Student Learning

Student Learning is an important part of evaluation systems where educators set short- and long-term, measurable goals for their students.

Student learning should focus on priority content, measured through appropriate sources of evidence, and include specific targets for student mastery or growth. This measure is used by all educators participating in an approved Educator Evaluation System. RI LEAs have the option to consider new student learning options for teachers which are grounded in six guiding principles: students, standards, timeframe, evidence, strategies, and expectations.

This document provides an overview of the Student Learning Options for LEAs: SLO/SOO Original, SLO/SOO Flex, Student Learning Goals, and Embedded Practice:

Building on the SLO/SOO Flex option, the following module illustrates two options for structuring flexible SLO/SOOs. This is an optional resource for those LEAs that seek a flexible and responsive option for schools and districts that already have strong evaluation systems and processes in place for both evaluators and educators.

District Evaluation Committees (DECs) and local leadership teams can use the following informational resources to learn more about the student learning options for teachers. While both include the same information, we hope that providing this content through two modalities will help to provide viewers with an in-depth look at the systems and structures needed to employ one or more of these new options with success:

Districts who wish to use the Embedded Practice an Student Learning Goals models can review the infographic, narrative scenarios, and process graphics for a high-level view of the models in-practice. These resources can act as a primer for educators and evaluators who want to conceptualize the ways in which these models are similar, and different, from the SLO Original process:

It is critical to know that the new student learning options use a new rubric and holistic scoring process for educators on a full evaluation cycle. Therefore, if your LEA employs either Embedded Practice or Student Learning Goals models, it must also use the new rubric. Moreover, because they are inherently different systems, the RI Model and Innovation evaluation systems use different scoring approaches for the new models. Accordingly, educators must ensure they are selecting the correct scoring guidance below:

Once an LEA decides to use Embedded Practice or Student Learning Goals as options for student learning, there are additional resources that are provided here for leadership to support teams of educators through the implementation process:

Beginning of Year (Fall):

Mid-Year (Winter):

End-of-Year (Spring): 

As you plan for this spring convening, please note that the following module, and the group activities provided therein, are predicated on the use of the Artifact Guidance for Demonstrating Instructional Outcomes listed above.

Please email questions about these resources to edeval@ride.ri.gov.

These samples are not intended to be exemplars, as SLOs are always context-specific. However they do illustrate characteristics of strong SLOs in their content-focus, quality of evidence, and rigor of targets.

First, we recommend reviewing several samples within your content area, both at your grade level and others. This will help you calibrate your understanding of a strong SLO.

Second, we also suggest reviewing a few samples from different disciplines as this may prompt thinking about ways to write objective statements, collect data/information, assess student learning, and tiered targets.

These samples are not meant to be adopted in their entirety. Rather, teachers could use them as a template for their SLO, but tailor them to their specific curricula, assessments, and students.

Teachers – PreK

Teachers – Elementary

Teachers – Middle School

Teachers – High School

Teachers – Special Educators

Building Administrator SLOs

These samples are not intended to be exemplars, as SLOs are always context-specific. However they do illustrate characteristics of strong SLOs in their content-focus, quality of evidence, and rigor of targets.

First, we recommend reviewing several samples within your content area, both at your grade level and others. This will help you calibrate your understanding of a strong SLO.

Second, we also suggest reviewing a few samples from different disciplines as this may prompt thinking about ways to write objective statements, collect data/information, assess student learning, and tiered targets.

These samples are not meant to be adopted in their entirety. Rather, teachers could use them as a template for their SLO, but tailor them to their specific curricula, assessments, and students.

These samples are not intended to be exemplars, as SLOs are always context-specific. However they do illustrate characteristics of strong SLOs in their content-focus, quality of evidence, and rigor of targets.

First, we recommend reviewing several samples within your content area, both at your grade level and others. This will help you calibrate your understanding of a strong SLO.

Second, we also suggest reviewing a few samples from different disciplines as this may prompt thinking about ways to write objective statements, collect data/information, assess student learning, and tiered targets.

These samples are not meant to be adopted in their entirety. Rather, teachers could use them as a template for their SLO, but tailor them to their specific curricula, assessments, and students.

Elementary:

Middle School:

High School: