Each year, 25% of the full-time faculty will attend workshops that prepare them to create lessons which focus on a specific program SLO, develop a rating scale to grade the assignments students produce as a result of these lessons, and actually post model student essays which illustrate A, B, C, D, and F grades in relation to the SLO. The faculty will also post a self-evaluation stating what they learned during the process and what they might change next time. In this way, we will be calibrating class-room grades with SLO achievement and showing how faculty evaluate student achievement and possible modify instruction as a result of this process in order to help more students achieve their SLOs. This should produce a reliable cycle of-- design, develop, pilot-test, evaluate, modify--if necessary--test again--as we move forward with our SLO process. Faculty will follow the template below:
SLO Template
Teacher Name
Class Name & Number – for example: English 101, Psychology 1, etc.
College SLO and/or Program SLO
Assessment Instrument/Assignment/Exam Question—designed to determine how well students achieve the SLO
Rating Scale – descriptions of scores highest through lowest
6 Sample papers, projects, or written exams to illustrate grades of A through F—one of each.
Faculty member’s reflection on the process—What did I learn? What do I want to change? (How might I modify this class so more students succeed?)
Each year, 25% of the full-time faculty will attend workshops that prepare them to create lessons which focus on a specific program SLO, develop a rating scale to grade the assignments students produce as a result of these lessons, and actually post model student essays which illustrate A, B, C, D, and F grades in relation to the SLO. The faculty will also post a self-evaluation stating what they learned during the process and what they might change next time. 
In this way, we will be calibrating class-room grades with SLO achievement and showing how faculty evaluate student achievement and possible modify instruction as a result of this process in order to help more students achieve their SLOs. This should produce a reliable cycle of-- design, develop, pilot-test, evaluate, modify--if necessary--test again--as we move forward with our SLO process. Faculty will follow the template below: