Student Learning Objectives (SLOs) are long-term goals for student growth set by the teacher at the beginning of a course of study. Growth goals are set after a thorough review of students’ existing data, developed through consultation and collaboration with colleagues, and approved by administration and a site based review team.
The Purpose
The purpose of the SLO is to shine a light on a teacher's impact on student learning. In the SLO process, teachers collaboratively plan, analyze results, and act on those results.
In the SLO process, teachers collaboratively plan for classroom instruction, analyze results, and act on those results (PDSA Cycle). SLOs are intended to reflect the Professional Learning Community (PLC) process by following the 4 Essential Questions: what do my students need to know (Essential Standards)? How will I know they have learned it (assessments)? What will I do if they already know it? What will I do if they didn’t get it (formative assessments along the way)?
Why SLO?
Nevada Revised Statute (NRS) 391 requires the use of student data as a component in determining educator effectiveness. WCSD has implemented SLOs as a means for gathering class-level data. SLOs require teachers to be explicit about their instructional practice and tie that practice to student growth measures through the collaborative development of long-term student learning goals, driven by data, and grounded in standards-based instruction. Through the continuing, iterative process, educators partner in the development, implementation, and results analysis of instruction and outcomes, focused on improving both student achievement and educator instructional practice.
Both longitudinal studies and other emerging research on SLOs point to improved teacher practice and increased student achievement when done well.
The SLO process is aligned to and supports WCSD professional expectations expressed in the Professional Growth System and reinforces Nevada Academic Content Standards implementation, peer collaboration, and current professional learning initiatives.
Process
Working in professional learning communities or with job-alike peers, the teacher crafts a Student Learning Objective. The teacher's instruction is captured and explained in the SLO through the development of an instructional plan which includes four elements: Standards, Assessments, Students, and Growth Targets.
The teacher's SLO is reviewed by a Review Team made up of staff members and an administrator. The Review Team provides formative feedback to the teacher to guide the development of the instructional plan and the student targets in the SLO. The feedback process ensures that the SLO is viable and will lead to student growth. After the review process, the teacher implements the plan by beginning the instructional interval.
During the interval, the teacher reflects on progress and collaborates with peers on the formative process. A mid-process check is completed with an administrator. At the completion of the interval, the teacher collects student data, completes the results analysis of the student achievement and reviews this information with his/her administrator.
