SLO Module

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Pennsylvania’s Student Learning Objective Process Module 2: SLO Template - Sections 1 & 2 Presented by Deborah B. McKay, Ed.D.

Transcript of SLO Module

PowerPoint Presentation

PennsylvaniasStudent Learning Objective ProcessModule 2: SLO Template - Sections 1 & 2Presented by Deborah B. McKay, Ed.D.

The focus of this on-line learning module is the SLO template with a focus on sections 1 and 2.

In the Module 1 we discussed:SLOs are a part of teacher evaluation beginning in 2014-15Are based on student achievement of content standardsEvery teacher designs an SLODistrict needs to determine criteria, i.e. how many SLOs does each teacher write, is it written in collaboration with a colleague or individually, how many performance measures need to be included, etc.1

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As discussed in the previous module, SLOs are the Elective Data under Act 82 Educator Effectiveness and will be used in a teachers evaluation. For the 2014-15 school year, the percentages of the piechart for teachers with eligible PVAAS data are as follows: 50% Observation/Practice which is the Danielson Framework, 15% building level data, which is School Performance Profile, and 35% which is the Elective Data/SLOs. Beginning with the 2015-16 school year, the percentages of the piechart for teachers with eligible PVAAS data are as follows: 50% Observation/Practice which is the Danielson Framework, 15% building level data, which is School Performance Profile, and 20% Elective Data which are the SLOs, and 15% which is the teacher specific data that is based on a rolling average for school years 2013-14, 2014-15, 2015-16 and is based on the average growth of a teachers students on the PSSA and/or Keystone exams over a three-year timeframe. This piechart accurately represents the percentages for teacher evaluation for teachers with eligible PVAAS data beginning with the 2015-16 school year.2

In this slide we see the percentages of the piechart for teachers without eligible PVAAS data. As previously discussed in Module 1, beginning with the 2014-15 school year, the attributions will be 50% Observation/Practice which is the Danielson Framework, 15% building level data, which is School Performance Profile, and 35% the Elective Data/SLOs. These percentages remain the same for 2015-16. This piechart accurately represents the percentages for teacher evaluation for teachers without eligible PVAAS data beginning with the 2014-15 school year.

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SLO Template 10.0 ProcessA tool used to identify goals, indicators, and performance measures for use in the greater Teacher Effectiveness System

Lets begin talking about the process of the SLO starting with the definition.Read definition.A link to the PDE SLO Template is located on the last slide of this Powerpoint. There may be minor variations to this template between now and June 2014, but for now, this is what the template looks like. The state-mandated template for 2014-15 will be published on June 30, 2014.4

SLO Template DesignExpectations

This visual represents the overall SLO process beginning with the context (classroom) and then moving through the rest of the sections of the template: the goal, measures, indicators and then expectations for student achievement. This will become more clear as we focus on each of the areas of the template that represent these categories in future slides.5

Example SLO Process Design Example

When we look at this slide, we see 3 columns. Each column represents portions of the SLO template. This is meant to be a visual in order to show you the overall process that once the content standard goal has been written, then performance measures (which we know as assessments or samples of student work) that measure this goal must be identified that directly link to the stated SLO Goal. Teachers will also be predicting how well it is predicted that students will perform on these assessments through the Performance Indicators. Modules 2 and 3 will demonstrate these items in detail.

It has not yet been determined how many SLOs or assessments that NP teachers will be required to create and/or use. This will be a part of the conversation with the Educator Effectiveness Committee as feedback is gained.

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Goals are based upon the big ideas within the content standards.Performance indicators are specific, measureable, attainable, and realistic.Performance measures should be valid, reliable, and rigorous assessments.Data should be collected, organized, and reported in a consistent manner.Teacher expectations of student achievement should be rigorous.SLO Template Criteria

Here we see outlined the overall criteria for the SLO process. Read through each item. The upcoming slides will focus on Item #1 Goals are based upon the big ideas within the content standards, as samples of goals are shown that are based on the Big Idea. Defining the Goal Statement using the guidelines that will be discussed throughout this Powerpoint is the critical first step that will set up the SLO to be a measurable action plan to track student growth or mastery of content standards over the defined timeframe.7

General DescriptionContains demographic information about the educational settingArticulates the course, grade(s), and students the SLO is based onProvides class size, frequency, and duration data

8Section 1: Classroom Context

Section 1 of the SLO template provides general information about the teacher and class. The next slide will show how this information will look on the SLO template.IMT Orientation Draft 02Sept11-CS8

SLO Template Steps: TeacherClassroom Context1a. Name1b. School1c. District1d. Class/ Course Title 1e. Grade Level1f. Total # of Students1g. TypicalClass Size1h. Class Frequency1i. Typical Class Duration

2. SLO Goal 2a. Goal Statement2b. PA Standards 2c. Rationale

Here we see the first two categories of the SLO template: Classroom Context and SLO Goal.

For classroom context category, the teachers name, school, district, class (elementary) or course (secondary), grade level, # of students, typical class size, how often the class meets and how long is entered. The important item to note in classroom context is the number of students selected. 600 students is too many, 0 students is too small. Subjects cannot be co-mingled. Teachers must choose only 1 subject.

For the SLO goal, teachers should choose one subject based on school and district needs. Two or more goals cannot be selected. PDE is recommending that teachers work collaboratively to create the goal, i.e. by grade level, by subject.

Upcoming slides describe these items further.9

10Section 1: Classroom ContextElementDefinition1a. NameEducators full name1b. SchoolName of school(s) to which the educator is assigned during the current year.1c. DistrictName of district to which the educator is assigned during the current year.1d. Class/Course TitleName of the class/course upon which the SLO is based.1e. Grade LevelGrade level(s) for those students included within class/course identified in Element 1d.1f. Total # of StudentsAggregate number of students (estimated, across multiple sections) for which data will be collected and applied to this SLO.1g. Typical Class SizeThe average number of students in a single session of the class/course identified in Element 1d.1h. Class FrequencyThe frequency and time frame in which the class/course identified in Element 1d is delivered.1i. Typical Class DurationThe average number of minutes allocated to deliver a session of the class/course identified in Element 1d.

This provides a description for each of the categories that need to be completed for the SLO goal in Section 1.

Go through line by line.

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General DescriptionContains a statement about the enduring understanding or big ideaProvides the specific PA standards associated with the goalArticulates a rationale about the Goal Statement

11Section 2: SLO Goal

The next section that teachers will need to complete on the SLO template is the SLO goal, which is the cornerstone of the entire process. The rest of this module will be dedicated to the process of completing a Goal Statement in order to obtain the desired information, which ultimately is student growth or mastery of core content standards in a teachers area of certification.

The big picture is that:Teachers will create a goal based on the Big Idea taken from the PA Standards or Local CurriculumChoose key content standards that are aligned to that big ideaDescribe why this big idea is important? Why is it important for students to know this information?

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12Section 2: SLO GoalElementDefinition2a. Goal StatementNarrative articulating the big idea upon which the SLO is based.2b. PA StandardsReferences the PA Standards that align with the Goal Statement.Numeric references to PA Standards are found at:http://www.pdesas.org/standard/viewsReferences additional professional organization standards that align to the Goal Statement.2c. RationaleNarrative providing reasons why the Goal Statement and the aligned standards address important learning for this class/course.

This provides a description for each of the categories that need to be completed for the SLO goal in Section 2.

Go through line by line.

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Goal ConsiderationsBig idea?Measurable?Realistic?

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When thinking about the Goal Statement, you will want to compare it to the writing of a SMART goal. The questions that you will want to ask yourself are:Is it Specific?Is it Measureable?Is it Attainable?Is it Realistic?Is it Timely?

With this in mind, we will proceed to the next slide, which is PDEs definition of a Goal Statement.

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14What is a Goal Statement?Definition:Narrative articulating the big idea upon which the SLO is based

Characteristics:Central to the content areaFoundational concept for later subjects/courses

We will want to remember that the Goal Statement is integral to the development of an SLO. The definition from PDE is that: It is a narrative articulating the big idea upon which the SLO is based. Other characteristics of a Goal Statement are that it must be aligned with PA core standards in a teachers area of certification. More information on the specifics on how to create a Goal Statement, along with available resources, follows.

Module 1-SLO Designing14

15Goal Statement ExampleStudents will apply the concepts and the competencies of nutrition, eating habits, and safe food preparation techniques to overall health and wellness throughout the life cycle at individual, family and societal levels.

As mentioned on the previous slide, here is an example of a Goal Statement that includes the components of a SMART Goal:

The learning goal is specific in that it states that Students will apply the concepts and the competencies of nutrition, eating habits, and safe food preparation techniques to overall health and wellness throughout the life cycle at individual, family and societal levels.

When thinking about whether or not a goal is measureable, we will want to keep in mind that the Goal Statement does not need to contain a %. What does need to happen is that it needs to be written in a way so that it can be measured. The measurement will happen through the administration of assessments or student work samples (which is what we call the Performance Measures in the SLO template)

The SLO will also need to be attainable, realistic and timely.

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16 Goal Statements Typically addresses:WHAT the big idea is in the standardsHOW the skills and knowledge support future learningWHY the big idea is a central, enduring concept (rationale statement)

PDEs SAS portal has identified big ideas for most content areas.

The concept behind a Goal Statement is that it is reflective of the what, why, and how aspects of the SLO being developed.

What refers to the specific targeted standards addressed in a particular SLO. What is going to be measured?Why is the rationale for choosing the specific standard. Why is it important to measure this standard?How explains the importance of a specific standard to student learning. How this impacts student learning. Recognizing the fact that research has consistently shown that the teacher in the classroom has the greatest impact on student achievement, we will want to keep in mind that the focus of Act 82 Educator Effectiveness, and in particular SLOs throughout these modules, is how much growth has a student attained and/or how much has a student mastered core standards in a subject area.

The next slide provides some pointers to help to assure that a quality Goal Statement is written.

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17 Quality Assurance Checklist

Statement is clear and concise; free of technical jargon.

Statement identifies what the performance measure is designed to measure; grade-level/subject area/course.

Statement provides insight about what the scores mean.

This Quality Assurance Checklist provides guidance that you will want to keep in mind when creating a Goal Statement for your SLO.

First the Goal Statement must be clear and conciseSecondly, the Goal Statement needs to identify what the performance measure is designed to measure. There needs to be a direct link between the performance measure (which is the assessment or student work sample) and the goal statement.Third, the Goal Statement will need to provide some insight about what the scores mean.

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STANDARDS ALIGNED SYSTEMSTEACHERS SHOULD go TO the SAS portal and review the Curriculum Framework. Teachers who have a Curriculum Framework CREATED as a result of the curriculum development process should refer to these documents instead of going to the SAS Portal. Review content standards in your area of certification.Determine big idea in the standard.VISIT THE SAS PORTAL AS NEEDED AS YOU CONTINUE TO WORK THROUGH THESE MODULES. The next slide provides further details, including the link to sas portal.18

Pennsylvania has created the SAS Portal to support teaching and learning for all teachers and students in the Commonwealth. Resources on this website may help you when you begin the process of writing your SLO goal for 2014-15.

Here are a few items to consider before moving through the rest of this module.

Pennsylvania describes Big Ideas as declarative statements that describe concepts that transcend grade levels. Big Ideas are essential to provide focus on specific content for all students. (SAS Portal)All information related to PA standards, Big Ideas, Essential Questions, Concepts and Competencies can be found on the SAS Portal. A link to this site is located within this Powerpoint.When thinking about the Big Idea, think about why it is important and how it supports student learning.

Time is provided in this on-line option to access the SAS Portal and/or to review the curriculum framework in the subject that you teach.Read the slide.18

Big IdeaIn Pennsylvania, there is a location that we find our big ideas for curriculum

PDESAS LINKCurriculum Frameworks Tab At bottom of the pageSelect a subject area Select grade level

The link for the PDESAS portal is located on this slide. Click on the PDESAS LINK to go directly to the SAS Portal. This is a note to all teachers: If you teach within a department where the curriculum framework has been created, refer to this document.If you teach within a department where there is NOT a district-developed curriculum framework, you will refer to the SAS portal to select your Big Idea for your SLO for the development of your Goal Statement and selection of content standards in your area of certification.

In further detail than recently discussed, the SAS Portal provides the following:Pennsylvania Standards describe what students should know and be able to do; they increase in complexity and sophistication as students progress through school. Using the SAS portal, you can locate specific standards, anchors, and eligible content based on subject area and grade level or course. (SAS Portal)Big Idea: Declarative statements that describe concepts that transcend grade levels. Big Ideas are essential to provide focus on specific content for all students. (SAS Portal)Essential Questions: Questions connected to the SAS framework and are specifically linked to the big ideas. They should frame student inquiry, promote critical thinking, and assist in learning transfer. (SAS Portal)Concepts: Describe what students should know (key knowledge) as a result of this instruction specific to grade level. (SAS Portal)Competencies: Describe what students should be able to do (key skills) as a result of this instruction, specific to grade level. (SAS Portal)

Keep in mind these available resources for when you begin to think through and develop your SLO.

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This is an example of a Good Big Idea Came from the Goal Statement on SAS was written for food and nutrition portion SAS. Overview the information. This information is helpful and available when writing a Goal Statement for your SLO.

The following slide provides additional specific examples of Goal Statements which you can use for a reference when writing your Goal Statement.

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Spanish 1Students will be able to 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:

Whats the Important Learning?

This slide shows quality Goal Statements as defined by PDE. Lets look at the important learning in each one of Goal Statements.In Spanish 1, the Goal Statement will connect with identified core standards as students learn to speak, listen, write and read in Spanish.In Grade 8 Art, the Goal Statement will connect with identified core standards that align to students learning how to manipulate visual art materials and tools to create their own product that is based on the ideas of other artists. The core standards will also link to the students ability to evaluate the processes and products of themselves and other artists. In Grade 5 Library, the Goal Statement will connect with the core standards that align to students ability to use the various online products described to determine the best source for specific information.

In all of these examples, the statement is clear and concise, performance measures, which are assessments and student work samples, can be designed to measure student learning by grade, course or content. From the results of the performance measures, teachers are able to gain insight as to how students have mastered the content or grown in the applicable area.

The creation of a solid Goal Statement using the information shared in this module is the first critical step to the designing of an SLO.

The next slides will discuss in detail the selection of PA core standards which must link to the Goal Statement.21

22Targeted StandardsChoosing Targeted Standards means:Selecting certain standards for use with the performance measure being developed.Identifying standards which represent the big ideas within the content area.

Our focus throughout these past several slides has been on the development of the Goal Statement which is in Section 2 of the SLO template. Another item that needs to be indicated in Section 2 SLO Goal is the PA standard that is associated with the goal statement. You will want to remember that there must be a direct link between the Goal Statement and the stated standards.

To choose targeted standards means to: read the slide.

When thinking about the development of the SMART goal, one of the items that we know that needs to be included is that it must be measureable. When thinking about the content standards, you will want to be certain to identify performance measures that are in alignment with the standard so that you measuring what you say you are going to measure. The targeted standards that you will list in Section 2 of the template must also be representative of the identified Big Idea.

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23Targeted StandardsCriteriaAre a refined list of the content standards directly related to the Big Idea in the Goal Statement.Represent the essential knowledge and skills that students are expected to acquire.Create transparency for families and the community about what is most important for student success.Become the identified content standards used to create the performance measures.

Here is additional information on the targeted standards that you will write into the SLO template in Section 2b.

Here is the criteria. Read each item:

In essence, the identified Big Idea should be one of the overarching themes that occur throughout a large part of the course. As the Goal Statement is developed, use this outlined criteria to determine what it is that you want students to be able to know and do as a result of your instruction. The performance measures provide the opportunity for you and your students to know and understand whether or not students have learned what is that you want them to know and be able to do as a result of your instruction.23

24Guiding QuestionsENDURANCE- will this standard provide students with knowledge and skills that will be of value beyond a single test date?LEVERAGE- does this standard provide knowledge and skills that will be of value in multiple disciplines?READINESS FOR THE NEXT LEVEL OF LEARNING- will this standard provide students with essential knowledge and skills necessary for success in the next level of instruction?

As you decide the PA standards that will be aligned to your Goal Statement, you will want to use these Guiding Questions which will enable you to select those standards that will with the highest impact on student achievement.

Read these items.24

25Standard IdDescriptionRationaleACTFL 1.1WL 1.1Students listen and respond, engage in conversations, provide and obtain information, express preferences, emotions and feelings, and exchange opinions and beliefs. (Interpersonal)To achieve functional levels of communicative competence in a world language, students need to use the language regularly in everyday social interactions such as conversing, arguing, criticizing, requesting, convincing and explaining effectively.ACTFL 1.2WL 1.2Students comprehend and interpret written and oral language on a variety of topics. (Interpretive)Developing literacy in a world language is a crucial 21st century skill. Students need to develop a variety of reading and listening strategies that will allow them to comprehend, analyze and synthesize information. ACTFL 1.3WL 1.3Students present information, concepts and ideas in oral and written form on a variety of topics. (Presentational)Students need the ability to gather, comprehend, evaluate, synthesize and report information and ideas. The need to conduct research and consume media intended for speakers of other languages are crucial 21st Century skills.

Targeted Standards Example

Our focus throughout these past several slides has been on the development of the Goal Statement, and the related PA standards associated with this statement, located within Section 2 of the SLO template. Also located in Section 2 of the SLO template, is the stated rationale for the goal. The rationale answers the question: Why is this learning important? This slide shows examples of stated rationales as to why the student learning in the respective standard is important. It also identifies the specific content standard. For example, in the first example, the rationale for the targeted standard is: read first example from the slide. Read additional examples.Module 1-C5 Draft25

Targeted content standards used in developing the SLO.

Arts and Humanities: 9.1, 9.2, 9.3, 9.4

pdesas.org

2b. Standards selection:What Standards Match the Goal Statement?

This is an example of the core standards that were selected to support a Goal Statement. These core standards were taken directly from the SAS Portal.26

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?

Lets look at the rationale as it relates to the important learning in each one of these Goal Statements from the previous page.In Grade 8 Art, we discussed how the Goal Statement will connect with identified core standards that align to students learning how to manipulate visual art materials and tools to create their own product that is based on the ideas of other artists. We also discussed how the core standards will also link to the students ability to evaluate the processes and products of themselves and other artists. The rationale provides the reason as to why this learning is important and in this example is a rephrasing of the Goal Statement and links to the importance of this learning to the process of artistic creation.In Child Development, the rationale states why this learning is important as it connects the Goal Statement to the rationale.

The creation of a solid Goal Statement using the information shared in this module, along with rationale as to why this learning is important, is the first critical step to the designing of an SLO. The link to the SLO Template is located on the next slide.

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SLO Template DesignThe below link will take you to the SLO Template.To access this document, click on the below link, press ESC key. The Word document will be displayed on the tool bar at the bottom of the screen.

SLO Template

Although there may be variations that will occur on this template between now and June 2014, the variations at this point are expected to be minor. The information that has been shared in this presentation is what is known as of March 2014. Every teacher is required to complete this official PDE template beginning with the 2014-15 school year. This concludes the end of Module 2.28