Student Learning Objectives (SLO s )

1. Student Learning Objectives (SLOs) Dr. Lori Stollar LIU, Division of Educational Services

2. Session Goals • Develop an Understanding of Student Learning Objectives • Develop an Understanding of the SLO process

3. Norms & Expectations for Today’s Session Ask Questions Engage Fully Integrate New Information Open Your Mind to Diverse Views Utilize What You Learn

4. Student Learning Objective PDE’s Definition: A process to document a measure of educator effectiveness based on student achievement of content standards. 4

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

9. Section 1: Classroom Context • General Description • Contains demographic information about the educational setting • Articulates the course, grade(s), and students on which the SLO is based • Provides class size, frequency, and duration data 9

10. Section 2: SLO Goal • General Description • Contains a statement about the “enduring understanding” or “big idea” • Provides the specific PA standards used in developing SLOs and are the foundation of performance measures. • Articulates a rationale providing reasons why the Goal Statement and targeted standards address important learning. 10

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 measured aligned to the targeted content standards 11

12. Section 4: Performance Indicators • General Description • Articulates targets the expected level of achievement for eachPerformance Measure • Includes all students in the identified SLO group • May include a focused student group • Affords opportunity to link indicators and/or weighting 12

13. Section 5: Teacher Expectations • General Description • Identifies each level (Failing, Needs Improvement, Proficient, Distinguished) students are meeting the PI targets. • Reflects an “expectations continuum” established by the educator prior to the evaluation period and then examined at the end of the evaluation period. • Selects the overall SLO rating. 13

14. Guiding Principles SLOs should: • Represent student performance in a specific course/content area taught by the educator. • Align to a targeted set of content standards that represent the depth and breadth of the goal statement. • Contain results from only high-quality performance measures collected in an equitable, verifiable, and standardized manner. • Use metrics based on two time-bound events/data collection periods and/or summative performance with defined levels of achievement. • Include performance indicators linked to performance measures.

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

16. SLO Process ComponentsDESIGN • 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

17. SLO IN PRACTICE

18. Section 1: Classroom Context 18

19. Section 1: Art Example 19

20. What is a Goal Statement? • Definition: • Narrative articulating the “big idea” upon which the SLO is based • Characteristics: • Central to the content area • Foundational concept for later subjects/courses

21. Section 2: Art Example 21

22. Goal Statements • Typically addresses: • WHAT the “big idea” is in the standards • HOW the skills and knowledge support future learning • WHY the “big idea” is a central, enduring concept (rationale statement) • PDE’s SAS portal has identified “big ideas” for most content areas.

23. Goal Statement Example “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. Your turn With a partner, review the Goal Statement Examples provided. Identify the What, How, and Why of each goal statement.

25. Goal Statement Examples • Demonstrate understanding of numeric relationships by analyzing and generalizing those relationships using words, graphs, tables, equations and inequalities using technology. (Algebra) • The student will demonstrate, through their written works, that audiences differ and that readers’ needs/expectations must be taken into account as one writes. (Language Arts) • The student will understand that investigations are conducted to explore new phenomena, check previous results, and to test and compare theories. (Science) • Readers will comprehend text by intentionally interacting with it. (Language Arts) • Number sentences are able to be modeled by concrete objects and real world scenarios simultaneously. (Elementary Math)

26. Section 2: SLO Goal 26

27. Targeted Standards • Choosing Targeted Standards means: • Selecting certain standards for use with the performance measure being developed. • Identifying standards which represent the “big ideas” within the content area.

28. Targeted Standards • Criteria • Are a refined list of the content standards. • Represent the essential knowledge and skills that students are expected to acquire. • Are the standards upon which educators will spend the most time. • Create transparency for families and the community about what is most important for student success. • Are the identified content standards used to create the performance measures.

29. Guiding Questions • ENDURANCE- Will this standard provide students with knowledge and skills of value beyond a single test date? • LEVERAGE- Does this standard provide knowledge and skills of value in multiple disciplines? • READINESS FOR THE NEXT LEVEL OF LEARNING- Will this standard provide students with essential knowledge and skills necessary for success in the next level of instruction?

30. Targeted Standards Example

31. Your Turn Goal Statement Template • Use big ideas from SAS or district curriculum to complete Goal Statement and Rationale • Indicate goal statement • Given the goal statement, identify the underlying content standards

32. SLO Process Components BUILD • Selecting the performance measure(s) • Developing targets and expectations • Completing the template • Sharing the draft materials with other colleagues

33. 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-ALS materials)

34. 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 • Have score validity and reliability evidence

35. Section 3: Performance Measures • Formerly Section 4 35

36. Section 3: Art Example • Formerly Section 4 36

37. Section 3: Art Example • Formerly Section 4 37

38. Section 4: Performance Indicators Formerly Section 3 • 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

39. Section 4: Performance Indicators • Formerly Section 3 39

40. Section 4: Art Example • Formerly Section 3 40

41. Your Turn • Based on your Goal Statement and Content Standards, determine Performance Measures that will measure your goal. • Determine the desired targets (or Performance Indicators) for each Performance Measure.

42. Section 5: Teacher Expectations • 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 Elective rating.

43. Section 5: Teacher Expectations 43

44. Section 5: Art Example 44

45. SLO Process ComponentsREVIEW • 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

46. Training Resources • SAS is the PDE website (www.pdesas.org) containing: • Pennsylvania content standards and other helpful PDE developed material • a downloadable SLO training “packet”, including SLO Models • links to Research in Action’s training platform, Homeroom • Homeroom is RIA’s web-based learning platform (http://www.ria2001.org) containing: • on-line training materials, including the SLO Process Template • downloadable SLO training files, except the videos • links to the SAS portal

47. Tool Organization Videos • Describe the procedures within each of the three phases (i.e., Design, Build, & Review) Guides • Provide examples and information about a process Templates • Assist in developing customized material “Other Stuff” • Supplements the core training materials

48. SLO Design, Build, Review: Using PDE’s Online Tools to Implement the SLO ProcessSAS Portal: www.pdesas.org

49. Navigate to the homeroom page: RIA Homeroom site.

50. Log in and if not a user then register for the site: Pause until entire room is registered or with a partner: