STUDENT LEARNING OBJECTIVES (SLOs)

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Overview

Session Objectives

I. Review Teacher Effectiveness System

II. Define SLO process

III.Explore SLO Template: May 2014

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 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 Teacher Specific Data

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

Elective Data/ Optional 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 Teachers with Eligible PVAAS Data

SLOs

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Building Level Data, 15%

Observation/ Evidence,

50%

Observation/EvidenceEffective 2013-2014Danielson Framework Do-mainsPlanning and PreparationClassroom EnvironmentInstructionProfessional Responsibilities

Building Level DataEffective 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/ Piloting 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 Observation Student Achievement

SLO

Teachers without Eligible PVAAS Data

Observation/Evidence (50%)

4 Domains, 22 ComponentsPrincipal/Evaluator Observes

Charlotte Danielson’sFramework for Teaching

Multiple Measures of Student Achievement1. Building Level Data (School

Performance Profile): 15% Academic Achievement,

Graduation/Promotion Rate, Attendance, AP-IB Courses offered, PSAT, Building Level PSSA and Keystone Assessment Data

2. Correlation Data Based on Teacher Level Measures PSSA, Keystone Data

3. Elective Data (SLOs)

SLO Process

SLO Process

A process to document a

measure of educator effectiveness

based on student achievement of

content standards.

SLO Concepts• Student achievement can be measured in ways

that reflect authentic learning of content standards.

• Educator effectiveness can be measured through use of student achievement measures.

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

class/course/content area for which that teacher provides instruction.

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Every teacher designs an SLOMath Physics

Physical Education

HistoryChemistry

KindergartenSpecial Ed Journalism

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Collaborative development of an SLO is encouraged (e.g., similar content area or grade level teachers, interdisciplinary

groups of educators)

Working Together to Create an SLO

Many factors can influence the size of an SLO,

but the process remains the same…

Time Frame

Course Content

Important Learning Needs

Check for understanding….

TALK TO A NEIGHBOR TO SEE IF YOU CAN ANSWER THE FOLLOWING:

HOW IS THE SLO USED?

WHO WRITES AN SLO?

WHAT DOES AN SLO MEASURE?

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SLO Design Coherency

GOAL STATEMENT

RATING

PERFORMANCE INDICATORSPERFORMANCE MEASURESALL STUDENTS TARGETED

STUDENTS

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What is a Goal Statement?

Definition:• Narrative articulating the “big idea” upon

which the SLO is based

Characteristics:• Central to the content area• Foundational concept for later

subjects/courses

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Goal Statements

Typically addresses:• WHAT the “big idea” is in the standards• HOW the skills and knowledge support future

learning• WHY the “big idea” is a central, enduring

concept (rationale statement)

PDE’s SAS portal has identified “big ideas” for most content areas.

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 and/or weight

indicators

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Performance Indicators

General Description• Identifies all performance

measures, including name, purpose, type, and metric

• Articulates the administration and scoring details, including the reporting

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Performance Measures

SLO Process Design Example

Performance

Measures

Performance

Indicator

Goals/Standards

SLO Goal

Indicator #1

Assessment #1a

Assessment #1b

Indicator #2

Assessment #2

SLOs should:1. Represent the diversity of students and

courses/content areas taught.2. Align to a set of approved indicators/targets related

to selected academic content standards.3. As appropriate, provide opportunity to describe

student achievement based on “growth” and/or “mastery.”

4. Be supported by verifiable data that can be collected and scored in a consistent manner.

5. Include a set of independent performance measures.

SLO Process Criteria

SLO Process Steps: Teacher

1.Identify subject and students2.Select the “big idea” from the content

standards3.Establish a goal4.Identify indicators associated with the goal5.Select and/or create performance measures

for each indicator6.Create performance expectations for all indicators

Questions

SLO Template 10.0

SLO Template 10.0 Process

A tool used to identify goals, indicators, and performance

measures for use in the greater Teacher

Effectiveness System

SLO Template Design

Context

Goal

Indicators

Measures

Expectations

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

SLO Template Steps: Teacher1. 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

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 data30

Section 1: Classroom Context

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

Goal Considerations

•Big idea?

•Measurable?

•Realistic?

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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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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?

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?

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?

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 38

Section 3: Performance Indicators

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 39

Section 4: Performance Measures

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

Today’s Work

•Write a Goal Statement

• Align the appropriate content standards

• Determine Performance Indicators

• Determine Performance Measures

• Define Teacher Expectations41

ANY QUESTIONS?