SLO Design, Build, Review: Using PDE’s Online Tools to Implement the SLO Process SAS Portal: www.pdesas.org.

SLO Design, Build, Review: Using PDE’s Online Tools to Implement the SLO Process SAS Portal:

Navigate to the homeroom page: RIA Homeroom site.

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The SLO Box expands…………..

Student Learning Objectives (SLOs)
Orientation Module 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. This training series is comprised of four (4) training Modules to include: an Orientation Module, a Design Module, a Build Module, and a Review Module. Welcome to the Orientation Module: ________________________________________________________________________ Technical Notes “Structure” Concept – “What is this slide telling the audience?” Key Points – “What/Where are the details ‘needed for teaching’?” Learning Activity – “How can the participant’s learning be enhanced?” (This item will not be populated for every slide.) SLO Orientation Module

Goal & Objectives Goal: Participants will:
Design ● Build ● Review student learning objectives (SLOs) for use in guiding instruction and determining student mastery and/or growth as part of Pennsylvania’s teacher effectiveness system. Participants will: Review each component used in the SLO process, including the role of high-quality performance measures. Examine tools and techniques available to teachers and principals. Goal & Objectives Concept Within the Orientation Module, the trainer will provide participants with an overview of the SLO process and how it is an integral part of the Educator Effectiveness System. The three phases include: Design, Build, Review. Key Points for Trainers Explain in macro-terms the “big picture” of how SLOs are but one component of a much larger teacher effectiveness system. As required by Act 82, an Educator Effectiveness Rating Tool must contain measures based on teacher observation and practice and multiple measures of student performance. Student Performance data will include Elective Data at the 20% and 35% attribution levels. Please refer to the Educator Effectiveness Administrative Manual ( This Educator Effectiveness Rating Tool functions as a framework for the evaluation and summative process for classroom teachers. Ensure the 5 W’s are addressed (What are SLOs; Where are SLOs in the larger system; Who uses SLOs; When are SLOs designed, built, reviewed; Why SLOs are helpful tools). What are SLOs? SLOs are locally selected and developed Student Learning Objectives. Where are SLOs in the larger system? SLO is the process through which Elective data is applied to a teacher’s effectiveness rating. Who uses SLOs? Classroom teachers will use the SLO process. When are SLOs designed, built, and reviewed? SLO’s are developed prior to the beginning of the school year. Why are SLOs helpful tools? SLOs are helpful tools as they are selected, designed, and reviewed by educators themselves and provide one layer of data associated with the multiple measures of student performance data, as well as guiding instruction. Learning Activity SLO Orientation Module

Tool Organization Videos Guides Templates “Other Stuff”
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 Tool Organization Concept As you work through the various training modules, several resources are available. All SLO training materials can be found at both the PDE’s SAS portal and Research in Action’s Homeroom learning platform. Go to Once there you can login to the Homeroom learning portal. Key Points for Trainers Differentiate how tools are organized into four groups: 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 Template #1 Goal Statement, Template #2 Targeted Content Standards, and Template #3 SLO Blueprint During the Build Phase, teachers will complete Template #4 SLO Process Template and Template #5 Performance Task Framework During the Review Phase, teachers will complete Template #6 SLO Coherency Rubric d. “Other Stuff” is where additional materials, references, and information reside that may be helpful to the process. Learning Activity 1. Have participants go to to review resources that are available on the SAS portal and the Homeroom learning portal. SLO Orientation Module

SLO Design Coherency GOAL STATEMENT PERFORMANCE INDICATOR
RATING PERFORMANCE INDICATOR PERFORMANCE MEASURE ALL STUDENTS TARGETED STUDENTS SLO Design Coherency Concept This figure is designed to help visualize how the “parts” fit into the “whole.” Key Points for Trainers It is essential for the audience to fully understand how only a coherent SLO approach should be used within the greater Educator Effectiveness System. a. Goal Statements are the “big idea” upon which the SLO is based. These goals must be based upon PA standards and provide a rationale for choosing a particular standard which addresses the important student learning. b. Performance Indicators are the expected levels of achievement for students in the SLO population based on the performance measures. c. Performance Measures are the various tools/assessments which will be used to measure student achievement toward a specific goal. d. Ratings are determined by the overall results given the expectation ranges established at the beginning of the year. Learning Activity 1. Have participants go to 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 Big Ideas, Concepts, Competencies, and Essential Questions aligned to Standards and Assessment Anchors and, where appropriate, Eligible Content.” (SAS Portal) SLO Orientation Module

Training Resources SAS is the PDE website (www.pdesas.org) containing:
Pennsylvania content standards and other helpful PDE developed material a downloadable SLO training “packet”, including SLO Models links to Research in Action’s training platform, Homeroom Training Resources Concept As noted previously, a significant number of resources are available on the above mentioned sites. Go to the SAS portal at for PA content standards and PDE developed material. Also on the SAS portal is a link to RIA’s Homeroom portal. Both sites provide trainings and participants with any information needed for the SLO process. Note: the icons provided on the slide are hyper-linked. Key Points for Trainers Built to support teachers and principals. Build template on-line, save, edit, print. View training at a time that “fits” in to user’s schedule (resources are available online). Learning Activity Pause training and have audience go to the SAS Portal and locate (a) a content-specific curriculum framework, and (b) the SLO “Homeroom” webpage. (New participants should register on the RIA website when the Login page appears.) 2. As preparation for the next slide, participants should click on the SLO box and the ALS box to gain familiarity with the visual presentation. Note: These web resources will assist in completing templates in the Design module. Homeroom is RIA’s web-based learning platform ( containing: on-line training materials, including the SLO Process Template downloadable SLO training files, except the videos links to the SAS portal SLO Orientation Module

Assessment Literacy Series vs. Student Learning Objectives
I need to… SLO Process Series-PA Assessment Literacy Series Start from scratch X Only build a performance measure Only complete the SLO Process Template Assessment Literacy Series vs. Student Learning Objectives Concept Assessment Literacy deals with various types of performance measures, ranging from the traditional pre/post assessments to long-term, culminating events such as a dance recital. Student Learning Objectives is a process comprised of three (3) components: Design, Build, and Review. PDE’s definition of an SLO is: A process to document a measure of educator effectiveness based on student achievement of content standards. Note: ALS is also a process with the same three components (i.e., Design, Build, Review); but the outcome is a teacher-made assessment. Both the Assessment Literacy Series and the Student Learning Objectives (SLO) provide educators with the tools necessary to create fair, reliable measures of student learning to be used as one (1) part of educator effectiveness. Key Points for Trainers All educators will need to complete the SLO Process Template and the Performance Measure Task Framework Template. Some educators will use vendor-developed assessments, thus will only need to check the quality and appropriateness of the performance measure. The Assessment Literacy Series provides tools in both developing and evaluating performance measures. Creating high quality performance measures for use beyond the single classroom is a time intensive task. Learning Activity 1. Reference the Homeroom site with applicable URL within the SAS Portal and RIA website, as explored in the activity for the previous slide. SLO Orientation Module

Outline of the Orientation Module SLO Process Components
ALS Techniques Design Build Outline of the Orientation Module Concept Now that the background, reasons, and resources available for educators have been provided, we will move into the various components that make up the SLO process. Key Points for Trainers This “learning map” provides an outline of both the SLO content (components) and process, including some ALS (Assessment Literacy Series) techniques (steps) to begin the work, including the presentation, refinement, and review of created SLOs. SLO Process Components a. DESIGN: This component is the “thinking” step in the process used to conceptualize the learning objective in terms of content, students, and performance measures. Within the Design Module, the trainer will begin to guide participants through the structure that is necessary to build a Student Learning Objective. b. BUILD: This component is the “action” step in the process that focuses on completing the SLO Process Template [Template #4] and creating and/or selecting performance measures and performance indicators. c. REVIEW: This component is the “reflection” step used to examine the three “Cs” (i.e., Completeness, Comprehensiveness, and Coherency) of quality. i. Completeness: Refers to the correct data entered into the SLO Process Template. ii. Comprehensiveness: Refers to the performance measures meeting the technical quality necessary to measure student achievement. iii. Coherency: Refers to the alignment of the performance measures to the SLO goal and objectives (targets). Learning Activity Review SLO Orientation Module

Student Learning Objective
PDE’s Definition: A process to document a measure of educator effectiveness based on student achievement of content standards. Student Learning Objective Concept It is important to keep in mind that the Student Learning Objective (SLO) is a process that allows educators to have a great deal of control and responsibility over their instructional practice and evaluations. In this process, teachers take responsibility for selecting the goals, setting performance indicators/targets, and selecting performance measures which will be used to determine their effectiveness with the students they are instructing in a specific grade level, course, or subject area. These SLOs are one part of the multiple measures that will be used to evaluate teachers and comprises 20% (for teachers with eligible PVAAS data) or 35% (for teachers without eligible PVAAS data) of a teacher’s final rating. Further clarification can be found on the PDE website, Educator Effectiveness Administrative Manual ( Key Points for Trainers Articulate that the student learning objectives are being used in emerging teacher effectiveness systems throughout the nation. They have become increasingly important as teacher effectiveness systems have begun linking student outcomes directly to specific educators, rather than in broad terms associated with school accountability systems. Clarify that SLOs based on non-cognitive measures and used for school effectiveness systems (graduation rates, matriculation rates, AP course enrollment, suspensions, etc.) will be excluded from this SLO process and its usage within educator effectiveness systems. Select non-cognitive measures are part of the Building Level Data. Learning Activity Take three minutes to think: Write down two ways SLOs could positively influence your teaching. Take two minutes to share: Share “Round Robin” in your groups. 13 SLO Orientation Module

Terminology Assessment Literacy Goal Statement Standards
Technical and operational understanding of the assessment “life cycle”, including the critical examination of statistic evidence. Goal Statement Narrative articulating the “big idea” upon which the SLO is based. Standards Targeted content standards used in developing SLOs, which are the foundation of performance measures. Terminology Concept Having a clear understanding of the vocabulary (i.e., educational jargon) within the SLO process is helpful throughout the training modules. Key Points for Trainers Assessment Literacy addresses numerous types of performance measures ranging from traditional, on-demand assessments to long-term, culminating events (e.g., dance recital). Teachers should be encouraged to reflect on the measures they currently use and then identify those most appropriate for the SLO process. Goal statements are based upon what areas within the curricula are essential for students to master, while having leverage in other subject areas. Goals must be based on PA Content Standards, professional standards, and/or big ideas associated with PA standards. PA standards and/or professional organization standards can be located at Learning Activity 1. Have participants review the Curriculum Framework on the SAS portal to help in selecting the “big idea.” SLO Orientation Module

Additional Details (cont.)
Rationale Statement Narrative providing reasons why the Goal Statement and the targeted standards address important learning. Blueprint Visual depiction of the relationship among key SLO components. Performance Indicator Statement of the expected level of achievement on each performance measure. Additional Details (continued) Concept After teachers identify a specific standard and develop a goal statement they must provide a “rationale statement” which explains why it is important to measure a specific standard and how this impacts student learning. Once the goal statement and rationale are complete, teachers can begin completing a “blueprint.” A blueprint shows the various aspects of the SLO. It includes the goal statement, the targeted standards, performance indicators (expected levels of achievement based on the performance measures), and performance measures (the tool used to measure student learning). Key Points for Trainers A blueprint is a tool that teachers use to aide in the development of a SLO. It lays out how the various components of the SLO are related and aligned. Blueprints are the foundation of creating the SLO. (See Handout #3) for an example of a SLO Blueprint. Learning Activity 1. Have participants find and review Template #1 Goal Statement, Template #2 Targeted Content Standards, and Template #3 SLO Blueprint. These materials can be found in SLO/Design/Template. SLO Orientation Module

Additional Details (cont.)
Teacher Expectations… Comprise four levels of performance: Distinguished, Proficient, Needs Improvement, and Failing. Reflect an “expectations continuum” established by the educator prior to the evaluation period and then examined at the end of the evaluation period. Additional Details (continued) Concept As part of the SLO process and the Educator Effectiveness Rating Tool, teachers will be required to set four (4) levels that describe an expected number of students who will successfully meet the Performance Indicator targets as stated in the SLO. These rating categories include: Distinguished, Proficient, Needs Improvement, and Failing. Educators determine the percentages within each rating category prior to the beginning of instruction. These performance ratings will be examined at the end of the evaluation period and be used to determine an Elective Rating, which will be applied to the overall final teacher evaluation rating. Key Points for Trainers For information regarding the application of the “Elective Data” rating into the complete teacher evaluation rating, please refer to the Educator Effectiveness Administrative Manual ( Learning Activity 1. At this point, take questions from the audience and get any underlying issues addressed or noted in the “Parking Lot”. After which, take a short break before going into the next six (6) slides. SLO Orientation Module

SLO Process Components
Concept Time to take a few minutes to provide information about the SLO Process Components. Key Points for Trainers This approach will allow the audience to cognitively process the material. During the introduction, lay out what will be covered and how the SLO materials are organized (i.e., DESIGN, BUILD, and REVIEW). a. DESIGN: This component is the “thinking” step in the process used to conceptualize the learning objective in terms of content, students, and performance measures. b. BUILD: This component is the “action” step in the process that focuses on completing the SLO Process template and creating and/or selecting performance measures. c. REVIEW: This component is the “reflection” step used to examine the three “Cs” (i.e., Completeness, Comprehensiveness, and Coherency) of quality. Learning Activity SLO Orientation Module

Guiding Principles SLOs should:
Represent student performance in a specific course/content area taught by the educator. Align to a targeted set of content standards that represent the depth and breadth of the goal statement. Contain results from only high-quality performance measures collected in an equitable, verifiable, and standardized manner. Use metrics based on two time-bound events/data collection periods and/or summative performance with defined levels of achievement. Include performance indicators linked to performance measures. Guiding Principles Concept Keep in mind that there are several guiding principles associated with the SLO process. These principles are key to the SLO process and ensure the development of high-quality, valid, and fair measures of teacher effectiveness through student performance outcomes based on standards. Key Points for Trainers 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. 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 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 SLO Orientation Module

SLO Process Components
The SLO process contains three (3) phases: Design (ing): thinking, conceptualizing, organizing, discussing, researching Build (ing): selecting, developing, sharing, completing Review (ing): refining, checking, updating, editing, testing, finalizing SLO Process Components Concept The Student Learning Objective (SLO) Process is comprised of three (3) Components: Design, Build, Review. Within the Design(ing) Phase, the trainer will begin to guide the participant in the development of a “Goal Statement”, identifying underlying content standards, and creating a blueprint. The Build(ing) Phase focuses on the completion of the Template #4-SLO Process Template which includes identifying and/or creating performance measures. The Review(ing) Phase allows educators to go back and refine, edit, and finalize the SLO. Key Points for Trainers Explain that all components are done before the school year (initial conversation with principal) in preparing the SLO; however, the REVIEW component may also continue until the final results are available to determine whether or not the performance expectations have been reached. Clarify that specific timelines for the SLO process will be determined by local education agencies (LEAs) and not by the state; however, a generic timeline for the SLO process outlining before, during, and after school year activities should be presented. In general: Teacher develops SLO, along with applicable performance measures before school starts. Principal reviews and discusses with teacher; adjustments may be required. Teacher reviews SLO progress at a midpoint in the year. Principal receives mid-year update from teacher for review. Teacher summarizes performance measure data and evaluates each performance indicator. Teacher presents final SLO results to the principal. Principal assigns final rating in Section 5 of the SLO Process Template. Learning Activity SLO Orientation Module

SLO Process Components DESIGN
Thinking about what content standards to measure Organizing standards and measures Discussing collective goals with colleagues Researching what is needed for a high quality SLO 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, and performance indicators to be used in the creation of SLOs. The first step in the Design Process is the development of a “goal statement” which reflects the “big ideas” related to the specific standards, along with a rationale statement that explains the alignment to standards and addresses the important learning for the class/course/content area. Training Module 1: Designing will provide further details related to this phase of development. [Note: Teachers will be using Templates #1, #2, and #3 during the Design Phase.] 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 stage establish the foundation for developing a student learning objective, including: Identifying target content standards Discussing the “Big Idea” in the standards Thinking about the goal Collaborating with other teachers Brainstorming the type of performance measures to be used Learning Activity Using the SAS portal, have participants review the Curriculum Framework which outlines Pennsylvania’s Big Idea, Concepts, Competencies, and Essential Questions. Have each participant select a specific content area and grade level and share a few of the “big ideas” identified. Using the Homeroom learning portal, have participants review the following materials: (a) Handout #1 – Goal Statement, (b) Handout #2 – Targeted Content Standards, and (c) Handout #3 – Blueprinting. SLO Orientation Module

SLO Process Components BUILD
Selecting the performance measure(s) Developing targets and expectations Completing the template Sharing the draft materials with other colleagues SLO Process Components: BUILD Concept Within the Build Phase, teachers will be completing the SLO Process Template which identifies the Classroom Context, SLO Goal, Performance Indicators (PI), and Performance Measures (PM). When selecting or developing Performance Measures, the Assessment Literacy Series (ALS) will guide educators to ensure that the measures used meet the principles of well-developed measures. Well-developed measures must: Be built to achieve the designed purpose; Produce results that are used for the intended purpose; Align to targeted content standards; Contain a balance between depth and breadth of targeted content; Be standardized, rigorous, and fair; Be sensitive to testing time and objectivity; and, Have score validity and reliability evidence. Training Module 2: Building will provide further details related to this phase of development. [Note: Teachers will be using Templates #4 and #5 during the Build Phase.] Key Points for Trainers Ensure the participants understand that Building is an iterative process between the original design and the creation of the SLO. Often, the original design must be changed after it is decided how standards will be measured and performance indicator targets have been developed. Activities during this stage [complete the SLO Process Template] include: Selecting (or creating) the performance measures that are aligned to the targeted content standards; Developing mastery and/or growth metrics associated with the performance measures; Establishing performance indicator targets; Identifying students included in the SLO data; and, Creating performance expectations. Learning Activity Using the SAS portal and the Homeroom learning portal, have participants review the following: (a) Template #4 SLO Process Template, (b) Template #5 Performance Task Framework, and (c) Model #1 (Art) and Model #2 (Physical Education). Have participants identify and explain each section of Template #4 SLO Process Template. (A list of “Help Desk” statements designed to support this activity can be found in SLO/Build/Other Stuff.) SLO Orientation Module

SLO Process Components REVIEW
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 SLO with performance data SLO Components: REVIEW Concept The SLO Review Process provides an opportunity for educators to complete a 3-tier Quality Assurance Review to ensure the SLO, along with its applicable performance measures, are complete, comprehensive, and coherent. Teachers will be using checklists and rubrics to determine the Completeness of the SLO Template, the comprehensiveness of the performance measures, and the coherency (alignment) of the SLO. Training Module 3: Reviewing will provide further details related to this phase of the process. [Note: Teachers will use Handouts #4 and #5, and Template #6 during the Review Phase.] Key Points for Trainers Ensure the participants understand that Reviewing requires an extensive evaluation of the SLO’s quality in terms of the 3C’s. Completeness, Comprehensiveness, and Coherency Quality assurance checklist and rubric Process activities during this stage occur before and after the presentation to the principal, and include: Finalizing and submitting the proposed SLO; Refining the SLO based upon feedback from the principal; Collecting performance data on student achievement; Monitoring the SLO during the school year; Updating the SLO with data; Evaluating each performance indicator; and, Determining the Elective Rating. Learning Activity Allow time for participants to access and review the following documents from the Homeroom learning portal: a. Handout #4 – Quality Assurance Checklist-SLO b. Handout #5 – SLO Procedural “Cheat Sheet” c. Template #6 – SLO Coherency Rubric d. Refinement Control Checklist e. Performance Measure Rubric for Teachers SLO Orientation Module

Summary The Orientation Module-
Shared the conceptual framework, resources, and tools associated with the SLO process. Discussed the components and guiding principles used in creating student learning objectives. Summary Concept As noted previously, the SLO process was created to meet the need of Act 82, which requires PA to have an Educator Effectiveness Rating Tool that contains measures based on teacher observation and practice and multiple measures of student performance. Pennsylvania Department of Education defines Student Learning Objectives as a process to document a measure of educator effectiveness based on student achievement of content standards. PDE contracted with Research in Action (RIA) who developed the SLO process. This process has three (3) components which include: Design, Build, Review. Module 1: Design, Module 2: Build, and Module 3: Review. Each training module gives educators sufficient details, tools, and models necessary to develop an individual, grade-level, or school-based student learning objective. All training materials and resources are available at both PDE’s SAS portal and Research in Action’s Homeroom learning platform. Go to for access to content standards and the Homeroom link. Key Points for Trainers The Summary slide must be used to revisit the major areas associated with the SLO Process. Learning Activity Address “Parking Lot” questions or identify sources of the information (e.g., PDE, RIA, etc.). Randomly probe audience to solicit “tell me one thing you learned, remembered, stuck in your mind, etc.” as a way to gauge the audience’s understanding. SLO Orientation Module

Student Learning Objectives (SLOs)
“Designing” 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” Concept – “What is this slide telling the audience?” Key Points – “What/Where are the details ‘needed for teaching’?” Learning Activity – “How can the participant’s learning be enhanced?” (This item will not be populated for every slide.) Module 1-SLO Designing

SLO Process Components: DESIGN
Thinking about what content standards to measure Organizing standards and measures Discussing collective goals with colleagues Researching what is needed for a high quality SLO 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. Key Points for Trainers 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. 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. 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 Module 1-SLO Designing

Goal & Objectives Goal: Participants will:
Create the structure necessary to build a Student Learning Objective, including applicable performance measures. Participants will: 1. Develop a “Goal Statement” 2. Identify underlying content standards 3. Create a blueprint 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 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. Activities during this first step establish the foundation for developing a student learning objective, including: Identifying target content standards; Discussing the “Big Idea” in the standards; Thinking about the goal; Collaborating with other teachers; and, Brainstorming the type of performance measures to be used. Learning Activity Module 1-SLO Designing

Helpful Tools Participants may wish to reference the following:
Handouts Handout #1 - Goal Statement Examples Handout #2 - Targeted Content Standards-Spanish I Handout #3 - Blueprint Example-Physical Education Templates Template #1 - Goal Statement Template #2 - Targeted Content Standards Template #3 - SLO Blueprint 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 Once there you can login to the Homeroom learning portal. Key Points for Trainers Differentiate how tools are organized into four groups on the Homeroom learning portal: videos, guides, templates, and “other stuff.” Videos are PowerPoint, mp3, etc. that provide information in a visual format. 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. 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 to review resources that are available on the SAS portal and the Homeroom learning portal. Module 1-SLO Designing

Goal Statement Module 1-SLO Designing 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 You will need Template #1 - Goal Statement. Learning Activity 1. Have participants retrieve Template #1 – Goal Statement from the Homeroom learning portal. Module 1-SLO Designing

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 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.” ( 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 (Handout #1)
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 (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 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: Review content standards. Determine the “big idea” in the standard. Discuss the “why” aspect of the statement and reach consensus. Discuss the “how” aspect of the statement and reach consensus. Module 1-SLO Designing

Goal Statement Example
“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.” 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 Review this sample Goal Statement with educator groups. (Refer to the Family and Consumer/Foods Science and Nutrition Standards for 12th Grade at Make sure they can differentiate between the what, why, and how. Learning Activity Module 1-SLO Designing

Process Steps (Template #1)
Each team member will work independently to create a statement about the “big idea” in terms of the standards. Build consensus by focusing on each aspect of the statement and underlying rationale. Draft a sentence reflecting the group’s consensus for each aspect and review as a group. Merge each sentence to create a single paragraph “statement”. Again, review to ensure this statement reflects the group’s intent. Finalize the statement and double-check for editorial soundness. 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 Make sure groups reach consensus on: Which content standards to measure The what, why, and how of the Goal Statement 2. Keep group members focused on answering the following questions when completing Template #1: Does the Goal Statement address the what, why, and how? Is the statement clear and concise? 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. Module 1-SLO Designing

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. Module 1-SLO Designing

Targeted Standards Example (Handout #2)
Standard Id Description Rationale ACTFL 1.1 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) 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. ACTFL 1.2 WL 1.2—Students comprehend and interpret written and oral language on a variety of topics. (Interpretive) Developing literacy in a world language is a crucial 21st century skill. Students need to develop a variety of reading and listening strategies that will allow them to comprehend, analyze and synthesize information. ACTFL 1.3 WL 1.3—Students present information, concepts and ideas in oral and written form on a variety of topics. (Presentational) Students need the ability to gather, comprehend, evaluate, synthesize and report information and ideas. The need to conduct research and consume media intended for speakers of other languages are crucial 21st Century skills. 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 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. 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 Review Handout #2 with educator groups and make sure they understand what each column denotes. If necessary, show the audience where the Standard Id’s are located within the Curriculum Frameworks. Module 1-SLO Designing

Targeted Standards Choosing Targeted Standards means:
Selecting certain standards for use with the performance measure being developed. Identifying standards which represent the “big ideas” within the content area. 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 Refer teachers to SLO Guiding Principles (found in the Orientation module, Slide 13) when doing this work. Principle #1 – Represent student performance in a specific course/content area taught by the educator. Steer participants to reference: Pennsylvania Standards : what students should know and be able to do 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 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. (e.g., Mathematics, Standard Area – 2.1: Numbers, Number Systems and Number Relationships, Grade Level – 2.1.3: Grade 3, Standard – 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) Module 1-SLO Designing

Targeted Standards Criteria
Are a refined list of the content standards. Represent the essential knowledge and skills that students are expected to acquire. Are the standards upon which educators will spend the most time. Create transparency for families and the community about what is most important for student success. Are the identified content standards used to create the performance measures. 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: Review the Goal Statement; Review the “what”, “why”, and “how” of the statement; Review content standards and/or big ideas/enduring understandings; Identify targeted set of standards and/or big ideas/enduring understandings to narrow focus; and, 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 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 Module 1-SLO Designing

Guiding Questions ENDURANCE- Will this standard provide students with knowledge and skills of value beyond a single test date? LEVERAGE- Does this standard provide knowledge and skills of value in multiple disciplines? READINESS FOR THE NEXT LEVEL OF LEARNING- Will this standard provide students with essential knowledge and skills necessary for success in the next level of instruction? 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 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 – B, D, A, D, A, B, C, D… (SAS Portal) Learning Activity Module 1-SLO Designing

Place the code for each standard in the standard’s ID column. Place the descriptions (or hyperlink) for each standard in the description column by copying and pasting the content standards into the table (or use an Excel spreadsheet) and then each team member will work independently to apply the three criteria (endurance, leverage, preparation) to his/her targeted content standards. 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 Remind teachers that the Standard Id is the code associated with each specific standard found within the Pennsylvania content standards. 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: Place the code for each standard in the standard’s Id column. Place the descriptors for each standard in the description column. Compare the targeted standards to the Goal Statement indicating what is likely going to be emphasized on the performance measure. Describe in the rationale column how each standard is aligned to the “Goal Statement.” Module 1-SLO Designing

Process Steps (continued)
-Template #2- 3. Build consensus about which identified content standards should be on the team’s draft list. Remember to balance the number of distinct standards selected and the time needed to sufficiently measure them. 4. Compare the targeted standards to the Goal Statement indicating what is likely going to be emphasized on the performance measure. 5. Describe in the rationale column how each standard is aligned to the “big idea”. 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 Remind teachers that the Standard Id is the code associated with each specific standard found within the Pennsylvania content standards. 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: Place the code for each standard in the standard’s Id column. Place the descriptors for each standard in the description column. Compare the targeted standards to the Goal Statement indicating what is likely going to be emphasized on the performance measure. Describe In the rationale column how each standard is aligned to the “Goal Statement.” Module 1-SLO Designing

BLUEPRINTS Module 1-SLO Designing 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. Module 1-SLO Designing

What is a blueprint? A Design Tool Aids in the SLO design process
Visually depicts the relationship among key SLO components Aligns the technical components Serves as the foundation for creating the SLO 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 Make sure teachers have Template #3 SLO Blueprint available. Blueprint contains the Goal Statement, Targeted Standards, Performance Indicators, and Performance Measures. Need to emphasize the alignment of the components: The Goal Statement is based upon the “Big Ideas” which are aligned with Pennsylvania Standards. The targeted standards selected reflect the “big idea.” The Performance Indicators reflect how the targeted standards impact student performance outcomes. The Performance Measure is designed/selected to measure the targeted content standards associated with the goal statement. 4. Blueprints assist in creating “coherent” SLOs: “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 Module 1-SLO Designing

Blueprint: Basic Elements
Goal Statement- a narrative articulating the “big idea” upon which the SLO is based. Targeted Standards- reference the PA standards that align with the Goal Statement. Performance Indicators (PI)- a description of the expected level of achievement based on the Performance Measure. Performance Measure (PM)- an assessment tool used to measure the knowledge and skills acquired by students. Blueprint: Basic Elements Concept All SLO blueprints must contain the basic elements noted above: Goal statement – a narrative articulating the “big idea” upon which the SLO is based. Targeted Standards – reference the PA standards that align with the Goal Statement. Performance Indicators (PI) – a description of the expected level of achievement in the SLO population based on the Performance Measure. Performance Measure (PM) – an assessment tool used to measure the knowledge and skills acquired by students. Key Points for Trainers Remind teachers that they will determine (by consensus) all parts of the SLO Blueprint. 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. Art – Grade 8 Example PI Target #1 - Students will achieve Advanced or Proficient on all four criteria of the Mood Portrait rubric. PI Target #2 – Students will achieve Advanced or Proficient on all four criteria of the Demuth Oil Pastel Drawing Rubric. PI Target #3 – Students will achieve Advanced or Proficient on all four criteria of the Clay Architectural rubric. A Performance Measure is an assessment tool used to measure the knowledge and skills acquired by students. PM #1: Mood Portrait – Measure student ability to communicate a mood, theme, or point of view through a work of art. PM #2: Demuth Oil Pastel Drawing – Measure student ability to explain and analyze works of others within each art form through performance. 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. 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. Both the Performance Indicator and the Performance Measure must be aligned with the Goal Statement and Targeted Content Standards. Learning Activity Module 1-SLO Designing

Blueprint Example (Handout #3)
Goal Statement Describe and apply concepts of physical activity/fitness/ personal and social responsibility that promote lifetime health and wellness. Performance Indicator PI #1 Attain an Advanced or Proficient level on all five criteria [Mastery] PI #2 Demonstrate at least one performance level of growth OR attain Level 4 on all three criteria in rubric. Targeted Standard 10.4.9A; C; D, F Performance Measure PM #1 Physical Activity Student Log (Fitnessgram) PM #2 My Personal Fitness (Pre & Post) Test 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 A one-to-one relationship exists between performance indicators and performance measures. A one-to-one or one-to-many relationship exists between the performance measure and the targeted standards it is measuring. 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 Review (Handout #3) with educators and make sure they understand the different aspects of the SLO Blueprint Module 1-SLO Designing

Step 1: Add Goal Statement and Targeted Standards from Templates #1 and #2. Step 2: Identify potential measures, including “mastery” and/or “growth” metrics. Step 3: Draft performance indicators for each performance measure. Step 4: Review alignment of the Performance Measures with the Targeted Content Standards. Step 5: Refine Blueprint. 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.] Key Points for Trainers 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 Add Goal Statement and Targeted Standards from Templates #1 and #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. Review alignment of the Performance Measures with the Targeted Content Standards. Refine Blueprint. Module 1-SLO Designing

Summary & Next Steps Summary Module 1: Designing
Designed a Goal Statement, targeted Content Standards, and blueprinted key components of the Student Learning Objective. Next Steps Module 2: Building Given the completed Blueprint, create a Student Learning Objective following the SLO process, including the development of Performance Measures. 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 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. 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. Module 1-SLO Designing

Joining the SLO Professional Learning Community on SAS.
Go to the SAS home page( 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.)

PDE POC: Mr. O David Deitz
Contact Info PDE POC: Mr. O David Deitz RIA POC: Dr. JP Beaudoin

SAS Institute

SLO Design, Build, Review: Using PDE’s Online Tools to Implement the SLO Process SAS Portal: www.pdesas.org.

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