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April Kelly                             Why are they called Student Learning Objectives when in fact they they serve as indicators of teachers' impact on student academic growth? I always thought SLOs were another set of objectives for students.  If teachers are properly trained and following the curriculum, are SLOs really any different than the rigorous standards teachers already follow?

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April Kelly                             Why are they called Student Learning Objectives when in fact they they serve as indicators of teachers' impact on student academic growth? I always thought SLOs were another set of objectives for students.  If teachers are properly trained and following the curriculum, are SLOs really any different than the rigorous standards teachers already follow?

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I found the information of SLOs to be interesting especially since I hadn't heard about it prior to this. It seems to be lengthy and I wonder how to fit it into the daily schedule. If teachers were to write up SLOs, I wonder if they would be for personal use or if they would need to share it with the principal (or someone higher up than them).

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I have not seen SLOs (Student Learning Objective) used in the classroom. The more I read about it, the more I realized how much time each SLO took and realized that was the reasoning for it not being used regularly. My question is, Is there a way to shorten the SLO process so it is more usable in the classroom? I think if there was an abbreviated form, it might be used more.

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I never heard of SLO before, from the power point I learned it's more like a measureable assessment to check what students (specific group) learned and how they grew from period of time. We can use SLO to reflect on students' readiness and whether they should continue to learn the new concept or reteach this concept (use action research).
My question is can SLO be used in the whole class environment? what kind of specific group it can be? what about students with special needs? and how could we use SLO on them?

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I have never heard of SLOs prior to this. After exploring the resources, it seems to be a very useful and beneficial tool for the teacher, students, and school. It can help you see areas in need of improvement as well as strengths in the lesson/learning. My questions is when are SLOs implemented? Are they tied into the class learning content along with the other students in the class but focusing on those selected for the assessment? Or are the completed outside and in addition to the classroom learning with just those students?

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I have observed in writing team planning meetings the discussion of SLO's for writing in all grades in my PDS and what they can focus on to improve student learning. there were a lot of points that the teachers focused on that lined up with the criteria that was shown in the various slides and videos about SLO's and it was interesting to see what a discussion about SLO's looked like in person.
Question: What are the other methods of measuring SLO's that what was seen in the slides and discussed in class?

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I have not heard about or seen SLO in my PDS. I think it's great, but I also feel like teachers know what the end goal of lessons are. They know what they want students to be able to do at the end of a unit. So is doing this just being more organized? Also, the objectives are all long term objectives? The examples showed objectives that were meant for the whole unit, or quarter, but do you need to (or should you) complete an SLO for objectives for a shorter time frame (a week or 2).
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I have not seen a teacher make an SLO, but I believe the level of experience and knowledge of the students allows my mentor to automatically adjust to each student's needs. I have witnessed my mentor splitting the students into different leveled groups, but then also providing different amounts of support for students. I do not think I have enough practice with this skill quite yet. I believe it comes with more time in the classroom as well as levels of experience.

Question:
Are teachers required to write up SLO's and submit them to the  county, or is it for more personal use for the teacher's strategies?

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I have been to many meetings were the teachers speak about of SLOs and I noticed that they are the lower level students.  My question is does the team decide together if their SLOs will be the low level students or are SLOs usually always low level? Is it more of the personal decision for the teachers in what SLOs they want to choose or is it more of a team decision?

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I have been present for a few of the SLO meetings at my internship. I'm not sure if this is just at my school or  for all schools, but my school choses the lowest learners as their SLOs. My question are: do SLO's have to be the lowest learners in a class? Do they need to be from a variety of demographics? How do they determine which students will be their SLOs? How many SLOs does each grade need to have?

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SLO is a practice that I have not witnessed being done yet. I have noticed the teachers differentiate content and divide students in leveled groups according to their strengths and needs.
SLO seems to have several different parts to it and it seems to be very time consuming.  Is SLO required by MCPS school system? How often? If so, how do we make SLO become a more natural practice in the routine a teacher?

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As a future teacher I was shocked that I had never heard of the SLO. After reviewing the resources on blackboard, it is only natural that this process is extremely beneficial to the teacher, the student, and the school as whole. As students with a range of learning styles, "readiness" is not always a universal concept. With the help of this process, teachers are able to adjust their teaching according to where the student lies within that specific content standard. I have seen this done (although not specifically heard the term "SLO") in my classroom with heavy emphasis in the math curriculum. Almost every time a new unit it introduced, all the students pre-assessed to understand their needs and accommodations within the given standard. This differentiation in process enable the teacher to keep tabs of all students in a more organized way.
My question is: Do you think that SLOs are only beneficial for the lower level learners? Can the SLO be used to incorporate extensions for the higher learners?

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I have not seen teachers making SLO, but I have seen them differentiate and implement individual plans to modify behavior. What makes a teacher create a SLO when she can differentiate or have other resources in the classroom for students who need extra support or interventions (ESOL teachers, reading specialist, counselors, etc.)? What is the difference between a SLO and a DOI?

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I see many teachers implementing many things, including formative assessment strategies, at various time but not all on the same team do it the same. Besides using best judgment, is their any regulation as to what resources or techniques we use with our classroom?

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Can the teacher use more  engaging hands on activities for the SLO or is it strictly worksheet (assessments) basis with approved rubrics? All of the resources show that the strategies and activities for the SOL are very specific towards paper and pencil and seeing that SOL's are more specific for ESOL students or a certain particular group - I just don't understand how this method would be engaging enough to test for the specific SOL.