1. Debunking the SLO Myth: What It Is, What It Isn’t, and How the Process Can Be Used to Support Challenging Instruction for All Learners 2015 PAGE Annual Conference Presented by Cathy Enders, Carbon Lehigh Intermediate Unit Colleen Lenett, Berks County Intermediate Unit Connie Skipper, Berks County Intermediate Unit

2. Welcome and Introductions

3. Essential Question How Can The SLO Process Be Used to Support Challenging Instruction for All Learners?

4. GOALS Dispel misconceptions about the SLO process Understand student learning objectives as an ongoing, collaborative process Ensure that goal statements and performance measures are aligned to high level content standards Increase the rigor and quality of aligned performance measures

5. Agenda Pre-assessment: SLO Myths Review of SLO Process SLO and Assessment Best Practices Reviewing and Revising SLOs

6. SLO Myth Busters SLOs are developed around progress on GIEP goals. The SLO process is designed as a “gotcha” for teachers. Teachers have limited or no control over the SLO process. The SLO process occurs outside of the regular process of designing and delivering instruction and assessment. SLOs are best measured with traditional paper/pencil tests. Multiple performance measures are best. SLOs should be written around a mastery goal. The SLO process involves completing the five sections of the template. SLOs are all about compliance.

7. SLO Process: A Route and A Journey Review and discuss each statement in the envelope at your table. Sort the statements into the appropriate categories: Design, Build, Review

8. SLO Process Phases: 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

9. SLO Process Phases: Build Selecting the performance measure(s) Developing targets and expectations Completing the template Sharing the draft materials with other colleagues

10. SLO Process Phases: 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

11. Essential Question How can this process support challenging instruction for all learners?

12. Template Jigsaw Reflect upon this year’s SLO process. Explain how you completed the section of the template assigned to your group. – What went well? – What was problematic?

13. SLO Template Best Practices Review the best practices for your section of the template. How might you approach this section of the template differently in coming school years? Report out to the whole group.

14. Essential Question How can this process support challenging instruction for all learners? On a scale of one to five, during the 2014-15 school year, to what extent did the SLO process support challenging instruction for all learners? Turn and talk.

15. Essential Question How can this process support challenging instruction for all learners? What steps can you take to increase the extent to which the SLO process supports challenging instruction for all learners?

16. Break

17. Professional Reading: “Targeting Growth” Golden Line Activity: Read p. 1 of the article “Targeting Growth.” Highlight or underline any phrases or sentences that resonate with you.

18. The Heart of the Matter “If properly implemented, student learning objectives help teachers bring more science to their art, strengthen instructional support to the classrooms, and improve the quality of the outcome.” -William J. Slotnik Founder and Executive Director Community Training and Assistance Center

19. The Heart of the Matter The SLO process supports challenging instruction for all learners when teachers: craft goals that are aligned to high leverage content standards accurately assess those goals with high quality performance measures What makes a high quality performance measure?

20. Is Your Performance Measure the Right Type of Assessment? Is the assessment designed to measure growth or mastery? Is it being used as intended? Is the assessment summative, formative, benchmark, or diagnostic? Is it being used as intended?

21. Is Your Performance Measure Aligned? To the goal statement? To content standards? – Do targeted content standards promote endurance, leverage, and readiness?

22. Is Your Performance Measure Valid? Does the assessment measure what it is supposed to measure? Does the content of the assessment measure the intended standards? Were good test development protocols followed? Are the questions clearly understood by students?

23. Is Your Performance Measure Reliable? Are the results of the assessment consistent?

24. Is Your Performance Measure Rigorous? Does the assessment include items at DOK levels 2 and 3? Are the questions assessing at the intended DOK level of the standard?

25. Trash or Treasure Let’s practice: Based on what you know about the SLO process, best practices, and developing measures, which SLO do you think is trash and which is treasure? Why?

26. Time to Shine How can this process support challenging instruction for all learners? Follow the process from the Trash or Treasure activity to review your SLO. What steps do you need to take to improve your SLO and ensure that it supports challenging instruction for all learners?

27. SLO Myth Busters SLOs are developed around progress on GIEP goals. The SLO process is designed as a “gotcha” for teachers. Teachers have limited or no control over the SLO process. The SLO process occurs outside of the regular process of designing and delivering instruction and assessment. SLOs are best measured with traditional paper/pencil tests. Multiple performance measures are best. SLOs should be written around a mastery goal.

28. Reaching for the Stars Essential Question How Can The SLO Process Be Used to Support Challenging Instruction for All Learners? What have you learned today?

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