Student Learning Objectives (SLO s )

1. Student Learning Objectives (SLOs) Heather Brown Denise Kaminski

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

3. Agenda • SLO 10.1 Template Overview • SLO in Practice • Review • Action Planning Suggestions

4. History • Meets the requirements of the Elective Portion of the Educator Effectiveness mandated under Act 82 of 2012.

5. For ALL Teachers Began 2013-2014 SY

6. Student Learning Objective PDE’s Definition: A process to document a measure of educator effectiveness based on student achievement of content standards. 7

7. SLO Process Components The SLO process contains three (3) action components: • Design (ing): thinking, conceptualizing, organizing, discussing, researching • Build (ing): selecting, developing, sharing, completing • Review (ing): refining, checking, updating, editing, testing, finalizing

8. SLO Process Template • Overview

9. 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 10

10. Section 2: SLO Goal • 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 11

11. 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 12

12. 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 indicators and/or weighting 13

13. Section 5: Elective Rating • General Description • Identifies each level (Failing, Needs Improvement, Proficient, Distinguished) students are meeting the PI targets. • Selects the overall SLO rating. 14

14. SLO IN PRACTICE

15. SLO Handouts • www.ciu20.org • - Departments • - Curriculum • - SLO for Administrators 16

16. Section 1: Classroom Context 17

17. Section 1: Art Example 18

18. Section 2: SLO Goal 19

19. Section 2: Art Example 20

20. Goal Considerations • Big idea? • Measurable? • Realistic?

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

22. Sample Goal Statement “Apply the concepts and the competencies of nutrition, eating habits, and safe food preparation techniques to overall health and wellness throughout the life cycle at individual, family, and societal levels.”

24. World Language Conjugating verbs provides clarity in communicating.

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

28. Big Idea In Pennsylvania, there is a location that we find our “big ideas” for curriculum • www.pdesas.org • Curriculum Frameworks Tab • At bottom of the page • Select a subject area • Select grade level

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

30. Section 3: Performance Measures 31

31. Section 3: Art Example 32

32. Section 3: Art Example 33

33. Section 3: Art Example 34

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

35. Section 4: Performance Indicators 36

36. Section 4: Art Example 37

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

38. Your Turn • SLO 10.1 Template • Based on your Goal Statement and Content Standards, determine Performance Indicators and Performance Measures that will accomplish your goal.

40. Section 5: Elective Rating 42

41. Section 5: Elective Rating 43

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

44. Student Learning Objective REVIEW PROCESS

45. SLO Process Components The SLO process contains three (3) action components: • Design (ing): thinking, conceptualizing, organizing, discussing, researching • Build (ing): selecting, developing, sharing, completing • Review (ing): refining, checking, updating, editing, testing, finalizing

46. SLO Review • Completeness • SLO Process Template • Comprehensiveness • Performance Measures • Coherency • Alignment

47. Review • Educator Groups will: • Conduct a quality assurance review for: • Completeness • Comprehensiveness • Coherency

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

49. Action Planning

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