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REACH SLO Manual Table of Contents
What Are SLOs? . . . . . . . . . . . . . . . . . . . . . . 2
How Do I Use This Manual? . . . . . . . . . . . . . . . . 4
Support . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . 6
SLO Process . . . . . . . . . . . . . . . . . . . . . .
7–34
Eligibility and Program Requirements . . . . . . . . . . . . .
7
Guide for the Development of Student Learning Objectives . . . . 9
Needs Assessment . . . . . . . . . . . . . . . . . . . . . 11
Team vs. Individual SLOs and Student Group . . . . . . . . . . 13
Learning Objective . . . . . . . . . . . . . . . . . . . . . 15
Assessment . . . . . . . . . . . . . . . . . . . . . . . . 17
Pre-Assessment Analysis and Documentation . . . . . . . . . . 20
Growth Target . . . . . . . . . . . . . . . . . . . . . . 22
SLO Database Entry . . . . . . . . . . . . . . . . . . . . 24
Progress Monitoring . . . . . . . . . . . . . . . . . . . . 26
Revision Requests . . . . . . . . . . . . . . . . . . . . . 27
New Student Enrollment Cut-off Date . . . . . . . . . . . . 29
Post-Assessment . . . . . . . . . . . . . . . . . . . . . 31
Final Submission Form . . . . . . . . . . . . . . . . . . . 34
Appendix (A–K) . . . . . . . . . . . . . . . . . . . . . . 35
Austin Independent School District
Office of Educator Quality
1111 W. 6th St
Austin, TX 78703
© Austin ISD REACH 2011
What are SLOs?
What are SLOs?
What is AISD REACH?
What are REACH Student Learning Objectives?
Why write Student Learning Objectives?
Research has shown a strong correlation between setting and working toward
rigorous, targeted goals and student achievement. SLOs provide both a framework
for that process and a reward for achieving exemplary student growth.
Are SLOs required,
and for whom?
Yes, SLOs are
a campus initiative and are
therefore a requirement. All
teachers, librarians, counselors,
instructional coaches and
assistant principals who are
assigned to a single REACH
campus for at least 50% (.5
FTE) are required to write two
SLOs. If you are not sure about
your eligibility, please contact a
member of the REACH Team.
What if I don’t write SLOs?
SLO stipends are paid for successfully meeting the Growth Target in each SLO
separately. The amount is dependent upon whether it is a team or individual SLO.
The team stipend amount is $2,000 per team member, and the individual stipend
amount is $1,500. Stipends are paid for SLOs that meet all of the requirements for
rigor, verifiability and accountability outlined in this manual
and following approval from
both your principal and the
SLO Team.
Failure to complete the entire SLO
process for both SLOs will result
in a loss of all REACH stipends,
as well as possible campus
consequences (evaluation, etc.)
Timeline
What are the financial incentives?
Support
Student Learning Objectives (SLOs) are targets of individual student growth that
teachers set at the start of the course and strive to achieve by the end. These
targets are in specific areas within state or national standards that have been
identified as a high need based on a thorough review of available data. All SLOs
are set and approved after collaboration and consultation with colleagues and
administrators. Teachers will each create two SLOs and receive financial incentives
for meeting one or both of these goals at the end of the school year. In addition to
the information in this manual, there are videos and other supporting documents
available at http://www.austinisd.org/REACH
s
FAQ
How do I use this manual?
AISD REACH, the Austin Independent School District’s strategic compensation
initiative to support and reward teachers based on classroom success, is a forwardthinking effort developed and designed to advance the District’s efforts to recruit
and retain the very best teachers and principals for Austin’s schools. Student
Learning Objectives are one component of the program, and the focus of this
manual. For further details on other components of the REACH initiative, please
go to http://www.austinisd.org/REACH . An overview of all REACH stipends can be
found on the next page.
For further information
regarding program
requirements, please see the
“SLO Guidelines” section of the
manual.
SLO Process
© Austin ISD REACH 2011
What Are SLOs? 2
Strand
How do I use this manual?
Program
REACH PROGRAM OVERVIEW
Support
Timeline
AISD REACH Program Overview - TEACHERS
Description
Teachers work with campus administration to write one objective that focuses on an area of need,
Individual Student give a pre-test to set a growth target, and systematically progress monitor student growth.
Learning Objective Teachers will post-test at the end of the year/semester to determine if target is met. Teachers
must complete the SLO process to be eliigible for any additional stipends.
Team Choice - Groups of teachers will write a team SLO based on all the students in a course
using a common assessment. Core teachers must participate in a team SLO. Non-core teachers
may choose to join a core team or may form their own. Teams work with campus administration
to create an objective focused on an area of need, give a common pre-assessment to set a
Student
Team Student
Learning Objective growth target, and systematically progress monitor student growth. Teams will post-test at the
Growth
end of the year to determine if target is met.
Individual Choice - same as Individual SLO - this applies only to non-core teachers or core
teachers without a team or by special circumstance.
Campus Basket of Measures approved by Associate Superintendent - 4 measures - Campus must
meet 3 out of 4 1. Value-added (one standard error or better in reading and math) 2. Campus
Campus-wide
Choice of TAKS/STAAR measures 3. Campus Choice of College Readiness measures 4. Campus
Objectives
Choice (additional stipend for 4 out of 4)
Groups of teachers may engage in study and reflection for an area of need and implement
Professional
strategies to improve practice and student achievement. Teachers will present findings in end of
Development Unit
year report. Teachers can choose to create an original PDU, from a menu of options, or
Professional (optional)
participate in Take One!
Growth
Novice teachers receive support in instruction, lesson planning, classroom management, and
Mentoring
other challenges teachers face each day.
Master teachers who have been freed from their own teaching duties to work directly with new
teachers. Mentors are on a 197 day contract. Mentors receive half of campus-wide award if the
school achieves.
Mentors
SLO Process
Compensation
$1,500
$2,000
$1,500
$2000
$3000
$1,500
$0
$3000
$2000
$1,500
$0
Campus staff who provide support for the SLO process. They also receive 3 substitute days.
Teachers who have been freed from teaching to observe teachers' practice using the instructional
practice and classroom climate rubrics. Peer Observers work 197 day contract.
SLO Faciliitators
$1000
$500
Leadership Peer Observers
Pathways
Teachers who oversee the PDU process. Take One! ($1000) and Team Leaders ($500).
$1,000
PDU Facilitators
Teachers who met at least one SLO in 2012-2013 or
Teachers who are new to the program and are designated as highly qualified (NCLB)
$3,000
$500
Teachers who met two SLOs in 2012-2013
External colleagues will observe practice twice a year using the instructional practice and
classroom climate rubrics from the pilot appraisal system for teachers. Other positions will be
observed using rubrics specific to their positions by peer observers or adminsitrators.
Observation Peer Observations
Hard to Staff
Recruitment
Effectivenss
and
Retention
How Do I Use This Manual? 3
© Austin ISD REACH 2011
What are SLOs?
What are SLOs?
How do I use this
Manual?
... and why is it so big?
How do I use this manual?
The REACH Student Learning Objective manual is designed to be a single resource for
the entire SLO process. Since SLOs are written across all subject areas and grade levels
by teachers, instructional coaches, counselors, librarians and assistant principals, you will
find a wide range of examples and scenarios used throughout the guide. We therefore
recommend sparing a tree and not printing the entire manual, unless it is for shared use.
In order to effectively identify and access the information you need, we suggest the
following:
n Pay particular note of the SLO Eligibility and Requirements page and the guidelines
listed for each step within the SLO process. These requirements and guidelines
provide details that are imperative in ensuring your SLOs meet standards for rigor
and accountability, thus avoiding the extra time involved with completing revisions.
n Descriptions for each step in the SLO process will include some or all of the
following vital information:
Examples
 Available Resources
Documentation
n Many sections have additional information placed in the boxes to the right of the
main text. Examples include: Frequently asked questions (red), semester SLOs
(black), campus expectations (blue)and next steps (green).
n SLO samples, technology help documents, worksheets and more can be found
in the Appendix.
n Use the manual electronically to locate relevant information and print the page(s)
you need. The navigation features listed below are only available when viewing the
manual in Adobe Acrobat or Preview
Use the table of contents (TOC).The table of contents can be accessed at any
time
by clicking the bookmark icon on the left hand side of the page, and
provides a simple point and click solution for accessing relevant information
quickly.
n Use the Quick Link tabs located on the right hand side of each page to
quickly access the major sections of the manual without using the TOC.
n Use the “Find” feature in Adobe Acrobat. If the information you are looking
for is not easily found in the TOC, searching for a term can provide a quick way to
view every page that it is used.
© Austin ISD REACH 2011
What if I
cannot find the
information I need
in the manual, or found
it but still have questions?
There are two primary levels
of support beyond what is
provided in this manual and
on our website. Every campus
has at least two members of
the faculty who have received
comprehensive training and
will serve as SLO Facilitators.
Additionally, members of the
REACH SLO team are always
available by both phone and
email.
How Do I Use This Manual? 4
SLO Process
n Use the embedded hotlinks. All underlined blue text links to an external webpage
or document, while all text in blue without an underline links to another location
within the SLO manual.
s
FAQ
Timeline
n
Support
Purpose/Goal
Guidelines/Requirements
 Guiding Questions
What are SLOs?
Support
In order to fully support SLO writers throughout the year-long process, there are
a number of resources available, including written documents, charts, videos, email,
phone calls and face-to-face training. Please note that although personal communication
is valuable for answering specific questions, it is not a substitute for reviewing and
understanding the requirements around the SLO process as stated in this manual.
SLO Manual and Website
How do I use this manual?
n The SLO manual is designed to be a single point of reference for answering
most questions.
n Instructional videos, the SLO Manual and additional documents can be found
on our website at
http://www.austinisd.org/REACH/learning-objectives
n Information regarding other elements of AISD REACH can be found at
http://www.austinisd.org/REACH
Campus-Based Support and Training
Support
Every campus has at least two members of the faculty who will serve as SLO
Facilitators. Facilitators have received comprehensive training on the SLO process
and will serve as your first line of support throughout the year. Facilitators receive
a stipend for their work outside of the regularly scheduled day, as well as three days
with a paid substitute in order to provide dedicated on-campus support during work
hours.
Core Team Support and Training
Joann Taylor
Assistant Director
of Strategic Compensation
[email protected]
Timeline
Members of the REACH SLO team come to each campus at least one time during
the SLO development period from September through October. The number of
training days is dependent on the size of the school, the number of years in the
program and any extenuating circumstances that might affect a school’s need. The
team will stay in a designated space on your campus from before school starts until
after it closes in order to be available to everyone without appointments. For a
complete list of your training days please check the Appendix.
(512) 414-9592
The REACH SLO Team is devoted to making the SLO process relevant and clear.
ll
onne
O’d
Ryan
sment
l@au
onnel
d
ryan.o
414
(512)
-1171
Senior As
sociate
Student L
earning a
nd Ass
Robert Chavez
Senior Associate
Student Learning and Ass
essment
[email protected]
rgarner@
SLO Process
iate
es
Assoc
nd Ass
Senior
rning a
a
e
L
t
.org
Studen
stinisd
Rick Gar
ner
essment
austinisd
.org
512-414
-1101
(512) 414-0044
© Austin ISD REACH 2011
Support 5
SLO Timeline 2013–2014
Complete Needs Assessment
Aug – Sept
Determine Team or Individual and student group
Sept

Sept – Oct
Develop/choose Assessment and get approval
What if a special
circumstance arises
and I am going to miss a
deadline?
Align to standards and create Learning Objective
 Administer, Analyze and document Pre-Assessment
Sept – Oct
Results
Sept – Oct
Create Growth Target
October 25
 Deadline: Complete and submit both SLOs for approval
in online Database
Sept – Apr

Nov – Jan
Complete Revision Requests from principal and/or
Monitor student progress toward Learning Objective
January 20
 Key Date: New Student Enrollment cut-off
Jan 6 – Feb 3

Request your own Revision (class or student changes)
Feb 14

All pre-assessments must be given
MAR 31- May 9 Administer Post-Assessments (semester deadlines below)
 Deadline: Complete Final Submission Form
Individual
campuses will
often set deadlines and/or
have special instructions for
completing specific steps in
the process. If you are unclear
on the expectations for your
home campus, please contact
one of your campus-based SLO
facilitators.
windows:
Fall Semeste
r . . . . .Decembe
r 2 - 19th
Spring Sem
ester. . . March 31
- May 9
Semester su
bmission deadlin
es:
Fall Semeste
r . . . . .October
25
Spring Sem
ester. . . February
14
Timeline
Specia l Dead line
s for Semester
SLO Writers
Post-asses
sment
pu s
Cam tions
cta
Expe
Support
REACH team
May 16
Contact a member of the
SLO team and your campus
administration immediately.
Meeting deadlines is an
expectation of the program,
but we will work with you to
resolve potential issues if they
are communicated in a timely
manner.
How do I use this manual?
Aug – Sept
s
FAQ
What are SLOs?
The following is a suggested timeline for year-long SLOs. Deadlines are labeled and
highlighted. When different, dates and deadlines for semester SLOs can be found in the
informational box at the bottom of the page. Details regarding each component can
be found by clicking on the links, or choosing the corresponding section in the TOC.
New Studen
© Austin ISD REACH 2011
SLO Process
t Enrollment cut-o
ff dates for both
the submission de
semesters are iden
adlines specified
tical to
ab
ov
e.
You will su
bmit the final info
rmation for both
The final submiss
SLOs at the end of
ion deadline is th
the year.
e same as for year
-long SLO writers.
Timeline 6
How do I use this manual?
Please read this section carefully before you begin planning your SLOs. Knowledge
of the SLO program requirements is not only vital to ensuring that SLOs are a
meaningful part of your year, but will also help to avoid frustration caused by having
to restart or revise your SLO in order to meet the standards. Guidelines for
each specific component of the process can be found in the corresponding sections
of this manual.
r
este
m
e
S
s
SLO
What are SLOs?
SLo Process —
Eligibility and Program
Requirements
Who writes SLOs?
All teachers, librarians, counselors, instructional coaches and assistant principals who
are assigned to a single REACH campus for at least 50% (.5 FTE) before Jan 20th.
SLO Requirements and Core Guidelines
n All eligible staff are required to write two SLOs (one team and one individual
unless two individual are approved by your principal).
n All submission and revision deadlines must be met.
n Each section of the SLO entry must meet the guidelines in this manual.
n SLOs must meet a 3 or a 4 on the SLO Rating Rubric in order to be approved.
n At least one SLO is required to include all students taught by you (or for Team
SLOs - all students taught by all members of the team) in all listed course
numbers.
Team SLOs must address all students in all listed course numbers.
Students registered to teachers’ classes who are not included on the
team SLO entry but teach the same course number do not need to be
included.
n Advisory classes may not be used for all student SLOs.
(continued)
© Austin ISD REACH 2011
SLO Process — Eligibility and Program Requirements 7
SLO Process
If writing two individual SLOs, one must address all students in the
identified course number(s). The other can either address all students or
a target group.
larger campus
goals, individual
schools will sometimes set
expectations in addition
to REACH program
requirements. These might
include (but are not limited
to) establishing teams,
targeting a specific student
population (on individual
SLOs only), targeting specific
academic needs, assessments
and growth targets. Please
see your campus-based SLO
Facilitator if you are not
sure about your campus’
expectations.
Timeline
n All students must have a pre- and post-assessment score as well as the
accompanying graded student work included in the SLO entry. If any
component is missing, that student will be counted as not meeting the goal
when calculating the final percentage. Keep all original SLO-related materials
for at least one full year after your final submission.
pu s
Cam tations In order to
c
align SLOs to
Expe
Support
Failure to meet the requirements below will result in forfeiture of any and all
REACH stipends earned during the same school year (some stipends are paid the
year after they are earned).
(continued)
n Team SLOs may only be based on either semester courses or year-long
courses, not a combination of the two.
What are SLOs?
SLO Process —
Eligibility and Program Requirements
n Each eligible staff member may only participate in one team SLO.
n Altering student answers or using SLO assessment items for the purpose of
instruction or review at any point in the year is strictly forbidden. In addition
to forfeiture of REACH stipends, these actions could result in the loss of your
Texas Teacher Certification and/or legal prosecution.
n Teachers may request revisions to their SLOs from Jan 6 to Feb 3 if there are
any class or student changes.
A word on rigor
Support
SLO stipends are awarded for evidence of student growth that is above and beyond “normal”
expectations. In order to meet that standard, every component of your SLO, from choosing the
Learning Objective to your assessment and Growth Target, must meet a high standard of rigor
and be approved by both your principal and the REACH SLO team. Specific information regarding
expectations for each step in the SLO process can be found in the “Guidelines” sections found
throughout this manual as well as in the SLO Rating Rubric.
How do I use this manual?
n Revisions requested from either your principal or a member of the REACH SLO
team must be completed according to the comments in the revision request
within the revision deadline window.
s
FAQ
Who reviews my SLOs?
What if I don’t complete one or both of my
SLOs?
© Austin ISD REACH 2011
SLO stipends are paid for achieving the growth target
set in each SLO independent of your results in the other.
Failure to meet your goal in one or both SLOs does not
affect your eligibility for other REACH stipends.
I was hired after the school year began. Do
I write SLOs? Do I take over the previous
teacher’s SLOs?
Only teachers who are hired on or before Jan 20th are
eligible for SLOs. Those teachers have the option of
creating a new SLO or taking over an existing SLO if one
has already been created.
SLO Process — Eligibility and Program Requirements 8
SLO Process
Failure to complete the entire SLO process for both
SLOs results in forfeiture of all REACH stipends
earned during the same school year. Failure to
participate will also be reflected in your formal
evaluation.
What if I don’t meet the goals set in one or both
SLOs?
Timeline
SLOs are reviewed by both your principal
and the REACH SLO Team for rigor and completion
according to the guidelines in this manual and they
must score a minimum of a level 3 on the SLO Rating
Rubric.
Needs Assessment and
Student Group
What are the needs and who is
targeted?
•
•
Classroom data are reviewed
for areas of strength and
need (by subject area,
student group, concepts/
skills/behavior)
Campus data are reviewed
for areas of strength and
need (within subject area,
grade level, student group,
Campus Improvement Plan
(CIP), etc.)
Criteria:
•
Determine which needs will
be addressed in Team SLO
and Individual SLOs, and
whether or not you will
create a target group for one
Individual SLO.
GUIDE FOR THE DEVELOPMENT OF STUDENT LEARNING OBJECTIVES
•
•
•
•
•
•
•
Student Growth Target
Based on the identified
student needs (must be a
significant need)
Outcome Assessment
•
Supports goals of the CIP
Learning Objective
•
Is rigorous
Learning Content
•
Is a good example of
ongoing, reflexive practice
What is your goal for student
achievement?
•
Provides clear focus for
instruction and assessment
How will you know whether
they learned it?
•
Is measurable
•
•
Predicts performance based
on past performance of
students when available
Is a rigorous expectation for
students (more than a years’
worth of growth)
Is a rigorous expectation for
teachers
Use the REACH student
growth formula, a single
target or multi-tiered target
where appropriate
Attach spreadsheet with
student names and preassessment scores
Addresses at least 75% of
students
What will students learn?
•
•
•
Aligns with the targeted
learning content area
Relationship with learning
objective is apparent
Has been demonstrated as
reliable and valid
Follows guidelines for
appropriate assessments
(sufficient number of
items, variety of levels of
questions, measures what
is intended, etc)
Administer Pre-test to all
students until January 20
Attach blank assessment
and student work
What state or federal standards are
targeted?
•
Reflects identified
TEKS/STAAR Reporting
Category
Grade level appropriate
•
•
Detailed instructional materials are available online at http://archive.austinisd.org/inside/initiatives/compensation/slos.phtml
•
•
•
•
Targets year-long (or semesterlong) concepts, skills, or
behaviors
Targets specific academic
concepts, skills, or behaviors
based on TEKS/STAAR
Reporting Categories
Targets the needs of the identified
population
Considers demonstrated strengths
of identified population, as well
as classroom & school
community
•
•
Supports goals of the Campus
Improvement Plan (CIP)
Content is challenging, complex,
and progressively deepens core
knowledge (rigorous)
What general content area(s) is/are
targeted?
What is/are the targeted TEKS
/STAAR Reporting Categories
http://www.tea.state.tx.us/student.assessment/staar/
What is the Learning
Objective (stated in a
sentence)?
How is it based on student
strengths and needs?
How is it connected to
TEKS/IPG,STAAR
Reporting Category?
Does it support CIP goals?
What assessment(s) will be
used to measure whether
students met the objective?
What type of assessment is it?
(REACH Common
Assessment, district-wide,
teacher-made, etc.)
Why is this the best
assessment for your SLO?
REACH Common
Assessments, available on the
SLO Database
1
What, if any, baseline data do
you have?
What is the number/
percentage of students who will
perform at the target level?
What is the growth target?
How was the target for the
learning objective determined?
Rubric: All Criteria listed above represents a 4 on the scoring rubric. Teachers must receive a 3 or 4 on the rubric in order for the SLO to receive final approval.
Guiding questions:
What needs for all students
were identified? Based on what
data?
What needs for student
group(s) were identified?
What strengths were identified?
Based on what data?
What student group is targeted?
TEKS and STAAR Reporting
Category
Resources (specific guidelines and examples can be found in the SLO manual available at http://archive.austinisd.org/inside/initiatives/compensation/slos.phtml
CIP, district data, Schoolnet,
historical data, anecdotal
AISD REACH ©2010
SLO Guide 9
© Austin ISD REACH 2011
Student Learning Objective:
GUIDE FOR THE DEVELOPMENT OF STUDENT LEARNING OBJECTIVES
Teacher Professional Development to
Support SLO
Teacher Resources to
support SLO
Unpacking the Guide #5
What other resources would help
you meet your SLO? Please
explain why/how.
Related to content area(s) or
student group(s) targeted by
SLO
What are the material or human
capital needs?
Unpacking the Guide #5
If so, is the opportunity available soon enough
to help you meet your goal?
Have you located a specific learning
opportunity to address your need?
Is there a course offered at PDC
(https://pdaecampus.austinisd.org/login.html)
or elsewhere?
How can your professional learning
community support you?
What learning opportunities could support this
SLO? (i.e., What do you need to know?)
Related to content area(s) or student
group(s) targeted by SLO
What learning opportunities will help you meet
your SLO?
Ongoing Teacher Needs Assessment and Strategy Plan
Detailed instructional materials are available online at www.austinisd.org/inside/initiatives/compensation/slos.phtml
Strategies to be Used
What strategies will be implemented to accomplish the SLO?
Criteria:
Aligned with TEKS
Follow research-based best practices
Aligns with district initiatives
Address content area(s) and student group(s) targeted by SLO
Are relevant to students
Include ongoing reflexive practice
Questions to be answered:
What strategies will you use to address the SLO?
How and when will you monitor progress towards the SLO during the year?
How and when will you involve your students, parents and community?
Resources:
Progress Monitoring Video
Unpacking the Guide #6
AISD REACH ©2010
2
SLO Guide 10
© Austin ISD REACH 2011
Timeline: August – September
Purpose: Determine significant areas of need for the students in your course
n All SLOs must address an area of high need for all included students.
(“All Student” SLOs may have outliers but should be a significant need for
the vast majority of the students.)
I teach a course where
most students have
little or no knowledge of
the subject when beginning the
year (e.g. French 1). How do I
determine needs for the purpose
of a SLO?
Historical data is often beneficial
n Where formal data is available, it must be specifically referenced.
n When there is no formal data, there must be an explanation of how needs
were determined.
n Pre-assessment results may be used to add further validity to the needs
assessment.
n What needs were identified for all students and student sub-groups?
content have students struggled
to understand or retain in the past?
What assessments are you basing
that determination on?
What if my students have
significant needs in multiple
areas that would each be
appropriate for a SLO?
n What strengths were identified for all students and student sub-groups?
Consider your Campus Improvement
n What are the campus priorities (CIP and other campus initiatives)?
any of the needs you identified. If there
Plan to see if there is alignment with
n If no formal data is available for my subject, what other methods can I use to
determine my students’ needs?
is no alignment and if one need is no
n Are the identified needs aligned with my grade level standards?
either. You will, of course, teach the
Support
Guiding Questions
in these circumstances. What
How do I use this manual?
Guidelines
s
FAQ
What are SLOs?
SLo Process —
Needs Assessment
greater than another, you can choose
content for both areas with the same
depth and high expectations for
Directions
growth, but you will need to choose
your SLO.
2. Identify campus needs/goals and apply to your area of instruction.
3.Analyze data — Look for patterns, trends, strengths and weaknesses for both
whole groups and sub-groups.
4.Use results of analysis to determine high need areas that could be used for
the purposes of your SLOs.
(continued)
© Austin ISD REACH 2011
SLO Process — Needs Assessment 11
SLO Process
5.Compare data/needs assessment with grade level team and/or department
for determining possible teaming as well as common areas of need to align
instruction, interventions and resources.
Should I look at the data around
individual TEKS or STAAR
Reporting Categories ?
Examine the data on all levels.
This will help to inform your
instruction regardless
of how you structure your SLOs.
The Learning Objective section
of this manual provides details
regarding how broad or narrow
the SLOs can be.
Timeline
one area to track for the purpose of
1. Collect data from available resources.
What are SLOs?
SLO Process —
Needs Assessment (continued)
Materials/Resources
n CIP (specifically Goal 1: Improve Student Achievement)
n Schoolnet
TAKS/STAAR
 TPRI/Tejas Lee
Benchmarks
DIBELS/IDEL
n District and campus-wide data reports
n Teacher assessments
 Teacher developed assessments
 Running records
Align needs to
standards, determine
teams for team SLO, and
determine the student group for
individual SLO.
 Observations/Anecdotal evidence
 Elective Departmental Exams
How do I use this manual?
DRA/EDL
Next
s
Step
District and campus generated data identifying needs across larger
student groups
n Historical data/trends
Support
Example: Examples of data analysis using multiple forms of data can be found
in Appendix F: SLO Samples
Required Documentation/Product(s):
Complete the ALL STUDENT NEEDS BASED ON DATA field in your SLO
entry. This can be done at any point before submitting.
Timeline
SLO Process
© Austin ISD REACH 2011
SLO Process — Needs Assessment 12
What are SLOs?
SLo Process —
Team vs. Individual SLOs and
Student Group
Timeline: September
How do I use this manual?
Purpose
n Determine whether you are writing both a
team and individual SLO, or two individual SLOs
(principal approval required).
n Establish teams based on shared content and
student needs.
n Determine whether your individual SLO will address all
students or a target group.
Guidelines
Support
n Participation in a team SLO is an expectation for all SLO writers. If you do
not think that the team concept works for your particular situation, you can
request an exemption from your principal.
n Each eligible staff member may only participate in one team SLO.
n Team SLOs must address all students in all identified course numbers (teachers
who are not on the team, but teach the same course number, do not need to
be included).
n All team members must either teach a subject that is directly tied to the
Learning Objective in the SLO or have a plan for how they will support
the work of the team.
r
este
m
e
S
s
SLO
n If you have received approval to write two individual SLOs, one must address
all students, while the other can address all students or a target group.
n Criteria for target groups on individual SLOs must be clearly defined in your
SLO entry (e.g. pre-assessment scores, benchmark scores, pull-out groups,
TAKS/STAAR sub-groups, language status, etc.)
Timeline
n All students on the team must have the same needs and use the
same assessment (with accommodations as required by IEPs, 504, ELL status
etc.).
n *NEW If a target group is based on pre-assessment scores, pre-test student
work and scores for all students must be submitted.
n Advisory classes may not be used for your all student SLO, unless it is
combined with another course number
(continued)
© Austin ISD REACH 2011
SLO Process — Team vs. Individual and Student Group 13
SLO Process
n Pre-AP, AP and grade level classes with the same course title may not be
used in separate SLOs unless the Learning Objectives are different or the
assessment is substantially differentiated.
(continued)
Guiding Questions
n Are there other teachers who teach the same content and have students
with the same needs?
n What are the campus expectations for teaming?
n Will all team members be available to plan and work together?
n Are there some needs that are only for a particular sub-group? (This might
make a good focus for your individual SLO.)
Directions
n Team SLOs
1.Review campus expectations for establishing teams (some campuses
establish teams directly or require that teams be based on specific criteria).
2.Review your data analysis with other teachers in the same content area, or
whose content overlaps with yours, and find common areas of high need.
3. Get team approval at the campus level if required.
1. Review campus expectations for determining student groups.
2. Review data to determine where there may be large achievement gaps.
3.Determine if you would like to address a target group or all students.
This can still be changed after giving your pre-assessment, so some
elect to give it to all students and set their target group based on
pre-assessment scores. See the Pre-Assessment Data section of this
manual for more information.
Materials/Resources
n List of course numbers and students enrolled in each
How are stipends paid in a team
S LO?
All student data is combined using
the same Growth Target, and the
SLO is either met or not by the entire
team. Each member receives a $2,000
stipend if met.
n List of teachers on campus
Required Documentation/Product(s):
n Select all members of the team from the drop-down list on the Team
SLO Entry
Align to standards and create a
Learning Objective: Have your
TEKS and STAAR Reporting
Categories (or other content
standards, as appropriate)
available with the results of your data
analysis to clearly state the content
that will be taught and measured for
the purpose of your SLO.
© Austin ISD REACH 2011
SLO Process — Team vs. Individual and Student Group 14
SLO Process
n In your individual SLO Entry check “Target Students” or “All Students”
in the IDENTIFY STUDENT GROUP field of your individual SLO
entry. Enter specific criteria used for establishing your group in the new
IDENTIFY TARGETED STUDENT GROUP field that pops up after
selecting “Target Students”
Next
s
Step
Timeline
n Data analysis from previous section
I teach multiple subjects and have
been asked to be on more than one
team. What should I do?
Some campuses have expectations
about choosing the team that you
have the most preps in, but it is
otherwise up to you, your colleagues
and your principal.
Support
n Individual SLOs (only for one of two if writing two)
I have been given a team
assignment by my Principal.
What are my options?
REACH encourages a collaborative
approach between administrators
and teachers when creating teams.
Ultimately, principals are free to
establish teams as they see fit to best
meet the needs of the students.
How do I use this manual?
Should my Team SLO
address all students
or a target group?
Team SLOs must
address all students. Your individual
SLO can either address all students or
a target group. If you are writing two
individual SLOs, one must address
all students in a course number. For
further information on setting a
target group, please see the Needs
Assessment and Pre-Assessment Data
sections of this manual.
What are SLOs?
s
FAQ
SLO Process —
Team vs. Individual and Student Group
s
FAQ
Timeline: September
Purpose: Establish a learning objective aligned to student needs, the TEKS and
Guidelines
n Must be a statement of learning aligned to TEKS or other state or national
standards as appropriate (such as ASCA for counselors and ALA for
Librarians).
n Must be focused on multiple related areas of high need for all students
addressed in the SLO (“all student” SLOs will have outliers, but should be a
need for the vast majority of students).
n Learning Objectives can be as narrow as three Student Expectations from
the TEKS but no broader than a single entire STAAR Reporting Category.
n The same Learning Objective may not be used twice for any of the
same students.
n Should be primarily focused around Readiness Standards in all STAAR Tested
Subjects
n If you use a STAAR Reporting Category for your Learning Objective, your
assessment must cover the entire Reporting Category.
n What areas of high need have I identified that are appropriate for a year-long
learning objective?
n What TEKS and/or STAAR Reporting Category are/is aligned with the
identified needs? If none, what state or national educational standards are
associated with the content area?
n What are the relevant campus initiatives or Campus Improvement Plan (CIP)
goals, and how do I ensure that my SLO supports them?
Objectives can be as narrow as
three Student Expectations from
the TEKS (if it meets all other listed
guidelines), but no broader than
a single entire STAAR Reporting
Category.
What is an example of a
Learning Objective that is
too narrow?
A third grade math SLO
with a Learning Objective
focusing on reading clocks and
measuring elapsed time would
be considered too narrow.
If reading clocks is a need,
there are likely other aspects
of measurement (temperature,
length, estimations, weight,
etc.) that are needs as well
and should be included. If
there are no other aspects
of measurement that are a
significant need, then reading
clocks should not be used for
this Learning Objective.
Timeline
Guiding Questions
How broad or narrow can
my Learning Objective be?
Support
n Must be a rigorous and complex goal of student learning appropriate for
instruction and growth over the full length of the course.
Yes, but only if there are no
students who are included in
both SLOs. Each SLO must
address an entirely different
student population if they both
have the same (or similar)
Learning Objectives. As a
reminder, one SLO must address
all students.
How do I use this manual?
your Campus Improvement Plan (CIP), which will be measured for the purpose
of your SLO.
Can I use the same
Learning Objective
for both SLOs?
What are SLOs?
SLo Process —
Learning Objective
SLO Process
(continued)
© Austin ISD REACH 2011
SLO Process — Learning Objective 15
What are SLOs?
SLO Process —
Learning Objective (continued)
Directions
1.Using your needs assessment, determine which specific TEKS, SEs or STAAR
Reporting Category match your area of need.
2.Review your Campus Improvement Plan to ensure
that your SLO is aligned to your campus goals.
How do I use this manual?
3.Turn the TEKS or identified STAAR Reporting
Category into a statement of student learning
(state in a complete sentence).
Examples
1.STAAR Reporting Categories are already stated as
Learning Objectives, so the language can be copied.
Grade 3 Math STAAR Reporting Category 4
Measurement (3.11 ABC and 3.12 A,B)
Learning Objective:
Support
My students will demonstrate an understanding of the concepts and uses of measurement. (Note: Since the entire Reporting Category was identified, all TEKS listed must be covered on the assessment.)
2.When using multiple related TEKS and/or Student Expectations (SEs), just
combine and rephrase. For example, 8th Grade students have a high need in
Earth Science, but the TAKS Objective covers both Earth and Space, so the
teacher uses only the relevant 8th Grade Earth Science TEKS (§112.20).
TEKS: 9(A,B), 10 (A,C)
Learning Objective: My students will understand how natural events can impact
Earth’s features and systems, and how the sun and ocean interact to influence
and produce weather systems.
n Needs Assessment results
n TEA TEKS http://ritter.tea.state.tx.us/teks
Use your Learning
Objective and
TEKS to find and/or develop an
appropriate assessment.
Timeline
Materials/Resources
Next
s
Step
n TEA STAAR Reporting Categories http://www.tea.state.tx.us/student.
assessment/staar/blueprints/
n TEA Pre-K Guidelines http://ritter.tea.state.tx.us/ed_init/pkguidelines/index.html
SLO Process
n ASCA National Counseling Standards http://ascamodel.timberlakepublishing.
com/files/NationalStandards.pdf
Required Documentation/Product(s):
n Fill in the TEKS field in your SLO Entry. Include chapter and objective number
(See examples above or in Appendix F).
n Fill in the STUDENT LEARNING OBJECTIVE field of your SLO entry using
your statement of learning from above.
© Austin ISD REACH 2011
SLO Process — Learning Objective 16
What are SLOs?
SLO Process —
Assessment
Timeline: September-october
Purpose: To create or select a rigorous and aligned tool used to measure student
growth over the full length of a course.
n Teacher developed assessment must be
created through collaboration, not in isolation.
n All questions and test content must be aligned
with the identified Learning Objective and
grade level state or national standards.
n All content in your Learning Objective
must be covered in the assessment (STAAR
Reporting Categories must be covered in their
entirety).
n Assessments must measure individual student
performance, not a group’s performance.
n *NEW TEKS/SEs and level of question must
be identified and labeled for each question on
test. An assessment map must be attached for
all MC tests. See Appendix
n Assessments must meet at least one of the
following requirements for length.
n Rubrics must clearly define the criteria for
achieving a specific number of points in
multiple related skills at multiple levels of
proficiency. All descriptors must be specific.
The highest level of attainment must allow
© Austin ISD REACH 2011
n Requirements for ensuring test integrity:
Give students the test only one time per
administration (pre & post).
Tests should be administered to all
students on the same day. Absent students
should make the test up ASAP.
Do not review questions or answers with
students at anytime throughout the year.
Students should not grade the assessments
Do not send tests home with students.
Make assurances against cheating (students
may not take the test in groups).
Monitor students and do not alter their
answers.
Teachers may not complete answer
documents for students unless required by
the student’s IEP.
Pre-tests must show effort. Incomplete
essays and multiple-choice tests with
excessive blanks will not be considered
complete and will therefore count as a
“No”, regardless of the post-assessment
score. We suggest monitoring students
during test administration as the test
cannot be given again at a later date.
Hints, helping tools, detailed instructions,
etc., are not allowed. If they are an integral
part of your test, they must be clearly
identified in your SLO entry, approved by
your principal and given on both the pre
and post-assessments.
(continued)
SLO Process — Assessment 17
SLO Process
Multiple Choice: Minimum 10 questions
for Pre-K, 15 questions for 1st and 20
questions for grades 2-12
Multiple Choice: Must contain at least 4
answer choices
Short Answer: Minimum 5 questions
Essay: Responses must be at least 1 page in
length and graded using a rubric (see next
guideline for details)
n Teachers who give the same assessment (e.g.
team SLOs) must give the same assessment
in the same way (procedure/protocol) at the
same time (Follow STAAR testing protocol
and guidelines).
Timeline
n Learning Objectives can be as narrow as three
Student Expectations from the TEKS but no
broader than a single entire STAAR Reporting
Category.
n When using a rubric, students must receive
an independent score for each skill being
assessed, which can then be totaled or
averaged into a final score.
Support
n Individual test items must vary in levels of
difficulty (25% from Level 1- Remembering,
50% from Level 2 - Application, 25% from
Level 3 - Analysis). See Appendix D for specific
definitions.
students to exceed grade level expectations.
See Appendix D for an example
How do I use this manual?
Guidelines
n Approved district assessments are:
TPRI/Tejas LEE, DRA/EDL, DIBELS/
IDEL, Flynt Cooter, Fitnessgram and
NOVANET BASI.
Subject Specific Requirements
Language Arts
n Fluency may not be used alone. It may
only be combined with comprehension
and/or other more thorough
measurements.
n High Frequency Word Lists may not
be tested in isolation.
Primary Elementary
n Growth Targets must be based on
grade level standards.
n *NEW Pre-K and Kinder growth
targets must reach an attainment
level of 70%.
Fine Arts and CTE
n One assessment must be
performance based (project or
performance).
n Must include both speed and
accuracy
n Must be documented in Microtype
with official report provided verifying
date of administration
Foreign Language
Physical Education
n One SLO must be on cardiovascular
© Austin ISD REACH 2011
n What resources are available to
create or find tests in my subject
area?
n Will my students be exposed to any of
these questions again throughout the
year?
n Does my assessment measure depth
of understanding, and are there
questions that would challenge even
my most knowledgeable students?
Directions
1.Check with your SLO Facilitators
and department chair to determine
campus expectations related to
assessments/approval.
2.Using the guidelines above, find or
create an assessment to be used
for your SLO. There are approved
REACH common assessments
available in the SLO database.
3.Modify according to student’s IEP,
504 and/or ELL status.
4.Get approval for your test per
campus directions (see SLO
Facilitator if unsure).
5.Administer assessment to students
(make a plan to ensure that absent
and newly enrolled students who
enter on or before January 20 are
given the pre-assessment).
Materials/Resources
n REACH Approved SLO Assessments
– The following assessments may be
used for the purposes of SLOs:
District Assessments: TPRI/Tejas
LEE, DRA/EDL, DIBELS/
IDEL, Flynt Cooter, Fitnessgram
and NOVANET BASI.
SLO Process
n Neither conjugation nor vocabulary
may not be tested in isolation.
n What style assessment will best
measure student performance and
growth in my Learning Objective?
Timeline
Keyboarding
Guiding Questions
Support
n Assessments must give students
room to exceed expectations.
fitness (either Fitnessgram Pacer or a
more comprehensive measurement).
How do I use this manual?
n True/False questions may not be
used.
What are SLOs?
SLO Process —
Assessment (continued)
SLO Process — Assessment 18
What are SLOs?
SLO Process —
Assessment (continued)
REACH teacher created Common
Assessments available in SLO database.
n Suggested resources for building SLO
assessments: All assessments created using
these (or any other resource) are not preapproved and must meet the guidelines
above.
s
FAQ
n
Attach a copy of your assessment with a key
and/or rubric to your SLO Entry. Assessments
can either be PDF, MS Word document, or
MS Excel document.
* NEW Assessment Map must be
attached with all assessments that
include multiple choice questions.
n
Fill in the Assessment field of your SLO
entry with a complete description of the test
(teacher made, resources used, TPRI Domains
etc.), the length of the test
and the grading scale used, as well as any
special notes or instructions.
your campus.
Who approves assessments?
© Austin ISD REACH 2011
Can I use STAAR scores?
No, in addition to being
comprehensive, the STAAR test
is only given once a year and
therefore does not measure
growth throughout the year.
Can I use TAKS or STAAR
release tests to build a test?
Yes, but often these released items
are useful for instructional purposes
as well, so plan carefully. Remember
that items used on SLO assessments
cannot be used again for instruction,
review or testing.
Yes. Any and all accommodations
and modifications required by law
or district policy should be used
for all instruction and assessments,
including SLOs.
Do all students in my SLO
have to take the same test?
Yes. If the same test is not
appropriate for all students in
the SLO, then the team should be
changed. For instance, a class of 1st
year ELLs in 6th grade might have
the same Learning Objective as
their English speaking peers, but the
same assessment and Growth Target
would not be appropriate for both
groups. In this case, there should be
two separate teams.
SLO Process
Assessments are initially approved
at the campus level, then reviewed
again by the SLO team during the
rating process. Check with your SLO
facilitators if you are not clear on
how assessments are approved on
No, benchmark tests are
comprehensive, while SLOs are
targeted. Also, benchmark tests are
not normalized from the beginning
of the year to the middle and end,
and are therefore not a reliable
measure of growth.
Do I give modifications to
students with 504s, IEPs
and/or based on ELL status?
Timeline
Like all areas of the SLO process,
tests must meet specific measures
to maximize alignment, rigor and
verification. If it is determined that
your assessment does not meet
those criteria, you will be given a
chance to revise and retest, or your
SLO will be made ineligible resulting
in loss of eligibility for all REACH
stipends. In order to avoid such time
consuming revisions, please ensure
that you have thoroughly read
the Assessment Criteria and asked
for feedback on anything you are
unsure about prior to giving the first
administration of your assessment.
Can I use benchmark tests for
my SLO?
Give your pre-assessment,
grade the test, scan the
students’ work and enter
student data in the REACH
SLO spreadsheet.
Support
What happens if my
test doesn’t meet the criteria?
Next
How do I use this manual?
District assessments
Department Chair and colleagues
 STAAR and TAKS Released tests
Study Guides
Test Creators from textbooks
 Schoolnet item bank
Required Documentation/
Product(s):
SLO Process 19
What are SLOs?
SLO Process —
Pre-Assessment Analysis
and Documentation
Timeline: September – October
Guidelines
n Student work for all students
must be scanned and attached to
your SLO (usually as a PDF). This
includes gridded responses and
open ended questions.
n All student work must be graded
prior to being scanned, unless
you are using automated grading.
n Score all student work with a
dark colored pen or marker.
Highlighters and light markers are
not always visible after scanning.
© Austin ISD REACH 2011
n When it is not possible to scan
student work, alternatives may
be used including photographs
and audio/video recordings.
n
* New All performance based
assessments must be video or
audio recorded.
Guiding Questions
n
What is the best way to
document my students’ work in
order to maximize transparency
and verifiability?
n Are my teammates (for team
SLOs) and I scoring consistently?
n Do I know how to scan files on
the benchmark scanner?
Directions
5.Scan student work using the
Lexmark Benchmark Scanner.
6.
Name Student work
files and spreadsheet
according to the following
naming conventions:
 Spreadsheet: Teacher
Name_Team/Individual

Example:
Stautinger Individual.xls

Student Work: Teacher
Name_SLO Type (or
Content)_Pre/Post_Student_
Work_#

Stautinger Team pre
student work 1.pdf

Stautinger Team pre
student work 2.pdf

Spencer Team pre student
work 1.pdf
7.Attach student work file(s) and
spreadsheet to SLO entry
1.Normalize grading procedures on
team SLOs to ensure consistency.
2. Grade assessments.
(continued)
SLO Process — Pre-Assessment Analysis and Documentation 20
SLO Process
n All SLOs (including Team SLOs)
must have student data combined
on a single spreadsheet with
the following fields: Student Last
Name, First Name, Teacher Name
(Important for team SLOs) PreTest Score, Post-Test Score, Target
Score, Actual Growth and Met
Target? (Y/N). A copy of a blank
pre-formatted spreadsheet can
n Pre-tests must show effort.
Incomplete essays and multiple
choice tests with excessive
blanks will not be considered
complete and will therefore
count as a “No” when calculating
your final percentage, regardless
of the post-assessment score.
4.When possible, high scoring
students should be excluded
from the SLO by making it
address a target group based on
a cut-off score. However, keep
the following in mind:
Only individual SLOs can
address a targeted group
If you are writing two
individual SLOs one must
address all students
Timeline
n Approved district assessments
that are part of the district’s
assessment database do not
need to be scanned (TPRI, DRA
and Fitnessgram). Some online
tests are also exempt from
scanning. Contact a member of
the SLO team if you are unsure
whether or not your student
work needs to be scanned.
n You are responsible for grading
accuracy. SLOs will be measured
against the actual score, not the
reported score, when there is a
discrepancy. Automated scoring
should always be double checked.
3.Document scores for each
student individually in an Excel
(or Open Office) spreadsheet.
Support
n Work scored using a rubric
must contain a score for each
skill being measured, not only
an overall score. Scores can be
identified at the top of student
work (e.g., “3,2,2,2=9”), or a
filled in rubric can be provided in
addition to the student work.
be found on the SLO database by
clicking on the Spreadsheets link.
How do I use this manual?
Purpose: Grade pre-assessments, analyze and document results and student work.
Materials/Resources
n Scanning instructions
n General Test Grading
Instructions
s
FAQ
Can I use the General
Test Grading function on the
benchmark scanner?
Can I use Scantrons?
Do I have to scan my whole
test?
Can I add fields to my
spreadsheet?
Yes, add fields as needed for your
SLO, but do not remove any of
the required fields listed in the
Guidelines above.
My document won’t attach to
my SLO. What’s wrong?
There is a 20 megabyte (20,000
Kilobyte) limit for the combined
size of all files on any single
attempt to upload. For instructions
on uploading documents and
reducing the size of large files,
please see the Technology Help
section of the Appendix.
Next
s
Step
Use the preassessment data in your
spreadsheet to create a Growth
Target.
My student work is too large to
fit into a scanner. What should
I do?
Take a picture with a digital
camera and combine the files (up
to the 20 megabyte file size limit)
with Adobe Acrobat Pro. Further
instructions can be found in the
Technology Help Appendix.
Can I transfer my students’
answers to an answer sheet?
© Austin ISD REACH 2011
SLO Process — Pre-Assessment Analysis and Documentation 21
SLO Process
Scan what you grade. If you graded
an answer document, that is all
that needs to be scanned. If you
graded student work on the test
document, you must scan each
page for each student. Regardless
of what you scan, you must keep
all documents for 1 year.
No, scanned documents must
be the actual student work (this
could be either the test booklet
or an answer sheet), unless it is a
modification specified in an IEP.
Timeline
Yes, though you are still
responsible for scoring accuracy on
both the pre- and post-assessment.
Scantrons will also need to be
scanned as PDFs after they are
graded.
n Attach spreadsheet to SLO
entry (only Excel or Open
Office).
Support
This solution, though convenient,
is prone to errors and is therefore
not recommended. You may use it,
but you are ultimately responsible
for accurate grading of both the
pre and post-assessments. SLOs
will be measured against the actual
score, not the reported score when
there is a discrepancy.
n Click “All Student” or “Target
Group” on your SLO entry
and enter the criteria used to
determine the target group
if applicable (e.g. All students
who scored below a 75).
n
Attach student work to SLO
entry (most files should be
PDF).
How do I use this manual?
n SLO Database Entry
instructions — Attachment
instructions included
Required
Documentation/
Product(s):
What are SLOs?
SLO Process —
Pre-Assessment Analysis and
Documentation (continued)
What are SLOs?
SLO Process —
Growth Target
Timeline: October
Purpose: Create a rigorous goal for student growth from the beginning
of the year (or semester) to the end.
n Must state that at least 75% of
students achieve the specified
growth (see note on Campus
Expectations on the next page)
n Growth Targets for rubrics, non100 point assessments, without
a ceiling, or assessments based
on uneven scales (e.g. DRA), will
need to approximate the same
level of rigor as the formula by
using a multi-tiered target (see
Example section below).
n When creating a tiered Growth
Target, growth must be specified
in points, not a percentage (e.g.
“75% will grow by 40
points,” not 40%).
n Tiers may only be defined by
pre-assessment scores.
n Must be based on the same
grading scale that your assessment
was scored on.
n Does your Growth Target
challenge students to go
above and beyond “normal”
expectations?
n Which standards were used
for determining what amount
of growth is rigorous for your
students, Learning Objective and
assessment?
n How many students will reach
a passing standard or achieve
more than a year’s worth of
growth?
n Did you consider the grading
scale of your assessment when
writing the growth target?
n Did you leave any gaps in your
Growth Target? You may not
have a student who scored a
particular score now, but it is
possible that a student could
enter your class and score it.
Directions
1.If using a 100 point assessment,
use the formula from bullet two
under Guidelines. If not, go to
step 3.
3.Review pre-assessment data to
determine if you should use a
single or multi-tiered target.
If scores are clustered in
the same general range (e.g.
10–40), a single tiered target
is most appropriate (see
example 1 below).
If scores are spread over a
wide range (e.g. 0–90) then
a multi-tiered target is most
appropriate. Remember also
that one individual SLO can
address a target group, so
high scoring students can
(and should) be removed.
4.Create a rigorous year-long
growth target by considering
what growth would go beyond
normal expectations for a year.
Use the examples below to help set yours up.
Examples
1. A
ll growth targets must contain
both the following two components
A.The percentage of students who
will achieve the specified growth
“75% of my students...”
B.Specific target(s) for growth
based on either points
improvement or a static score
(continued)
© Austin ISD REACH 2011
SLO Process — Growth Target 22
SLO Process
n Pre-K and Kindergarten growth
targets must attain a score equal
to 70% as a minimum.
n How did your students do on
the pre-assessment? Wide range
of scores? Clustered? etc.
Timeline
n Must require substantial growth
for all students, including those
who scored close to or above
passing
Guiding Questions
2.If you believe either your student
population or your assessment
warrant a different growth target,
contact your principal and a
member of the SLO team for
approval and follow 3-4 below.
Support
n Minimum expectation for
student growth on a 100-point
test is based on the formula
below, which requires students
to grow by at least ½ of what is
required to improve to a 100.
Required Growth =
(100 – Pre Test Score) ÷ 2
n Three tiers or fewer are
preferred, though as many as 5
can be used if all other guidelines
are still met.
How do I use this manual?
Guidelines
Points
improvement: “75% of
my students will improve by at
least 40 points”
Static score:
“75% of my
students will score at least an
80”
Formula: 75% of students will make half the growth required to score 100. Student Growth = (100 - pre test) ÷
2 
s
FAQ
How is the percentage of
students who achieved
the goal calculated?
Do my special education and ELL
students count toward my total?
Yes, they must be included in
your “all student” SLO, and should
also be included in your second
© Austin ISD REACH 2011
Enter GROWTH TARGET in the
appropriate field of your SLO
ENTRY
Materials/Resources

SLO samples in Appendix F

SLO facilitators

REACH SLO Team
SLO unless they do not meet
your criteria for establishing a
target group. All students should
receive modifications and/or
accommodations as required by
their IEPs, 504s, and ELL Status.
Do chronically absent students
count toward my total?
Yes, they should be counted.
If, at the end of the year, you
do not meet your goal and a
chronically absent student made
the difference, note the number
of days the student was absent
in your final entry and bring
documentation of your efforts to
get the student to school to your
final meeting with your principal.
Students can be excluded at your
principal’s discretion in extreme
circumstances.
How do I know if my Growth
Target should be multi-tiered or
single-tiered?
Targets should be multi-tiered
when pre-assessment scores are
spread over a wide range (this is
often the case in team SLOs in
particular since they usually have
very large student groups).
pu s
Cam tions Individual
cta
campuses often
Expe
set their own
expectations for
Growth Targets, that are in
addition to, but do not replace,
REACH SLO criteria. Those
expectations could be in the
percentage of students who
must meet the target, how
tiers should be grouped, and/or
establishing required growth (or
a static target) for each tier.
Next
s
Step
Complete your
electronic entry in the
SLO database, attach required
documents and submit for
review.
SLO Process — Growth Target 23
SLO Process
No. Do not include students who
have withdrawn prior to giving the
post-assessment when calculating
your final percentage. However,
you should keep them on your
spreadsheet and indicate that
they have withdrawn in the PostAssessment field.

Timeline
What if a student withdraws? Do
they count toward my goal?
* NEW Pre-K and Kindergarten
growth targets will need to have
an attainment goal of 70.
Required Documentation/
Product(s):
Support
Each student counts
as either a “Yes” or a “No”,
depending on whether they met
the goal set in the growth target. In
order to calculate the percentage
of students who successfully met
the goal, divide the total number
of students included in the SLO by
the number of students who met
the target (counted as a “yes” on
the spreadsheet). The formula is:
Final % = number of students
who met specified growth %
total number of students in SLO
Tiered: 75% of students will:
improve by 3 levels if they scored
0-2, 2 levels if they scored 3-4, or
score at least a 6 if they scored a 5.
How do I use this manual?
2. Completed Growth Targets:

What are SLOs?
SLO Process —
Growth Target (continued)
What are SLOs?
SLO Process —
SLO Database Entry
Deadline: October 25
Purpose: To officially document and submit your SLO in the
SLO database for review by your principal and the REACH SLO team.
n All SLOs must be entered in the
database and submitted by the
deadline.
n Each field in the database
must be filled out according to
the guidelines set forth in the
corresponding sections of this
manual.
Blank test with key
A single Excel (or Open
Office) spreadsheet
nPDF(s) of graded student
work
Answer sheets are
sufficient for multiple
choice tests if they are
filled out by the student.
If answer sheets are
not used, the entire test
© Austin ISD REACH 2011
n Am I fully aware of the general
SLO guidelines and team vs.
individual SLO requirements, as
well as the guidelines for each
step in the SLO process?
n Have my pre-tests been graded
and scanned?
n Is my student pre-assessment
data in one Excel or Open
Office spreadsheet?
n For team SLOs, has my entire
team agreed on the content in
the entry? Have they all attached
their student work? Have all
teachers combined their students’
data onto a single spreadsheet?
Directions
Important! Click “Save as Draft” early
and often when working in the SLO
database! The database “times out”
after approximately 15–20 minutes of
inactivity, which results in all unsaved
data being lost.
1.Use your webmail username and
password to login to the SLO
database using the following web
address https://n236dbs.austinisd.
org/EQ/SLO2014.nsf?Open
2.Fill out each field of the SLO
3.Before attaching any documents,
ensure that they are named
according to the naming
conventions from the PreAssessment Analysis and
Documentation section of this
manual.
4.Attach all required documents.
a.From the “Upload Attachments”
section of the SLO entry,
click the “Browse” button.
b.Browse to the location on
your computer where the
file you would like to attach
is saved and click on the file.
c. Click “Open.”
d.Click “Save as Draft” at the top
of the page. There will be a
delay as the files upload from
your computer to the database.
The upload is complete
when you are back in the “My
SLOs” view of the database.
e.Keep in mind that there is a
20 megabyte (20,000 byte)
limit for any single upload. If
you click “Save as Draft” and
the SLO does not save, it is
usually because the total file
size for that upload exceeds
20 megabytes. For further
directions on scanning and
(continued)
SLO Process — SLO Database Entry 24
SLO Process
Rubrics with scores
for each individual skill
being assessed should
be submitted for each
individual student.
Guiding Questions
For extended database entry
instructions with screenshots and
brief explanations for each field,
please see the Technology Help
Appendix E
Timeline
Spreadsheets must have
at a minimum student
names, pre- and postassessment scores,
individual growth targets,
actual growth, whether
or not each student met
the growth target (Y/N)
and the final percentage
of students who achieved
the target.
Photos, videos and audio
recordings should be
taken and submitted (size
permitting) when student
work can not be scanned.
entry according to the guidelines
in the corresponding sections of
this manual.
Support
n All required attachments
must be included. Required
attachments for most SLOs are:
booklet must be scanned
for each student.
How do I use this manual?
Guidelines
reducing file size, please
see the Technology Help
Appendix E
5.Save and verify your entry.
Required
Documentation/
Product(s):
n SLO samples
n Technology Help documents
in Appendix E
n Complete entire SLO database
entry, attach documents and click
submit.
s
Does each member of a team
submit a separate SLO in the
database?
No. There is only one entry per
team, but each member of the
team will be able to access it in
order to review the document,
make changes and attach their
student work (prior to submitting).
When I click “Save as Draft”
my changes won’t save. What
happened?
© Austin ISD REACH 2011
What do I do if I have multiple
drafts and I need to delete some?
Contact a member of the SLO team
via email. Tell them whether slo to be
deleted is a team SLO or individual
and the exact time stamp as it
appears in “Last Modified” column of
the “My SLOs” view in the database. If
the column is not visible, scroll to the
right using the bar at the bottom of
the page.
Next
s
Step
Monitor your entry
to see if it has
been approved or
returned for revision
(an email will accompany any
revision request).
Begin monitoring student
progress and adjusting lesson
plans as necessary to ensure
mastery by the end of the year.
SLO Process — SLO Database Entry 25
SLO Process
This is usually caused by trying
to upload attachments that total
over 20 megabytes. First try saving
a change to your entry without
uploading any attachments. If
this works, the issue is related to
attachments. Confirm that the file
size of each of your attachments is
under 20 megabytes. If any are too
large, reduce their size to less than
You can check the status of each
SLO from the “My SLOs” view of the
database. “Status” is the third column
from the left. If it is not visible, you
might need to scroll the page to the
right using the bar at the bottom
of the page. You will also receive an
email any time a revision request has
been generated once it has been
principal approved.
Sometimes
campuses will set deadlines
for completing specific sections
of the entry prior to submitting,
and/or a submission date prior
to the REACH submission
deadline.
Timeline
Your name was probably not
added when the SLO was created.
Contact the author of the entry or
a member of the team, and they
can add you prior to submitting.
If this happens after submitting,
please contact a member of the
SLO team.
How do I know if my SLO has
been approved?
pu s
Cam tions
cta
Expe
Support
I am supposed to be on a team
SLO, but I don’t see it when I am
in the “View My SLOs” page in
the database. What happened?
20 megabytes. Upload
FAQ
all large documents
one at a time or in small
groups, keeping the total
for any single upload to under 20
megabytes (clicking “Save as Draft”
will upload all of the documents that
are currently selected and clear the
fields).
How do I use this manual?
6.Submit your completed SLO by
clicking the “Submit” button that
is visible while in “Edit” mode.
Materials/Resources
What are SLOs?
SLO Process —
SLO Database Entry (continued)
s
FAQ
Timeline: September – April
Purpose: To monitor and measure student progress toward the
identified Learning Objective
Guidelines
n Items used in SLO assessments may not be given to students, used for
instructional purposes or included in any non-SLO assessments.
Because this is beyond your
control, your SLO would
still be valid, but do not give
answers, review or discuss
the question(s) as part of
any follow-up activities or
instruction.
n Skill-based rubrics (as opposed to content-based rubrics) can be used for
instruction throughout the year.
Guiding Questions
n What resources do I have available to monitor student growth that were
not used in my SLO assessment?
n How can I spiral the content from my Learning Objective into lessons
throughout the year?
In addition to becoming
ineligible for all REACH stipends,
consequences for breaking test
fidelity (i.e., cheating) could range
from documentation in your
performance evaluation all the
way to losing your Texas Teaching
Certification and even legal
prosecution.
n How can I support my team and ensure that we all are monitoring student
progress?
n What professional development would help me achieve my goals?
n What additional resources would help me achieve my goals?
n What are other teachers doing to incorporate their Learning Objective into
lessons throughout the year?
n Professional Development, journals and books related to effective instruction
in your specific content area, around best practices, effective planning,
differentiating, spiraling etc.
nColleagues
nCampus-based SLO facilitators
Required Documentation/Product(s)
© Austin ISD REACH 2011
Continue
monitoring students’
progress. Design lessons that
creatively incorporate your
Learning Objective throughout
the year. Give occasional short
cycle assessments and adjust
instruction as necessary. Give the
pre-assessment to all students
who enroll prior to January 20.
SLO Process — Progress Monitoring 26
SLO Process
None
Next
s
Step
Timeline
Materials/Resources
Support
What are the consequences
for not following the guidelines
above?
How do I use this manual?
What if a question
used for my
SLO assessment
also appears on a
benchmark test or other
mandated tests that I was
not aware of when writing my
SLO?
What are SLOs?
SLO Process —
Progress Monitoring
What are SLOs?
SLO Process —
Revision Requests
Timeline: November – January
Purpose: Revise SLOs as required after review from your principal and/or the SLO team, or
Guidelines
n Completing revisions according to the specific request made by your principal and/or a
member of the SLO team is required.
n Complete all revisions within 10 working days of the date requested.
Guiding Questions
Support
n If you would like to request a revision (usually due to a change in your teaching
assignment), you must make a written request to both your principal and a member of
the SLO team prior to January 20. Requests will only be granted when there have been
significant changes to your student group or teaching assignment that would invalidate
your SLO. Failure to make this request will result in invalidation of your SLO(s). Please
contact a member of the SLO team directly if the change happens after January 20.
How do I use this manual?
request your own revision as a result of significant changes to your student group or teaching
assignment.
n What specific part(s) of my SLO are in need of revision?
n How long will it take to complete the request? Since there is a 10 working day window
to complete your revision, planning is imperative. For instance, a retest takes significantly
more time to develop, administer and document than a simple clarification of the Learning
Objective.
Directions
Timeline
n Have there been any changes to my class or teaching assignment that would invalidate my
SLO?
1. Login to the SLO database.
2.Choose the SLO that is in “Revision Required” status. If the status is not visible from
the “My SLOs” view, you might need to scroll to the right by using the scroll bar at the
bottom of the page.
4.Complete all revisions according to the comments from either your principal or the
REACH team.
5.Submit your revised SLO for approval.
(continued)
© Austin ISD REACH 2011
SLO Process — Revision Requests 27
SLO Process
3.Click “Revise my SLO Submission”. Clicking this button will allow you to edit your SLO.
Revision comments will be in red at the top of your SLO.
What are SLOs?
SLO Process —
Revision Requests (continued)
Materials/Resources
n Email sent with revision comments and instructions for completing the revision
nCampus-based SLO facilitators
n Complete revisions and submit revised SLO within 10 working days of
receiving the request.
s
FAQ
How do I know if a revision is
required on my SLO?
What if I do not agree with the
revision request?
No, once a target has been
submitted and approved it is final.
Possible exceptions would be if a
student enters who does not fit
into your current growth target,
significant reductions in your class
size, or a significant shift in your
student population. In those cases,
you may request a revision from
your principal and a member of the
SLO team.
Timeline
Revisions are generated when your
SLO does not meet the guidelines
in the SLO Rubric and/or this
manual, and must therefore be
completed in order to maintain
eligibility for all REACH stipends.
If you feel that you your SLO does
meet those criteria, please contact
both your principal and a member
of the SLO team so your SLO can be
reviewed again.
Can I change my Growth Target
Mid-year?
Support
Any time a revision request
is generated from either your
principal or the SLO team, you will
receive an email with the revision
comments. You can also check the
SLO database anytime by logging
on and looking at the “Status”
column.
Monitor students’
progress. Design
lessons that creatively
incorporate your Learning
Objective throughout the year.
Give occasional short cycle
assessments and adjust
instruction as necessary.
How do I use this manual?
Required Documentation/Product(s):
Next
s
Step
SLO Process
© Austin ISD REACH 2011
SLO Process — Revision Requests 28
What are SLOs?
SLO Process —
New Student Enrollment
Cut-off Date
Key Date: January 20
Purpose: Finalize list of students who must be included in your SLOs based on
the date of enrollment
Guidelines
r
este
m
e
S
s
SLO
n All students enrolled on or before the cut-off date must be included in your SLO.
How do I use this manual?
Important Note: This is not a submission deadline. You will not submit
anything to the SLO database mid-year. All extra pre-assessments and updates
to your roster will be submitted at the end of the year
n Students may only be excluded when they do not meet the criteria
established for identifying a student group in a targeted SLO.
n Pre-assessments for new students must be given by February 14th (same as
the submission deadline for Semester SLOs)
n
All students must be given both a pre- and post-assessment in order to count
as having successfully met the Growth Target. Student work and an updated
spreadsheet will be submitted with your Final Submission Form at the end of
the year.
Support
n Students who change between teachers’ classes on the same team SLO at any
point in the year must be included.
Guiding Questions
n Which course numbers are included on my SLOs?
n Do any of my new students’ pre-assessment scores fall outside of my Growth
Target? If so, I may need to request a revision.
Timeline
n Have I given all students who registered on or before the cut-off date a preassessment?
Directions
1.Print class rosters for all course numbers included in your SLO on the new
student cut-off date.
3.Grade pre-assessments and add scores to a copy of your spreadsheet that is
saved to your computer. You will not attach your updated spreadsheet to your
SLO until the end of the year.
4. Scan student work and name the file(s): Teacher_New_Pre_Student_Work
(continued)
© Austin ISD REACH 2011
SLO Process — New Student Enrollment Cut-Off Date 29
SLO Process
2. Administer pre-assessments to all students who have not yet been tested.
(continued)
Ex. “Stautinger_New_Pre_Student_Work”
5.Save the spreadsheet and student work files to your computer. We also
recommend backing up these files to your campus’ shared drive or a flash
drive since they are not yet stored in the SLO database.
Next
s
Step
n Gradespeed — for printing your enrollment on the actual cut-off date
n Your campus registrar — for generating a report of enrollment on the cut-off
date after the fact.
Required Documentation/Product(s)
How do I use this manual?
Materials/Resources
Continue monitoring student
progress and give postassessments during the window.
What are SLOs?
SLO Process —
New Student Enrollment Cut-off Date
n Nothing is due at this time. Spreadsheet and new student pre-assessments will
be attached with your final submission at the end of the year.
Support
s
FAQ
When do I attach
student work that was
not included in my original
submission and an updated
spreadsheet?
Timeline
Those items will be attached
with your final submission at the
end of the year. We recommend
keeping your spreadsheet up
to date and scanning all new
pre-assessments after the new
student cut-off date, then saving
the files locally to your computer
and backing them up on your
campus’ shared drive.
SLO Process
© Austin ISD REACH 2011
SLO Process — New Student Enrollment Cut-Off Date 30
What are SLOs?
SLO Process —
Post-Assessment
Timeline:
March 31 - May 9
Purpose: Administer post-assessment
n Post-assessment and pre-assessment must be the same, with the following
exceptions:
r
este
m
e
S
s
SLO
The order of questions and choices may be changed, but question
wording and content must stay the same.
Qualitative and skill-based rubrics can often use different content on the
post-assessment, but the rubric must be the same. For example: An art
rubric focused on shading, proportion and perspective could use a different
subject for the pre- and post-assessment, but still accurately measure growth
in those skills over the year. If you are unsure about whether this would
apply to your assessment, please contact a member of the SLO team to ask.
Support
n All students who are enrolled prior to the New Student Cut-off Date
(Jan 20)and have not withdrawn must be given the post-assessment. It is
recommended that you do not wait until the last minute to test as students
who are absent must still be included in your final calculation.
How do I use this manual?
Guidelines
n Students without both a pre- and post-assessment must be counted as not
having met the Growth Target in your final calculation.
Directions
n
Administer post-assessments according to the guidelines set forth in the
Assessment section of this manual.
n Grade and scan tests according to guidelines in the Pre-Assessment Analysis
and Documentation section of the manual.
n Directions for completing your spreadsheet are on the Final SLO Submission
instructions.
Materials/Resources
Principals will often
set guidelines for giving
post-assessmentswithinourtesting
window. Be sure to check with your
principal or campus-based SLO
facilitators prior to giving your postassessment.
(continued)
© Austin ISD REACH 2011
SLO Process — Post-Assessment 31
SLO Process
n Your original test and spreadsheet are attached (and can be downloaded)
from your SLO entry. If they are not visible in your most recent SLO, try
opening an older version.
pu s
Cam tions
cta
Expe
Timeline
n Determine any special campus instructions or restrictions within the postassessment window. Some campuses may set blackout dates or give specific
dates for testing.
Required Documentation/Product(s)
n Graded student work scanned and attached to your Final SLO Submission Form
n
New blank assessment and key attached to Final SLO Submission if there are any
changes.
Next
s
Step
s
FAQ
What if a
student is absent
during testing?
Your campus attendance clerk
can generate an enrollment
report for the new student cut-off
date.
Support
All students need both a pre- and
post-assessment on record, so
absent students should be tested
immediately upon their return.
Students who are required to be
included in your SLO but who do
not have both a pre- and postassessment score count against
you when calculating your final
percentage.
What if I am not sure
when a student
enrolled?
How do I use this manual?
Update
spreadsheet, calculate
percentage of students who met
goal and create final SLO entry.
What are SLOs?
SLO Process —
Post-Assessment (continued)
Timeline
SLO Process
© Austin ISD REACH 2011
SLO Process — Post-Assessment 32
What are SLOs?
SLO Process —
Final Submission Form
Deadline: May 16
Purpose: Calculate and document final student performance on SLO
How do I use this manual?
Guidelines
n Students must have both a pre- and post-assessment in order to count as
a “Yes” when calculating the final percentage of students who achieved the
growth target. Students without both a pre- and post-test must still be included
but counted as a “No”.
n Students enrolled prior to the New Student Cut-off Date must be included in
your SLO (see next guidelines for possible exception).
n If a student withdraws from your class (or team’s classes) at any point during
the school year, keep their name on the spreadsheet and mark “withdrawn”
in the post-assessment field. Do not include these students when calculating
your final percentage.
n Jan 20th roster is a snapshot and is not all-inclusive.
n Final percentage must be calculated using the formula in Directions section below.
Support
n Include all students who were enrolled on January 20th on your spreadsheet.
You may request an exemption for particular students who you feel should
not be included, but do not remove them from your spreadsheet or your
final calculation prior to submission. Your principal will update your final
percentage after approving any exemptions (see more in Directions section
below).
r
este
m
e
S
s
SLO
Directions
Ensure that all students on your roster before the New Student Cut-off
Date are included.
Enter pre-test scores, post-test scores, target score (based on your
Growth Target) and actual growth in the appropriate columns.
Timeline
n Complete your SLO spreadsheet by doing the following:
Assign a “yes” or a “no” for each student in the “Met Objective” column,
depending on whether or not they met the growth target.
Students who have withdrawn should not be included in your final
calculation. Leave them on your spreadsheet and indicate “withdrawn” in
the post-assessment field.
Final % = number of students who met specified growth ÷ total
number of students in SLO
n Login to the SLO database and click on the appropriate SLO.
n Click on the button that says “Create Final SLO Submission Form.”
© Austin ISD REACH 2011
(continued)
SLO Process — Final Submission Form 33
SLO Process
Calculate the final percentage of students who met your goal by using the
following formula:
What are SLOs?
SLO Process —
Final Submission Form (continued)
n Use the drag-down menu in the “Actual % Achieved” field to select the final
percentage of students who met the Growth Target (using the formula above).
n Add any extra notes or comments in the “Teacher Comments” field.
n Request individual student exemptions:
If you are requesting an exemption for absences, indicate the number
of days the student was marked absent from your class in your final
spreadsheet. You should also bring any documentation regarding these
circumstances to your summary meeting with your principal.
n Name files based on the following conventions:
Spreadsheet: Teacher Name_Team/Individual_Final
Example: Stautinger_Individual_Final.xls
Stautinger_pre_new_student_work.pdf
Stautinger_post_student_work_1.pdf
Stautinger_post_student_work_2.pdf
Garner_post_student_work_1.pdf
n Attach your spreadsheet, post-assessment student work, any remaining
pre-tests that were not previously attached and a blank assessment and key
(only required if you changed the order of questions and/or answers).
If you did not meet your Growth
Target and have students with
any special circumstances that
you feel should exempt them
from being included in your SLO,
explain that in the “Teacher
Comments” field of your final
entry. You should also bring any
documentation regarding these
circumstances to your summary
meeting with your principal.
Do not change your percentage
to exclude these students.
Your principal will make that
determination in collaboration
with the SLO team and change the
percentage when appropriate.
Timeline
Materials/Resources
n Database entry instructions for login information
n Spreadsheet with all student data and fields completed
Required Documentation/Product(s)
n Attach final spreadsheet.
n Attach graded post-assessment student work.
n Complete all fields in the Verification Form and click submit.
Next
s
Step
Have a wonderful
and restful summer!
Be sure to check your AISD
email throughout June and July
for any updates.
n Meet with your principal to sign your final verification form.
© Austin ISD REACH 2011
SLO Process — Final Submission Form 34
SLO Process
n Attach any pre-assessment student work that was not included in your initial
entry or revisions.
Support
Student Work: Teacher Name_Pre/Post_Student_Work_# (Team SLOs
may have multiple teacher names, and the final entry may have both pre
and post- assessments)
What if I have
students who I
don’t feel should be
included in my SLO?
How do I use this manual?
If you did not meet your Growth Target and have students with any special
circumstances that you feel should exempt them from being included in
your SLO, explain that in the “Teacher Comments” field. Do not change
your percentage to exclude these students. Your principal will make
that determination in collaboration with the SLO team and change the
percentage when appropriate.
s
FAQ
Appendix A
What is new for 2013-2014?
What’s New with SLOs for school year 2013-2014?
SLO Database
*NEW A drop down box will be available to select your overall percentage when completing your student growth target.
Assessments
*NEW Assessment Instructions. See Appendix J
*NEW Grade level teams will not be able to administer both TPRI and Tejas Lee as one TEAM SLO. Teams will need
to select one or the other.
*NEW Pre-K and Kindergarten growth targets will need to have an attainment goal of 70.
*NEW An “Assessment map” must be attached with all assessments indicating how many questions the test has,
answer key, TEKS/SEs, and levels for each questions.
*NEW Performance assessments must be recorded.
Audio – Music, Foreign Language, Debate
Video – P.E., Art, Theater
© Austin ISD REACH 2011
Appendix 35
appendix
appendix
—A
Example: 75% of students will score at least a 70 if they scored 0 – 40 on the pre-test OR will make half the growth
required to score 100 if they scored above 40 on the pre-test. Individual Student Growth = (100 – Student pretest
score) / 2.
Appendix A
What was new for 2012-2013?
What was new with SLOs for School Year 2012-­‐2013? SLO Database * When completing a revision request, the “Copy to New SLO” button will be replaced with a “Revise my SLO Submission” button. This will allow you to edit your existing SLO, rather than creating a new copy for each revision request. Overarching Guidelines (p.13) * If a target group is based on pre-­‐assessment scores, pre-­‐test student work and scores for all students must be submitted. * Pre-­‐AP, AP and grade level classes with the same course title may not be used in separate SLOs unless the Learning Objectives are different, or the assessment is substantially differentiated. * Advisory classes may not be used for your all student SLO, unless it is combined with another course number. Learning Objectives (p.15) * Learning Objectives can be as narrow as three Student Expectations from the TEKS, but no broader than a single STAAR Reporting Category. * Should be primarily focused around Readiness Standards in all STAAR Tested Subjects. Assessments (p.17) * Individual test items must vary in levels of difficulty, (25% from Level 1-­‐ Remembering, 50% from Level 2 -­‐ Application, 25% from Level 3 -­‐ Analysis). See Appendix D for specific definitions. * Each individual test item must be labeled with both the Individual TEKS/SE addressed and the level of question. This can be either on the test itself, or on the answer key. * Multiple Choice: Must contain at least 4 answer choices. * Multiple Choice: Minimum 10 questions for PreK-­‐K, 15 questions for 1st and 20 questions for grades 2-­‐
12. * Rubrics must clearly define the criteria for achieving a specific number of points in multiple related skills at multiple levels of proficiency. All descriptors must be specific. The highest level of attainment must allow students to exceed grade level expectations. See example below. Beginner (1) Developing (2) Skill 1 Skill 2 Skill 3 Etc. Descriptions… Proficient (3) Exceeds Expectations (4) * When using a rubric, students must receive an independent score for each skill being assessed, which can then be totaled or averaged into a final score. © Austin ISD REACH 2011
Appendix 36
appendix
appendix
—A
* (p.27) If you would like to request a revision (usually due to a change in your teaching assignment), you must make a written request to both your principal and a member of the SLO team prior to January 20. Failure to make this request will result in invalidation of your SLO(s). Please contact a member of the SLO team directly if the change happens after January 20. Appendix A
What was new for 2012-2013? Continued...
What was new with SLOs for School Year 2012-­‐2013? * Pre-­‐tests must show effort. Incomplete essays and multiple-­‐choice tests with excessive blanks will not be considered complete and will therefore count as a “No” when calculating your final percentages, regardless of the post-­‐assessment score. We suggest monitoring students during test administration, as the test cannot be given again at a later date. * Hints, helping tools, detailed instructions, etc., are not allowed. If they are an integral part of your test, they must be clearly identified in your SLO entry, approved by your principal and given on both the pre and post-­‐assessments. Subject Specific Assessment Criteria Language Arts • Fluency may not be used alone. It may only be combined with comprehension and/or other more thorough measurements. • High Frequency Word List may not be tested in isolation. Pre-­‐Assessment Documentation (p.20) * All student work must be graded prior to being scanned (unless you are using automated grading). * Work scored using a rubric must contain a score for each skill being measured, not only an overall score. Scores can be identified at the top of student work (e.g., “3,2,2,2=9”), or a filled in rubric can be provided in addition to the student work. New Student Enrollment Cut-­‐off Date (p.29) * Students who move between teachers’ classes on the same team SLO at any point in the year must be included. * Pre-­‐assessments for new students must be given by February 15th (same as the submission deadline for Semester SLOs). End of Year Student Exemptions (p.34) * If you are requesting an exemption for student absences, indicate the number of days the student was marked absent from your class in your final spreadsheet. You should also bring any documents related to those absences, as well as your efforts to get the student(s) to school (phone calls, home visits, counselor, parent support specialist etc.) to your summary meeting with your principal. © Austin ISD REACH 2011
Appendix 37
appendix
appendix
—A
Primary Elementary • Assessments must give students room to exceed expectations. • Growth Targets must be based on grade level standards. Fine Arts and CTE • One assessment must be performance based (some CTE exceptions may apply). Keyboarding • Must include both speed and accuracy. • Must be documented in Microtype with official report provided verifying date of administration. Foreign Language • Both conjugation and vocabulary cannot be tested in isolation. Physical Education • One SLO must be on cardiovascular fitness (either Fitnessgram pacer or a more comprehensive measurement). A
Appendix B
Contact Information
SLO Team Contact Information by Campus
Ryan O’Donnell
Robert Chavez
Rick Garner
Senior Associate
Student Learning and Assessment
Senior Associate
Student Learning and Assessment
Senior Associate
Student Learning and Assessment
[email protected]
[email protected]
[email protected]
(512) 414-1171
(512) 414-0044
512-414-1101
Akins
Lanier
Travis
Garcia
LBJ
Martin
Dobie
Reagan
Webb
Allison
Pearce
Barrington
Brown
Andrews
Blanton
Harris
Brooke
Graham
Metz
Govalle
Hart
Overton
Ortega
Jordan
Norman
Pickle
Sunset Valley
Pecan Springs
Rodriguez
Sims
Pleasant Hill
Sanchez
Winn
Walnut Creek
Zavala
© Austin ISD REACH 2011
Appendix 38
appendix
appendix
—B
Eastside
Appendix B
Contact Information
SLO Facilitators 2013-­‐2014
Akins
Kristina Vannoy
Cecilia Gutierrez
Christine Velasquez
Eastside
Lanier
Theresa Hunter
Paula Reyes
Ortega
Isabel Ahearn
Jessie Mimms
Andrews
Janet Densmore
Layne Faulkner
Overton
Barbara Haynes
Daniela Willett
Rhonda Barton
Barrington
Paige Baker
Jesus Olivas
Pecan Springs
Andrea Williams
Francesca O'Hare
Amber Lutz
Jennifer Smith
Zach Anderson
Blanton
Katherine Robertson
Omar Castillo
Pickle
Danita Caudle
Judith Hutchinson
Brooke
Jennifer Thorn
Amie Ortiz
Pleasant Hill
Elizabeth Ing
Marilyn Calliham
Brown
Carrie Alexander
Rodriguez
Norma Martinez
Todd Knox
Meghan Buchanan
LBJ
Brenda Ricketson
Corine Robbins
Paul Rials
Reagan
Katherine Chang
Terryn Daughtry
Alisia Longoria
Travis
Jayma Vaughan
Tracy Perry
Cynthia Vega-­‐Hernandez
Mary Santa Ana
Michelle Deleon
Govalle
Lana Stone
Laura Wooster
Sanchez
Mary Alice Ruiz
Betty Castro
Graham
Kristi Cisneros
Janna Jackson
Sims
Melanie Flores
Linda Collins
Dobie
Amy Havard
Holly Van Eis
Harris
Stephanie Bordelon
Lisa Trevino
Sunset Valley
Christina Wrynn-­‐Mercado
Grettel Granados
Garcia
Vondra Chargois
Brittaney Morrison
Hart
Dorothy Sanchez
Maria Mayorga
Walnut Creek
Monica Santos
Carolina Bassett
Martin
Elisa Belderol
Gloria Cortez
Jordan
Cristela Garcia
Monica Murguia-­‐Enriquez
Winn
Michael Garcia
Pedro Jimenez
Pearce
Joanne Clark
Filemon Aldama
Metz
Michelle Navarro
Monica Clark
Zavala
Jacqueline Martinez
Samantha Hill
Webb
Amanda Arguijo
Alicia Brown
Norman
Jacqueline King
Chaitra McGrew
Dobie PreK
Alys Porter
Melissa Fernandez
Webb Primary
Albar Elizondo
Moises Torales
© Austin ISD REACH 2011
Appendix 39
appendix
appendix
—B
Allison
Appendix C
Worksheets
SLO Database Entry Practice Worksheet
Choose SLO Type
☐ Team
Individual ☐One ☐Two
If team, list teamates: Campus Assignment (Job Title):
Course/Subject:
Grade Levlel and Section ID:
☐ All Students
☐ Targeted (Individual Only)
Identify criteria for target group:
All student Needs:
TEKS/TAKS Objective:
Coure Student Learning Objective:
Assessment Name and Grading Scale:
Student Growth Target:
© Austin ISD REACH 2011
Appendix 40
appendix — C
Identify Student Group (Team SLOs are required to address all students):
Appendix D
Assessment Evaluation Resources
AISD Item Analysis Criteria Level 1 – Remembering (25%) Remembering information or facts, requires use of simple skills or abilities (e.g., Recall, observe, define, describe, name, list, select, identify, label, recognize) Level 2 – Application of Knowledge (50%) Using information, organizing information, requires two or more thought processes (e.g., comprehend, compare, summarize, explain, trace, interpret, organize) Level 3 – Analysis (25%) Cognitive demands are more complex and abstract, requires breaking a situation or problem into component parts, strategic thinking, planning, using evidence (e.g., generalize, synthesize, predict, solve, draw a conclusion, analyze, judge, justify, evaluate, assess) Level 4 – Thinking Beyond Requires creating something new or devising a new approach based on applying/evaluating information (e.g., performance based project, open ended questions, argue, debate) © Austin ISD REACH 2011
Appendix 41
appendix — D
The following definitions are used by AISD to determine the cognitive level of individual test items. Multiple-­‐choice SLO assessments should have 25% of their questions from level one, 50% from level two and 25% from level three. Level four is generally only applicable to some performance assessments and open-­‐ended questions. If you are creating a SLO assessment, use the TEKS/SEs indicated in your learning objective and the definitions below to determine the level of each question on your assessment. Indicate the level of each question and the TEKS/SEs addressed on your test or answer sheet. Appendix E
Technology Help Documents
Creating PDFs of Graded Student Work Using
Lexmark Benchmark Scanner
Scanning Teacher-Developed Assessments
1. Place the original documents in the automatic document feeder face-up. (Adjust the paper guides when using
the ADF.)
appendix — E
2. On the benchmark scanner touch screen, select (touch) email from the menu.
© Austin ISD REACH 2011
Appendix 42
Appendix E
Technology Help Documents
General Test Grading with the Lexmark Scanner Before Scanning 1)
2)
3)
4)
5)
Print blank or pre‐slugged bubble sheets for your students (same as used for benchmarks) Students take the assessment and record their answers on the bubble sheets The teacher fills in the correct answers on a blank bubble sheet, which will be used as the key. Place the key on the TOP of the stack of student answer sheets before scanning. Place the documents in the document feeder and follow the directions on the user screen. appendix — E
Scanning Details 1. Select the “General Test Grading” icon from the User Screen 2. Enter your User ID a. For AISD employees who entered on or after February 2007 your user name is your EID b. For AISD employees who entered before February 2007, your user name is your short name (Ex: MKing1) c. If you cannot remember your user name, enter “guest”, then on the next page type in your email address 3. Press the “Next” button on the touch screen, or the green Enter button on the key pad. © Austin ISD REACH 2011
Appendix 43
Appendix E
Technology Help Documents
General Test Grading with Lexmark Scanner - continued
4. Choose the report(s) that you would like Press the down arrow to select more reports 5. Press the “Next” button on the touch screen, or the green Enter button on the key pad 6. Choose to “Print Results”, “Email Results” or both (Note: Since you must attach electronic documents to your SLOs, Email is suggested). If you choose the “Email Results” option, you will receive two emails. a. The first will have a PDF of all of the reports that you requested b. The second will have a csv (coma separated value) file that can be used in Excel (right‐
click the file and select “Open With” then select Excel) 7. Press the “Next” button on the touch screen, or the green Enter button on the key pad 8. Enter a file name (A date and time stamp will be automatically added to your file name) 9. Place answer sheets and key into the auto document feeder a. All documents should be facing up b. Answer key must be on top Auto Document Feeder
10. Scan Documents and check email for results/errors © Austin ISD REACH 2011
Appendix 44
appendix — E
Appendix E
Technology Help Documents
Splitting PDFs Using Adobe Acrobat Pro
1. Open your .pdf in Adobe Acrobat Pro and click on the DOCUMENTS tab in the toolbar appendix — E
2. Click SPLIT DOCUMENT in the drop down menu; you should see the dialogue box below. 3. You may choose to reduce the size of your file by the number of pages or file size. Generally speaking, 100 page PDFs will stay under the 20 MB limit when uploading documents to the SLO database. © Austin ISD REACH 2011
Appendix 45
Appendix E
Technology Help Documents
SLO Database Entry Instructions
[SLO DATABASE INSTRUCTIONS] 1 The following instructions are meant to be a guide to navigating the SLO database, not instructions for the appropriate content for each field. For details on what to enter, please see the corresponding section of the SLO manual and the examples in Appendix F. Important general reminders: • Save early and Save often by clicking “Save as Draft”. Unsaved work is lost when the system “times out” • When returning to your SLO to make edits, after selecting the SLO, you must press the EDIT button • You must click the EDIT button in order to see the “Save as Draft” and “Submit” buttons 1. Open the web browser of your choice (Internet Explorer, Firefox or Safari are recommended) 2. Go to the SLO database by entering the following in the address bar A. From a district network connection enter “SLO” in the address bar B. From home enter https://n236dbs.austinisd.org/EQ/SLO2014.nsf?Open appendix — E
3. Enter your Webmail Username and Password and click Log In *If you have difficulty logging in, call the help desk at 414-­‐8324 and ask for your Webmail username and password. The SLO database is accessed through the webmail system. 4. The following diagram contains basic descriptors of what you will see from the “View my SLOs” view within the SLO database Accesses Accesses both approved Returns to example SLOs SLO assessments, and the list view from multiple assessment resources of all SLOs subjects and (assessment resources are from any grade levels not approved to use “as is”) Accesses spreadsheets screen (with and without formulas) Click on an SLO that is in draft mode, then click “Edit” in order to make changes Only teachers who are exempt from the team SLO will have a second Individual SLO © Austin ISD REACH 2011
Displays the current status of each SLO entered in the system. Only SLOs in “Draft” status can be edited Appendix 46
Appendix E
Technology Help Documents
2 5. Click the New SLO button to create a new SLO A. Only one team member needs to create a team SLO, then all other members will have access B. Do not create multiple new SLOs of the same type. Once your SLO is created, you can access it from the “View my SLOs” view and edit it to make any needed changes. If you have submitted your SLO and realize that you need to change something, contact a member of the SLO team and they will reset it to “Draft” status. 6. Select the type of SLO and whether or not it is a semester course Only teachers who are exempt from the team SLO will have a second Individual SLO appendix — E
[SLO DATABASE INSTRUCTIONS] 7. The form will appear slightly different depending on whether you have selected Team or Individual SLO. The differences are: A. Team SLOs have a drop-­‐down menu to select team members B. Team SLOs do not have the option to make it a target group since they are required to address all students in a course number 8. Confirm the information at the top of the form is correct. If it is not, contact Robert Chavez at 414-­‐0044 9. For team SLOs, CTRL click each member of the team (you do not need to click your own name). Keep the CTRL key down as you select each new member or you will de-­‐select the others. 10. If you have a REACH mentor, select their name. If not, select “None” © Austin ISD REACH 2011
Appendix 47
Appendix E
Technology Help Documents
[SLO DATABASE INSTRUCTIONS] 3 12. Fill in the remaining fields according to the instructions and guidelines in the SLO manual 13. Before attaching Documents: • Save your SLO • You can only upload 20 megabytes (20,000 kb) at a time, so check the size of your files • If your files are large, but each is under 20 megabytes, upload them one at a time • If any single file is over 20 megabytes, follow the instructions in Appendix E for splitting documents in Adobe Acrobat Pro • Name files clearly. Naming conventions are listed on page 19 of the SLO manual. 14. Attaching Documents A. Click the first available Browse button B. A new window will appear asking for the location of the file that you would like to upload. Locate the file on your computer and click OK C. If you have other files to upload (that do not total over 20 megabytes) repeat A and B. D. Click “Save as Draft” 15.
16.
17.
18.
Confirm that the form is filled out correctly and according to REACH and campus guidelines For team SLOs, confirm that all team members agree and have attached their documents While in “Edit” mode, click “Submit” If you receive a revision request from either your principal or a member of the REACH team A. From the “View my SLOs” view, click on the SLO in “Revision Required” mode B. Click on the “Revise my SLO Submission” button C. Reopen your SLO and click the edit button to make changes. Revision comments will be in red at the top of the screen. D. Click on the SLO, click “Edit”, make the requested changes and resubmit 19. When your SLO is approved by your principal, the status will change to “Approved” © Austin ISD REACH 2011
Appendix 48
appendix — E
11. For Individual SLOs, select whether the SLO will address all students in a course number, or a target group. If a target group, enter the specific criteria used to determine the target group below. Note: If you are writing two individual SLOs, one must address all students Appendix F
SLO Examples
100 Point Assessment – 3rd Grade Math 2nd SLO – Team SLO
(Must Address ALL STUDENTS)
Course
Math
Description of Other
Grade and Section ID
3rd Grade 3021
TEKS/STAAR Reporting Categories
§111.15 TEKS 14 (A,B,C) 15 (A,B)
appendix — F
All Student Needs based on data
Our team analyzed BOY Benchmark and found that Problem Solving was our greatest
need. 48% of problem solving questions were answered correctly compared to 56% of
measurement which was our next highest need TAKS Objective. The last five year of
3rd-5th grade TAKS data for our campus also shows that problem solving is consistently
our lowest scoring TAKS Objective.
Be sure and include the TEKS chapter. Here, the chapter is 111.15. Team Student Learning Objective
Students will apply Grade 3 mathematics to solve problems connected to everyday experiences. They will also
explain and record observations using objects, words, pictures, numbers, and technology; and relate informal
language to mathematical language and symbols.
Assessment Name and Grading Scale
3rd Grade Math Problem Solving Common Assessment. 28 Questions on a 100 point
scale. Each question is worth 3.57 points. All scores will be rounded to the nearest whole
number.
Student Growth Target
75% of students will make half the growth required to score 100.
Individual student growth = (100-Student pre test score) ÷ 2
Current Attachments (3, 167 KB)
Stautinger Team Pre Student Work 1.pdf
Preston Team Pre Student Work 2.pdf
3rd Grade Math Team Pre Data.xlsx
Blank Test and Answer Key © Austin ISD REACH 2011
When using the REACH developed growth target formula, you may use this exact wording. 79 (Kbytes)
79 (Kbytes)
9 (Kbytes)
79 (Kbytes)
Appendix 49
Appendix F
SLO Examples
DRA – 1st Grade 1st SLO – Individual SLO
(All Students or Target Group)
Campus Assignment
Teacher
Course
Reading/ELA
Please specify Other
Grade and Section ID
1st Grade 1002
Identify Student Group
All Students
TEKS/STAAR Reporting Categories
100.12 (5, 6, 10, 14(A), (B), (C))
Course Student Learning Objective
My students will understand how English is written and printed, demonstrate phonological awareness, use
relationships between letters and sounds, spelling patterns, and decode regular words and text.
Assessment Name and Grading Scale
DRA assessments
Student Growth Target
80% of my students will improve by:
1-4 will improve by 7 levels
6-8 will improve by 6 levels
10-12 will improve by 5 levels
14+ will improve by 4 levels
Current Attachments (1, 8 KB)
Stautinger Individual Pre Data.xlsx
© Austin ISD REACH 2011
Students who start the year above grade level are still required to show substantial growth. Because this is a district assessment documented in AIMS, no student work or blank tests are required. 8 (Kbytes)
Appendix 50
appendix — F
All Student Needs based on data
Our CIP states that 80% of Kindergarten through 2nd grade students will read at or above grade level. My
students struggle in the area of reading language arts components such as phonics, phonemic awareness,
comprehension, fluency and reading accuracy. I based my needs on the initial DRA test and a reading
vocabulary test that I gave the students the first week of school
Appendix F
SLO Examples
100 point Assessment High School Biology - Genetics
1st SLO – Individual SLO
(All Students or Target Group)
Campus Assignment
Teacher
Course
Biology
Please specify Other
Grade and Section ID
9th Grade Biology 4123
Identify Student Group
Targeted Students
This target group was based on a
campus-wide focus on ELLs as
part of their Campus
Improvement Plan (CIP)
All Student Needs based on data
In biology, the unit on Genetics is difficult for students due to the vast amounts of new vocabulary in addition
to understanding the concepts. The Genetics unit also involves math skills, such as probability. Because it
addresses those areas, the Genetics unit in biology lends itself to supporting our CIP initiative of increasing
ELL performance in math and ELA in order to meet AYP. BOY benchmarks showed a significant need in
genetics (38% of the genetics questions were answered correctly). Historically, I have also noticed that the unit
on genetics needs to be revisited throughout the year in order for the information to be retained by the students.
TEKS/STAAR Reporting Categories
112.34 6 (A, B, C, D, E,F ,G ,H)
You do not need to write the content of the TEKS here because
they are summarized in the Learning Objective below.
Course Student Learning Objective
My students will demonstrate an understanding of the mechanisms, components, importance, expression and
processes related to DNA, inheritance and genes.
Assessment Name and Grading Scale
The assessment is a teacher made 30 question, multiple-choice test worth 100 total points. All 30 questions
count equally (3.3333 points each). The students took the exam on district Scantrons, but due to difficulty with
the scanner, the tests were graded by hand. In order to pass, the students must get 21 of the 30 questions correct.
Student Growth Target
75% of students will make half the growth required to score 100.
Individual student growth = (100-Student pre test score) ÷ 2
Current Attachments (3, 172 KB)
Stautinger Individual Pre Data.xlsx
Stautinger Individual Pre Student Work 1.pdf
Stautinger Individual Pre Student Work 2.pdf
Blank Test and Answer KEY
© Austin ISD REACH 2011
8 (Kbytes)
82 (Kbytes)
82 (Kbytes)
8 (Kbytes)
Appendix 51
appendix — F
Identify Targeted Student Group
All ELLs from all of my biology classes.
Appendix F
SLO Examples
Rubric – Art Level II
1st SLO – Individual SLO
(All Students or Target Group)
Campus Assignment
Teacher
Course
Art
Please specify Other
Grade and Section ID
Art Level II, 5028.H000
Identify Student Group
All Students
TEKS/STAAR Reporting Categories
117.53 C(1)(A) and 117.52 C(1)(B)
Course Student Learning Objective
My students will use the principals and elements of art in a drawing to accurately represent the corner of a room
in two point perspective.
Assessment Name and Grading Scale
Teacher made rubric assessing students’ drawings on 5 skills, each with 6 possible levels of expertise. Point
values for each level range from 10-20 points, so the maximum score is 100 and the minimum is 50. Cut score
on this assessment is based on the Level 4 descriptors which equal 16-17 points. A 16 in each category equals a
cut score of 80.
Student Growth Target
75% of my students will: score at least an 80 if they scored 50-60, score at least an 84 if they scored from 6170, score at least an 88 if they scored from 71-78, score at least a 90 if they scored a 79 or higher.
Current Attachments (4, 255 KB)
Rubric with descriptors.pdf
Stautinger Individual Pre Data.xlsx
Stautinger Individual Pre Student Work 1.pdf
Stautinger Individual Pre Student Work 2.pdf
© Austin ISD REACH 2011
Each skill on the rubric must
be scored separately and
totaled or averaged, not just a
total score.
Appendix 52
appendix — F
All Student Needs based on data
After giving a couple of small scale diagnostic assignments, there is a clear need in both perspective and
shading. Students have a good general academic idea of the principals of art, but are struggling to use them in
their work. Creative use of the elements to complete the artists’ own vision was consequently almost entirely
absent.
Appendix F
SLO Examples
Non Traditional Assessments & Grading Scales
3rd Grade Math
1st SLO – Individual SLO
(All Students or Target Group)
Campus Assignment
Teacher
Course
Music
Please specify Other
Grade and Section ID
3021 – 3rd Grade Music
Identify Student Group
All Students
When no formal data is available,
you will need to determine the
areas of highest needs for your
students using a combination of
classroom observations and your
own assessments.
TEKS/STAAR Reporting Categories
§117.12 (3)(A,C,D)
Not all SEs were used in the
TEKS since not all are
measured by the assessment.
Course Student Learning Objective
My students will read music notation, identify music
symbols and terms, and perform both a
prepared piece and sight read on recorder
The teacher in this example wanted to
maintain the relative weight of each of each
section. Since the test results are only used to
compare BOY and EOY scores, the scale used is
irrelevant. What is most important in this case
is the determination of what would be a
rigorous cut score.
Assessment Name and Grading Scale
Teacher made assessment consisting of 15 multiple choice questions worth two points apiece (30 points), 7
pitch identification questions worth 2 points apiece (14 points), and both a prepared and sight reading piece to
be graded against the attached performance rubric worth a maximum of 16 points each (32 points). The
maximum score on the assessment is a 76. The cut score of 55/76 is based on meeting the “Accomplished”
standard in each category of the rubric (12/16 points on each) and meeting a 70% standard on all other questions
(31/44 points)
Student Growth Target
80% of my third grade students will: score at least a 55/76 if they scored an 18/76 or lower, and will score 62/76
if they scored a 19/76 or higher.
Current Attachments (3, 172 KB)
Blank Test Answer KEY.pdf
Stautinger Individual Pre Data.xlsx
Stautinger Individual Pre Student Work 1.pdf
© Austin ISD REACH 2011
82 (Kbytes)
8 (Kbytes)
82 (Kbytes)
Appendix 53
appendix — F
All Student Needs based on data
Based on a diagnostic assessment from the first week of school, all 3rd grade students have a major deficit in
identifying written pitches and rhythms, as well as performing them both vocally (using solfege) and on pitched
percussion. Students also had difficulty identifying and performing written dynamics and other tempo markings.
Students did very well in identifying instrument sounds and families, and moderately well in identifying the
form of a musical selection as well as their ability to match pitch and echo sung music.
Appendix F
SLO Examples
Assistant Principal Operational SLO
1st SLO – Individual SLO
(All Students or Target Group)
Campus Assignment
Assistant Principal
Assistant Principals may chose
to complete an academic or
Operational SLO.
Please specify Other
Operational AP SLO
Grade and Section ID
teachers in grades 1-5
Identify Student Group
Targeted Students
Operational SLOs should have
a connection to student
learning in a high needs area.
All Student Needs based on data
Our problem of practice indicated that we have more teacher talk than student talk in the learning environment.
This proportionality does not reflect lesson planning, which focuses on student talk, not teacher talk. This is an
administrative focus on our campus.
TEKS/STAAR Reporting Categories
PDAS Domain 2 Learner centered instruction
The most effective
operational SLOs impact both
teacher capacity and student
achievement
Course Student Learning Objective
Students will increase academic vocab. and understanding through increased student talk and decreased teacher
talk. Teachers will build capacity to offer lessons with more opportunities for students to talk. I will impact
student achievement by attending PLC's and conferencing with teachers after their pre-assessments.
Assessment Name and Grading Scale
AP Developed: I will count the number of minutes that students talk vs. the number of minutes that teacher talk
occurs over 3 10 minute time frames for a total of 30 observation minutes per teacher, per semester. I will use
the average amount of teacher and student talk during the first semester as pre-assessment data, and an average
of teacher and student talk during the second semester as post-assessment data. Teacher will be given a two
week window for observations to occur within the first month of classes, and the month prior to the TAKS test.
Student Growth Target
80% of teachers will have an average of 15 minutes or more of student talk time.
Current Attachments (2, 90 KB)
Stautinger Individual Pre Data.xlsx
Rubric with descriptors.pdf
© Austin ISD REACH 2011
8 (Kbytes)
82 (Kbytes)
Appendix 54
appendix — F
Identify Targeted Student Group
Specified 5 teachers in grades listed above
Appendix F
SLO Examples
Counselor
1st SLO – Individual SLO
(All Students or Target Group)
Campus Assignment
Counselor
Course
Reading/ELA
Grade and Section ID
I am focusing on freshmen that are failing English 1 (includes pre-AP and resource classes) within the LCJG
Academy (my assigned academy).
Identify Student Group
Targeted Students
All Student Needs based on data
English 1 is a class that many freshman fail and have to repeat later. With some individual planning, these
students may be able to set both long and short term goals to be successful in this class.
TEKS/STAAR Reporting Categories
A:A1 (.2, .3, .5); A:A2 (.2, .3, .4); A:A3 (.4); A:B1 (.1, .3, .7); A:B2 (.3, .5, .6)
Course Student Learning Objective
Students will Acquire Skills for improving learning, Academic Self-Concept and Achieving goals.
Assessment Name and Grading Scale
My pre-test data is the first six weeks grades from Gradespeed. My post-test will be the Gradespeed reports
from the end of the remaining six weeks (3rd, 4th , and 5th).
Student Growth Target
My goal is to have at least 75% of the identified LCJG Freshmen (those who failed the first six weeks) pass at
least 2 out of the next 3 grading periods (only includes the 3rd, 4th, and 5th six weeks grading periods), with a
score of 70 or above in their English 1 class.
Current Attachments (3, 172 KB)
Stautinger Individual Pre Data.xlsx
Stautinger Individual Pre Student Work 1.pdf
© Austin ISD REACH 2011
8 (Kbytes)
82 (Kbytes)
Appendix 55
appendix — F
Identify Targeted Student Group
I identified LCJG freshman that scored below a 70 from Cycle 1 (first six weeks grading period) in Gradespeed.
Appendix F
SLO Examples
Librarian
1st SLO – Individual SLO
(All Students or Target Group)
Campus Assignment
Librarian
Grade and Section ID
8th grade students in Mr. Vasquez classes
Identify Student Group
All Students
TEKS/STAAR Reporting Categories
Library Standards 1-5, TEK §110.20 (23)
Course Student Learning Objective
The user will be able to identify the need for information, and through the use of technology and personal
knowledge of the library be able to locate resources efficiently and effectively.
Assessment Name and Grading Scale
I will use a multiple choice test that evaluates library skills that an 8th grader should have before going on to
high school. The test will have twenty questions, each question worth 5 points totaling up to 100 points. I will
grade the bubble sheets in the benchmark scanner.
Student Growth Target
75% of students will make half the growth required to score 100.
Individual student growth = (100-Student pre test score) ÷ 2
Current Attachments
There are no attachments on this document.
Stautinger Individual Pre Data.xlsx
Stautinger Individual Pre Student Work 1.pdf
Stautinger Individual Pre Student Work 2.pdf
Blank Test and Answer KEY
© Austin ISD REACH 2011
8 (Kbytes)
82 (Kbytes)
82 (Kbytes)
8 (Kbytes)
Appendix 56
appendix — F
All Student Needs based on data
When I did my library orientation with these 8th grade students I quickly became aware of the fact that these
students did not know basic library skills. I created a library skills test with questions about where to find a
book, the different types of books, call numbers, gathering information from a website, and basic research
skills. When students took the pre-test the average score was 39.4, with only one passing score of a 70 and the
lowest grade being a 20. I would like these students to move onto high school with library skills so that they are
better students.
Appendix G
SLO Rating Rubric
In addition to meeting the guidelines in this manual, SLOs are approved based on the following rubric.
A rating of 1 or 2 in any single category will trigger a revision request
4
Exemplary
appendix — G
2
Progressing
Student Learning Objective Rigor Rubric
3
Proficient
1
Does not meet standard
Assessment
Assessment
Assessment
Assessment
• Variety of levels of
• Variety of levels of
• Addresses 2 levels of
• Addresses only 1 level of
questions (Remembering,
questions
questions
questions
Application, Analysis)
(Remembering,
•
Spread
of
questions
is
•
Insufficient number of
Application, Analysis)
insufficient
questions
• At least one level 4
question (Thinking
• Sufficient number of
• Grade level appropriate
• Not grade level appropriate
Beyond)
items
•
Mostly
measures
what
is
•
Does not measure what is
• Sufficient number of items
• Grade level appropriate
intended
intended
• Grade level appropriate
• Measures what is
intended
• Extends and deepens
knowledge
• Measures what is intended
Objective
Objective
Objective
Objective
• Reflects a high need
• Reflects a significant
• Addresses a need
• Does not address a need
need
• Yearlong objective
• Yearlong objective
• Not a yearlong objective
• Yearlong objective
• Grade level appropriate
• Grade level appropriate
• Not grade level appropriate
• Grade level appropriate
• Deepens and extends
knowledge for all students
• Explicitly states skill(s)
• Explicitly states skill(s)
Growth Target
Growth Target
Growth Target
Growth Target
• Addresses more than 75%
• Addresses 75% of
• Addresses fewer than
• Does not address 75% of
of students
students (exceptions for
75% of students
students
sped, small classes, etc)
• Substantial growth
• Moderate individual
• Minor individual student
expected (2 or more years)
• Significant individual
growth (less than one
growth (less than ½ year)
growth (formula or
year)
• Students and teachers
• Students and teachers do
equivalent)
exceeding expectations
• Students and teachers
not meet expectations
• Pushes students and
barely meet expectations
teachers to exceed
typical expectations
Appendix 57
© Austin ISD REACH 2011
Appendix H
Special Growth Targets
Pacer
Pre-Test
3rd
Required Growth
0-6
7
7-10
6
11-15
Required Growth
0-8
7
9-15
6
16-21
5
22+
4
Pre-Test
Required Growth
0-10
8
18-23
6
4th-5th
5
16+
4
Pre-Test
Required Growth
0-10
7
11-17
6
18-23
5
24+
4
9th+
7th-8th
11-17
24+
Pre-Test
Required Growth
0-12
8
19-24
6
13-18
25+
© Austin ISD REACH 2011
Pre-Test
7
5
7
5
Appendix 58
appendix
appendix
—h
6th
Growth Targets 13-14
Appendix I
Special Growth Targets
DRA Growth Targets
DRA
DRA
1ST
2nd
______% Of students will achieve the
following growth:
______% Of students will achieve the
following growth:
A-4 will improve by 7 levels
A-4 will improve by 7 levels
6-8 will improve by 6 levels
6-10 will improve by 6 levels
10-12 will improve by 5 levels
12-14 will improve by 5 levels
16-18 will read on a least a level 28
AIMSWeb [MAZE Only]
20-24 will improve by 3 levels
28+ will improve by 2 levels
______% of students will achieve the following
growth:
appendix
appendix
—i
1st Grade:
2nd Grade:
______ of students will achieve the following
growth:
0 - 2 will score at least 7
3 and higher will improve by 6
0 - 2 will score at least 12
3 - 4 will score at least 14
3rd Grade:
5 and higher will improve by 9
______% of students will achieve the following
growth:
4th Grade:
0 - 8 will score at least 13
9 - 12 will score at least 15
______% of students will achieve the following
growth:
13 and higher will improve by 3
0 - 10 will score at least 17
11 - 13 will score at least 19
5th Grade:
14 and higher will improve by 6
_______% of students will achieve the following
growth:
0 - 10 will score at least 20
11- 14 will improve by 12
15 - 20 will score at least 27
21 and higher will improve by 7
© Austin ISD REACH 2011
The Formula
______% of students will achieve the following growth: (perfect score - pre-test score) x.5
Appendix 59
AppendiX J
TPRI or Tejas Lee
Tasks: Kindergarten 1st Grade 2nd Grade Guidelines for TPRI and Tejas Lee •
•
•
•
•
•
•
•
•
•
•
•
REACH Requirements Must include comprehension plus at least two other tasks One listening comprehension (COM) story at each administration Comprehension story must be BOY/EOY or EOY/EOY for pre/post assessment Other tasks may include BPA, PA, or GK Must include comprehension plus at least two other tasks Two reading comprehension (COM) stories at each administration Comprehension stories must be BOY/EOY or EOY/EOY for pre/post assessment Other tasks may include PA, GK, or WR Must include comprehension plus at least one other task Two reading comprehension (COM) stories at each administration Comprehension story must be BOY/EOY or EOY/EOY for pre/post assessment Other tasks may include GK or WR © Austin ISD REACH 2011
Appendix 60
appendix
appendix
—J
**Note: Screening sections in TPRI should not be used as these are generally only administered at one point during the school year and are only designed to quickly identify students who are at-­‐risk for reading difficulties.** Comprehension: Teachers can choose to administer either the BOY or EOY story for the pre-­‐assessment; however, they must administer the EOY story for the post-­‐assessment. In 1st and 2nd grades, if the student reaches the frustration level (either by 3+ errors in the first sentence or with too many errors throughout the test), then the teacher must read the story to the student. Even if the story was read to the student, the teacher must ask all of the comprehension questions, but the student may only earn a maximum of 4 points for the comprehension section of that story. If the student read on their own, then he/she may earn all 6 points. Accuracy and Fluency: Accuracy and fluency do not have to be included in the measure, but they can be added as an additional task on top of the minimum requirements. As an additional task, accuracy and fluency must be combined together. If teachers choose to address fluency as part of the TPRI/Tejas Lee, they should average the fluency scores from the two stories. Since there is no developed standard for accuracy, growth targets will have to address this skill separately, which can make for a more challenging growth target. Please contact a member of the SLO Core Team for help with growth targets that include fluency. Growth Targets – Ensuring Rigorous Growth For All: When creating growth targets for TPRI and Tejas Lee, remember two things: 1) students should be required to reach the minimum expectation for “developed” for each task, and 2) students who have already attained or are approaching the developed standard for the BOY pre-­‐assessment should have a growth target that pushes them beyond that standard. For example, a 1st grade TPRI SLO that includes PA-­‐1, GK-­‐1 and COM would have a total of 22 points with a total minimum to be “developed” of 18. A growth target that ensures rigorous growth for all would read: “___% of students who scored 0-­‐12 points will score at least 18 points, and students who scored 13 or more points will improve by half the points needed to attain a perfect score of 22. Student growth = (22 – pretest score) ÷ 2.” *NEW Grade level teams will not be able to administer both TPRI and Tejas Lee as one TEAM SLO. Teams will need to decide to administer one or the other. AppendiX J
Assessment Instructions
REACH Pre-Assessments
Today, you will be taking a pre-test during class. A pre-test is a preliminary test or a test that is given
before a topic is studied in depth. I will use the data from this pre-test to determine how much time we
need to spend on these specific skills during the year.
We will not go over the specific questions until the end of the year, after you have taken the post-test.
Your scores from this pre-test will be used to set individual learning goals that you will try to meet by the
end of the year.
If you have questions during the test, please raise your hand. I will provide as much assistance as
possible. Remember, the same rules that apply to the STAAR or End-of-Course Exams apply to this test.
•
Read the following for Performance Assessments
o In some cases, depending on the assessment, I will be able to help you with
vocabulary, but not with specific skills. (Example: An art student can be given a
definition of a new vocabulary word, but should not be shown an example. A
baseball student might receive instruction on how to hold a bat before trying to hit.)
If you need to use the restroom or need a new pencil, please raise your hand and I will come to you.
You may not use any anchor charts posted on the walls. If you finish before other students, you may
read a book until everyone is finished.
Please make sure that your name and date are clearly written on the test. Show all of your work. You
may now begin.
© Austin ISD REACH 2011
Appendix 61
appendix
appendix
—J
It is very important that you do your best on this assessment. This may be new material for you. If you
are unsure of an answer, please select or write an answer that you think might be the best choice. Also,
show all the work that you can for each question. It is vital that I know your strengths and areas of
concern in order to design our future lessons. We will take this test as if it were the STAAR or End-ofCourse Exams.
Appendix K
SLO Team Campus Training Calendar
Monday
MLK Holiday
Winn – O, C
Brooke – G
2
9
16
30
23
Pecan Springs – C
Sanchez – G, O
Rodriguez – G
Eastside – O, C
Jordan – O, C
Ortega - G
Tuesday
Team @ CAC
Team @ CAC
3
10
17
Assessment Team
Norming Meeting
Team @ CAC
24
Principals’ Meeting
Team @ CAC
Facilitators’
Meeting
4
Thursday
Zavala – G, O
Overton – C
Martin – O, G
Allison – C
Travis – O, C
Pickle – G
26
19
Webb Primary – O,
G
Dobie Pre-K – C
12
5
13
6
21
14
7
29
22
15
8
Sunday
20
28
Saturday
27
Pleasant Hill – O, C
Lanier – G
Brown – C
Sims – O, G
Blanton – O, G
Harris - C
Ortega – G
Metz – C, O
Friday
September 2013
appendix — k
Wednesday
Andrews – G
Graham – O, C
11
18
Sunset Valley – all
Travis – all
25
Barrington – O, G
Norman - C
Appendix 62
© Austin ISD REACH 2011
Appendix K
SLO Team Campus Training Calendar
Monday
Winn – O, C
Govalle – G
Akins – all
7
Tuesday
Team @ CAC
Facilitators’
Meeting
Team @ CAC
1
8
15
9
2
Pearce – G
Hart – O, C
Andrews – G
Graham – O, C
Thursday
appendix — k
Wednesday
Metz – C
Blanton – O, G
Zavala – G, O
Garcia – C
16
11
4
19
12
5
27
Reagan - all
20
13
6
Sunday
18
26
Saturday
25
Sanchez – G, O
Walnut Creek – C
Overton – C
Brooke – G, O
Friday
October 2013
3
10
17
24
Webb – O, C
LBJ – G
23
31
Dobie – C
LBJ – G, O
22
30
14
Team @ CAC
21
29
Principals’ Meeting
28
Appendix 63
© Austin ISD REACH 2011