Student Learning Objectives(SLO)

Anthony Conti

Anthony.conti@miu4.org

Dr. Cathleen Cubelic

Cathleen.cubelic@miu4.org

Our Objectives

Define an SLO

Design, Build, and Review an SLO

Interpret the SLO Template

Consider Assessment Quality and Purpose

View online tools

Plan for implementation

LEA Responsibilities

1. To select a minimum group of 6-10 teachers, with aligned principals, to implement the SLO process (to receive training from the IU, using the PDE materials, to design, build and review a minimum of one SLO that is prepared using the online template, and follow the implementation process through the administrative review, monitor and final evaluation stages. THE RESULTS OF EVALUATION ARE NOT EXPECTEDTO BE USED AS A PART OF THE TEACHER EVALUATION.)

LEA Responsibilities

2.      To assign an implementation team to be trained by the IU and to subsequently train the teachers and principals involved in the pilot, or train the entire staff in preparation for next year.

Implementation team members should include, at minimum, but not limited to:

a.      One administrator, preferably at the curriculum level

b.      One principal, preferably one involved in the pilot process

c.       Two teachers, preferably two involved in the pilot process

LEA Responsibilities

3.     To allot one day for representatives from the implementation team to meet with the authors of the SLO process. (Substitute and travel expenses would be provided by PDE.)

4.      To provide information, in the form of surveys and interviews, to a researcher who will evaluate the SLO process.

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, SubgroupsAcademic Growth PVAASOther Academic IndicatorsCredit for Advanced Achievement

Teacher Specific DataPVAAS / Growth 3 Year Rolling Average2013-2014 SY2014-2015 SY2015-2016 SYOther data as provided in Act 82

Elective Data/SLOsOptional 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

Teacher Effectiveness System in Act 82 of 2012

6

Building Level Data, 15%

Observation/ Practice, 50%

Teacher Observation & Practice Effective 2013-2014Danielson 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, SubgroupsAcademic Growth PVAASOther Academic IndicatorsCredit for Advanced Achievement

Elective Data/SLOsOptional 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 Effectiveness System in Act 82 of 2012

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The Rating Tool [for teacher with Eligible PVAAS Data]

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

and a specific class/course/content area for which that teacher provides

instruction.

“The PSSA test doesn’t completely measure my effectiveness.”

≠

SLO Definition

A process to

document a

measure of educator effectiveness

based on student

achievement of

content standards.

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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 Components DESIGN

• Thinking about what content standards to measure

• Organizing standards and measures• Discussing with colleagues

collective goals• Researching what is needed for a

high quality SLO

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SLO Process Components BUILD

• Selecting the performance measure(s) • Developing targets and expectations• Completing the template • Sharing the draft materials with other

colleagues• Developing/Documenting performance

task(s)

Adobe Acrobat Document

Microsoft Word Document

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SLO Process ComponentsREVIEW

• Checking the drafted SLO (including the performance measures for quality

• Refining measures and targets• Editing text and preparing discussion

points/highlights for principal• Finalizing materials• Updating completed SLOs with performance

data Microsoft Word

Document

Activity

Count off by 6 at your table.

Each one take an “SLO should……” statement. [next slide]

Produce an “educator friendly” version of that statement.

Share within your group.

The SLO Should….

1. Represent student performance in a specific course/content area taught by educator.

2. Reflect the diversity of students as learners.

3. Align to a target set of selected academic content standards that represent the depth and breadth of the goal statement.

4. Use metrics based upon multiple events/data collection periods to measure defined levels of student growth or “mastery”.

5. Be supported by verifiable data that can be collected and scored in a standardized manner.

6. Include a set of independent performance measures directly linked to the established goal.

Design

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What is a Goal Statement?

Definition:• Narrative articulating the “big idea” upon

which the SLO is built under which content standards are directly aligned.

Characteristics:• Encompasses the “enduring

understanding” of the standard• Central to the content area• Foundational concepts for later

subjects/courses

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Goal Statement Example

• “Students will 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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SLO Goal(Template #1)

Goal Statement addresses:• WHAT the “big idea” is in the

standards

Standards• HOW the skills and knowledge

support future learning

Rationale Statement:• WHY the “big idea” is a central,

enduring concept

http://pdesas.org/standard/PACore

More Considerations for Goal Statements

Do you have previous data to help guide your goal?

What does your growth and achievement look like?

Is there a building/district-wide goal?

Activity:Goal Statement (Template #1) Within your team, choose a discipline in

which you’d like to focus. Preferably, choose a discipline that is taught by one amongst you.

Complete “Template #1 Goal Statement”

We will post them for the entire group.

Build

TemplateSection 1

Goal

Goal statement should articulate an appropriate “big idea”. http://pdesas.org/standard/PACore

Standards should be the appropriate Focus Standards supporting the goal.

Rationale statement should be reasons why the Goal statement and the aligned Standards address important concepts for this class/course.

TemplateSection 2

Performance Indicator

Definition: a description of the expected level of student growth or achievement based on the performance measure

Answers two questions……….

1)Does the indicator define student success?

2)What is the specific measure linked to the indicator?

Examples of Performance Indicator Targets

Students will achieve Advanced or Proficient on all four criteria of the Data Analysis Project rubric.

Students will score an average of 3 or better on five different constructed response questions regarding linear modeling according to the general description of scoring guidelines.(http://static.pdesas.org/Content/Documents/Keystone%20Scoring%20Guidelines%20-%20Algebra%20I.pdf)

Students will improve a minimum of 10% points from pre- to post-test for material in each semester.

Students will show “significant improvement” in the Domain of Measurement on the Classroom Diagnostic Tools Mathematics Grade 7 assessment from the first to the last administration.

Performance Indicator – Focus student group

A description of the expected level of achievement for each student in a subset of the SLO population (1F) based on the scoring tools used for each performance measure (4A).

Subset populations can be identified through prior student achievement data or through content-specific pretest data.

Examples of Performance Indicator Targets: Focused Student Group

Students who scored below the 30th percentile on their benchmark AIMSweb R-CBM probe will score above the 30th percentile by the end of the school year using the national norms.

Students who scored below a 2 on the pre-test will improve a minimum of one level on the post-test.

Goal

Focus Standards

Performance Indicator(s) and Measure(s)

Activity:Growth and Mastery

What assessments may be used as growth, mastery or both?

Mastery Growth

Microsoft Word Document

What are the characteristics of a quality assessment? Write (3).

Report out the summary from your table.

Good assessments have……

A specific and defined purpose

A mixture of question types

Items/tasks with appropriate DOK levels

Items/tasks that are Standards Aligned

A quality rubric

A standardized scoring method

Academic Rigor

A reasonable time limit for completion

An appropriate readability level

Multiple methods of student demonstration

Validity and reliability

Well-written directions and administration guidelines

Cut scores for performance categories

Academic Rigor

1.Standards-Aligned

2.Developmentally Appropriate

3.Focused on Higher-Order Thinking

Weighting, Linking, or Otherwise

1. Standard

You may consider each Performance Indicator equal in importance.

2. Linked

You may link multiple Performance Indicators, if you like. Do this for “pass before moving on”

assessments.

3. Weighted

You may weight multiple Performance Indicators, if you like. Do this when you believe one or more PI’s are more complex or more important than

others.

Standard Scenario

Name Student ProportionMet Target

PI 1 Building a Bridge Project

PI 2 Roller Coaster Design

P1 3 Egg Parachute

𝑇𝑜𝑡𝑎𝑙=68+56+40100+100+100

=164300

=54.7%

Weighting Scenario

Physics Class with (3) PI targets:

Name Weight Student ProportionMet Target

PointsAcquired

PI 1 Building a Bridge Project

50% 42.5

PI 2 Roller Coaster Design

25% 17.5

P1 3 Egg Parachute

25% 12.5

Total Score = 72.5%

TemplateSection 3

Goal-Indicator-Measure

Performance MeasuresIndicatorGoal-

Standards

SLO Goal(Big Idea)

Indicator #1

Assessment #1a

Assessment #1b

Indicator #2

Assessment #2

Goal-Indicator-Measure

Performance MeasuresIndicatorGoal-

Standards

SLO Goal(Big Idea)

Indicator #1 Assessment #1

Indicator #2 Assessment #2

Performance Measure - Descriptions

State the name of the assessment(s).

List the type of measure.

Explain the purpose, state what the Performance Measure should measure.

Identify the timeline and occurrence(s)

Scoring Tools should indicate the solution key, rubric, checklist, etc. that is being used to score the PM.

Administration & Scoring Personnel should contain who is giving the test and who is scoring it.

Performance Reporting should state how others will know which students met the Performance Indicator(s).

TemplateSection 4

Expectations

PI Targets

Teacher Expectations

Teacher Expectations

Definition: identifies each level (Failing, Needs Improvement, Proficient, Distinguished) students are meeting the Performance Indicator Targets.

These reflect the continuum established by the teacher prior to the evaluation period.

Each level is populated with a percentage range so that there is distribution of performance across levels.

Based on the actual performance across all identified Performance Indicators, the evaluator will determine one of the four levels for the SLO.

Template Section 5

Review

SLO Coherency Rubric

School Leader’s SLO Checklist

Assessment QA Checklist

Tools for Review

Microsoft Word Document

Adobe Acrobat Document

Adobe Acrobat Document

Now you are an expert.

Take 10-15 minutes to review this SLO example given for a Family and Consumer Science Class.

Please make notes on the document where you question or disagree with what is stated and where you think needs clarification.

Also, note what suggestions may be given to this instructor for improvement and questions you would ask prior to approving this SLO for the teacher.

Please take the first 5 minutes to do this silently on your own.

We will review each section and share with the group. Be ready to discuss your thoughts.

Adobe Acrobat Document

The Online Tool

http://www.pdesas.org/

Use the Homeroom link at bottom right

Click the RIA Homeroom site link in the top paragraph

Register and log in.

Scavenger Hunt

1. Find the online and Word templates we use to complete the SLO writing process.

2. Find the Performance Task Framework Template.

3. Find the handout that helps us define our goal and rationale.

4. Find the Art Grade 8 SLO model SLO.

5. Find the PDF Power Point that discusses Reviewing SLOs

6. Find the Help Desk: Section 1 document

Homework

Your group return with one SLO written having at least one Performance Indicator/Measure.

Complete the template using the MS WORD template and email it to anthony.conti@miu4.org

We plan to use these as exemplars at our December 12 meeting.

Next Time

Assessment Literacy

Vetting of Initial SLOs

Planning