VANGUARD+Spring+2014

PRACTICES: SLOs – CHALLENGES AND TRENDS
SLOs FOR INSTRUCTIONAL
IMPROVEMENT
As we move into the third year of
SLO implementation, an opportunity
arises to consider the benefits and
challenges of SLOs in school districts.
Some thoughts to consider include:
SLOs BEYOND THE MANDATES
Beyond their regulatory purpose,
school districts may determine
that SLOs have been helpful in
clarifying instructional objectives
and supporting conversations on
best practices. Determining where to
anchor SLOs is an important decision.
If SLOs are aligned and focused on
meeting district level goals, then SLOs
may be appropriately developed in
a tiered approach, by grade level.
If SLOs are intended to be tied to
building level objectives, emphasis
may be on cohorts of students or
differentiated grade level targets.
ANCHORED IN DATA
While the alignment of SLOs
and their instructional goals are
vitally important, the foundation
for high-quality SLOs has always
been the data used for target setting.
Whether it is historical data from state
assessments or locally developed tests
that are being utilized, the data from
these devices must be applied strategically
and with precision in order
for targets to have educational value.
To gain beneficial results from these
SLOs, data from high-quality assessments
that contain test items aligned
to instructional priorities are essential.
These items
themselves must
have a reasonable
variance of depth
of knowledge to
be valid and informative
for target
setting. Striking
the balance
between useful
items for baseline
measurement
and a projection
of end-of-year
accomplishments
remains
difficult. There
is an inherent
tension between instructional improvement
goals and targets resulting
in a measure that becomes part of a
composite score for APPR. Metrics to
guide districts in item construction are
needed and unfortunately not widely
available.
PROCESS USED FOR DEVELOPING SLOs
Districts across the state have
used a wide variety of methods
for developing SLOs over the past
two years. The process used by
districts played an influential role
in the level of understanding of
teachers in regard to SLOs. During
the initial implementation, it was not
unusual to see SLOs developed as an
administrative-driven endeavor. This
solution was effective and expedient
for meeting regulatory mandates
leading to APPR plan approval.
In order for SLOs to become
a useful instructional tool, the
development of SLOs may need to
shift from an administrator function
to a teacher-centered approach
with administrative guidance.
Maintaining fairness will require
an equitable system of checks
and balances.
THE WAY FORWARD
As implementation
of APPR
proceeds, school
districts must
give consideration
to whether
their current
tools for managing SLOs are effective
and efficient. At present, schools seem
to be using multiple programs that
are not connected. As evidence and
assessment increased in numbers and
complexity, districts would be well
served to review their current system.
At the least, districts will want
solutions that are able to integrate
needed data from assessments, target
results, SLO components, and composite
scores over multiple years. A
comprehensive management product
is necessary to support this complex
APPR initiative and to provide much
needed efficiency.
RESOURCES
Connors-Tadros, L., & Horowitz, M.
(2014). How Are Early Childhood
Teachers Faring in State Teacher
Evaluation Systems? CEELO Policy
Report.
Slotnik, William, & Smith, Maribeth.
(2004, January). Catalyst for Change –
Pay for Performance in Denver, Final
Report. CTAC Community Training
and Assistance Center.
Weisberg, D., Sexton, S., Mulhern, J. &
Keeling, D. (2009). The Widget
Effect. Brooklyn, NY: The New
Teacher Project.
CYNTHIA GALLAGHER is an APPR
coordinator for Educational Vistas,
Inc.
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