WE PRESENT…SAMPLE SLOS!

http://youtu.be/KBKnbh5wzbs

Lisa TalbertHighland School

Skokie 68

and the ISLMA SLO Committee

WE PRESENT…SAMPLE SLOS!

We Present...Samples SLO'sLisa Talbert, LMC Director, Highland Elementary School

Is your district discussing student growth as part of your evaluation? An ISLMA committee has written three sample SLOs, one for each level: elementary, middle/junior, and highschool. Learn about our writing process and how to adapt these samples to you and your school.

Room: North Pavilion 4Level: All

HOW THE COMMITTEE FORMED

1

2

Elementary Kathy Garneau, Bannockburn School, Bannockburn School Tracy Hubbard, Dr. Bessie Rhodes School of Global

Studies, Skokie Elisabeth LeBris, Joseph Sears, Kenilworth Lisa Talbert, Highland School, Skokie Barbara Ungar, Central Elementary, Wilmette

Middle/Junior Deanne Guccione, Pleasant Plains Middle School, Pleasant

Plains Sia Paganis, Spring Wood Middle School, Hanover Park Lisa Talbert, Highland School, Skokie

High Emily Pickell, Central High School, Champaign Pam Strom, New Trier, Northfield

THE COMMITTEE

Identified our experienceLearned about PERAIdentified possible learning goalsChose learning goal and discussed possible assessments

Created rubric

OUR PROCESS

Write objectives for every lesson – IIHave tweaked Danielson framework for

librarians – IIAttended training sessions – IIWritten district library assessments - IWritten an unoffi cial SLO - IWritten an offi cial SLO - I

OUR EXPERIENCE

PERA = Performance Evaluation Reform ActRead IL Admin Code Part 50, Section 50.110

http://www.isbe.net/rules/archive/pdfs/50ARK.pdf Student Growth applies to all certified staff Percentage of Evaluation

First two years: at least 25% Third year and beyond: 30%

District Joint Committee makes most decisions Evaluator and teacher also work together

LEARN ABOUT PERA

• A demonstrable change in a student’s or group of students’ knowledge or skills, as evidenced by gain and/or attainment on two or more assessments, between two or more points in time

STUDENT GROWTH DEFINITION

More than two data points are recommended

Rough estimate:September -

January

Law requires at least one Type I or Type II, plus one Type III*unless you advocate for two Type III*

ASSESSMENT TYPES

Type IStatewideScored by other entityExamples:

ASSESSMENT TYPES

Pros Already created Trusted by admin

Cons Testing broad range of skills Validity of looking at

subscores Overtesting $$

Type IIDistrict-wideCan be any type of assessment

Type IIIChosen by evaluator and teacherCan be any type of assessmentOnly need one Type III for first year

***Advocate for two Type III assessments!

ASSESSMENT TYPES, CONTINUED

Type III is best Formalize something we are already doing Flexible Adaptable High quality Authentic Performance-based Rigorous

ASSESSMENT GOALS

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

SLOS

SLO=Student Learning ObjectiveOrganizational and planning toolNOT an assessmentOnce you develop your two Type III, you

shouldn’t have to develop more5 Elements:

Learning Goal Assessments and Scoring Growth Targets Actual Outcomes Teacher Rating

Timeframe: September through January suggested

SLOS

Choose a groupGrade level or classCan exclude kids

Don’t attend your class Frequently absent

SLOS IN THE LIBRARY

“One big idea that integrates multiple content standards” – Diana Zaleski

Use standards ISAIL AASL Standards for the 21st Century Learner CCSS

IDENTIFYING LEARNING GOAL

IDENTIFYING LEARNING GOAL

Sample SLOsGradesTopic

Internet Safety Literature Appreciation Research

IDENTIFYING LEARNING GOALS

3rd – Notetaking7th – Website Evaluation9th – Advanced Searching

Started identifying at same time as learning goal

Struggled Pre-test / Post-test Carousel brainstorming Samples

Asked Diana for assistance Rubric suggested

IDENTIFYING ASSESSMENTS

Used with pre- and post-assessmentGoal is to show growth, not for all students to

be experiencedGrowth levels

How many Names

RUBRIC

Experimenting Notes are copied directly from the text.  No bullet points are used and no important words are identified.

Emerging Some notes are copied directly from the text but contain a bullet point for each fact.  Important words are not identified.

Developing Half of the notes contain a bullet point and only important words.

Capable More than half but not all notes are written in bullet points using only important words.

Experienced Almost all notes are written in bullet points using only important words.

NOTES RUBRIC – FIRST DRAFT

Focused on using bullet points and finding important words 

3rd Grade

Category Transcription of notes Structure of notes Ideas identified

Experimenting Notes are copied directly from the text.  

No bullet points No important words are identified

Emerging Notes are copied directly from the text.  

A bullet point is used for each fact

Important words are not identified.

Developing Half of the notes are copied directly from the text.

A bullet point is used for each fact

Half of the notes contain only important words.

Capable Some notes are copied directly from the text.

A bullet point is used for each fact.

More than half of the notes contain only important words.

Experienced None of the notes are copied directly from the text.

A bullet point is used for each fact.

Almost all of the notes contain only important words.

NOTES RUBRIC - SECOND DRAFT3rd Grade

Experimenting Emerging Developing Capable Experienced

Keywords More than 90% of the notes are copied directly from the text in complete sentences.

At least 30% of the notes are keywords and phrases.

At least 50% of the notes are copied from the text.  The other half use keywords and phrases.

At least 70% of the notes are primarily recorded as keywords and phrases.

At least 90% of the notes are recorded as keywords and phrases.

Relevance Less than 10% of the notes are related to the goal questions or are from prior knowledge.

At least 30% of the  notes relate to the goal questions.

At least 50% of the notes relate to the goal questions while the rest include information obtained in prior knowledge or do not answer the goal questions.

At least 70% of the notes relate to the goal questions.

At least 90% of the  notes relate to the goal questions.

Organization Facts are not separated.  More than 90% of the notes have multiple facts are listed together.

Some individual facts are listed separately, but more than 70% of the notes have more than one fact.

About 50% of the notes have more than one fact listed and the others have each fact listed separately.

At least 70% of the facts are listed separately.

More than 90% of the facts are listed separately.

NOTES RUBRIC – FINAL DRAFT3rd Grade

Experimenting Emerging Developing Capable Experienced

Appropriateness

The purpose of the website was not identified.

The purpose of the website was considered but not identified.

The purpose of the website was identified but it was incorrect.

The purpose of the website was identified correctly.

The purpose of the website was identified correctly and explained in detail.

Authority Author or sponsoring company is not identified or found.

Author or sponsoring company is identified but the author’s qualifications on the subject area are not considered.

Author or sponsoring company is identified but very little effort  is made to determine the author’s qualifications.

Author or sponsoring company is identified and some effort is made to determine the author’s qualifications.

Author or sponsoring company is identified and their qualifications are found.

Bias Potential biases are not identified or considered.

Biases are considered but not identified.

Biases are identified but incorrectly.

Biases are correctly identified.

Biases are correctly identified and explained in detail.

Currency The date was not found or considered important.

The date was not found but some effort was made to find it.

The date was found but the student did not think about how it impacts the websites credibility.

The date was found and the student evaluated it.-OR- The date was not found after much effort and the lack of date was considered by the student.

Relevancy The text was not looked at to see if it would answer the question.

The headings were skimmed to determine if the text would answer the question.

The headings and text were skimmed to determine if the text would answer the questions.

The text was read to determine if the text would answer the question.

The text was read and the student used ideas and keywords from the text to help them advance their research.

WEB EVAL RUBRIC – FINAL DRAFT7th Grade

ADVANCED SEARCHING RUBRICHigh School

Experimenting Emerging Developing Capable Experienced

Persistence Student doesn’t scroll down the page and clicks on no more than one result.

Student scrolls down the entire first page of results and opens more than one result.

Student scrolls past the first page and opens more than three results.

Student scrolls past the first two pages of results.

Student persists until multiple relevant and useful resources are found.

Adaptability 

Student tries one search term and gives up.

Student makes one adjustment to search term.

Student makes adjustments to search term but using only one strategy.

Student uses two strategies to change search term.

Student uses more than two search strategies and uses successful results to help find new resources.

Note:  Search strategies include synonyms, narrowing and broadening, quotation marks, truncation, adding or deleting words, using subject headings, and/or Boolean logic.

Independence Student is not reflective about how their search terms influence their results.

Student needs prompting from a peer or adult to think of other searching strategies.

Student recognizes their actions change the results but needs assistance from a peer or adult to think of other searching strategies.

Student independently changes their search and retrieves one relevant result.

Student is completely independent and retrieves multiple relevant resources.

Very Negative Negative Neutral Positive Very Positive Influential  Reading Attitude

Dislikes reading to the extent of avoiding assigned reading.

Dislikes reading. Does not read for pleasure.

Reads materials in various short formats such as blogs, websites, graphic novels, magazines, newspapers, etc.

Enjoys reading in various formats and lengths.

Reading is an integral part of daily life and is prioritized over alternative activities.

Avid reader who influences peers in their reading attitudes and/or contributes global reading community.

LITERATURE APPRECIATION RUBRICHigh School

Rhody reading attitude survey

3rd grade – skills7th grade – critical thinking9th grade – attitude

HOW RUBRICS CHANGE

Authentic and Performance-Based Use work samples

Formalizes something students are already doing

Flexible Avoided specific amounts Could be used for multiple grade levels

Adaptable Will work with technology or paper/pen

High qualityRigorous

RUBRICS

DRAFT HIGH SCHOOL SLO

Add or remove subtopicsPercentagesType of assessment

Student work Portfolio Self-assessment Checklist

ADAPTING THE SAMPLES FOR YOU

Adjusting rubrics based on feedbackFinal draft of Sample SLO for each grade levelSending to Diana for reviewSharing final versions with ISLMA and ISBE for

websites

WHAT ARE WE DOING NEXT?

Read IL Admin Code 50Learn about your District Joint CommitteeWork with the librarians in your district

Advocate for Type III assessments Brainstorm learning goals

Adapt these sample draft SLOs for youWatch for post on ISLMA about final versions being

posted

WHAT SHOULD YOU DO NEXT?

Rubrics?

Assessment Options?

Email to ltalbert@skokie68.org

Thank you for attending!

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