Hazleton Area High School 2014-2015 Student Learning Objectives (SLOs)

ALL districts are required to have SLOs in place for the 2014-2015 school year.

(Act 82) K-12 Teacher Evaluation Requirements Gov. Corbett signed House Bill 1901 (Act 82 of 2012), requiring the Secretary of Education to establish a new statewide rating system for evaluating teachers and principals.

(Act 82) K-12 Teacher Evaluation Requirements Act 82 requires this rating system to base 50 percent of evaluations on multiple measures of student performance including, but not solely, student test scores. Classroom observation and practice will comprise the remaining 50 percent of evaluations (Danielson Rubric).

PA Educator Challenge To develop and implement an appropriately rigorous measure of teacher effectiveness based on student achievement in your content area through the use of the PA SLO Template.

What is a Student Learning Objective (SLO)? 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 four themes supporting Authentic Learning are: 1. An activity that involves real-world problems and that mimics the work of professionals; the activity involves presentation of findings to audiences beyond the classroom. 2. Use of open-ended inquiry, thinking skills and cognitive-styled thinking. 3. Students engage in discourse and social learning in a community of learners. 4. Students direct their own learning in project work.

SLO Concepts Measurement of Student Achievement Measurement of Educator Effectiveness Measurement of Student Achievement

THE PA SLO TEMPLATE & PROCESS A format to promote strong instructional practice and strong student achievement. A way to measure teacher effectiveness based on student achievement. A way to measure teacher effectiveness based on student achievement What an SLO is supposed to be. More paperwork for teachers that has neither meaning nor purpose More testing for students A weak substitute for PVAAS or other standardized testing data What an SLO is NOT supposed to be.

Every teacher designs an SLO. Math Physics Physical Education History Chemistry Every teacher is expected to create an SLO Kindergarten Special Ed Journalism IMT Orientation Draft 02Sept11-CS

SLOs and the Teacher Effectiveness Instrument (T.E.I.) Student learning objectives (SLOs) complement multiple components of the TEI framework. The SLO process provides teachers with an opportunity to develop, as well as refine, their practice and work toward becoming an accomplished practitioner and improving classroom instruction.

As you begin to develop your SLO, think about the following: What must students know and be able to do? What am I, as the classroom teacher, measuring? What is the purpose of this SLO (what is the essential goal)? How will my instruction impact students in terms of this SLO? What is the connection of big ideas and enduring understandings in relation to this SLO?

The SLO Cycle for Teachers Step 1: Gather and review available data. Step 2: Write the SLO. Step 3: Submit the SLO for approval. Step 4: Meet to discuss progress. Step 5: Rate and discuss the SLO.

SLOs and T.E.I. Domain 1 1b. Demonstrating knowledge of students Teachers use a variety of information-styled sources to gain knowledge of students’ strengths, weaknesses, and overall learning needs when writing the SLO. 1f. Designing student assessment Teachers create an assessment plan in the SLO that identifies how student learning will be assessed in alignment with applicable standards. This assessment must meet specific quality criteria and be appropriate for students.

When Responding Independently Triggers Engagement SLOs and T.E.I. Domain 3 3c. Engaging students in learning Through the SLO process, teachers set goals for students and work toward ensuring that all students demonstrate growth. The SLO process reinforces the need for best teaching practices. In order to ensure that students meet their growth targets, teachers will need to provide engaging lessons and differentiate instruction as needed. 3d. Using assessment in instruction Teachers use assessment data throughout the SLO process to improve, differentiate, and target instruction to the needs of their students. Teachers’ analysis of data and information sources, as well as documentation from a midyear check-in, can serve as an artifact of student assessment to plan for future instruction. Teachers use assessment data to determine their students’ strengths and needs, monitor student progress, and determine student growth at the end of the course. (W.R.I.T.E.) When Responding Independently Triggers Engagement

When Responding Independently Triggers Engagement (W.R.I.T.E.) Begin to incorporate the third and fourth level of the DOK (Depth of Knowledge) skill set as you plan your lessons (Strategic Thinking and Extended Thinking). Question and Answer Predict/Hypothesize Connect Analyze Explain, Exemplify or Expound Critique/Evaluate Defend/Object Create

SLOs and T.E.I. Domain 4 4a. Reflection on teaching Teachers naturally reflect on their teaching as part of the SLO process. At the beginning of the year, teachers will analyze historical data to identify how students have done in their classes in the past and identify areas where they may need to adjust their instructional approach. Midcourse, teachers have the opportunity to meet with their evaluator to reflect upon instruction to date and develop an action plan to modify instruction so that all students meet their goals at the end of the course. At the end of the year, teachers reflect on the degree to which student outcomes were achieved. 4b. Maintaining accurate records Teachers actively engaged in the SLO process demonstrate effective management of data and engage students in the maintenance and interpretation of outcomes throughout the year as they work toward their student growth targets. 4e. Growing and developing professionally Teachers completing SLOs regularly analyze student learning evidence and often seek out additional professional learning to improve their practice.

Working Together to Create an SLO Collaborative development of an SLO is encouraged (e.g., similar content area or grade level teachers, interdisciplinary groups of educators). However, teams of teachers may collaborate to create one SLO. IMT Orientation Draft 02Sept11-CS

SLO Design Coherency GOAL STATEMENT PERFORMANCE INDICATORS RATING PERFORMANCE INDICATORS PERFORMANCE MEASURES ALL STUDENTS TARGETED STUDENTS Module 7-C4 Final

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 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: PA Academic Standards associated with the applicable grade-levels/spans [Note: When no PA Standards are available, use national standards (e.g., World Languages)]. Professional Standards PA Career and Technical Education Programs of Study Key Points for Trainers “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) “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) “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) “Concepts: Describe what students should know (key knowledge) as a result of this instruction specific to grade level.” (SAS Portal) “Competencies: Describe what students should be able to do (key skills) as a result of this instruction, specific to grade level.” (SAS Portal) “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) Module 1-SLO Designing

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. Goal Statements (Template #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 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) Remind participants that all information related to PA standards, Big Ideas, Essential Questions, Concepts and Competencies can be found on the SAS Portal. Have teachers work in grade-level or content specific groups. Allow time for reviewing content and/or professional standards. Keep them focused on the “big idea” in a standard. Have them identify why it is important and how it supports student learning. Learning Activity Working in groups, teachers will: 1) Review content standards. 2) Determine the “big idea” in the standard. 3) Discuss the “why” aspect of the statement and reach consensus. 4) Discuss the “how” aspect of the statement and reach consensus. Module 1-SLO Designing

A well-crafted SLO will meet the following criteria: What is the expectation for student improvement related to school improvement goals? Focus statement describes a broad goal for student learning and expected student improvement Reflects high expectations for student improvement and aims for mastery of content or skill development Is tied to the school improvement plan

Examples of Data A teacher may use but is not limited to the following data in developing an SLO:  Initial performance for current interval of instruction (writing samples, student interest surveys, pre-assessments etc.)  Student scores on previous state standardized assessments  Results from other standardized and non-standardized assessments  Report cards from previous years  Results from diagnostic assessments  Artifacts from previous learning

More Examples of Data  Discussions with other teachers (across grade levels and content areas) who have previously taught the same students  Individual Educational Plans (IEPs) and 504 plans for students with identified special education needs  Data related to ELL students and gifted students  Attendance records  Information about families, community and other local contexts

Joining the SLO Professional Learning Community on SAS Go to the SAS home page(www.pdesas.org) Log in with your user name and password. If you do not have an account with SAS you will have to create one.

Enter your information on the log in page and submit.

Once you have successfully logged in and are at the SAS home page, go to Teacher Tools in the upper right corner.

Click on Teacher Tools, this will provide you with various tools. Locate the button labeled “My Communities.”

This will open your membership to various Professional Learning Communities. If you are not a member of the Student Learning Objectives PLC, type SLO in the search bar.

Once a member of the SLO community you will have access to communication with all other members and a calendar of upcoming events.

(This is located at the bottom of the SLO community page.) Along with posting questions to the entire community you have access to the Digital Repository, in which SLO training materials and supporting documents are located. (This is located at the bottom of the SLO community page.)