1. Student Learning Objectives (SLOs) 1 Michele Westphal

2. History SLO Process – Design – Build – Review District Timeline Resources 2 Agenda

3. – How can we integrate the SLO process into existing systems? – How can we use this process to improve instruction and learning? 3 Essential Questions

4. (B) FOR PROFESSIONAL EMPLOYES AND TEMPORARY PROFESSIONAL EMPLOYES WHO SERVE AS CLASSROOM TEACHERS, THE FOLLOWING SHALL APPLY: (1) BEGINNING IN THE 2013-201 4 SCHOOL YEAR, THE EVALUATIO N OF THE EFFECTIVENESS OF PROFESSIONAL EMPLOYES AND TEMPORARY PROFESSIONAL EMPLOYES SERVING AS CLASSROOM TEACHERS SHALL GIVE DUE CONSIDERATION TO THE FOLLOWING: (I) CLASSROOM OBSERVATION AND PRACTICE MODELS THAT ARE RELATED TO STUDENT ACHIEVEMENT IN EACH OF THE FOLLOWING AREAS: (A) PLANNING AND PREPARATION. (B) CLASSROOM ENVIRONMENT. (C) INSTRUCTION. (D) PROFESSIONAL RESPONSIBILITIES. (II) STUDENT PERFORMANCE, WHICH SHALL COMPRISE FIFTY PER CENTUM (50%) OF THE OVERALL RATING OF THE PROFESSIONAL EMPLOYE OR TEMPORARY PROFESSIONAL EMPLOYE SERVING AS A CLASSROOM TEACHER AND SHALL BE BASED UPON MULTIPLE MEASURES OF House Bill 1901 Race to the Top Act 82

5. SLO Process A process to document a measure of educator effectiveness based on student achievement of content standards.

6. 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.

7. The SLO in PA is written to a specific teacher and a specific class/course/content area for which that teacher provides instruction.

8. 8 Every teacher designs an SLO Math Physics Physical Education History Chemistry Kindergarten Special Ed Journalism

9. 9 Collaborative development of an SLO is encouraged (e.g., similar content area or grade level teachers, interdisciplinary groups of educators) Working Together to Create an SLO

10. Many factors can influence the size of an SLO, but the process remains the same……….. Time Frame Course Content Important Learning Needs

11. Key SLO Process Component: Goal Aligned to Standards Know and understand the Standards a) PA Standards b) National Standards c) Professional Content Standards

12. Key SLO Process Component : Performance Measure What performance measures (assessments) are appropriate to measure student learning of the standards?

13. Performance Indicator Key SLO Process Component : Based on the performance measure, what are the expectations for individual student achievement?

14. Teacher Effectiveness Measure Describes the number of students expected to meet the performance indicator criteria. Example: Proficient 80% to 94% of students meet the performance indicator. Key SLO Process Component :

15. Check for understanding…. Talk to a neighbor about the following: How is the SLO used? Who writes an SLO? What does an SLO measure?

16. 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 16 SLO Process Components

17. 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 17 Section 1: Classroom Context

18. 18 Section 1: Classroom Context

19. 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 19 Section 2: SLO Goal

20. 20 Section 2: SLO Goal

21. Is the goal statement… Aligned to a Big idea Related to the teacher’s content area of certification? Focused on major area(s) of learning at the grade level? Measurable? Realistic? Goal Considerations

22. Spanish 1 Students will be able demonstrate effective communication in the target language by speaking and listening, writing, and reading. 8 th Grade Art Students will demonstrate the ability to manipulate visual art materials and tools to create works based on the ideas of other artists and to evaluate the processes and products of themselves and other artists. Grade 5 Library Students will demonstrate the ability to use online D.P.S. databases and search engines, Britannica Elementary, Culture Grams, and Nettrekker toward support real world experiences and determining which is the best source for specific information.

23. 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 www.pdesas.org

24. Targeted content standards used in developing the SLO. Arts and Humanities: 9.1, 9.2, 9.3, 9.4 pdesas.org

25. Explains why the SLO is important and how students will demonstrate learning of the standards through this objective. Grade 8 Art: Developing the ability to manipulate visual art materials and tools are important to the artistic creation process, as is the ability to evaluate the process and product created by oneself and others. Child Development (FCS) Understanding how children grow and develop will prepare individuals and families to meet challenges associated with raising children.

26. General Description Identifies all performance measures, including name, purpose, type, and metric Articulates the administration and scoring details, including the reporting Note: Section 3 is based upon high-quality performance measures aligned to the targeted content standards 26 Section 3: Performance Measures

28. Section 3: Art Example

30. ELANCO Performance Measures Subject Areas with Universal Screeners At least 50% of Performance Measures must come from district-approved universal screeners – STAR – CDT LDC Modules Common Unit Assessments Subject Areas without Universal Screeners Rigorous Common Assessments Teacher-developed assessments that are principal approved LDC Modules

31. Building Performance Measures and Tasks What must a Student know and do to complete a performance measure? What does a Teacher do to administer a performance measure? How does a Teacher score a performance measure? DISTRICT REQUIREMENT: All teacher designed assessments must use the Performance Task Framework

32. 32

33. 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 33 Section 4: Performance Indicators

35. 35 Section 4: Art Example

36. Describes individual student performance expectation 4a. What performance measure(s) – tests, assessments– will be used to measure student achievement of the standards, and what’s the expected student achievement level based on the scoring system for those measures? 4b. What’s the expected achievement level for unique populations? (students who did not do well on a pre-test, etc.)

37. ELANCO Weighting Options Option 1 – 25% Growth, 25% Achievement, 50% Other Option 2 – 50% Growth, 25% Achievement, 25% Other Option 3 – 25% Growth, 50% Achievement, 25% Other Option 4: 100% Growth Option 5: 100% Achievement Option 6: 100% Other Other variations can also be considered

38. General Description Identifies each level (Failing, Needs Improvement, Proficient, Distinguished) students are meeting the PI targets. Selects the overall SLO rating. 38 Section 5: Teacher Expectations

39. 39 Section 5: Teacher Expectations

40. 40 Section 5: Art Example

41. 41

42. Linked Data (Section 4c) Student NameMoodDemuthClay 1noyes 2no yes 3 4noyes 5noyesno 83/100 students met 2of 3 indicators(in green) = 83% 5b. Proficient Example: 4c. Students must meet 2 out of 3 indicators.

43. % weight# of students met% x # Mood25%7318.25 Demuth25%6416 Clay50%8241 75.25 % Weighting (Section 4d) 5b. Needs Improvement Example: 4d. Outlined the weight for each measure because all measures were NOT equally weighted.

44. 4 th Gr. Math (Sections 4 & 5)

45. Spreadsheet of 4 th Gr. Math Results 78% of students met the PI targets 5b. Proficient

46. 46 Areas of Caution: The SLO is based on small numbers of students The goals are not closely linked to standards The performance measures lack rigor The performance indicators are vague The expectations are extreme

47. Check for learning…. Talk with your neighbor about: What scenarios must be considered when setting section 5? What are the challenges that you anticipate while building an SLO?

48. ELANCO Timeline August 2014 Teachers and Admin. Draft SLOs Aug-Sept. Teachers Universal Screening and Pre- Assess Students Sept. 17 Teachers SLO Goal Setting and Writing

49. ELANCO Timeline Oct. 3 Teachers Finalize and submit SLO Oct. 14 Teachers and Admin. Review and Discuss SLOs Dec. – Feb. Teachers and Admin. Mid-Year Review of Progress

50. ELANCO Timeline May 2015 Teachers Universal Screenings and Post Assess May 28 Teachers Final Collection of SLO Evidence & Submission to Admin. June 15 Teachers and Admin. Review of Evidence, Scores and Feedback to Teachers

51. ELANCO Resources Links to example SLOs Links to the ELANCO template here http://elancocia.wiki.elanco.net/SLOs

52. Questions