m1 designing trainer notes

PDE SLO Annotated Notes-M1 Designing 1

STUDENT LEARNING OBJECTIVES (SLOs) Annotated Notes

M1-Designing

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Slide 1 The Student Learning Objective (SLO) Process is comprised of three (3) components: Design, Build, and Review. Student Learning Objectives provide a valid assessment of teacher effectiveness through student performance outcomes based on standards. Welcome to Training Module 1: “Designing” Within the Design Module, the trainer will begin to guide participants through a structure that is necessary to build a Student Learning Objective, including applicable performance measures. During this phase, the participant will develop a “Goal Statement”, identify underlying content standards, and create a blueprint. __________________________________________________________________

Technical Notes “Structure”

1. Concept – “What is this slide telling the audience?” 2. Key Points – “What/Where are the details ‘needed for teaching’?” 3. Learning Activity – “How can the participant’s learning be enhanced?” (This item will

not be populated for every slide.)

Slide 2 SLO Process Components: Design Concept The SLO Design Process is the planning process where teachers work collaboratively to identify targeted standards and types of performance measures that reflect the “big ideas” within standards which would effectively measure student learning and teacher effectiveness. Teachers will work through activities that allow time for thinking, brainstorming, organizing, discussing, and researching content standards, possible performance measures, as well as performance indicators to be used in the creation of SLOs.


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Key Points for Trainers 1. The guiding principles are essential in developing a mental picture of the

characteristics of the student learning objective. a. Principle #1: Performance must be aligned to the standards with a specific

course/content. Other types of performance, such as attendance, classroom behavior, time-on-task, cooperativeness, engagement, etc. are not part of the SLO process.

b. Principle #2: Goal statements articulate a controlling “big idea”; however, more granular content standards are necessary in order to develop/identify performance measures.

c. Principle #3: Performance measure quality is critical in producing results associated with the selected standards. Often, assessments are used for purposes the author did not design the tool to perform, thus creating a validity threat to those inferences about student learning. Furthermore, ensure that equitable opportunity for the student to demonstrate learning is provided within the administration and scoring of the performance measure.

d. Principle #4: Metrics have strengths and weaknesses. i. Status [i.e., Mastery] metrics have absolute standards and are easily

understood; however, they do not reflect changes (improvement) in student performance.

ii. Growth metrics are sensitive to changes in learning; however, they are more unstable and limited for high performing students.

e. Principle #5: Performance indicators provide a clear expectation of performance on the identified assessment. Multiple indicators can often provide a more defensible evidence of student learning. Linking and weighting indicators can be helpful in some instances but add additional layers of complexity to the SLO process.

Learning Activity


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Slide 3 Goal & Objectives Concept The goal of the Design Module is that teachers will create Student Learning Objectives (SLOs) to use in guiding instruction and determining student growth as part of a comprehensive teacher evaluation system. The Design Component is the “thinking” step in the process used to conceptualize the learning objective in terms of content, students, and performance measures. The first step in the Design Process is to develop a Goal Statement which reflects the big ideas related to specific standards, along with a rationale statement that explains the alignment to standards and addresses the important learning for the class/course/content area. The blueprint will guide teachers and help them focus on specific standards and the type of performance measures that will be used for each SLO. Key Points for Trainers 1. Designing is planning for the SLO, and examining what is needed as well as how

performance measures are used to collect information about student achievement. 2. Activities during this first step establish the foundation for developing a student

learning objective, including: a. Identifying target content standards; b. Discussing the “Big Idea” in the standards; c. Thinking about the goal; d. Collaborating with other teachers; and, e. Brainstorming the type of performance measures to be used.

Learning Activity


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Slide 4 Helpful Tools Concept As you work through the Design Module, you will need to access the materials noted above. These templates and handouts will help:

• Provide focus for the work, ensuring the development of effective SLOs, and

• Break down the work into manageable pieces, such as could be done individually or at faculty/department meetings

All SLO training materials can be found at both the PDE’s SAS portal and Research in Action’s Homeroom learning platform. Go to http://www.pdesas.org. Once there you can login to the Homeroom learning portal. Key Points for Trainers 1. Differentiate how tools are organized into four groups on the Homeroom learning

portal: videos, guides, templates, and “other stuff.” a. Videos are PowerPoint, mp3, etc. that provide information in a visual format. b. Guides have materials such as handouts, rules of thumb, model SLOs, etc.

that reinforce content presented in the videos. They contain the details within each element of the process.

c. Templates are used to complete each phase of the process. They create a structure for creating learning objectives and performance measures. [Note: Performance measure templates are located within the Assessment Literacy Series found within the Homeroom learning portal]. During the Design phase, teachers will complete the following templates:

i. Template #1 – Goal Statement ii. Template #2 – Targeted Content Standards iii. Template #3 – SLO Blueprint

Learning Activity 1. Have participants go to www.pdesas.org to review resources that are available on

the SAS portal and the Homeroom learning portal.


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Slide 5 Goal Statement Concept This section of the module will address how teachers work together to create a clear, concise goal statement. Key Points for Trainers 1. You will need Template #1 - Goal Statement. Learning Activity 1. Have participants retrieve Template #1 – Goal Statement from the Homeroom

learning portal.

Slide 6 What is a Goal Statement? Concept The Goal Statement is integral to the development of an SLO. It is a narrative articulating the “big idea” upon which the SLO is based. The Goal Statement must be aligned with PA standards and/or professional organization standards. These standards can be located at http://www.pdesas.org/standard/views. Teachers should reference the following: 1) PA Academic Standards associated with the applicable grade-levels/spans [Note:

When no PA Standards are available, use national standards (e.g., World Languages)].

2) Professional Standards 3) PA Career and Technical Education Programs of Study Key Points for Trainers 1. “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)

2. “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)

3. “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)

4. “Concepts: Describe what students should know (key knowledge) as a result of this


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instruction specific to grade level.” (SAS Portal) 5. “Competencies: Describe what students should be able to do (key skills) as a result

of this instruction, specific to grade level.” (SAS Portal) 6. “Grant Wiggins & Jay McTighe” ‘Understanding by Design’ is a framework for

improving student achievement. Emphasizing the teacher’s critical role as a designer of student learning, UbD ᵀᴹ works within the standards-driven curriculum to help teachers clarify learning goals, devise revealing assessments of student understanding, and craft effective and engaging learning activities.” (www.authenticeducation.org/ubd/ubd.lasso)

Learning Activity 1. Have participants go the SAS portal and review the Curriculum Framework. “The

Curriculum Framework specifies what is to be taught for each subject in the curriculum. In Pennsylvania, Curriculum Frameworks include the Big Ideas, Essential Questions, Concepts and Competencies, aligned to Standards and Assessment Anchors and, where applicable, Eligible Content.” (SAS Portal)

Slide 7 Goal Statements (Handout #1) Concept The Goal Statement 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.

Key Points for Trainers 1. Remind participants that 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)

2. Remind participants that all information related to PA standards, Big Ideas, Essential Questions, Concepts and Competencies can be found on the SAS Portal.

3. Have teachers work in grade-level or content specific groups. 4. Allow time for reviewing content and/or professional standards. 5. Keep them focused on the “big idea” in a standard. 6. Have them identify why it is important and how it supports student learning.


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Learning Activity 1. Working in groups, teachers will: 2. Review content standards. 3. Determine the “big idea” in the standard. 4. Discuss the “why” aspect of the statement and reach consensus. 5. Discuss the “how” aspect of the statement and reach consensus.

Slide 8 Goal Statement Example (This example comes from Family and Consumer Science/HS Foods and Nutrition Course) Concept Goal Statements should reflect the what, why, and how.

• What is being measured: Application of the concepts and competencies of nutrition, eating habits, and safe food preparation techniques.

• Why is it being measured: To determine understanding of the impact to overall health and wellness.

• How does it impact student learning: Understanding the impact of overall health and wellness impacts on the life cycle at individual, family and societal levels.

Key Points for Trainers 1. Review this sample Goal Statement with educator groups. (Refer to the Family and

Consumer/Foods Science and Nutrition Standards for 12th Grade at http://www.pdesas.org/module/sas/curriculumframework/.)

2. Make sure they can differentiate between the what, why, and how. Learning Activity


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Slide 9 Process Steps (Template #1) Concept The Goal Statement concept introduced in Slide 6 is being reinforced in this slide. The slide outlines procedural steps necessary to complete Template #1. [Note: These procedural steps can be readily manipulated to address different training contexts.] Key Points for Trainers 1. Make sure groups reach consensus on:

a. Which content standards to measure b. The what, why, and how of the Goal Statement

2. Keep group members focused on answering the following questions when completing Template #1:

a. Does the Goal Statement address the what, why, and how? b. Is the statement clear and concise? c. Is the statement aligned to standards?

Learning Activity Team members will work both independently and collaboratively through this process. Once team members have agreed on what content standards to measure, each team member will work independently to write a statement which reflects the “big idea” in terms of the standards. After each member completes that task, the group comes together to build consensus by focusing on the what, why, and how of the Goal Statement. Once consensus has been reached, draft a sentence reflecting the group’s thoughts and review as a group. Make sure that a sentence has been developed for each aspect of the Goal Statement (what, why, how). Merge each sentence to create a single paragraph Goal Statement. Again review to ensure that the statement reflects the group’s intent. Using Template #1, fill out the Goal Statement and Rationale.


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Slide 10 Targeted Content Standards Concept This section of the module will address how teachers work together to select targeted content standards. Key Points for Trainers 1. You will need Template #2 – Targeted Content Standards Learning Activity 1. Have participants access Template #2 – Targeted Content Standards from the

Homeroom learning portal.

Slide 11 Targeted Standards Example (Template #2) (Note: This example comes from World Language. A demonstration of how to use national standards is shown in this slide; however, PA Standards should always be given first and primary consideration.) Concept This slide illustrates how a completed Template #2 should look. It includes the specific targeted standards that align with the “big idea” outlined in the Goal Statement. It also provides a description and rationale associated with each targeted standard. (Some teachers will be familiar with the term “big idea.” This term can be considered synonymous with the term “enduring understanding.”) Key Points for Trainers 1. Standard Id ACTFL 1.1 – this is the code associated with each specific standard found within the Pennsylvania content standards, in this case, the standards are national standards of the ACTFL. 2. Description WL 1.1 - Students listen and respond, engage in conversations, provide and obtain information, express preferences, emotions and feelings, and exchange opinions and beliefs. (Interpersonal) This column denotes the specific expectations associated with a particular standard area.


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3. Rationale 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. The rationale explains why this standard is important to student learning and how it aligns with the “big idea.” Learning Activity 1. Review Handout #2 with educator groups and make sure they understand what each

column denotes. 2. If necessary, show the audience where the Standard Id’s are located within the

Curriculum Frameworks.

Slide 12 Targeted Standards Concept Teachers will be required to select certain standards that align with the “big ideas” within a content area. These targeted standards will become the identified content standards used to create the performance measures. Key Points for Trainers 1. Refer teachers to SLO Guiding Principles (found in the Orientation module, Slide 13)

when doing this work. a. Principle #1 – Represent student performance in a specific course/content area

taught by the educator.

2. Steer participants to reference: a. Pennsylvania Standards : what students should know and be able to do b. Pennsylvania Curriculum Frameworks: descriptions of overarching performance

goals (with their related understandings and questions) that shape how the content standards are organized and used to guide teaching and assessment. (Wiggins & McTighe; “Schooling By Design,” p. 74)

Learning Activity 1. Refer teachers to the SAS Portal where they can find the Pennsylvania Standards and

the Curriculum Framework. a. Pennsylvania Standards describe what students should know and be able to

do. The SAS Portal allows teachers to locate specific standards, anchors, and eligible content based on subject area and grade-level or course.

i. (e.g., Mathematics, Standard Area – 2.1: Numbers, Number Systems


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and Number Relationships, Grade Level – 2.1.3: Grade 3, Standard – 2.1.3.A: Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money)

b. Pennsylvania Curriculum Framework describes overarching performance

goals. It includes the Big Ideas, Essential Questions, Concepts and Competencies aligned to Standards and Assessment Anchors and, where appropriate, Eligible Content. (SAS Portal)

Slide 13 Targeted Standards Criteria Concept Since these targeted standards will be used to create the performance measures, this will be a refined list and not an all-inclusive list. This refined list will represent the knowledge and skills that students are expected to acquire and upon which educators will spend the most time. Working in groups, teachers will: 1) Review the Goal Statement; 2) Review the “what”, “why”, and “how” of the statement; 3) Review content standards and/or big ideas/enduring understandings; 4) Identify targeted set of standards and/or big ideas/enduring understandings to

narrow focus; and, 5) Compare targeted standards and/or big ideas/enduring understandings to Goal

Statement. Ensure alignment and indicate what is going to be emphasized on the performance measure.

Key Points for Trainers 1. Refer teachers to SLO Guiding Principles (Orientation Module, Slide 13) when

selecting targeted standards. a. Principle #2 – “Align to a targeted set of content standards that represent the

depth and breadth of the goal statement.” Goal statements articulate a controlling “big idea”; however, more granular content standards are necessary in order to develop/identify performance measures.

Learning Activity


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Slide 14 Guiding Questions Concept When teachers are choosing the targeted standards, they should use the three (3) guiding questions on this slide as a measure to determine the effectiveness of the standard chosen. If they can answer “yes” to all three of these questions, they likely identified a meaningful content standard that will provide a strong basis for building the performance measures. Key Points for Trainers 1. The SAS Portal provides Big Ideas aligned to the Pennsylvania Standards. When

reviewing the Curriculum Framework, teachers can choose the grade level and content area. Once they do that, they will be able to see the “Big Ideas” associated with that content area and grade level. They can then click on a particular “big idea” and it will show them the essential questions, concepts, competencies, standards and eligible content related to the Big Idea.

2. Example using Mathematics/Third Grade-

• Big Idea – The base-ten number system is a way to organize, represent, and compare numbers using groups of ten and place value.

• Essential Question – What strategies and models help us understand how to solve multiplication and division problems and how multiplication and division are related/connected?

• Concepts – fractions and decimals: develop basic understandings

• Competencies – develop an understanding of multiplication and division of whole numbers by building on knowledge of the base ten system/operations and through the use of representations (e.g., equal-sized groups, arrays, area models, equal “jumps” on number lines, successive subtraction, partitioning, and sharing) in order to describe relationships, make estimations, and solve problems.

• Standards/Eligible Content – 2.1.3.B, 2.1.3.D, 2.2.3.A, 2.2.3.D, 2.4.3.A, 2.8.3.B, 2.8.3.C, 2.8.3.D… (SAS Portal)

Learning Activity


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Slide 15 Process Steps (Template #2) (Note: This is the first of two (2) slides for “Template #2.”) Concept The Targeted Content Standards concept introduced in Slide 12 is being reinforced in this slide. The slide outlines procedural steps necessary to complete Template #2. [Note: These procedural steps can be readily manipulated to address different training contexts.] Key Points for Trainers 1. Remind teachers that the Standard Id is the code associated with each specific

standard found within the Pennsylvania content standards. 2. Build consensus about which identified content standards should be on the team’s

draft list. Learning Activity When completing Template #2 it is important to include the following information: 1. Place the code for each standard in the standard’s Id column. 2. Place the descriptors for each standard in the description column. 3. Compare the targeted standards to the Goal Statement indicating what is likely going

to be emphasized on the performance measure. 4. Describe in the rationale column how each standard is aligned to the “Goal

Statement.”

Slide 16 Process Steps (Template #2) (Note: This is the second of 2 Slides for “Template #2.” The Concept, Key Points for Trainers and Learning Activity found below are identical to the previous slide.) Concept The Targeted Content Standards concept introduced in Slide 12 is being reinforced in this slide. The slide outlines procedural steps necessary to complete Template #2. [Note: These procedural steps can be readily manipulated to address different training contexts.] Key Points for Trainers 1. Remind teachers that the Standard Id is the code associated with each specific

standard found within the Pennsylvania content standards. 2. Build consensus about which identified content standards should be on the team’s

draft list.


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Learning Activity When completing Template #2 it is important to include the following information: 1) Place the code for each standard in the standard’s Id column. 2) Place the descriptors for each standard in the description column. 3) Compare the targeted standards to the Goal Statement indicating what is likely going

to be emphasized on the performance measure. 4) Describe In the rationale column how each standard is aligned to the “Goal

Statement.”

Slide 17 Blueprints Concept In this section of the module, teachers will learn how to develop a blueprint. Key Points for Trainers 1. You will need Template #3 – SLO Blueprint Learning Activity 1. Have participants access Template #3 – SLO Blueprint from the Homeroom learning

portal.

Slide 18 What is a blueprint? Concept A blueprint is a tool that aides in the development of an SLO. It lays out how the various components of the SLO are related and aligned. Blueprints are the foundation of creating the SLO. Key Points for Trainers 1. Make sure teachers have Template #3 SLO Blueprint available. 2. Blueprint contains the Goal Statement, Targeted Standards, Performance Indicators,

and Performance Measures. 3. Need to emphasize the alignment of the components:

a. The Goal Statement is based upon the “Big Ideas” which are aligned with Pennsylvania Standards.

b. The targeted standards selected reflect the “big idea.” c. The Performance Indicators reflect how the targeted standards impact

student performance outcomes. d. The Performance Measure is designed/selected to measure the targeted


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content standards associated with the goal statement. 4. Blueprints assist in creating “coherent” SLOs:

a. “Coherent” SLOs are created when all the components of the SLO Process are aligned. A blueprint is a tool that maps out the process and helps to ensure that SLOs are aligned and therefore “coherent.”

Learning Activity

Slide 19 Blueprint: Basic Elements Concept All SLO blueprints must contain the basic elements noted above: 1) Goal statement – a narrative articulating the “big idea” upon which the SLO is based. 2) Targeted Standards – reference the PA standards that align with the Goal Statement. 3) Performance Indicators (PI) – a description of the expected level of achievement in

the SLO population based on the Performance Measure. 4) Performance Measure (PM) – an assessment tool used to measure the knowledge

and skills acquired by students. Key Points for Trainers 1. Remind teachers that they will determine (by consensus) all parts of the SLO

Blueprint. 2. A Performance Indicator is a description of the expected level of achievement for

each student in the SLO population, based on the scoring tool(s) used for each Performance Measure.

a. Art – Grade 8 Example i. PI Target #1 - Students will achieve Advanced or Proficient on all four

criteria of the Mood Portrait rubric. ii. PI Target #2 – Students will achieve Advanced or Proficient on all

four criteria of the Demuth Oil Pastel Drawing Rubric. iii. PI Target #3 – Students will achieve Advanced or Proficient on all

four criteria of the Clay Architectural rubric. 3. A Performance Measure is an assessment tool used to measure the knowledge and

skills acquired by students. a. Art – Grade 8 Example

i. PM #1: Mood Portrait – Measure student ability to communicate a mood, theme, or point of view through a work of art.

ii. PM #2: Demuth Oil Pastel Drawing – Measure student ability to explain and analyze works of others within each art form through performance.

iii. PM #3: Clay Architectural Structure – Measure student ability to identify and analyze the impact of historical and cultural influences on common themes, forms, and techniques from works in the arts.


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4. A Performance Indicator differs from a Performance Measure in that a Performance Indicator identifies the expected level of achievement for a targeted content standard (based on the scoring tool) and the Performance Measure is the tool used to measure the level of achievement of a targeted content standard.

5. Both the Performance Indicator and the Performance Measure must be aligned with the Goal Statement and Targeted Content Standards.

Learning Activity

Slide 20 Blueprint Example (Handout #3) Concept This example shows the various aspects of the SLO Blueprint. It includes the goal statement, the targeted standards, performance indicators (expected levels of achievement), and performance measures (the tool used to measure student learning). Key points for Trainers 1. A one-to-one relationship exists between performance indicators and performance

measures. 2. A one-to-one or one-to-many relationship exists between the performance measure

and the targeted standards it is measuring. 3. It is essential that teachers understand how all these “parts” fit into the “whole” to

create a coherent SLO approach. a. Goals are the “big idea” upon which the SLO is based. These goals must be

based upon targeted PA standards. b. Performance Indicators are the expected levels of achievement for students

in the SLO population. c. Performance Measures are the various tools/assessments which will be used

to measure student achievement associated with a specific goal. Learning Activity 1. Review (Handout #3) with educators and make sure they understand the different

aspects of the SLO Blueprint

Slide 21 Process Steps (Template #3) Concept The Blueprint concept introduced in Slide 18 is being reinforced in this slide. The slide outlines procedural steps necessary to complete Template #3. [Note: These procedural steps can be readily manipulated to address different training contexts.]


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Key Points for Trainers 1. Refer teachers to the SLO Guiding Principle s (found in the Orientation Module, Slide

13) when doing this work.

a. Principle #3 – Contain results from only high-quality performance measures collected in an equitable, verifiable, and standardized manner. Performance measure quality is critical in producing results associated with the selected standards. Often, assessments are used for purposes the author did not design the tool to perform, thus creating a validity threat to those inferences about student learning. Furthermore, ensure that equitable opportunity for the student to demonstrate learning is provided within the administration and scoring of the performance measure. Growth metrics are sensitive to changes in learning; however, they are more unstable and limited for high performing students.

b. Principle #4 – Use metrics based on two time-bound events/data

collection periods and/or summative performance with defined levels of achievement. Metrics have strengths and weaknesses.

• Status [i.e., Mastery] metrics have absolute standards and are easily understood; however, they do not reflect changes (improvement) in student performance.

• Growth metrics are sensitive to changes in learning; however, they are more unstable and limited for high performing students.

c. Principle #5 – Include performance indicators linked to performance

measures. Performance Indicators provide a clear expectation of performance on the identified assessment. Multiple indicators are compensatory and thus provide a more defensible evidence of learning. Linking and weighting indicators can be helpful in some instances but add additional layers of complexity to the SLO process.

Learning Activity 1. Add Goal Statement and Targeted Standards from Templates #1 and #2. 2. Identify potential performance measures (PM) that could be used to determine

student learning. Teachers would also need to identify potential performance indicators (PI). Performance Indicators are descriptions of the expected levels of achievement of students.

3. Review alignment of the Performance Measures with the Targeted Content Standards.

4. Refine Blueprint.


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Slide 22 Summary & Next Steps Concept During this Module 1: Designing, teachers selected which content standards to measure, chose types of performance measures, and determined performance targets. Completing the following templates guided educators through the first phase of the SLO process.

• Template #1 – Goal Statement

• Template #2 – Targeted Content Standards

• Template #3 – SLO Blueprint Key Points for Trainers 1. Completed Templates #1, #2, and #3 will be needed in order to move ahead to

Module 2: Building where educators will take the blueprint and create a SLO that includes the performance measures.

2. Make sure participants have completed the above mentioned Templates before leaving Module 1: Designing.

Learning Activity 1. Answer any questions related to the Design Phase of the SLO process.