Pennsylvania’sStudent Learning Objective Process

Overview for Warrior Run – March, 2014

Training Timeline for SLO Implementation

• Today: – Overview and Introduction of Goals and Standards

(Sections 1 and 2)• June 6 (AM):

– Review Goals and Standards– Introduction of Performance Measures and Indicators

(Sections 3 and 4)– Write an SLO through Section 4

• August 18 or 19: – Review Sections 1-4– Introduction of Elective Rating– Instruction regarding use of prior data to

drive SLO decisions.• September or October

– Finalize SLO based on knowledge of current students.

Session Objectives

I. Review Teacher Effectiveness System

II. Overview of what an SLO isIII.Sections I and II of the

template

I. Teacher Effectiveness System

Building Level Data, 15%

Teacher Specific Data, 15%

Elective Data, 20%

Observation/ Practice, 50%

Teacher Observation & PracticeEffective 2013-2014 SYDanielson Framework DomainsPlanning and PreparationClassroom EnvironmentInstructionProfessional Responsibilities

Building Level Data/School Performance ProfileEffective 2013-2014 SYIndicators of Academic AchievementIndicators of Closing the Achievement Gap, All StudentsIndicators of Closing the Achievement Gap, Sub-groupsAcademic Growth PVAASOther Academic IndicatorsCredit for Advanced Achievement

Teacher Specific DataPVAAS / Growth 3 Year Rolling Av-erage2013-2014 SY2014-2015 SY2015-2016 SYOther data as provided in Act 82

Elective Data/SLOsOptional 2013-2014 SYEffective 2014-2015 SYDistrict Designed Measures and Examina-tionsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local Require-mentsStudent Portfolios Pursuant to Local Re-quirements

Teacher Effectiveness System in Act 82 of 2012

Building Level Data, 15%

Observation/ Practice, 50%

Teacher Observation & Practice Effective 2013-2014Danielson Framework Do-mainsPlanning and PreparationClassroom EnvironmentInstructionProfessional Responsibilities

Building Level Data/School Performance Pro-fileEffective 2013-2014 SYIndicators of Academic AchievementIndicators of Closing the Achievement Gap, All StudentsIndicators of Closing the Achievement Gap, Sub-groupsAcademic Growth PVAASOther Academic IndicatorsCredit for Advanced Achievement Elective Data/SLOs

Optional 2013-2014 SYEffective 2014-2015 SYDistrict Designed Measures and Examina-tionsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local Re-quirementsStudent Portfolios Pursuant to Local Re-quirements

Elective Data, 35%

Teacher Effectiveness System in Act 82 of 2012

No “double dipping” on the pie chart. SLOs cannot take the place of SMART Goals completed on the Observation and Practice side. These two activities can align, but not take the place of the other.

What is an SLO?

A process to document a

measure of educator effectiveness

based on student achievement of

content standards.

The SLO Process: Creating a Relationship

Measurement of Student

Achievement

Measurement of Educator

Effectiveness

Standards Based Education

THE PA SLO TEMPLATE & PROCESS

What it is supposed to be: What it is not supposed to be:

• More paperwork for teachers that has no meaning or purpose

• More testing for students

• A weak substitute for PVAAS or other standardized testing data

• Something that takes the place of our District SMART GOALs.

• A format to inform strong instructional practice and strong student achievement

• A way to measure teacher effectiveness based on student achievement

• An opportunity for teachers to define, describe and present data on student achievement in the content area that they teach

The SLO in PA is written to a specific teacher and a

specific class/course/content area for which that teacher

provides instruction.

The SLO: It’s Yours!

1 Set of Students + 1 Subject = 1 SLOEach teacher will choose ONE set of students and ONE subject area that they teach to write ONE Student Learning Outcome.

• Think of it as providing a water sample of your teaching or a show and tell about what you do as an educator.

Many factors can influence the size of an SLO,

but the process remains the same………..

Time Frame

Course Content

Important Learning Needs

What is the difference between a SMART Goal and an SLO?

SMART• Full year goals• Aligned with district

goals• Opportunity to

improve practice. – It is good to stretch yourself

in a SMART goal. – It is possible to not meet

your goal and get credit for trying.

SLO• Variable time: at least

6 weeks to a year• Teacher Specific• Meeting the goals

impacts your evaluation.

III. SLO Template 10.0

SLO Template: Section 1

1. Classroom Context

1a. Name 1b. School 1c. District

1d. Class/ Course Title

1e. Grade Level

1f. Total # of Students

1g. TypicalClass Size

1h. Class Frequency

1i. Typical Class Duration

* Use the HELP DESK for definitions and examples.

SLO Template: Section 2

2. SLO Goal

2a. Goal Statement

2b. PA Standards

2c. Rationale

* Use the HELP DESK for definitions and examples.

C R I T E R I A for GOALS (2a)• Goals are based upon the “big ideas”

within the content standards.• They should be transferrable to other

grade levels or content areas.• They should work toward skills

needed upon graduating – long-term skills.

• A goal may feel too big to measure everything inside it, but it will get more specific with the standards.

Bad Goals (too specific):1) Students will be able to identify a

metaphor in a poem.2) Students will be able to reduce a fraction

to lowest terms.

Better Goals that can still assess the skills above:3) Students will determine how the author

uses the meaning of words or phrases, including figurative meanings to communicate a message.

4) Solve real-world and mathematical problems involving division of fractions.

Sample Elementary Goals:• Students will recognize upper and lower

case letters and corresponding letter sounds. (K LA)

• Students will demonstrate that mathematical relationships among numbers can be represented, compared, and communicated. (1 Math)

• Students will apply basic movement skills and concepts by focusing on manipulative skills. (2 PE)

• Students will demonstrate that writing is a recursive process that conveys ideas, thoughts, and feelings. (3 Writing)

• Students will understand that matter has observable and measurable physical properties. (4 Science)

Sample Middle School Goals:• Students will comprehend through intentional

interaction between reader and text. (5 Reading)

• Students will demonstrate that purpose, topic, and audience guide types of writing. (6 Writing)

• Students will understand and demonstrate that an object’s motion is the result of all forces acting on it. (7 Science)

• Students will interpret history through an analysis of cause and result. (8 History)

• Students will use formal and informal processes to assess the quality of works in the arts. (8 Art)

• Students will apply the concepts of safe practices and injury prevention can help individuals make good decisions in the home, school, and community. (Health)

Sample High School Goals:• Students will develop substantive content that is

fully explained and well-supported with details, facts, research, examples and is appropriate for the topic. (Writing)

• Students will be able to distinguish between independent and dependent events in order to calculate compound probabilities within real world situations. (Algebra II)

• Students will be able to explain how nutrition, eating habits, and preparation choices impact overall health and wellness throughout the lifecycle at individual and societal levels.(FCS)

• Students will apply economic concepts such as scarcity; income, profit, and wealth; assess the functions of government; evaluate markets and economic systems; and, examine economic interdependencies. (Economics)

• Students will analyze a primary source for accuracy and bias and connect it to a time and place in United States history. (History)

C R I T E R I A for STANDARDS (2b)• Choose PA Core Standards where applicable.• Choose a few standards that align to the goal

but really speak to the unit that you wish to teach and measure student learning.

• It can be ONE standard, if the standard is very broad, almost like a goal itself.

• You can have many standards IF you are truly plan to assess each one with rigor and sufficient data.

• If your PA Standards are weak, choose one foundational standard from the PA and supplement with National Standards.

What standards match the goal statement?

• Targeted content standards used in developing the SLO

Sample Elementary Goal with Standards:• GOAL: Students will demonstrate that

mathematical relationships among numbers can be represented, compared, and communicated. (1

Math)• CC.2.1.1.B.1: Extend the counting

sequence to read and write numerals to represent objects.

• CC.2.1.1.B.3: Use place value concepts and properties of operations to add and subtract within 100.

Sample Middle School Goals with Standards:• GOAL: Students will understand and

demonstrate that an object’s motion is the result of all forces acting on it. (7 Science)

• S7.C.3.1.1: Describe how unbalanced forces acting on an object change its velocity.

• S7.C.3.1.2: Describe forces acting on an object (e.g., friction, gravity, balanced verses unbalanced).

• S7.C.3.1.3: Explain the mechanical advantages of simple machines.

Sample High School Goal with Standards:• GOAL: Students will develop

substantive content that is fully explained and well-supported with details, facts, research, examples and is appropriate for the topic. (Writing)

• CC.1.4.11-12.U: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information.

Explains why the SLO is important and how students will demonstrate learning of the standards through this objective. This is the WHY or

SO WHAT.Grade 8 Art:Developing the ability to manipulate visual art materials and tools are important to the artistic creation process, as is the ability to evaluate the process and product created by oneself and others.

Child Development (FCS)Understanding how children grow and develop will prepare individuals and families to meet challenges associated with raising children.

2c. Rationale

statement: Why is this

Learning Important?

Sample Elementary Goal with Standards and Rationale:• GOAL: Students will demonstrate that

mathematical relationships among numbers can be represented, compared, and communicated. (1 Math)

• CC.2.1.1.B.1: Extend the counting sequence to read and write numerals to represent objects.

• CC.2.1.1.B.3: Use place value concepts and properties of operations to add and subtract within 100.

• Rationale: Understanding number recognition and mathematical relationships is essential to all of the foundations of mathematical practice.

Sample Middle School Goals with Standards and Rationale:• GOAL: Students will understand and

demonstrate that an object’s motion is the result of all forces acting on it. (7 Science)

• S7.C.3.1.1: Describe how unbalanced forces acting on an object change its velocity.

• S7.C.3.1.2: Describe forces acting on an object (e.g., friction, gravity, balanced verses unbalanced).

• S7.C.3.1.3: Explain the mechanical advantages of simple machines.

• Rationale: Understanding force and motion provides students with a foundational understanding of how many things work in the world around them.

Sample High School Goal with Standards:• GOAL: Students will develop substantive

content that is fully explained and well-supported with details, facts, research, examples and is appropriate for the topic. (Writing)

• CC.1.4.11-12.U: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information.

• Rationale: Students must be able to research, synthesize, and communicate information using technology to succeed in 21st Century college or career experiences.