Pennsylvania’s Student Learning Objectives (SLOs) Process

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Pennsylvania’s Student Learning Objectives (SLOs)

Process

Today’s ObjectivesTo know what Student Learning Objectives (SLOs) are

To know how SLOs fit into the larger picture of Educator Effectiveness

To explore the SLO Template

To know the three components in developing SLOs (Design, Build, and Review)

To know where you can find the tools to develop your SLOs

To give you time to begin brainstorming/drafting your SLO

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SLO Pilot Team

Missy Bream Charley Dittrich Laura Davenport Rusty McCollum Justin Tate Danny Leiphart Greg Zirkle

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Options

SLO Overview/Training

Remain in Auditorium

Move to work groups with pilot team members

Collaborate with group/work independently 4

What is the role of Student Learning

Objectives in Pennsylvania’s Teacher

Evaluation System?

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35%

What is aStudent Learning

Objective?

PDE’s Definition: A process to document a measure of educator effectiveness based on student achievement of content standards.

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Student Learning Objective

What is a SLO?

SLO ConceptsStudent achievement can be measured in ways that reflect authentic learning of content standards.

Educator effectiveness can be measured through the use of student achievement.

Many factors can influence the size of an SLO,

but the process remains the same.

Time Frame

Course Content

Important Learning Needs

THE PA SLO TEMPLATE & PROCESSWHAT IT IS 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

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

• 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

Don’t be frightened!

I will not be afraid.I will not be frustrated.I will not be angry.I will not be crabby.

We’ve got this!!

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SLO Process Components

DESIGN• Thinking about what content standards

to measure• Organizing standards and measures• Discussing with colleagues collective

goals• Researching what is needed for a high

quality SLO

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SLO Process Components BUILD

• Selecting the performance measure(s) • Developing targets and expectations• Completing the template• Sharing the draft materials with other

colleagues

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SLO Process Components REVIEW

• Checking the drafted SLO (including the performance measures for quality)

• Refining measures and targets• Editing text and preparing discussion

points/highlights for principal• Finalizing materials• Updating completed SLOs with performance

data

Student Learning Objective(SLO)

Template

1. Goals are based upon the “big ideas” within the content standards.

2. Performance indicators are specific, measureable, attainable, and realistic.

3. Performance measures should be valid, reliable, and rigorous assessments.

4. Data should be collected, organized, and reported in a consistent manner.

5. Teacher expectations of student achievement should be demanding.

SLO Template Criteria

Key Process Points

The SLO process facilitates a

conversation about expectations between

educators (principals and teachers, teachers and

teachers)

SLO Template Steps: Teacher

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

2. SLO Goal

2a. Goal Statement

2b. PA Standards

2c. Rationale

Spanish 1Students will be able demonstrate effective communication in the target language by speaking and listening, writing, and reading. 8th Grade ArtStudents will demonstrate the ability to manipulate visual art materials and tools to create works based on the ideas of other artists and to evaluate the processes and products of themselves and other artists.

Grade 5 LibraryStudents will demonstrate the ability to use online D.P.S. databases and search engines, Britannica Elementary, Culture Grams, and Nettrekker toward support real world experiences and determining which is the best source for specific information.

2a. The SLO Goal

Statement:

What’s the Important Learning?





1e. Grade Level



1h. Class Frequency


2. SLO Goal

2a. Goal Statement

2b. PA Standards

2c. Rationale

Targeted content standards used in developing the SLO.

Arts and Humanities:

9.1, 9.2, 9.3, 9.4

http://pdesas.org/

2b. Standards selection:

What Standards Match the

Goal Statement?

http://pdesas.org/

http://pdesas.org/





1e. Grade Level



1h. Class Frequency


2. SLO Goal

2a. Goal Statement

2b. PA Standards

2c. Rationale

Explains why the SLO is important and how students will demonstrate learning of the standards through

this objective..

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?


3. Performance Indicators (PI)

3a. PI Targets: All Student Group

PI Target #1

PI Target #2

3b. PI Targets: Subset Student Group(optional)

PI Target #1

PI Target #2

3c. PI Linked(optional)

3d. PI Weighting(optional)

Describes individual studentperformance expectation

3a. What performance measure(s) –tests,

assessments– will be used to measure student achievement of the standards, and what’s the expected student achievement level based on the scoring system for those measures?

3b.What’s the expected achievement level

for unique populations? (IEP, students who did not do well on a pre-test, etc.)

3: Performance

Indicator: What does

Student Performance

Look Like?

Performance Indicator Statement

HS ChoralIndividual Vocal Assessment TaskStudents will achieve proficient or advanced levels in 6 out of 8 criteria of the second scoring rubric.

5th Grade ELADRA text gradient chart Students will demonstrate one year of reading growth


4. Performance Measures (PM)

4a. Name

PM #1

PM #2

4b. Type

____District-designed Measures and ____ Examinations____Nationally Recognized Standardized Tests____Industry Certification Examinations____Student Projects ____Student Portfolios____ Other:______________________________

4c. Purpose

PM #1

PM #24d. Metric

Growth (change in student performance across two or more points in time)

Mastery (attainment of a defined level of achievement)

Growth and Mastery

4e. AdministrationFrequency

PM #1

PM #2

4f. Adaptations/Accommodations

IEP

ELL

Gifted IEP

Other

4g. Resources/Equipment

PM #1

PM #24h. Scoring Tools

PM #1

PM #2

4i. Administration & Scoring Personnel

PM #1

PM #2

4j. Performance Reporting

PM #1

PM #2


5. Teacher Expectations

5a. Level

Failing0% to ___ % of students will meet the PI targets.

Needs Improvement___% to ___% of students will meet the PI targets.

Proficient___% to ___% of students will meet the PI targets.

Distinguished___% to 100% of students will meet the PI targets.

5b. Elective Rating

Distinguished (3) Proficient (2)

Needs Improvement (1)

Failing (0)

Notes/Explanation

.Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______

.Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______

Describes the number of students expected to meet the performance indicator criteria.

5a: Proficient85% to 94% of students meet

the performance indicator.

5a: Teacher

Effectiveness Measure

Growth or MasteryDoes this assessment/performance task align with the student achievement goals for the SLO?

Check one: Growth (change in student achievement across two or more points in time) Mastery (attainment of a defined level of achievement) Growth and Mastery

>www.education.state.pa.us

Educator Effectiveness: SLO

Student Learning Objective(SLO)

Resources

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Training Resources

SAS is the PDE website containing…• the Pennsylvania content standards and other helpful PDE

developed material• a downloadable SLO training “packet”, including SLO Models• links to Research in Action’s training platform, Homeroom

Homeroom is RIA’s web-based learning platform that contains… • on-line training materials, including the SLO Process Template

10• downloadable SLO training files, except the videos• links to SAS portal

http://pdesas.org/

http://www.ria2001.org/

Homeroom Site

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Click on Homeroom link. (right hand side below Teachscape link)

Click on RIA Homeroom Site link.

Login OR Click on Register to create a login account.

I suggest using a familiar login and password (i.e. your email login and password)

Once finished, you will be directed to a screen like the image to the right:

www.pdesas.org

http://www.pdesas.org/

http://www.pdesas.org/

Summarizer/Review SLO stands for _________________________.

The three steps in developing a SLO are _________, _________, and ___________.

SLO data fits into what category of the Educator Effectiveness pie? What will the percentage be for 2014-2015?

An example of a performance measure is ____________.

The two places I can find additional SLO resources are ___________________ and ___________________.

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Thank You! Have a productive day and a FANTASTIC Summer!!

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Next Steps Remain in the auditorium with Missy and Stacey

Move to work groups with pilot team members

Library – Laura and Charley Rm. 200 – Danny and Greg Rm. 206 – Rusty and Justin

Collaborate with group/work independently46

Pennsylvania’s Student Learning Objectives (SLOs) Process

Documents

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