SLO Field Samples from Year 2 Implementation (2013-14)

teachers working together

During the 2013-14 school year, the second year of full APPR implementation, teachers and leaders of districts and BOCES worked to set ambitious and rigorous academic targets for students using the Student Learning Objective (SLO) process. The development and use of SLOs to inform instructional decisions and improve instructional practice is an evolving process, and the Department is proud to share the progression of work demonstrated by educators from across the State.  It is our hope that this expanded set of annotated SLOs will help to facilitate the necessary district-level decisions that will allow for high quality implementation by principals and teachers. These SLOs were annotated using the multi-state SLO rubric.

The annotated SLO Field Samples from Year 2 Implementation (2013-2014) expand upon the grade levels and content areas represented in past examples such as the SLO Field Samples from Pilot (2011-2012) and the SLO Field Samples from Year 1 Implementation (2012-2013).

Understanding that high quality implementation is achieved through modeling and feedback, these samples have been annotated, indicating notes of alignment to best practice found in each SLO.  For example, many of the sample SLOs demonstrate the use of multiple sources of baseline data, either in replacement of, or in conjunction with, pre-assessments. In addition, many of the annotated samples illustrate the interdependent nature of learning content, assessment, and instructional practice through their rationale statements.

Please note that the SLOs posted here provide a variety of approaches and are intended as examples only. For instance, the learning content identified within these SLOs may not directly reflect the knowledge and/or skills outlined for your own course as these decisions rest at the district and BOCES level. Districts and BOCES, within the context of State Regulations and frameworks, should determine how specific SLOs will be set after assessing their unique priorities and needs.