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STUDENT LEARNING OBJECTIVES (SLOs)

Heather BrownDenise Kaminski

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1. Please actively participate

2. Ask questions

3. Recognize that there are still unknowns

Expectations and Norms:

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What have you done to address the SLO at your district/schools?

What are you hoping to accomplish today?

Check In

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• History

• SLO Process

• SLO Template and Performance Task Framework

• Review

• Implementation Planning

• Resources – Homeroom - Design – Build – Review

Agenda

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•Meets the requirements of the Elective Portion of the Educator Effectiveness mandated under Act 82 of 2012.

History

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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

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The SLO process contains three (3) action components:

1. Design (ing): thinking, conceptualizing, organizing, discussing, researching

2. Build (ing): selecting, developing, sharing, completing

3. Review (ing): refining, checking, updating, editing, testing, finalizing

SLO Process Components

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SLO Process TemplateOverview

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General Description• Contains demographic information

about the educational setting• Articulates the course, grade(s), and

students the SLO is based on• Provides class size, frequency, and

duration data11

Section 1: Classroom Context

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General Description• Contains a statement about the

“enduring understanding” or “big idea”

• Provides the specific PA standards associated with the goal

• Articulates a rationale about the Goal Statement

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Section 2: SLO Goal

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General Description• Articulates targets for each

Performance Measure• Includes all students in the identified

SLO group• May include a focused student group• Affords opportunity to link indicators

and/or weighting 13

Section 3: Performance Indicators

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General Description• Identifies all performance measures,

including name, purpose, type, and metric

• Articulates the administration and scoring details, including the reporting

Note: Section 4 is based upon high-quality performance measures aligned to the targeted content standards

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Section 4: Performance Measures

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General Description• Identifies each level (Failing, Needs

Improvement, Proficient, Distinguished) students are meeting the PI targets.

• Selects the overall SLO rating.

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Section 5: Teacher Expectations

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SLO IN PRACTICE

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www.ciu20.org

- Departments

- Curriculum

- SLO for Administrators17

SLO Handouts

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Section 1: Classroom ContextElement Definition1a. Name Educator’s full name

1b. School Name of school(s) to which the educator is assigned during the current year.

1c. District Name of district to which the educator is assigned during the current year.

1d. Class/Course Title Name of the class/course upon which the SLO is based.

1e. Grade Level Grade level(s) for those students included within class/course identified in Element 1d.

1f. Total # of Students Aggregate number of students (estimated, across multiple sections) for which data will be collected and applied to this SLO.

1g. Typical Class Size The “average” number of students in a single session of the class/course identified in Element 1d.

1h. Class Frequency

The frequency and time frame in which the class/course identified in Element 1d is delivered.

1i. Typical Class Duration The average number of minutes allocated to deliver a “session” of the class/course identified in Element 1d.

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Section 1: Art Example

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Section 2: SLO GoalElement Definition

2a. Goal Statement Narrative articulating the “big idea” upon which the SLO is based.

2b. PA Standards

References the PA Standards that align with the Goal Statement.Numeric references to PA Standards are found at:http://www.pdesas.org/standard/views References additional professional organization standards that align to the Goal Statement.

2c. Rationale Narrative providing reasons why the Goal Statement and the aligned standards address important learning for this class/course.

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Section 2: Art Example

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Goal Considerations

•Big idea?

•Measurable?

•Realistic?

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Goal Statement: Big Idea• Definition: Narrative articulation of the “big idea”

upon which the SLO is based

• Characteristics:

• Encompasses the “enduring understanding” of the standard

• Central to the content area

• Foundational concepts for later subjects/courses (it is what the students need to know before they can move on)

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Sample Goal Statement“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.”

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World Language

Conjugating verbs provides clarity in communicating.

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Physical Education

Apply basic movement and manipulative skills and concepts.

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Big Idea

In Pennsylvania, there is a location that we find our “big ideas” for curriculum

www.pdesas.org• Curriculum

Frameworks Tab• At bottom of the page• Select a subject

area• Select grade level

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Your Turn

•Goal Statement Activity•Use big ideas from SAS or district curriculum to complete Section 2 of the SLO template.

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Section 3: Performance IndicatorsElement Definition

3a. Performance Indicator (PI) Targets: All Student Group

(5 entry spaces areprovided, but 5 arenot required)

A description of the expected level of achievement for each student in the SLO population (as defined in Element 1f) based on the scoring tool(s) used for each Performance Measure (as listed in Element 4a).

3b. Performance Indicator (PI) Targets: Focused Student Group

(optional) (5 entry spaces are provided, but 5 are not required)

A description of the expected level of achievement for each student in a subset of the SLO population (as defined in Element 1F) based on the scoring tool(s) used for each Performance Measure (as listed in Element 4a). Subset populations can be identified through prior student achievement data or through content-specific pre-test data.

3c. PI Linked(optional)

A description of any Performance Measures for which a student must meet a specific achievement level in order to meet achievement levels on additional Performance Measures.

3d. PI Weighting (optional)An assignment of proportional values among PIs prior to aggregation and application to Section 5. Weighting can be applied when there is more than one Performance Indicator.

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Section 3: Art Example

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Section 4: Performance MeasuresElement Definition

4a. Name (5 entry spaces are provided throughout Section 4, but 5 are not required)

List the name of each Performance Measure for which a Performance Indicator is established in Section 3a.

4b. Type Identify the type(s) of Performance Measure(s) listed in 4a. From the given list, select all types that are applicable.

4c. Purpose The purpose statement for each Performance Measure that addresses who, what, why.

4d. Metric The metric used by the Performance Measure to evaluate the Performance Indicator.

4e. Administration Frequency

The timeframe during the school year that the Performance Measures are administered to students. For Performance Measures administered more than one time, the frequency (e.g., quarterly) is annotated.

4f. Adaptation / Accommodations

Identifies and lists any unique adaptations or special accommodations needed for IEP, ELL, Gifted IEP, or Others to complete the tasks within each Performance Measure.

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Goals/Standards

Performance Indicator

Performance Measures

SLO Goal

Indicator #1

Indicator #2

Assessment #1a

Assessment #2

aAssessment

#1b

SLO Process Design Example

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Section 4: Art Example

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Section 4: Art Example

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Section 4: Art Example

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• What assessments do you use in your classroom/school?

• Why do you use them?

• How could they work in your SLO?

• If your assessments do not work, what will you use to measure growth and/or mastery?

• Will you need to design an assessment?

Performance Measures

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Your Turn

• SLO 10.0 Template

•Based on your Goal Statement and Content Standards, determine Performance Indicators and Performance Measures that will accomplish your goal.

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Your Turn

• SLO Performance Task Framework• Choose 1 Performance Measure• Consider the purpose for the measure• Describe the administration of the

measure• Determine the implementation

process of the measure

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Section 5: Teacher ExpectationsElement Definition

5a. Level

Four levels of projected performance regarding the PI, reflecting a continuum established by the educator prior to the evaluation period.

Each performance level (i.e., Failing, Needs Improvement, Proficient, and Distinguished) is populated with a percentage range such that 0% to 100% meeting expectations is distributed among the levels.

5b. Elective Rating

Given the actual performance regarding the PI, the principal or evaluator identifies one of four performance levels. This section is not completed until after performance data are collected, reviewed, and evaluated against each Performance Indicator, and in the aggregate, against 5a criteria.

Notes/ Explanation

Provides space for the educator to articulate influences, factors, and other conditions associated with the assigned rating as well as to reflect on purposeful review of the data. This section is not completed until after performance data are collected, reviewed, and evaluated against each Performance Indicator, and in the aggregate, against 5a criteria.

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Section 5: Art Example

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Table Talk

•What percentage of students will meet the Performance Indicator targets?

• What factors should you consider?

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Design Coherency

RATING

• Indicators

• All Students

• Measures

• SLO Goal Statement

• Targeted Students

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STUDENT LEARNING OBJECTIVE

REVIEW PROCESS

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The SLO process contains three (3) action components:

1. Design (ing): thinking, conceptualizing, organizing, discussing, researching

2. Build (ing): selecting, developing, sharing, completing

3. Review (ing): refining, checking, updating, editing, testing, finalizing

SLO Process Components

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SLO Review

1. Completeness

• SLO Process Template

2. Comprehensiveness

• Performance Measures

3. Coherency

• Alignment

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SLO Template and

Performance Task Framework

Review for Completeness

Evaluate SLO Template for

Comprehensiveness

Evaluate Performance

Measure Quality

Identify Areas for Revision

Review Workflow

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Evaluate Performance Measure Quality

Item Bias:•Bias-free items/tasks provide an equal opportunity for all students to demonstrate their knowledge and skills.

Fairness and Sensitivity:• Ensure items are sensitive to different cultures, religions,

ethnic and socio-economic groups, and disabilities.• Ensure there is a balance of gender roles.• Ensure that positive language, situations, and images are

used for performance measures.• Ensure that items avoid text that may elicit strong

emotions in specific groups of students and prevent those students from accurately demonstrating their skills and knowledge.

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Review

Educator Groups will:Conduct a quality assurance review for:

a. Completenessb. Comprehensivenessc. Coherency

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1. The SLO is based upon small numbers of students/data points.

2. Goals and indicators are not linked to standards.

3. Indicators are vague without specific performance criteria.

4. Growth and/or mastery are not clearly defined

5. Performance measures are not well designed or lack rigor.

6. Overall student achievement expectations are extreme.

Areas of Caution

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SLO WorkSelect one SLO • Individually review the selected

SLO using the Quality Assurance Checklist and Guiding Questions, writing comments as appropriate.

• As a table discuss your finding and/or comments.

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Action Planning

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Broad Process Steps: Leader

1. Establish SLO template completion timeline at beginning of year

2. Review complete template3. Conduct review meeting with

teacher4. Agree on any revisions; submit

materials5. Establish “mid-cycle” spot review6. End-of-Year review with supporting

data

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Implementation PlanningSuggestions

Who:• Implementation (TOT) team disseminates

information to all district level administrators• Administrators train Department chairs• Department chairs train department teachers and

grade level teachersWhen:

• Faculty meetings• Grade level meetings• In-service day

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Implementation PlanningSuggestions

What:• SLO template and Performance Task Framework• Goal Statements• Blueprints• Review checklists

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Considerations for Action Steps• Provide small portions of the training modules and materials at

faculty meetings, with follow-up discussions at department meetings

• Have departments work on common goal statements and rationales as a part of department meetings

• Have teachers review district-level content curriculum and its alignment with the state standards and state curriculum framework

• Share assessment models at department and faculty meetings• Utilize district in-service time to develop SLO and Performance

Measure templates• Assign curriculum coaches to assist in developing SLO and

Performance Measure templates.

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- RIA Website: Accessfrom SAS homepage

- Go through each of the modules on the RIA website

Resources

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Content Organization

Videos•Describe the procedures within each of the three phases (i.e., Design, Build, & Review)Guides•Provide examples and information about a processTemplates•Assist in developing customized material“Other Stuff”•Supplements the core training materials 4

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Summary

SLO evaluation focused on:

• Applying a set of customized quality assurance tools to ensure the SLO, along with its applicable performance measures, were complete, comprehensive, and coherent.

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SLO Expectations1.Goals are based upon the “big ideas” within PA’s curriculum framework for the content standards.

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

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

4.Performance data should be collected, organized, summarized, and reported in a consistent manner.

5.Teacher expectations of student achievement should be demanding.

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Parking Lot Questions