STUDENT LEARNING
OBJECTIVES (SLOs)
© Pennsylvania Department of Education
THIS PRESENTATION
• THIS PRESENTATION AND LINKS TO ALL OF THE SLO RESOURCES CAN
BE FOUND ON THE SUPERVISION AND EDUCATOR EFFECTIVENESS
WEBSITE
• GO TO WWW.TULPEHOCKEN.ORG
• CLICK ON STAFF BUTTON
• LOOK FOR SUPERVISION AND EDUCATOR EFFECTIVENESS LINK
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MODIFIED SCHEDULE
K-6 Classroom Teachers, Art, Music, PE/Health/DE, Library, FCS
9:00-10:00 SLO in Auditorium
10:00-10:15 Break
10:15-11:15 SLO in Auditorium
11:15-12:15 Lunch (in Front of Cafeteria Please)
12:15-1:00 Talent Ed in Back of Cafeteria
1:00-3:30 SLO Collaboration with Department in Assigned Rooms
7-12 Classroom Teachers, Business/Computer, Special Ed(K-12)
9:00-10:00 SLO in Auditorium
10:00-10:15 Break
10:15-11:15 SLO in Auditorium
11:15-12:00 Talent Ed in Back of Cafeteria
12:00-1:00 Lunch (in Front of Cafeteria Please)
1:00-3:30 SLO Collaboration with Department in Assigned Rooms
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OBJECTIVES
• Review Teacher effectiveness requirements. What’s
New?
• Determine how to select an assessment for SLOs.
• Explain how to complete the SLO template.
• Demonstrate use of the Talent Ed software.
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Teaching Professionals
• All classroom teachers
• If you plan, provide instruction, and
give assessments, then you are a
teaching professional.
• You must do an SLO
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6
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Every Teaching Professional
Designs an SLO
Math
History
Physics
Physical
Education
Chemistry
Kindergarten
Special
Ed
Journalism
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Non-Teaching Professionals
•
•
•
•
•
•
School Counselors
School Psychologist
Home School Visitor
School Nurse
Instructional Technology Specialist
Anyone working under a teacher cert who
does not provide direct instruction
(planning, instruction, and assessment) to
students.
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Working Together to Create an SLO
Collaborative development of an SLO is
encouraged (e.g., similar content area or grade
level teachers, interdisciplinary groups of
educators)
Student Learning Objective
PDE’s Definition: A process to
document a measure of educator
effectiveness based on student
achievement of content standards.
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WHAT IS THE FOCUS?
• COURSE?
• ONE PERIOD OR ALL SECTIONS FOR THE COURSE?
• SPECIAL EDUCATION, ELLS, GIFTED, ALL STUDENTS?
• THINK OF A SKILL YOU KNOW THAT YOU WANT TO TARGET?
• IS THERE AN AREA OF NEED?
• IS THERE A TOPIC YOU WANT TO GET BETTER AT TEACHING?
• REMEMBER, THIS IS A PERSONAL GOAL FOR YOU AS WELL AS YOUR
STUDENTS!
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Student Learning Objective
Examples Simplified
• I want to see how my students improve in
subtraction from the beginning of the year to the
end of the year.
• I am going to give them a test in September to
get baseline data.
• I am going to set a goal to reach by April
• I may assess them periodically throughout the
year to benchmark their progress.
• Baseline was 22% proficient
• My goal is 50% proficient by April.
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Student Learning Objective
Examples Simplified
•
•
•
•
•
In my woodworking class, my students struggle every
year with measurement for the final bookshelf project.
I want to focus on measurement with every project to
prepare them for this culminating activity.
I am going to include a rubric for each project that
includes a criteria for using accurate measurements.
At the end of the course, I will use the same rubric to
assess mastery on the measurement concepts used in
the bookshelf project.
I want 80% or more of my students to earn a 3 or
better on the 4 point measurement rubric for this final
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project.
Student Learning Objective
Examples Simplified
• Every year, my students with special needs
struggle to pass my Chapter 4 test.
• I have data to show that, on average, only 70%
of IEP students pass this test each year.
• I want to set a goal for 85% this year (How?)
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Student Learning Objective
Examples Simplified
• I teach students to use MLA Style in my spring
honors research project, and there are always a lot
of errors.
• I am going to begin teaching and using MLA Style in
the fall.
• I have developed a 5 point rubric that can be used all
year to assess the use of MLA in 4 smaller papers
and the final research project.
• I use the rubric for the first paper in September and
only 40% of my students score a 4 or better.
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• I want to show growth so that 80% of my students
score a 4 or better on the final project.
Don’t re-invent the wheel!!!
• KEEP IT SIMPLE
• MAKE IT A WORTHWHILE ENDEAVOR,
SOMETHING YOU KNOW SHOULD BE YOUR
FOCUS
• IF YOU ARE IN A DIFFERENTIATED PHASE, THIS IS
YOUR ACTION RESEARCH!!!!!
• THE RECOMMENDED NUMBER OF STUDENTS IS 5
TO 100 STUDENTS (WITH A FEW EXCEPTIONS).
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WHAT DOES AN SLO MEASURE?
•GROWTH VS. MASTERY
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GROWTH
• AN ASSESSMENT GIVEN MULTIPLE TIMES THROUGHOUT THE COURSE
• 4 SIGHTS, DRA, SRI, PHYSICAL FITNESS TEST, MUSICAL
PERFORMANCE,
• COULD BE A PORTION OF AN ASSESSMENT
• GRAMMAR AND CONVENTIONS ASSESSED THROUGHOUT THE
YEAR ON A RUBRIC USED TO ASSESS WRITING PROMPTS
• SUMMARY OF A WRITTEN SCIENCE LAB USING THE SAME SCORING
CRITERIA
• SCORES ON PSSA/KEYSTONE-LIKE OPEN ENDED MATH QUESTIONS
• SHOWS IMPROVEMENT OVER TIME
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MASTERY
• COULD BE ONE ASSESSMENT OR MULTIPLE
ASSESSMENTS
• LOOKS AT WHETHER OR NOT THE STUDENTS
SUCCESSFULLY MASTERED THAT ASSESSMENT.
• THINK OF IT LIKE THE PSSA/KEYSTONE EXAMS AND
WHETHER OR NOT THE STUDENTS ARE PROFICIENT
ON THAT ASSESSMENT
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GROWTH OR MASTERY?
• 4TH GRADE TEACHER
• USING 4 SIGHT IN READING
• LOOKING FOR STUDENT IMPROVEMENT BETWEEN
FIRST, SECOND, THIRD, AND FOURTH
ADMINISTRATION OF THE ASSESSMENT THAT
YEAR.
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GROWTH OR MASTERY?
• 9TH GRADE PHYSICAL EDUCATION CLASS
• STUDENTS GO THROUGH CONDITIONING FOR
RUNNING THE MILE
• AT THE END OF THE SEMESTER, STUDENTS ARE
GIVEN AN ASSESSMENT TO DETERMINE IF THEY
CAN RUN THE MILE
• THE PERCENT OF STUDENTS ABLE TO RUN THE
MILE IS CALCULATED
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GROWTH OR MASTERY?
• FAMILY CONSUMER SCIENCE
• STUDENTS MUST PASS A TEST IN FOOD SAFETY
AND SANITATION BEFORE BEING ALLOWED TO
USE THE KITCHEN
• STUDENTS TEST AND RETEST UNTIL THEY PASS IT
• THE FCS TEACHER WANTS TO LOOK AT
INCREASING THE NUMBER OF STUDENTS WHO
PASS THIS TEST ON THE FIRST TRY
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GROWTH OR MASTERY?
• A GOAL TO IMPROVE STUDENT RESPONSES TO OPEN ENDED
QUESTIONS IN SOCIAL STUDIES
• PROVIDES INSTRUCTION THROUGHOUT THE YEAR ON HOW TO
RESTATE THE QUESTION IN THE RESPONSE, PROVIDE A TOPIC
SENTENCE, AND A CONCLUSION WITH EACH RESPONSE
• A RUBRIC IS USED TO ASSESS THE THREE TOPICS ABOVE AND IS
USED ALL YEAR FOR MULTIPLE OPEN ENDED RESPONSES (CONTENT
GRADED SEPARATELY)
• COMPARISON OF HOW WELL STUDENTS DID 1ST QUARTER, 2ND
QUARTER, 3RD QUARTER AND 4TH QUARTER ON THESE 3 TOPICS.
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• BTW, THIS DOES ALIGN TO CCSS FOR WRITING IN SOCIAL STUDIES
GROWTH OR MASTERY?
• CDT IS GIVEN 3 TIMES DURING THE YEAR IN
ALGEBRA I
• LOOK FOR STUDENTS TO HAVE AN OVERALL
SCALE SCORE SHOWING IMPROVEMENT OF A
MINIMUM OF ONE STANDARD ERROR ABOVE THE
FIRST ADMINISTRATION SCORE.
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GROWTH OR MASTERY?
• CDT IS GIVEN 3 TIMES DURING THE YEAR IN
ALGEBRA I
• LOOKING AT THE LAST ADMINISTRATION, THE
OVERALL SCORE FOR STUDENTS IS NO LESS THAN
THE ALGEBRA I BOTTOM OF GREEN (1134).
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GROWTH VS. MASTERY
• IT IS NOT SO MUCH THE ASSESSMENT YOU USE
BUT HOW YOU USE IT!
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WHICH ASSESSMENT SHOULD I USE?
• If you have a standardized assessment (4Sight, CDT, DRA,
CFFA, SRI, etc.) USE IT!!!!
• If you don’t have a a standardized assessment, you must
have a rubric to evaluate the skills you are assessing.
• You must complete the Performance Task framework
in addition to the slo document.
• You may not use PSSA/Keystone/AP (Timeline)
• Think about an assessment on which you “should” focus to
show personal/professional growth.
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QUESTIONS ABOUT ASSESSMENT?
• STAND UP!
• SHARE WITH THE PERSON NEXT TO YOU: WHICH
ASSESSMENT ARE YOU THINKING ABOUT USING?
• WHAT ARE THE SKILLS YOU WANT STUDENTS TO
MASTER OR TO SHOW GROWTH?
• WHY IS THIS AN AREA FOR YOUR OWN
PERSONAL GROWTH?
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TEACHER CREATED VS. STANDARDIZED
ASSESSMENTS
• IF YOU ARE USING A TEACHER-CREATED ASSESSMENT,
YOU MUST COMPLETE THE PERFORMANCE TASK
TEMPLATE IN ADDITION TO THE SLO.
• YOU MUST HAVE A SCORING RUBRIC FOR A
PERFORMANCE TASK, AND/OR AN OPEN-ENDED
ASSESSMENT OR ITEM.
• YOU MUST HAVE A TEST BLUEPRINT FOR A TEST.
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SAMPLE PERFORMANCE TASK MODELS
• PE GRADE 3
• ECONOMICS
• MATH GRADE 1 (EVERYDAY MATH EXAMPLE)
• OTHERS CAN BE FOUND ON WWW.PDESAS.ORG
• CLICK ON INSTRUCTION
• CLICK ON STUDENT LEARNING OBJECTIVES
• CLICK ON MODELS
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OTHER HELPFUL DOCUMENTS
• LISTED ON THE COVER OF THE HANDOUT
• LINKS TO ALL SUPERVISION INFORMATION IS ON
OUR SUPERVISION/TEACHER EFFECTIVENESS LINK
OFF OF THE STAFF PAGE OF OUR WEBSITE
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Goal & Objectives
Goal:
Build 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:
1. Review each section of the “SLO Process
Template ” and the “Help Desk” definitions.
2. Complete the SLO Process Template AND
applicable Performance Measures.
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Outline of the Build Module
Building
Preview SLO
Template &
Help Desk
Classroom
Context
SLO
Goal
Performance
Measures
Performance
Indicators
Elective
Rating
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STUDENT LEARNING
OBJECTIVES
Preview
Section 1: Classroom Context
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
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Section 1: Classroom Context
Element
Definition
1a. Name
Educator’s full name
1b. School
Name of school(s) to which the educator is assigned during the current year.
1c. District
Name of district to which the educator is assigned during the current year.
1d. Class/Course Title
Name of the class/course/content upon which the SLO is based.
1e. Grade Level
Grade level(s) for those students included within class/course identified in Element 1d.
1f. Total # of Students
1g. Typical Class Size
Aggregate number of students (estimated, across multiple sections) for which data will be
collected and applied to this SLO.
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 39
identified in Element 1d.
Section 2: SLO Goal
General Description
•
•
•
Contains a statement about the “Big Idea” the
SLO is based upon
Provides the specific PA standards associated
with the goal
Articulates a rationale about the Goal
Statement
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Section 2: SLO Goal
Element
Definition
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:
http://www.pdesas.org/standard/views
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 the class/course/content area.
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Section 3: Performance Measures
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 (see Assessment Literacy Series:
Quick Start PA materials)
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Section 3: Performance Measures
Element
3a. Name
Definition
List the name of each Performance Measure for which a Performance Indicator is
established in Section 4a.
3b. Type
Identify the type(s) of Performance Measure(s) listed in 3a. From the given list, select
all types that are applicable.
3c. Purpose
The purpose statement for each Performance Measure that addresses who, what,
and why.
3d. Metric
The metric used by the performance measure to evaluate the performance indicator.
3e. 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.
3f. Adaptations/
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.
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Section 3: Performance Measures
(cont.)
Element
Definition
3g. Resources/Equipment
Identifies any unique resources, including equipment and personnel, associated with each
Performance Measure.
Identifies the scoring “tools” for each Performance Measure
3h. Scoring Tools
3i. Administration & Scoring
Personnel
3j. Performance Reporting
For objective measures, scoring keys and SCR (Short Constructed Response) /ECR (Extended
Constructive Response) rubrics are identified. For subjective measures, the name of each scoring
rubric and accompanying guidelines are listed.
Identifies two key individuals: the person administering the Performance Measure(s) and the
person scoring.
This is particularly important for subjective measures in which the subject matter expert is both
administrator and scorer.
Identifies the manner by which student performance on the Performance Measures will be
communicated to others (as appropriate). The “Summary” selection is provided to describe
student achievement for linked and/or weighted Performance Measures.
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Section 4: Performance Indicators
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 and/or weight
indicators
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Section 4: Performance Indicators
Element
4a. PI Targets: All Student Group
4b. PI Targets: Focused Student
Group (optional)
Definition
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 3a).
A description of the expected level of achievement for students 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.
4c. PI Linked
(optional)
4d. PI Weighting (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.
An assignment of proportional values among PIs prior to aggregation and
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application to Section 5. Weighting can be applied when there are more
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than one performance indicator.
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What is “Assessment Literacy”?
The skills, knowledge, and concepts
associated with sound assessment
practices, including the critical review
of quality evidence.
Assessment Life Cycle
Examine
Validity
Evidence
Establish
Assessment
Purpose(s) and
Design
Administer
Assessment
and Report
Results
Build Test
Specifications &
Blueprint
Develop Items
Review Forms
Create
Operational
Forms &
Administrative
Guidelines
Develop Scoring
Keys and
Rubrics
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Principles of Well-Developed
Measures
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.
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Section 5: Elective Rating
General Description
•
•
Classifies percentages of students who are
meeting the Performance Indicator targets into
four levels: Failing, Needs Improvement,
Proficient, and Distinguished.
Selects the overall SLO rating (see Section 5b).
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Section 5: Elective Rating (cont.)
Element
Definition
Four levels of projected performance regarding the PI, reflecting a continuum established
by the educator prior to the evaluation period.
5a. Level
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.
Given the actual performance regarding the PI, the principal or evaluator identifies one of
four performance levels.
5b. Rating
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.
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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.
Section 5: Elective Rating (cont.)
Independent Performance Indicators
• SLO based on 100 students in each indicator
PI #1
Jumping
PI #2
Hopping
PI #3
Sprinting
Met Expectations 25
50
75
Total Number of
SLO Students
100
100
100
• The sum of all students that met expectations (25 + 50 + 75)
• The sum of all students (100 + 100 + 100)
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Resultant: (150/300 = .50 or 50%)
YOUR TASK THIS AFTERNOON
• RECEIVE TRAINING IN TALENT ED
• DETERMINE YOUR AREA OF FOCUS FOR THE SLO
(REMEMBER TO COLLABORATE IF POSSIBLE)
• DEFINE THE ASSESSMENT(S) USED
• COMPLETE PEROFORMANCE TASK FRAMEWORK AND
RUBRICS/BLUEPRINTS IF NECESSARY (DONE IN TALENT
ED WITH ATTACHMENTS)
• COMPLETE SLO DOCUMENT (IN TALENT ED)
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TIMELINE
• Slos and task frameworks are due for approval by the end of the day
on october 13th.
• Conversations with your principal between now and October 13th to
review your goals and receive feedback.
• ½ day on October 13th to finalize the documents and assessments and
submit them for approval.
• If you plan to attend the BCIU common inservice in october you must
have your slo approved by your principal
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SUPPORT
• Ask three before me……
1. Talk about your ideas with your department peers
2. Department Coordinators were trained in slos last year by bciu, so they
should be able to answer many questions for you.
3. Principals will be floating around to your classrooms to provide support
and answer questions
• I wish I could read all of your slos, but there just is not time. I will be
around to help if you have questions.
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CLASSROOMS BY DEPARTMENT
MATH: ROOM 117
ESL: ROOM 414
ELA: ROOM 413
WORLD LANGUAGE: ROOM 414
SOCIAL STUDIES: ROOM 115
BUSINESS/COMPUTER: ROOM 201
SCIENCE/TECH ED/AG ROOM: 107
JSHS SPECIAL ED/GIFTED: ROOM 412
PE/HEALTH/DE: LIBRARY
GRADES K-1-2: CHORAL SUITE
ART/MUSIC: LIBRARY
GRADES 3-4: CAFETERIA REAR
LIBRARY: LIBRARY
GRADES 5-6: CAFETERIA REAR
FCS: LIBRARY
GRADES K-6 SPECIAL ED/GIFTED: ROOM 412
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