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. Check In What have you done to address the SLO at your district/schools? What are you hoping to accomplish today?

4. Agenda • History • SLO Process • SLO Template and Performance Task Framework • Review • Implementation Planning • Resources – Homeroom - Design – Build – Review

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

8. Student Learning Objective PDE’s Definition: A process to document a measure of educator effectiveness based on student achievement of content standards. 8

9. 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

10. SLO Process Template • Overview

11. 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 11

12. 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 12

13. Section 3: 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

14. Section 4: 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 4 is based upon high-quality performance measures aligned to the targeted content standards 14

15. 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. 15

16. SLO IN PRACTICE

17. SLO Handouts • www.ciu20.org • - Departments • - Curriculum • - SLO for Administrators 17

18. Section 1: Classroom Context 18

19. Section 1: Art Example 19

20. Section 2: SLO Goal 20

21. Section 2: Art Example 21

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

23. 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)

24. 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.”

26. World Language Conjugating verbs provides clarity in communicating.

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

30. 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

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

32. Section 3: Performance Indicators 32

33. Section 3: Art Example 33

34. Section 4: Performance Measures 34

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

36. Section 4: Art Example 36

37. Section 4: Art Example 37

38. Section 4: Art Example 38

39. 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?

40. Your Turn • SLO 10.0 Template • Based on your Goal Statement and Content Standards, determine Performance Indicators and Performance Measures that will accomplish your goal.

42. Your Turn • SLO Performance Task Framework • Choose 1 Performance Measure • Consider the purpose for the measure • Describe the administration of the measure • Determine the implementation process of the measure

43. Section 5: Teacher Expectations 43

44. Section 5: Art Example 44

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

46. Design Coherency • SLO Goal Statement • Targeted Students • Indicators • All Students • Measures

47. Student Learning Objective REVIEW PROCESS

48. 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

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

50. Review Workflow