SLO SCRIPT #4 – A HIGH QUALITY SLO
An S-L-O TYPICALLY HAS THESE COMPONENTS--  (SLO  Components)
TOGETHER, THESE COMPONENTS FORM A LOGICAL AND ALIGNED PLAN BASED ON SOUND RATIONALE.
THERE ARE 4 KEYS TO HIGH QUALITY SLOs--  (Keys to High Quality SLOs)

CRITICAL CONTENT
THE SLO IS NOT INTENDED TO REFLECT ALL INSTRUCTION AND LEARNING –
IT SERVES AS A SLICE OF EVIDENCE REPRESENTATIVE OF THE EDUCATOR’S IMPACT ON LEARNING –
THIS EVIDENCE SHOULD BE BASED ON CRITICAL, GATEKEEPER CONTENT OR SKILLS--
CONTENT WHICH IS ALIGNED TO COLLEGE AND CAREER READINESS STANDARDS.

QUESTIONS TO CONSIDER TO DETERMINE CRITICAL CONTENT--
WHAT MUST STUDENTS KNOW AND BE ABLE TO DO TO GO TO THE NEXT LEVEL?
WHAT ARE LARGER, TRANFERRABLE IDEAS AND PROCESS STUDENTS MUST APPLY?
WHAT ASPECTS OF THE COURSE DO STUDENTS STRUGGLE WITH YEAR AFTER YEAR?

S-L-O MEASURE
THE MEASURE MUST PROVIDE DATA TO DETERMINE IF THE TARGET HAS BEEN MET –MEASURES CAN VARY DEPENDING ON THE COURSE AND CONTENT. 
THE MEASURE FOR A PERFORMING ARTS CLASS MAY BE DIFFERENT FROM A MATH CLASS.
CONSIDER THESE QUESTIONS WHEN CHOOSING A MEASURE--
IS THE MEASURE -- 
ALIGNED TO THE CONTENT?
RIGOROUS?
COMMON TO OTHER TEACHERS IN THE SAME CONTENT?

DOES THE MEASURE –
MEET DISTRICT CRITERIA?
ALLOW YOU TO ASSESS PROGRESS AND/OR PROFICIENCY?

EXAMPLES OF MEASURES --
COMMERCIALLY DEVELOPMENT ASSESSMENTS--
CRITERION-REFERENCED TESTS, INVENTORIES AND SCREENERS--
DISTRICT ASSESSMENTS AND EXAMS--
PERFORMANCE ASSESSMENTS, ARTIFACTS, PORFOLIOS--
       APPROVED SCHOOL OR TEACHER-DEVELOPED MEASURES--

S-L-O TARGET
THE THIRD CRITICAL ELEMENT IS THE TARGET---
THE TARGET SETS THE EXPECTATION FOR STUDENT GROWTH OR PERFORMANCE.
SETTING TARGETS IS THE MOST DIFFICULT PIEC OF THE SLO PROCESS---
BUT THIS WILL BE LESS CHALLENGING AS WE GAIN EXPERIENCE WITH SETTING TARGETS.
BECAUSE S-L-O-S ARE BOTH AN ACCOUNTABILITY AND INSTRUCTIONAL TOOL—
TARGETS MUST BE REFLECT THE TWO “A”s.
ATTAINABLE – REFLECTING FAIRNESS TO THE EDUCATOR, AND --
AMBITIOUS – REFLECTING IMPROVED STUDENT PERFORMANCE –
TO ACHIEVE THIS DELICATE, BUT IMPORTANT BALANCE--
TARGETS ARE ANCHORED IN BASELINE DATA AND MULTIPLE MEASURES WHEN POSSIBLE.
THERE IS FLEXIBILITY IN THE APPROACH USED TO SET TARGETS, INCLUDING--
PROFIENCY TARGETS, GROWTH TARGETS AND TIERED TARGETS 

QUESTIONS TO CONSIDERT TO DETERMINE TARGETS---
PAST PERFORMANCE OF CURRENT STUDENTS?
PAST PERFORMANCE OF PREVIOUS STUDENTS?
DISTRICT OR SCHOOL PERFORMANCE TARGETS?
TARGETS AMONG TEACHERS OF THE SAME GRADE OR SUBJECT?
GAP BETWEEN CURRENT PEFORMANCE AND EXPECTED PERFORMANCE?
RATIONALE FOR THE RIGOR OF THE GROWTH TARGET?

S-L-O ACTION PLAN
THE FOURTH CRITICAL ELEMENT IS THE ACTION PLAN.
THIS IS THE GAME PLAN FOR ENSURING STUDENTS WILL MEET THE TARGET.
THE PLAN INCLUDES FOCUSED STRATEGIES AND PROFESSIONAL DEVELOPMENT WHICH SUPPORTS THESE STRATEGIES
THE PLAN IS THE DIRECT CONNECTION BETWEEN THE S-L-O AND THE PROFESSIONAL PRACTICE PORTION OF THE EVALUATION.

THANK YOU.