STUDENT LEARNING OBJECTIVES (SLOs) 1 Heather Brown Denise Kaminski

1.Please actively participate 2.Ask questions 3.Recognize that there are still unknowns 2 Expectations and Norms:

What have you done to address the SLO at your district/schools? What are you hoping to accomplish today? 3 Check In

History SLO Process SLO Template and Performance Task Framework Review Implementation Planning Resources – Homeroom - Design – Build – Review 4 Agenda

Meets the requirements of the Elective Portion of the Educator Effectiveness mandated under Act 82 of History

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PDE’s Definition: A process to document a measure of educator effectiveness based on student achievement of content standards. 8 Student Learning Objective 8

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 9 SLO Process Components

10 SLO Process Template Overview

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 data 11 Section 1: Classroom Context 11

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 12 Section 2: SLO Goal 12

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 13 Section 3: Performance Indicators 13

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 14 Section 4: Performance Measures 14

General Description Identifies each level (Failing, Needs Improvement, Proficient, Distinguished) students are meeting the PI targets. Selects the overall SLO rating. 15 Section 5: Teacher Expectations 15

16 SLO IN PRACTICE

- Departments - Curriculum - SLO for Administrators 17 SLO Handouts 17

18 Section 1: Classroom Context ElementDefinition 1a. NameEducator’s full name 1b. SchoolName of school(s) to which the educator is assigned during the current year. 1c. DistrictName of district to which the educator is assigned during the current year. 1d. Class/Course TitleName of the class/course upon which the SLO is based. 1e. Grade LevelGrade level(s) for those students included within class/course identified in Element 1d. 1f. Total # of Students Aggregate number of students (estimated, across multiple sections) for which data will be collected and applied to this SLO. 1g. Typical Class Size The “average” number of students in a single session of the class/course identified in Element 1d. 1h. Class Frequency The frequency and time frame in which the class/course identified in Element 1d is delivered. 1i. Typical Class Duration The average number of minutes allocated to deliver a “session” of the class/course identified in Element 1d. 18

19 Section 1: Art Example 19

20 Section 2: SLO Goal ElementDefinition 2a. Goal Statement Narrative articulating the “big idea” upon which the SLO is based. 2b. PA Standards References the PA Standards that align with the Goal Statement. Numeric references to PA Standards are found at: References additional professional organization standards that align to the Goal Statement. 2c. Rationale Narrative providing reasons why the Goal Statement and the aligned standards address important learning for this class/course. 20

21 Section 2: Art Example 21

Goal Considerations Big idea? Measurable? Realistic? 22

Goal Statement: Big Idea Definition: Narrative articulation of the “big idea” upon which the SLO is based Characteristics : Encompasses the “enduring understanding” of the standard Central to the content area Foundational concepts for later subjects/courses (it is what the students need to know before they can move on) 23

Sample Goal Statement “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.” 24

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World Language Conjugating verbs provides clarity in communicating. 26

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Physical Education Apply basic movement and manipulative skills and concepts. 28

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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 30

Your Turn Goal Statement Activity Use big ideas from SAS or district curriculum to complete Section 2 of the SLO template. 31

32 Section 3: Performance Indicators ElementDefinition 3a. Performance Indicator (PI) Targets: All Student Group (5 entry spaces are provided, but 5 are not required) A description of the expected level of achievement for each student in the SLO population (as defined in Element 1f) based on the scoring tool(s) used for each Performance Measure (as listed in Element 4a). 3b. Performance Indicator (PI) Targets: Focused Student Group (optional) (5 entry spaces are provided, but 5 are not required) A description of the expected level of achievement for each student in a subset of the SLO population (as defined in Element 1F) based on the scoring tool(s) used for each Performance Measure (as listed in Element 4a). Subset populations can be identified through prior student achievement data or through content-specific pre-test data. 3c. PI Linked (optional) A description of any Performance Measures for which a student must meet a specific achievement level in order to meet achievement levels on additional Performance Measures. 3d. PI Weighting (optional) An assignment of proportional values among PIs prior to aggregation and application to Section 5. Weighting can be applied when there is more than one Performance Indicator. 32

33 Section 3: Art Example 33

34 Section 4: Performance Measures ElementDefinition 4a. Name (5 entry spaces are provided throughout Section 4, but 5 are not required) List the name of each Performance Measure for which a Performance Indicator is established in Section 3a. 4b. Type Identify the type(s) of Performance Measure(s) listed in 4a. From the given list, select all types that are applicable. 4c. Purpose The purpose statement for each Performance Measure that addresses who, what, why. 4d. MetricThe metric used by the Performance Measure to evaluate the Performance Indicator. 4e. Administration Frequency The timeframe during the school year that the Performance Measures are administered to students. For Performance Measures administered more than one time, the frequency (e.g., quarterly) is annotated. 4f. Adaptation / Accommodations Identifies and lists any unique adaptations or special accommodations needed for IEP, ELL, Gifted IEP, or Others to complete the tasks within each Performance Measure. 34

35 Goals/ Standards Performance Indicator Performance Measures SLO Goal Indicator #1 Indicator #2 Assessment #1a Assessment #2 a Assessment #1b SLO Process Design Example

36 Section 4: Art Example 36

37 Section 4: Art Example 37

38 Section 4: Art Example 38

What assessments do you use in your classroom/school? Why do you use them? How could they work in your SLO? If your assessments do not work, what will you use to measure growth and/or mastery? Will you need to design an assessment? Performance Measures 39

Your Turn SLO 10.0 Template Based on your Goal Statement and Content Standards, determine Performance Indicators and Performance Measures that will accomplish your goal. 40

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Your Turn SLO Performance Task Framework Choose 1 Performance Measure Consider the purpose for the measure Describe the administration of the measure Determine the implementation process of the measure 42

43 Section 5: Teacher Expectations ElementDefinition 5a. Level Four levels of projected performance regarding the PI, reflecting a continuum established by the educator prior to the evaluation period. Each performance level (i.e., Failing, Needs Improvement, Proficient, and Distinguished) is populated with a percentage range such that 0% to 100% meeting expectations is distributed among the levels. 5b. Elective Rating Given the actual performance regarding the PI, the principal or evaluator identifies one of four performance levels. This section is not completed until after performance data are collected, reviewed, and evaluated against each Performance Indicator, and in the aggregate, against 5a criteria. Notes/ Explanation Provides space for the educator to articulate influences, factors, and other conditions associated with the assigned rating as well as to reflect on purposeful review of the data. This section is not completed until after performance data are collected, reviewed, and evaluated against each Performance Indicator, and in the aggregate, against 5a criteria. 43

44 Section 5: Art Example 44

Table Talk What percentage of students will meet the Performance Indicator targets? What factors should you consider? 45

46 Design Coherency RATING Indicators All Students Measures SLO Goal Statement Targeted Students

STUDENT LEARNING OBJECTIVE REVIEW PROCESS 47

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 48 SLO Process Components

SLO Review 1.Completeness SLO Process Template 2.Comprehensiveness Performance Measures 3.Coherency Alignment 49

SLO Template and Performance Task Framework Review for Completeness Evaluate SLO Template for Comprehensiveness Evaluate Performance Measure Quality Identify Areas for Revision 50 Review Workflow

51 Evaluate Performance Measure Quality Item Bias: Bias-free items/tasks provide an equal opportunity for all students to demonstrate their knowledge and skills. Fairness and Sensitivity: Ensure items are sensitive to different cultures, religions, ethnic and socio-economic groups, and disabilities. Ensure there is a balance of gender roles. Ensure that positive language, situations, and images are used for performance measures. Ensure that items avoid text that may elicit strong emotions in specific groups of students and prevent those students from accurately demonstrating their skills and knowledge.

52 Review Educator Groups will: Conduct a quality assurance review for: a.Completeness b.Comprehensiveness c.Coherency

1.The SLO is based upon small numbers of students/data points. 2.Goals and indicators are not linked to standards. 3.Indicators are vague without specific performance criteria. 4.Growth and/or mastery are not clearly defined 5.Performance measures are not well designed or lack rigor. 6.Overall student achievement expectations are extreme. Areas of Caution 53

54 SLO Work Select one SLO Individually review the selected SLO using the Quality Assurance Checklist and Guiding Questions, writing comments as appropriate. As a table discuss your finding and/or comments.

Action Planning 55

Broad Process Steps: Leader 1.Establish SLO template completion timeline at beginning of year 2.Review complete template 3.Conduct review meeting with teacher 4.Agree on any revisions; submit materials 5.Establish “mid-cycle” spot review 6.End-of-Year review with supporting data 56

57 Implementation Planning Suggestions Who: Implementation (TOT) team disseminates information to all district level administrators Administrators train Department chairs Department chairs train department teachers and grade level teachers When: Faculty meetings Grade level meetings In-service day

58 Implementation Planning Suggestions What: SLO template and Performance Task Framework Goal Statements Blueprints Review checklists

59 Considerations for Action Steps Provide small portions of the training modules and materials at faculty meetings, with follow-up discussions at department meetings Have departments work on common goal statements and rationales as a part of department meetings Have teachers review district-level content curriculum and its alignment with the state standards and state curriculum framework Share assessment models at department and faculty meetings Utilize district in-service time to develop SLO and Performance Measure templates Assign curriculum coaches to assist in developing SLO and Performance Measure templates.

60 -RIA Website: Access from SAS homepage -Go through each of the modules on the RIA website Resources

Content Organization 61 Videos Describe the procedures within each of the three phases (i.e., Design, Build, & Review) Guides Provide examples and information about a process Templates Assist in developing customized material “Other Stuff” Supplements the core training materials 4

62 Summary SLO evaluation focused on: Applying a set of customized quality assurance tools to ensure the SLO, along with its applicable performance measures, were complete, comprehensive, and coherent.

SLO Expectations 1.Goals are based upon the “big ideas” within PA’s curriculum framework for the content standards. 2.Performance indicators are specific, measureable, attainable, and realistic. 3.Performance measures should be valid, reliable, and rigorous. 4.Performance data should be collected, organized, summarized, and reported in a consistent manner. 5.Teacher expectations of student achievement should be demanding. 63

64 Parking Lot Questions