Student Learning Objectives (SLOs) 1 Michele Westphal

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Student Learning Objectives (SLOs)

Michele Westphal

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• History• SLO Process

– Design – Build– Review

• District Timeline• Resources

Agenda

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– How can we integrate the SLO process into existing systems?

– How can we use this process to improve instruction and learning?

Essential Questions

• (B) FOR PROFESSIONAL EMPLOYES AND TEMPORARY PROFESSIONAL• EMPLOYES WHO SERVE AS CLASSROOM TEACHERS, THE FOLLOWING

SHALL APPLY:• (1) BEGINNING IN THE 2013-201 4 SCHOOL YEAR, THE EVALUATIO N• OF THE EFFECTIVENESS OF PROFESSIONAL EMPLOYES AND

TEMPORARY• PROFESSIONAL EMPLOYES SERVING AS CLASSROOM TEACHERS SHALL

GIVE• DUE CONSIDERATION TO THE FOLLOWING:• (I) CLASSROOM OBSERVATION AND PRACTICE MODELS THAT ARE• RELATED TO STUDENT ACHIEVEMENT IN EACH OF THE FOLLOWING

AREAS:• (A) PLANNING AND PREPARATION.• (B) CLASSROOM ENVIRONMENT.• (C) INSTRUCTION.• (D) PROFESSIONAL RESPONSIBILITIES.• (II) STUDENT PERFORMANCE, WHICH SHALL COMPRISE FIFTY PER• CENTUM (50%) OF THE OVERALL RATING OF THE PROFESSIONAL

EMPLOYE• OR TEMPORARY PROFESSIONAL EMPLOYE SERVING AS A CLASSROOM

TEACHER• AND SHALL BE BASED UPON MULTIPLE MEASURES OF

House Bill

1901Race to th

e

Top

Act 82

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

Key SLO Process Component:

Goal Aligned to Standards Know and understand the Standards

a) PA Standards b) National Standards c) Professional Content Standards


Performance MeasureWhat performance measures (assessments) are appropriate to measure student learningof the standards?

Performance Indicator


Based on the performance measure, what are the expectations for individual student achievement?

Teacher Effectiveness MeasureDescribes the number of students expected to meet the performance indicator criteria.

Example:

Proficient80% to 94% of students meet the performance indicator.


Check for understanding….

Talk to a neighbor about the following:How is the SLO used?Who writes an SLO?

What does an SLO measure?

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The SLO process contains three (3) action components: 1. Design (ing): thinking, conceptualizing,

organizing, discussing, researching2. Build (ing): selecting, developing, sharing,

completing3. Review (ing): refining, checking, updating,

editing, testing, finalizing

SLO Process Components

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 data17

Section 1: Classroom Context

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Section 1: Classroom Context

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

1d. Class/ Course Title

1e. Grade Level

1f. Total # of Students

1g. Typical Class Size

1h. Class Frequency

1i. Typical Class Duration

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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Section 2: SLO Goal

2. SLO Goal

2a. Goal Statement

2b. PA Standards

2c. Rationale

Is the goal statement…• Aligned to a Big idea• Related to the teacher’s content area of

certification?• Focused on major area(s)

of learning at the grade level? • Measurable?• Realistic?

Goal Considerations

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?

Big Idea

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

• Curriculum Frameworks Tab

• At bottom of the page• Select a subject

area• Select grade level

www.pdesas.org

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• Identifies all performance measures,

including name, purpose, type, and metric

• Articulates the administration and scoring details, including the reporting

Note: Section 3 is based upon high-quality performance measures aligned to the targeted content standards

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Section 3: Performance Measures

3. Performance Measures (PM)

3a. Name

PM #1: PM #2: PM #3: PM #4: PM #5:

3b. Type

District-designed Measures and Examinations Nationally Recognized Standardized Tests Industry Certification Examinations Student Projects Student Portfolios Other:___________________________

3c. Purpose

PM #1: PM #2: PM #3: PM #4: PM #5:

3d. Metric

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

Mastery (attainment of a defined level of achievement)

Growth and Mastery

3e. Administration Frequency

PM #1: PM #2: PM #3: PM #4: PM #5:

3f. Adaptations/ Accommodations

IEP

ELL

Gifted IEP

Other

3g. Resources/ Equipment

PM #1: PM #2: PM #3: PM #4: PM #5:

3h. Scoring Tools

PM #1: PM #2: PM #3: PM #4: PM #5:

3i. Administration & Scoring Personnel

PM #1: PM #2: PM #3: PM #4: PM #5:

3j. Performance Reporting

PM #1: PM #2: PM #3: PM #4: PM #5:

3. Performance Measures (PM)

3a. Name

PM #1: Mood Portrait

PM #2: Demuth Oil Pastel Drawing

PM #3: Clay Architectural Structure

3b. Type

District-designed Measures and Examinations Nationally Recognized Standardized Tests Industry Certification Examinations Student Projects Student Portfolios Other:___________________________

3c. Purpose

PM #1: See Mood Portrait Performance Task Framework

PM #2: See Demuth Oil Pastel Drawing Performance Task Framework

PM #3: See Clay Architectural Structure Performance Task Framework

3d. Metric

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

Mastery (attainment of a defined level of achievement)

Growth and Mastery

3e. Administration Frequency

PM #1: Mood Portrait Once a quarter

PM #2: Demuth Oil Pastel Drawing Once a quarter

PM #3: Clay Architectural Structure Once a quarter

3f. Adaptations/ Accommodations

IEP

ELL

Gifted IEP

Other

Additional time out of class is offered for those who need more time to complete the projects. All other adaptations will be developed based on IEP and/or specified district policy.

Section 3: Art Example

3g. Resources/ Equipment

PM #1: Mood Portrait Art materials and tools, copies of rubric, exemplars of student work

PM #2: Demuth Oil Pastel Drawing Art materials and tools, internet access or research library, exemplars of student work

PM #3: Clay Architectural Structure Art materials and tools, copies of rubric, exemplars of student work, access to research materials and computers

3h. Scoring Tools

PM #1: Mood Portrait Rubric with exemplars

PM #2: Demuth Oil Pastel Drawing Rubric with exemplars

PM #3: Clay Architectural Structure Rubric with exemplars

3i. Administration & Scoring Personnel

PM #1: Mood Portrait Certified art teacher can administer and score all performance tasks.

PM #2: Demuth Oil Pastel Drawing Certified art teacher can administer and score all performance tasks.

PM #3: Clay Architectural Structure Certified art teacher can administer and score all performance tasks.

3j. Performance Reporting

PM #1: Mood Portrait Scores will be reported in a summary report, including detailed scores for each class of students.

PM #2: Demuth Oil Pastel Drawing Scores will be reported in a summary report, including detailed scores for each class of students.

PM #3: Clay Architectural Structure Scores will be reported in a summary report, including detailed scores for each class of students.


ELANCO Performance MeasuresSubject Areas with Universal Screeners

• At least 50% of Performance Measures must come from district-approved universal screeners– STAR– CDT

• LDC Modules• Common Unit Assessments

Subject Areas without Universal Screeners

• Rigorous Common Assessments

• Teacher-developed assessments that are principal approved

• LDC Modules

Building Performance Measures and Tasks

What must a Student know and do to complete a performance measure?

What does a Teacher do to administer a performance measure?

How does a Teacher score a performance measure?

DISTRICT REQUIREMENT: All teacher designed assessments must use the

Performance Task Framework

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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 33

Section 4: Performance Indicators

4. Performance Indicators (PI)

4a. PI Targets: All Student Group

PI Target #1: PI Target #2: PI Target #3: PI Target #4: PI Target #5:

4b. PI Targets: Focused Student Group (optional)

PI Target #1: PI Target #2: PI Target #3: PI Target #4: PI Target #5:

4c. PI Linked (optional)

4d. PI Weighting (optional)

PI Weight #1 #2 #3 #4 #5

Section 4: Performance Indicators

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Section 4: Art Example4. Performance Indicators (PI)


PI Target #1 Achieve Advanced or Proficient on all three dimensions of the Mood Portrait rubric.

PI Target #2 Achieve Advanced or Proficient on all three dimensions of the Demuth Oil Pastel

Drawing rubric.

PI Target #3 Achieve Advanced or Proficient on all four dimensions of the Clay Architectural

Structure rubric.




PI Weight #1 #2 #3 #4 #5

Describes individual studentperformance expectation

4a. 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?

4b.What’s the expected achievement level

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

4: Performance

Indicator: What does

Student Performance

Look Like?

ELANCO Weighting Options• Option 1

– 25% Growth, 25% Achievement, 50% Other• Option 2

– 50% Growth, 25% Achievement, 25% Other• Option 3

– 25% Growth, 50% Achievement, 25% Other• Option 4: 100% Growth• Option 5: 100% Achievement• Option 6: 100% Other• Other variations can also be considered

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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Section 5: Teacher Expectations

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Linked Data (Section 4c)

Student Name Mood Demuth Clay

1 no yes yes

2 no no yes

3 yes yes yes

4 no yes yes

5 no yes no

83/100 students met 2of 3 indicators(in green) = 83%

5b. Proficient

Example: 4c. Students must meet 2 out of 3 indicators.

% weight # of students met % x #

Mood 25% 73 18.25

Demuth 25% 64 16

Clay 50% 82 41

75.25 %

Weighting (Section 4d)

5b. Needs Improvement

Example: 4d. Outlined the weight for each measure because all

measures were NOT equally weighted.

4th Gr. Math (Sections 4 & 5)4. Performance Indicators (PI)


PI Target #1 Students will achieve a Benchmark score of 31/45 on Easy CBM in May. PI Target #2 Students will achieve a Benchmark score of 25/36 on 4Sight Math in May.


PI Target #1 Students who did not achieve a score of 20/45 or higher on the Easy CBM in September will grow by a total of 8 points by May.

PI Target #2 Students who did not achieve a score of 18/36 or higher on the 4Sight in September will grow by 3 questions each testing period ( January and May).



PI Weight #1 #2 #3 #4 #5

5. Teacher Expectations

5a. Level

Failing 0% to 59 % of students will meet the PI targets.

Needs Improvement 60% to 74% of students will meet the PI targets.

Proficient 75% to 89% of students will meet the PI targets.

Distinguished 90% to 100% of students will meet the PI targets.

Total Students: 50 39 =# of

StudentsMet TI Target A B C D E F G

ASGPIT #1: Students will achieve benchmark score of 31/45 on Easy CBM in May

18 12 Y N Y N

FSG

PIT #1: Students who did not achieve a score of 20/45 or higher on the Easy CBM in September will grow by a total of 8 points by May.

7 7 N Y N

76.00% 25 19

ASGPIT #2: Students will achieve a benchmark score of 25/36 on 4Sight Math in May

15 11 Y Y Y Y N

FSG

PIT #2: Students who did not achieve a score of 18/36 or higher on the Math 4Sight in September will grow by 3 points each testing period (January and May)

10 9 Y Y

80.00% 25 20

78.00%

Spreadsheet of 4th Gr. Math Results

78% of students met the PI targets5b. Proficient

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Areas of Caution:• The SLO is based on small numbers of students

• The goals are not closely linked to standards

• The performance measures lack rigor

• The performance indicators are vague

• The expectations are extreme

Check for learning….

Talk with your neighbor about:What scenarios must be considered when

setting section 5?What are the challenges that you anticipate

while building an SLO?

ELANCO TimelineAugust 2014

• Teachers and Admin.

• Draft SLOs

Aug-Sept.

• Teachers• Universal

Screening and Pre-Assess Students

ELANCO TimelineOct. 3

• Teachers• Finalize and

submit SLO

Oct. 14

• Teachers and Admin.

• Review and Discuss SLOs

ELANCO TimelineMay 2015

• Teachers• Universal

Screenings and Post Assess

May 28

• Teachers• Final

Collection of SLO Evidence & Submission to Admin.

ELANCO Resources

• Links to example SLOs • Links to the ELANCO template here

http://elancocia.wiki.elanco.net/SLOs




Questions

Documents

Student Learning Objectives (SLOs) 1 Michele Westphal