place within the time period? Identifies Includes all Matches Specifies how the SLO Identifies assessments that Ensures all students Demonstrates teacher sources of students in the the length will address applicable have been reviewed by in the course have a knowledge of students information class covered of the standards from the and content-level district growth target and content about students by the SLO course (e.g., highest ranking of the experts to effectively measure Uses baseline or Explains why target is (e.g., test scores quarter, following: (1) Common course content and reliably Describes the pretest data to appropriate for the from prior years, semester, Core Standards, (2) measure student learning as student determine population results of year) Ohio Academic Content intended population and appropriate growth preassessments) Standards, or (3) national Addresses observed Selects measures with considers any standards put forth by Sets student needs upon trend contextual sufficient so that all “stretch” education organizations developmentally data, if available factors that students may demonstrate Uses data to identify appropriate targets Represents the big ideas may impact learning, or identifies student needs and Summarizes the student growth or domains of the supplemental assessments to Creates tiered determine appropriate teacher’s content taught during the cover all ability levels in the targets when growth targets Does not analysis of the interval of instruction course appropriate so that baseline data by exclude Explains how targets all students may Identifies core knowledge Provides a plan for combining identifying subgroups of align with broader demonstrate growth student students that and skills students are assessments if multiple school and district goals strengths and may have expected to attain as summative assessments are Sets ambitious yet Sets rigorous weaknesses difficulty required by the used attainable targets expectations for meeting applicable standards (if Follows the guidelines for students and teacher(s) growth targets the SLO is targeted) appropriate assessments Appendix C. Guidance on Selecting Assessments for SLOs
place within the time period? Identifies sources of information about students (e.g., test scores from prior years, results of preassessments) upon trend data, if available Summarizes the teacher’s analysis of the baseline data by identifying student strengths and weaknesses Includes all students in the class covered by the SLO Describes the student population and considers any contextual factors that may impact student growth Does not exclude subgroups of students that may have difficulty meeting growth targets Matches the length of the course (e.g., quarter, semester, year) Specifies how the SLO will address applicable standards from the highest ranking of the following: (1) Common Core Standards, (2) Ohio Academic Content Standards, or (3) national standards put forth by education organizations Represents the big ideas or domains of the content taught during the interval of instruction Identifies core knowledge and skills students are expected to attain as required by the applicable standards (if the SLO is targeted) Identifies assessments that have been reviewed by and content-level district experts to effectively measure course content and reliably measure student learning as intended Selects measures with sufficient “stretch” so that all students may demonstrate learning, or identifies supplemental assessments to cover all ability levels in the course Provides a plan for combining assessments if multiple summative assessments are used Follows the guidelines for appropriate assessments Ensures all students in the course have a growth target Uses baseline or pretest data to determine appropriate growth Sets developmentally appropriate targets Creates tiered targets when appropriate so that all students may demonstrate growth Sets ambitious yet attainable targets Demonstrates teacher knowledge of students and content Explains why target is appropriate for the population Addresses observed student needs Uses data to identify student needs and determine appropriate growth targets Explains how targets align with broader school and district goals Sets rigorous expectations for students and teacher(s) Appendix C. Guidance on Selecting Assessments for SLOs
slo_guidebook.docx