Student Learning Objectives (SLO)

1. Student Learning Objectives(SLO) Anthony Conti Anthony.conti@miu4.org Dr. Cathleen Cubelic Cathleen.cubelic@miu4.org

2. Our Objectives • Define an SLO • Design, Build, and Review an SLO • Interpret the SLO Template • Consider Assessment Quality and Purpose • View online tools • Plan for implementation

3. LEA Responsibilities • To select a minimum group of 6-10 teachers, with aligned principals, to implement the SLO process (to receive training from the IU, using the PDE materials, to design, build and review a minimum of one SLO that is prepared using the online template, and follow the implementation process through the administrative review, monitor and final evaluation stages. THE RESULTS OF EVALUATION ARE NOT EXPECTEDTO BE USED AS A PART OF THE TEACHER EVALUATION.)

4. LEA Responsibilities 2.      To assign an implementation team to be trained by the IU and to subsequently train the teachers and principals involved in the pilot, or train the entire staff in preparation for next year. Implementation team members should include, at minimum, but not limited to: a.      One administrator, preferably at the curriculum level b.      One principal, preferably one involved in the pilot process c.       Two teachers, preferably two involved in the pilot process

5. LEA Responsibilities 3.     To allot one day for representatives from the implementation team to meet with the authors of the SLO process. (Substitute and travel expenses would be provided by PDE.) 4.      To provide information, in the form of surveys and interviews, to a researcher who will evaluate the SLO process.

8. The Rating Tool [for teacher with Eligible PVAAS Data]

9. The SLO in PA is written in relationship to a specific teacher and a specific class/course/content area for which that teacher provides instruction.

10. “The PSSA test doesn’t completely measure my effectiveness.”

11. SLO Definition A process to document a measure of educator effectiveness based on student achievement of content standards.

12. 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

13. SLO Process ComponentsDESIGN • Thinking about what content standards to measure • Organizing standards and measures • Discussing with colleagues collective goals • Researching what is needed for a high quality SLO

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

15. SLO Process Components • REVIEW • 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 SLOs with performance data

16. Activity • Count off by 6 at your table. • Each one take an “SLO should……” statement. [next slide] • Produce an “educator friendly” version of that statement. • Share within your group.

17. The SLO Should…. • Represent student performance in a specific course/content area taught by educator. • Reflect the diversityof students as learners. • Align to a target set of selected academic content standards that represent the depth and breadth of the goal statement. • Use metrics based upon multiple events/data collection periods to measure defined levels of student growth or “mastery”. • Be supported by verifiable data that can be collected and scored in a standardized manner. • Include a set of independent performance measuresdirectly linked to the established goal.

18. Design

19. What is a Goal Statement? • Definition: • Narrative articulating the “big idea” upon which the SLO is built under which content standards are directly aligned. • Characteristics: • Encompasses the “enduring understanding” of the standard • Central to the content area • Foundational concepts for later subjects/courses

20. Goal Statement Example • “Students will 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.”

21. SLO Goal • (Template #1) • Goal Statement addresses: • WHAT the “big idea” is in the standards • Standards • HOW the skills and knowledge support future learning • Rationale Statement: • WHY the “big idea” is a central, enduring concept • http://pdesas.org/standard/PACore

22. More Considerations for Goal Statements • Do you have previous data to help guide your goal? • What does your growth and achievement look like? • Is there a building/district-wide goal?

23. Activity:Goal Statement (Template #1) • Within your team, choose a discipline in which you’d like to focus. Preferably, choose a discipline that is taught by one amongst you. • Complete “Template #1 Goal Statement” • We will post them for the entire group.

24. Build

25. TemplateSection 1

26. Goal • Goal statement should articulate an appropriate “big idea”. http://pdesas.org/standard/PACore • Standards should be the appropriate Focus Standards supporting the goal. • Rationale statement should be reasons why the Goal statement and the aligned Standards address important concepts for this class/course.

27. TemplateSection 2

28. Performance Indicator Definition: a description of the expected level of student growth or achievement based on the performance measure Answers two questions………. • Does the indicator define student success? • What is the specific measure linked to the indicator?

29. Examples of Performance Indicator Targets • Students will achieve Advanced or Proficient on all four criteria of the Data Analysis Project rubric. • Students will score an average of 3 or better on five different constructed response questions regarding linear modeling according to the general description of scoring guidelines.(http://static.pdesas.org/Content/Documents/Keystone%20Scoring%20Guidelines%20-%20Algebra%20I.pdf) • Students will improve a minimum of 10% points from pre- to post-test for material in each semester. • Students will show “significant improvement” in the Domain of Measurement on the Classroom Diagnostic Tools Mathematics Grade 7 assessment from the first to the last administration.

30. Performance Indicator – Focus student group A description of the expected level of achievement for each student in a subset of the SLO population (1F) based on the scoring tools used for each performance measure (4A). Subset populations can be identified through prior student achievement data or through content-specific pretest data.

31. Examples of Performance Indicator Targets: Focused Student Group • Students who scored below the 30th percentile on their benchmark AIMSweb R-CBM probe will score above the 30th percentile by the end of the school year using the national norms. • Students who scored below a 2 on the pre-test will improve a minimum of one level on the post-test.

33. Activity:Growth and Mastery • What assessments may be used as growth, mastery or both?

34. What are the characteristics of a quality assessment? • Write (3). • Report out the summary from your table.

35. Good assessments have…… • A specific and defined purpose • A mixture of question types • Items/tasks with appropriate DOK levels • Items/tasks that are Standards Aligned • A quality rubric • A standardized scoring method • Academic Rigor • A reasonable time limit for completion • An appropriate readability level • Multiple methods of student demonstration • Validity and reliability • Well-written directions and administration guidelines • Cut scores for performance categories

36. Academic Rigor • Standards-Aligned • Developmentally Appropriate • Focused on Higher-Order Thinking

37. Weighting, Linking, or Otherwise • Standard You may consider each Performance Indicator equal in importance. • Linked You may link multiple Performance Indicators, if you like. Do this for “pass before moving on” assessments. 3. Weighted You may weight multiple Performance Indicators, if you like. Do this when you believe one or more PI’s are more complex or more important than others.

38. Standard Scenario

39. Weighting Scenario • Physics Class with (3) PI targets: Total Score = 72.5%

40. TemplateSection 3

41. Goal-Indicator-Measure

42. Goal-Indicator-Measure

43. Performance Measure - Descriptions • State the name of the assessment(s). • List the type of measure. • Explain the purpose, state what the Performance Measure should measure. • Identify the timeline and occurrence(s) • Scoring Tools should indicate the solution key, rubric, checklist, etc. that is being used to score the PM. • Administration & Scoring Personnel should contain who is giving the test and who is scoring it. • Performance Reporting should state how others will know which students met the Performance Indicator(s).

44. TemplateSection 4

45. Expectations

46. Teacher Expectations Definition: identifies each level (Failing, Needs Improvement, Proficient, Distinguished) students are meeting the Performance Indicator Targets. • These reflect the continuum established by the teacher prior to the evaluation period. • Each level is populated with a percentage range so that there is distribution of performance across levels. • Based on the actual performance across all identified Performance Indicators, the evaluator will determine one of the four levels for the SLO.

47. Template Section 5

48. Review

49. Tools for Review • SLO Coherency Rubric • School Leader’s SLO Checklist • Assessment QA Checklist

50. Now you are an expert. • Take 10-15 minutes to review this SLO example given for a Family and Consumer Science Class. • Please make notes on the document where you question or disagree with what is stated and where you think needs clarification. • Also, note what suggestions may be given to this instructor for improvement and questions you would ask prior to approving this SLO for the teacher. • Please take the first 5 minutes to do this silently on your own. • We will review each section and share with the group. Be ready to discuss your thoughts.