Student Learning Objectives (SLO s )
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Transcript of Student Learning Objectives (SLO s )
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 ProfileEffective 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 ExamplePerforma
nce Measure
s
Performance
IndicatorGoals/
Standards
SLO Goal
Indicator #1
Assessment #1aAssessment #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
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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?