Student Learning Objectives (SLO s )

1. Student Learning Objectives (SLOs) Michele Westphal

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

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

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 Race to the Top House Bill 1901 Act 82

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

9. 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)

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

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

14. Key SLO Process Component: 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.

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. 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

17. 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 17

18. Section 1: Classroom Context 18

19. 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 19

20. Section 2: SLO Goal 20

21. Goal Considerations 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?

22. Spanish 1 • Students will be able demonstrate effective communication in the target language by speaking and listening, writing, and reading. • 8thGrade 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. • 2a. • The SLO Goal Statement: • What’s the Important Learning?

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 2b. Standards selection: What Standards Match the Goal Statement?

25. Explains why the SLO is important and how students will demonstrate learning of the standards through this objective. 2c. Rationale statement: Why is this Learning Important? 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. 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 26

28. Section 3: Art Example

29. Section 3: Art Example

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

31. Building Performance Measures and Tasks DISTRICT REQUIREMENT: All teacher designed assessments must use the Performance Task Framework 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?

33. 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 33

34. Section 4: Performance Indicators

35. Section 4: Art Example 35

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.) 4: Performance Indicator: What does Student Performance Look Like?

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. ELANCO Developed Scale for STAR • If using STAR Assessments for Growth

39. Section 5: Teacher Expectations • General Description • Identifies each level (Failing, Needs Improvement, Proficient, Distinguished) students are meeting the PI targets. • Selects the overall SLO rating. 39

40. Section 5: Teacher Expectations 40

41. Section 5: Art Example 41

43. Linked Data (Section 4c) Example: 4c. Students must meet 2 out of 3 indicators. 83/100 students met 2of 3 indicators(in green) = 83% 5b. Proficient

44. Weighting (Section 4d) Example: 4d. Outlined the weight for each measure because all measures were NOT equally weighted. 5b. Needs Improvement

45. 4th Gr. Math (Sections 4 & 5)

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

47. 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

48. 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?

49. ELANCO Timeline

50. ELANCO Timeline