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: Student Learning Options 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. SLO/SOO Flex Module 4 SLO/SOO Lookup Table 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: Student Learning Options Slide Deck for RI Model LEAs 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: Embedded Practice Model Infographic Embedded Practice Narrative Scenario Embedded Practice Process Graphic Student Learning Goals Model Infographic Student Learning Goals Narrative Scenario Student Learning Goals Process Graphic 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: RI Model: 3e Rubric & Guidance: Demonstrating Instructional Outcomes Innovation Consortium: 3.5 Scoring Proposal 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): Fall Convening Module for LEAs Facilitator's Guide for Fall Convening Module BOY/Beginning-of-Cycle Data Discussion Template Mid-Year (Winter): Artifact Guidance for Demonstrating Instructional Outcomes Understanding Implementation of New Models for Student Learning Through the Data 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. Spring Convening Module for LEAs Facilitator's Guide for Spring Convening Module Rubric Calibration Graphic Organizer EOY/End-of-Cycle Data Discussion Template Please email questions about these resources to edeval@ride.ri.gov. SLO Resources "Implementing SLOs in Rhode Island" Video In this short video, several Rhode Island educators reflect on their experiences with the first full year of implementing SLOs in their classrooms and schools. In their own words, they describe the challenges, reflect on lessons learned, and articulate what they see as the benefits of this process. Click here for a video with subtitles. The Process for Writing a Student Learning Objective [PDF, 454KB] Setting Targets in Student Learning Objectives Student Learning Objective Quality Review Tool A new Student Learning Objective Quality Review Tool has been developed to help educators and evaluators effectively review and revise Student Learning Objectives. The one-page tool includes guiding questions for each criteria of a Student Learning Objective (e.g., Priority of Content, Rigor of Target, Quality of Evidence) to help determine whether or not that section is acceptable or in need or revision and to help evaluators calibrate prior to approving SLOs. Student Outcome Objective Quality Review Tool The Evolution of an SLO Indicators of a Strong SLO This document highlights the three main criteria, and corresponding elements and descriptors, included in strong SLOs. Educators may find this guide helpful as they write SLOs and evaluators may find it helpful as they review and approve SLOs. Teachers 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 Literacy Mathematics Teachers – Elementary Art: Grade 3 Literacy: Grade 1 Mathematics: Grade 1 Physical Education: Grade 5 Science: Grade 4 Social Studies: Grade 3 Teachers – Middle School English Language Arts: Grade 6 Mathematics: Grade 7 Music: Grades 7-8 Physical Education: Grade 8 Science: Grade 8 Social Studies: Grade 8 Spanish: Grade 7 Teachers – High School Culinary: Grades 10-11 English Language Arts: Grade 11 French: Grade 10 Health: Grade 11 History: Grade 10 Mathematics: Grade 9 Robotics: Grade 12 Science: Grade 11 Theater: Grades 9-10 Teachers – Special Educators Special Education: Grades 1-2 Special Education: Grade 6 Special Education: Grade 9 Administrators 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. Literacy: Elementary English Language Arts: Middle School Special Education - Mathematics: Grades 6-8 Support Professionals 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: Library: Grade 2 Library Media: Grade 5 Speech Language Pathologist: Grades K-1 SOO - Library Media: Grades 1-5 SOO - School Nurse Teacher: Grades K-5 SOO - School Nurse Teacher: Grades K-12 Middle School: Library: Grade 6 Reading Specialist: Grades 7-8 SOO - School Counselor: Grades 7-8 SOO - Social Worker: Grades 6-8 High School: Library Media: Grades 10-11 Health - School Nurse Teacher: Grade 9 SOO - School Counselor: Grade 9 SOO - School Psychologist: Grades 9-10 SOO - Social Worker: Grades 9-12