1. Student Learning Objectives (SLOs)
© Pennsylvania Department of Education
© Pennsylvania Department of Education
Module 2-Building SLOs - May 2014

2. This presentation
This presentation and links to all of the SLO resources can be found on the supervision and educator Effectiveness website
Go to
Click on Staff button
Look for supervision and educator effectiveness link

3. Modified Schedule
K-6 Classroom Teachers, Art, Music, PE/Health/DE, Library, FCS
9:00-10:00 SLO in Auditorium
10:00-10:15 Break
10:15-11:15 SLO in Auditorium
11:15-12:15 Lunch (in Front of Cafeteria Please)
12:15-1:00 Talent Ed in Back of Cafeteria
1:00-3:30 SLO Collaboration with Department in Assigned Rooms
7-12 Classroom Teachers, Business/Computer, Special Ed(K-12)
11:15-12:00 Talent Ed in Back of Cafeteria
12:00-1:00 Lunch (in Front of Cafeteria Please)

4. Objectives Review Teacher effectiveness requirements. What’s New?
Determine how to select an assessment for SLOs.
Explain how to complete the SLO template.
Demonstrate use of the Talent Ed software.

5. Teaching Professionals
All classroom teachers
If you plan, provide instruction, and give assessments, then you are a teaching professional.
You must do an SLO
Process not a template
Content standards of the teacher designing the SLO 5
IMT Orientation Draft 02Sept11-CS

6. IMT Orientation Draft 02Sept11-CS
Emphasizing the types of assessment
This is what the system will ultimately look like in three years.
For this year - Teacher Specific Data will not be included.
Key Points for Trainers
PVASS teachers is 20%
No PVASS teachers are 35%
ALL TEACHERS MUST develop an SLO – Anyone with direct instruction or teaching certificate
Emphasize the 5 types of assessments – NOT PSSA or Keystone Assessments
IMT Orientation Draft 02Sept11-CS

7. IMT Orientation Draft 02Sept11-CS
This is what what the system will look like for next year.
2013/14 school year - 85% is Danielson Observation Evidence and 15% is Building level data. Pilot schools schools will submit one SLO per team.
IMT Orientation Draft 02Sept11-CS

8. Every Teaching Professional Designs an SLO
Math
Physics
Physical Education
History
Chemistry
Every teacher is expected to create an SLO
Kindergarten
Special Ed
Journalism
IMT Orientation Draft 02Sept11-CS

9. Non-Teaching Professionals
School Counselors
School Psychologist
Home School Visitor
School Nurse
Instructional Technology Specialist
Anyone working under a teacher cert who does not provide direct instruction (planning, instruction, and assessment) to students.
Process not a template
Content standards of the teacher designing the SLO 9
IMT Orientation Draft 02Sept11-CS

10. 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)
Connie
Collaboration is encouraged
Ex. 3rd grade comprehension goal – group of secondary content area teachers developing a goal together.
Non – negotiable – every teacher must develop an SLO for his/her particular group of students.
IMT Orientation Draft 02Sept11-CS

11. Student Learning Objective
PDE’s Definition: A process to
document a measure of educator effectiveness based on student achievement of content standards.
Process not a template
Content standards of the teacher designing the SLO 11
IMT Orientation Draft 02Sept11-CS

12. IMT Orientation Draft 02Sept11-CS
We are going through each section and the following will be an overview of the 5 sections from the template
Handout SLO Blank Template attach the Performance Task Framework
Designing, Building and Reviewing high quality SLOs and Assessments is a rich and worthwhile investment toward providing students with effective learning. Like many investments, the gain is seen over time, and the SLO process is no exception. To get started, school leaders responsible for implementing the SLO process will want to download the Word document version of the SLO Template, found in the SLO box, Build button, Templates stripe. Instructions for filling out the template can be found in the "Help Desk" tool, found in the SLO box, Build button, Stuff stripe. The Help Desk document provides instructions for the completion of every field on the SLO Process Template. As of , twelve models of completed SLO Templates can be found in the SLO box, Build button, Guides stripe.
IMT Orientation Draft 02Sept11-CS

14. What is the focus? Course? One period or all sections for the course?
Special Education, ELLs, gifted, all students?
Think of a skill you know that you want to target?
Is there an area of need?
Is there a topic you want to get better at teaching?
Remember, this is a personal goal for you as well as your students!

15. Student Learning Objective Examples Simplified
I want to see how my students improve in subtraction from the beginning of the year to the end of the year.
I am going to give them a test in September to get baseline data.
I am going to set a goal to reach by April
I may assess them periodically throughout the year to benchmark their progress.
Baseline was 22% proficient
My goal is 50% proficient by April.
Process not a template
Content standards of the teacher designing the SLO 15
IMT Orientation Draft 02Sept11-CS

16. Student Learning Objective Examples Simplified
In my woodworking class, my students struggle every year with measurement for the final bookshelf project.
I want to focus on measurement with every project to prepare them for this culminating activity.
I am going to include a rubric for each project that includes a criteria for using accurate measurements.
At the end of the course, I will use the same rubric to assess mastery on the measurement concepts used in the bookshelf project.
I want 80% or more of my students to earn a 3 or better on the 4 point measurement rubric for this final project.
Process not a template
Content standards of the teacher designing the SLO 16
IMT Orientation Draft 02Sept11-CS

17. Student Learning Objective Examples Simplified
Every year, my students with special needs struggle to pass my Chapter 4 test.
I have data to show that, on average, only 70% of IEP students pass this test each year.
I want to set a goal for 85% this year (How?)
Process not a template
Content standards of the teacher designing the SLO 17
IMT Orientation Draft 02Sept11-CS

18. Student Learning Objective Examples Simplified
I teach students to use MLA Style in my spring honors research project, and there are always a lot of errors.
I am going to begin teaching and using MLA Style in the fall.
I have developed a 5 point rubric that can be used all year to assess the use of MLA in 4 smaller papers and the final research project.
I use the rubric for the first paper in September and only 40% of my students score a 4 or better.
I want to show growth so that 80% of my students score a 4 or better on the final project.
Process not a template
Content standards of the teacher designing the SLO 18
IMT Orientation Draft 02Sept11-CS

19. Don’t re-invent the wheel!!!
Keep it simple
Make it a worthwhile endeavor, something you know should be your focus
If you are in a differentiated phase, this is your Action Research!!!!!
The recommended number of students is 5 to 100 students (with a few exceptions).

20. What does an SLO Measure?
Growth vs. Mastery

21. Growth An assessment given multiple times throughout the course
4 sights, DRA, SRI, Physical Fitness test, musical performance,
Could be a portion of an assessment
Grammar and conventions assessed throughout the year on a rubric used to assess writing prompts
Summary of a written science lab using the same scoring criteria
Scores on PSSA/Keystone-like open ended math questions
Shows Improvement over time

22. Mastery Could be one assessment or multiple assessments
Looks at whether or not the students successfully mastered that assessment.
Think of it like the pssa/keystone Exams and whether or not the students are proficient on that assessment

23. Growth!!! Growth or Mastery? 4th grade teacher
Using 4 Sight in reading
Looking for student improvement between first, second, third, and fourth administration of the assessment that year.

24. Mastery!!! Growth or Mastery? 9th grade Physical Education Class
Students go through conditioning for running the mile
At the end of the semester, students are given an assessment to determine if they can run the mile
The percent of students able to run the mile is calculated

25. Mastery!!! Growth or Mastery? Family Consumer Science
Students must pass a test in food safety and sanitation before being allowed to use the kitchen
Students test and retest until they pass it
The FCS teacher wants to look at increasing the number of students who pass this test on the first try

26. Growth!!! Growth or Mastery?
a goal to improve student responses to open ended questions in social studies
Provides instruction throughout the year on how to restate the question in the response, provide a topic sentence, and a conclusion with each response
A rubric is used to assess the three topics above and is used all year for multiple open ended responses (content graded separately)
Comparison of how well students did 1st quarter, 2nd Quarter, 3rd Quarter and 4th Quarter on these 3 topics.
BTW, this does align to CCSS for writing in Social Studies

27. Growth!!! Growth or Mastery?
CDT is given 3 times during the year in Algebra I
Look for students to have an Overall scale score showing improvement of a minimum of one standard error above the first administration score.

28. Mastery!!! Growth or Mastery?
CDT is given 3 times during the year in Algebra I
Looking at the last administration, the overall score for students is no less than the Algebra I Bottom of Green (1134).

29. Growth vs. mastery
It is not so much the assessment you use but how you use it!

30. Which Assessment Should I use?
If you have a standardized assessment (4Sight, CDT, DRA, CFFA, SRI, etc.) USE IT!!!!
If you don’t have a a standardized assessment, you must have a rubric to evaluate the skills you are assessing.
You must complete the Performance Task framework in addition to the slo document.
You may not use PSSA/Keystone/AP (Timeline)
Think about an assessment on which you “should” focus to show personal/professional growth.

31. Questions about Assessment?
Stand up!
Share with the person next to you: which assessment are you thinking about using?
What are the skills you want students to master or to show growth?
Why is this an area for your own personal growth?

32. Teacher Created vs. Standardized Assessments
If you are using a teacher-created assessment, you must complete the performance task template in addition to the slo.
You must have a scoring rubric for a performance task, and/or an open-ended assessment or item.
You must have a test blueprint for a test.

33. Sample Performance Task Models
PE Grade 3
Economics
Math Grade 1 (Everyday Math Example)
Others can be found on
Click on instruction
Click on Student learning objectives
Click on models

34. Other Helpful Documents
Listed on the cover of the handout
Links to all supervision information is on our Supervision/Teacher effectiveness link off of the staff page of our website

35. Goal & Objectives Goal: Participants will:
Build Student Learning Objectives (SLOs) for use in guiding instruction and determining student mastery and/or growth as part of Pennsylvania’s Teacher Effectiveness system.
Participants will:
1. Review each section of the “SLO Process Template ” and the “Help Desk” definitions.
2. Complete the SLO Process Template AND applicable Performance Measures.
Module 2-Building SLOs - May 2014

36. Outline of the Build Module Preview SLO Template & Help Desk
Building
Classroom Context
SLO Goal
Performance Measures
Performance Indicators
Elective Rating
Preview SLO Template & Help Desk
Module 2-Building SLOs - May 2014

37. Student Learning Objectives
Preview
Module 2-Building SLOs - May 2014

38. 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
Module 2-Building SLOs - May 2014

39. Section 1: Classroom Context
Element
Definition
1a. Name
Educator’s full name
1b. School
Name of school(s) to which the educator is assigned during the current year.
1c. District
Name of district to which the educator is assigned during the current year.
1d. Class/Course Title
Name of the class/course/content upon which the SLO is based.
1e. Grade Level
Grade level(s) for those students included within class/course identified in Element 1d.
1f. Total # of Students
Aggregate number of students (estimated, across multiple sections) for which data will be collected and applied to this SLO.
1g. Typical Class Size
The “average” number of students in a single session of the class/course identified in Element 1d.
1h. Class Frequency
The frequency and time frame in which the class/course identified in Element 1d is delivered.
1i. Typical Class Duration
The average number of minutes allocated to deliver a “session” of the class/course identified in Element 1d.
Module 2-Building SLOs - May 2014

40. Section 2: SLO Goal General Description
Contains a statement about the “Big Idea” the SLO is based upon
Provides the specific PA standards associated with the goal
Articulates a rationale about the Goal Statement
Module 2-Building SLOs - May 2014

41. Section 2: SLO Goal Element Definition 2a. Goal Statement
Narrative articulating the “big idea” upon which the SLO is based.
2b. PA
Standards
References the PA Standards that align with the Goal Statement.
Numeric references to PA Standards are found at:
References additional professional organization standards that align to the Goal Statement.
2c. Rationale
Narrative providing reasons why the Goal Statement and the aligned standards address important learning for the class/course/content area.
Module 2-Building SLOs - May 2014

42. 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: Quick Start PA materials)
Module 2-Building SLOs - May 2014

43. Section 3: Performance Measures
Element
Definition
3a. Name
List the name of each Performance Measure for which a Performance Indicator is established in Section 4a.
3b. Type
Identify the type(s) of Performance Measure(s) listed in 3a. From the given list, select all types that are applicable.  
3c. Purpose
The purpose statement for each Performance Measure that addresses who, what, and why.
3d. Metric
The metric used by the performance measure to evaluate the performance indicator.
3e. Administration Frequency
The timeframe during the school year that the Performance Measures are administered to students. For Performance Measures administered more than one time, the frequency (e.g., quarterly) is annotated.
3f. Adaptations/ Accommodations
Identifies and lists any unique adaptations or special accommodations needed for IEP, ELL, Gifted IEP, or Others to complete the tasks within each Performance Measure.
Module 2-Building SLOs - May 2014

44. Section 3: Performance Measures (cont.)
Element
Definition
3g. Resources/Equipment
Identifies any unique resources, including equipment and personnel, associated with each Performance Measure.
3h. Scoring Tools
Identifies the scoring “tools” for each Performance Measure
For objective measures, scoring keys and SCR (Short Constructed Response) /ECR (Extended Constructive Response) rubrics are identified. For subjective measures, the name of each scoring rubric and accompanying guidelines are listed.
3i. Administration & Scoring Personnel
Identifies two key individuals: the person administering the Performance Measure(s) and the person scoring.
This is particularly important for subjective measures in which the subject matter expert is both administrator and scorer.
3j. Performance Reporting
Identifies the manner by which student performance on the Performance Measures will be communicated to others (as appropriate). The “Summary” selection is provided to describe student achievement for linked and/or weighted Performance Measures.
Module 2-Building SLOs - May 2014

45. 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 and/or weight indicators
Module 2-Building SLOs - May 2014

46. Section 4: Performance Indicators
Element
Definition
4a. PI Targets: All Student Group
A description of the expected level of achievement for each student in the SLO population (as defined in Element 1f) based on the scoring tool(s) used for each performance measure (as listed in Element 3a). 
4b. PI Targets: Focused Student Group (optional)
A description of the expected level of achievement for students in a subset of the SLO population (as defined in Element 1f) based on the scoring tool(s) used for each performance measure (as listed in Element 4a.
Subset populations can be identified through prior student achievement data or through content-specific pre-test data.
4c. PI Linked
(optional)
A description of any performance measures for which a student must meet a specific achievement level in order to meet achievement levels on additional performance measures.
4d. PI Weighting (optional)
An assignment of proportional values among PIs prior to aggregation and application to Section 5. Weighting can be applied when there are more than one performance indicator.
4646
Module 2-Building SLOs - May 2014

47. What is “Assessment Literacy”?
The skills, knowledge, and concepts associated with sound assessment practices, including the critical review of quality evidence.
Module 2-Building SLOs - May 2014

48. Assessment Life Cycle Examine Validity Evidence
Establish Assessment Purpose(s) and Design
Build Test Specifications & Blueprint
Develop Items
Develop Scoring Keys and Rubrics
Create Operational Forms & Administrative Guidelines
Review Forms
Administer Assessment and Report Results
Examine Validity Evidence
Module 2-Building SLOs - May 2014

49. 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; and,
Have score validity and reliability evidence.
Module 2-Building SLOs - May 2014

50. Section 5: Elective Rating
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 SLO rating (see Section 5b).
Module 2-Building SLOs - May 2014

51. Section 5: Elective Rating (cont.)
Element
Definition
5a. Level
Four levels of projected performance regarding the PI, reflecting a continuum established by the educator prior to the evaluation period.
Each performance level (i.e., Failing, Needs Improvement, Proficient, and Distinguished) is populated with a percentage range such that 0% to 100% meeting expectations is distributed among the levels.
5b. Rating
Given the actual performance regarding the PI, the principal or evaluator identifies one of four performance levels.
This section is not completed until after performance data are collected, reviewed, and evaluated against each performance indicator, and in the aggregate, against 5a criteria.
Notes/ Explanation
Provides space for the educator to articulate influences, factors, and other conditions associated with the assigned rating as well as to reflect on purposeful review of the data.
Module 2-Building SLOs - May 2014

52. Section 5: Elective Rating (cont.)
Independent Performance Indicators
SLO based on 100 students in each indicator
PI #1
Jumping
PI #2
Hopping
PI #3
Sprinting
Met Expectations 25 50 75
Total Number of SLO Students
100
The sum of all students that met expectations ( )
The sum of all students ( )
Resultant: (150/300 = .50 or 50%)
Module 2-Building SLOs - May 2014

53. Your task this afternoon
Receive training in Talent Ed
Determine your area of focus for the slo (remember to collaborate if possible)
Define the assessment(s) used
complete Peroformance Task Framework and rubrics/blueprints if necessary (done in Talent Ed with attachments)
Complete slo document (in Talent Ed)

54. Timeline
Slos and task frameworks are due for approval by the end of the day on october 13th.
Conversations with your principal between now and October 13th to review your goals and receive feedback.
½ day on October 13th to finalize the documents and assessments and submit them for approval.
If you plan to attend the BCIU common inservice in october you must have your slo approved by your principal

55. Support Ask three before me……
Talk about your ideas with your department peers
Department Coordinators were trained in slos last year by bciu, so they should be able to answer many questions for you.
Principals will be floating around to your classrooms to provide support and answer questions
I wish I could read all of your slos, but there just is not time. I will be around to help if you have questions.

56. Classrooms by department
ESL: Room 414
World Language: Room 414
Business/Computer: Room 201
JSHS Special Ed/Gifted: Room 412
Grades K-1-2: Choral Suite
Grades 3-4: Cafeteria Rear
Grades 5-6: Cafeteria Rear
Grades K-6 Special Ed/Gifted: Room 412
Math: Room 117 ELA: Room 413 Social Studies: Room 115 Science/Tech ed/ag Room: 107 PE/Health/DE: Library Art/Music: Library Library: Library FCS: Library