
and that Manuel did not meet his growth target of developing.

The teacher then reflected individually, with colleagues, and with her evaluator about what changes to
her instructional practice and what other supports may be needed to help Manuel work toward
achieving his identified growth target.

Teacher Rating

In order to document a final teacher rating the evaluator must compare the actual outcomes with the
identified growth targets. The evaluator must provide an explanation of how the actual number or
percentage of students who achieved the identified student growth targets translates into an
appropriate teacher rating.

17