1. PA Student Learning Objectives (SLO) Process: A Training for Administrators

2. Goals and Objectives Goal:
Provide school leaders guidance and procedural suggestions for the implementation of student learning objectives (SLOs) as part of PDE’s Educator Effectiveness System.
Objectives:
1.Orient school leaders to PDE’s SLO process.
2.Identify roles and responsibilities needed to implement SLOs.
3.Review tasks and review suggested procedures for each phase (Design, Build, & Review).

3. Pie Chart w/PVAAS

5. PDE Teacher Effectiveness Final Rating Form
How will I calculate my final Teacher Effectiveness Rating? How will SLOs affect my final rating score?
Use the Excel tool on the PDE website at:
r_effectiveness_project/20903

6. Student Learning Objectives (SLOs) Orientation

7. SLO Definition
A process to document a measure of educator effectiveness based on student achievement of content standards. SLOs are a part of Pennsylvania’s multiple- measure, comprehensive system of Educator Effectiveness authorized by Act 82 (HB 1901).

8. Every teacher designs an SLO
Math
Physics
Physical
Education
Chemistry
History
Kindergarten
Special Ed
Journalism 14

9. Should You Write an SLO?
The SLO in PA is written to a specific teacher and a specific class/course/content area for which that teacher provides instruction. To determine whether you are a teaching professional, you must be able to answer yes to the following two questions: 1. Are you working under your instructional certification? 2. Do you provide direct instruction to students in a particular subject?
Direct instruction is defined as planning and providing the instruction and assessing the effectiveness of the instruction.
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)
Caution: All educators must have their own copy of the SLO. Educators must measure the performance indicators against only the students assigned to them.

11. Check for understanding….
Time for Table Talk about:
How is the SLO used?
Who writes an SLO?
What does an SLO measure?

12. SLO Template 10.0
A tool used to identify goals, indicators, and performance measures for use in the greater Teacher Effectiveness System
Must use this template unless your submit your own tool for approval through PDE

13. What is a Performance Measure?
The assessment
Name
Purpose
Type
Metric
Administration
Scoring details
reporting

14. 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
Key Points for Trainers
Explain that all components are done before the school year (initial conversation with principal) in preparing the SLO; however, the REVIEW component may also continue until the final results are available to determine whether or not the performance expectations have been reached.
Clarify the specific timelines for the SLO process will be determined by local education agencies (LEAs) and not by the state; however, a generic timeline for the SLO process should be presented that outlines a before, during, and after school year set of activities. In general:
Teacher develops SLO, along with applicable performance measures before school starts
Principal reviews and discusses with teacher; adjustments may be required.
Teacher reviews SLO progress at some midpoint in the year
Principal receives mid-year update from teacher; adjustments may be required.
Teacher summarizes performance measure data and evaluates each performance indicator
Teacher presents final SLO results
Principal assigns final rating in Section 5
DESIGN: This component is the “thinking” step in the process used to conceptualize the learning objective in terms of content, students, and performance measures.
BUILD: This component is the “action” step in the process that focuses on completing the SLO Process template and creating and/or selecting performance measures.
REVIEW: This component is the “reflection” step used to examine the three “Cs” (i.e., Completeness, Comprehensiveness, and Cohesion) of quality.
IMT Orientation Draft 02Sept11-CS

15. SLO Template Steps: Teacher 1.ClassroomContext 2.SLOGoal 1a.Name
1b.School
1c.District
1d.Class/
CourseTitle
1e.Grade
Level
1f.Total#of
Students
1g.Typical
ClassSize
1h.Class
Frequency
1i.Typical
ClassDuration
2.SLOGoal
2a.GoalStatement
2b.PAStandards
2c.Rationale

16. 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. Section 2: Goal Statement
What is a goal statement?
Narrative articulating the “big idea” upon which the SLO is based
Central to the content area
Foundational concept for later subjects/courses
Typically addresses what, how and why
This section also includes PA standards associated with the goal and articulates a rationale for the Goal Statement
Goals are the “big idea” upon which the SLO is based. These goals must be based upon PA standards and provide a rationale for choosing a particular standard which addresses the important student learning.
Everything is the same for full and half day up to this slide.
As a “spring-board” you may want to look at the big ideas and concepts in the SAS Curriculum Framework.
Hand out Goal statement examples and Goal worksheet
Have participants review the examples of goal statements first
Have participants refer to template #1
IMT Orientation Draft 02Sept11-CS

18. 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

20. SLO Template Steps: Teacher 3.PerformanceIndicators(PI) 3a.PITargets:
AllStudentGroup
PITarget#1
PITarget#2
PITarget#3
PITarget#4
PITarget#5
3b.PITargets:
SubsetStudentGroup
(optional)
3c.PILinked
3d.PIWeighting

21. What is a Performance Indicator?
The performance indicator articulates targets for Performance Measure
A PI describes an individual student performance expectation
This section may include a focused student group (Optional)
Affords teachers the opportunity to link and/or weigh indicators (Optional)
Performance Indicators are the expected levels of achievement for students in the SLO population based on the performance measures.
Handout: SLO Blueprint Physical Education and SLO Blueprint Template
IMT Orientation Draft 02Sept11-CS

22. SLOTemplateSteps: Teacher 4.PerformanceMeasures(PM) 4a.Name 4b.Type
____District-designedMeasuresand
Examinations
____NationallyRecognizedStandardizedTests
____IndustryCertificationExaminations
____StudentProjects
____StudentPortfolios
____Other:______________________________
4c.
Purpose
4d.Metric
Growth(changeinstudentperformanceacross
twoormorepointsintime)
Mastery(attainmentofadefinedlevelof
achievement)
GrowthandMastery
4e.
Administration
Frequency
4f.Adaptations/
Accommodations
IEP
ELL
GiftedIEP
Other
4g.Resources/
Equipment
4h.ScoringTools
4i.
Administration&
ScoringPersonnel
4j.Performance
Reporting

23. What is a Performance Measure?
Identifies all performance measures, including name, purpose, type, and metric
Articulates the administration and scoring details, including the reporting
PMs must be aligned to targeted content standards
Consider what assessments you are currently using in your classroom and if they will work in your SLO….also consider if you will need to design a new assessment…
are the various tools/assessments which will be used to measure student achievement toward a specific goal.
Use the handouts from previous slide
IMT Orientation Draft 02Sept11-CS

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

25. SLO Template Steps: Teacher 5.TeacherExpectations Notes/Explanation
Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______
Notes/Explanation
Distinguished (3)
5.TeacherExpectations
5a.Level
Failing
0%to___%of
studentswillmeetthe
PItargets.
NeedsImprovement
___%to___%of
Proficient
studentswillmeetthePI
targets.
Distinguished
___%to100%of
5b. Elective
Rating
Proficient (2)
Needs Improvement (1)
Failing (0) .
Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______

26. Teacher Expectations
This section selects the overall SLO rating for the teacher….
Below is an example only: these scores should reflect a collaboration between the teacher and the administrator.
Failing: 0% - 69%
Needs Improvement: 70% - 84%
Proficient: 85% - 94%
Distinguished: 95% - 100%

27. How do I total a teacher’s final score?

28. Check for learning….
Time for Table Talk about:
In what ways do the elements of the SLO Template interact with each other??
What questions, if any, do you have regarding the components of the SLO process and template?

29. Key Points for School Leaders
The SLO Process facilitates a conversation about expectation between educators (principals and teachers)

30. School Leader Roles and Responsibilities: Establish a Timeline Example of a SLO Timeframe: Typical School Year
July through September – Teachers Design, Build, and Review the SLO; meet to review the SLO and sign
October through February – Teachers Implement the SLO; meet mid-year to touch base
March through June – Principal and Teacher Review Performance; teachers brings data to end-of-year meeting

31. Generic Process Steps for a School Leader
Establish SLO template completion timeline at beginning of year
Review complete template
Conduct review meeting with teacher
Agree on any revisions; submit materials
Establish “mid-cycle” spot review
End-of-Year review with supporting data

32. SLO Phases - Roles and Responsibilities
DESIGN Roles & Responsibilities
Educators: Designers that identify content standards and students
Leaders: Facilitators that identify school- wide needs and timeline for submission
BUILD Roles & Responsibilities
Educators: Developers that identify performance measures and expectations within the SLO Process Template
Leaders: Coaches that clarify and guide SLO template completion
REVIEW Roles & Responsibilities
Educators: Checkers that verify the SLO is complete and comprehensive
Leaders: Reviewers that validate expectations and ensure coherency

33. Design: School Leader Tasks
1.Establish timeline and expectations for SLOs
2.Identify SLO training and other resources
3.Identify any school-wide needs that can be supported by the SLO process
4.Promulgate achievement data from prior year(s)

34. Building: School Leader Tasks
1.Clarify expectations for SLOs 2.Provide additional SLO training and other resources 3.Screen draft material prior to conferencing with educator 4.Designate school-based, subject matter expert (SMEs) to support development 5.Coordinate district and IU professional development assets

35. Review: School Leader Tasks
1. Conduct preliminary review (screen) proposed SLO
2. Implement conference with educator:
a)Develop “triage” from screening materials
b)Align time allocation given preliminary review
c)Provide “key points of discussion” prior to conference
3. Discuss proposed SLO and applicable performance measures
4. Identify any corrections, refinements, etc.
5. Sign form and establish follow-up timeline

36. Procedural Conference
The SLO process facilitates a conversation about expectation between educators and school leaders

37. Procedural Discussion Points: Fall
Goals - Standards
What is the subject/content focus?
Who does it encompass?
How can it improve instruction/practice?
Indicators
What are indicators of success?
How are they being measured?
Which students are they based upon?
Measures
Why are they considered high quality measures?
Who administers and scores the measures?
What types of data are produced?

38. Procedural Discussion Points: Winter
Goals and Standards
•How has the instruction supported the subject/content focus?
•Which student groups are making progress or struggling?
•What instruction/practice adaptations will be need in the spring?
Indicators
• Are indicators of success still applicable?
• How well are the indicators working?
• Which indicators are producing data about student performance?
Measures
•Which measures have been administered so far?
•Are additional measures necessary at this time?
•What are the data telling us about student growth and/or mastery?

39. Procedural Discussion Points: Spring-
Goals and Standards
To what degree was the “big idea” mastered by students?
Which content standards will need additional instruction?
How can the standards be taught more effectively?
Indicators • Which indicators were established too high or too low?
What did the indicators tell you about student performances?
Which student groups underperformed on selected indicators?
Measures •Which measures should be discontinued or need significant revisions? •To what degree did student performances meet your expectations? •What data points had the most influence on your overall rating?

40. Procedural Areas of Caution
1.The SLO is based upon small numbers of students/data points.
2.Goals and indicators are “loosely” linked to targeted standards.
3.Indicators are vague without specific performance criteria.
4.Growth and/or mastery is not clearly defined.
5.Performance measures are poorly designed, lack rigor, and/or not designed to measure PA standards.
6.Overall achievement expectations are unattainable

41. SLO Process Templates Resources My History Research In Action Online
Available
Templates
My History
Available
Rubrics
Resources
Research In Action

42. SLO Online Resources SAS is the PDE website containing…
the 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
Learning Communities: SAS Institute 2013 and SLO communities
Key Points for Trainers
Differentiate how tools are organized into four groups: videos, guides, templates, and “other stuff”.
Videos are powerpoints, mp3, etc. that provide information in a visual format.
Guides have materials such as handouts, rules of thumb, model SLOs, etc. that reinforce content presented in the videos. They contain the details within each element of the process.
Templates are used during the “Build” phase only. They create a structure for creating learning objectives and performance measures. [Note: Performance measure templates are located within the Assessment Literacy Series found within the Homeroom learning portal].
“Other Stuff” is where additional materials, references, and information resides that may be helpful to the process.
Homeroom is RIA’s web-based learning platform that contains…
on-line training materials, including the SLO Process Template 10.0
downloadable SLO training files, except the videos
links to SAS portal
IMT Orientation Draft 02Sept11-CS

43. SLO Resources in Your Folders
SLO Template 10.0
SLO Help Desk reference
SLO Final Scoring Samples
School Leader Discussion Questions: SLO Considerations for Principals and School Leaders
School Leader SLO Checklist
SLO Quick Start Guide for School Leaders
Guiding Questions for School Leader Discussions to ask regarding the SLO to Push Toward Distinguished
****SLO Narrated PowerPoint Overview Resources

44. School Leader Discussion Questions…
In a small group, discuss the questions listed on the SLO Considerations for Principals and School Leaders: School Leader Discussion Questions in your folder. Be prepared to share your small group discussions with the entire group!

45. Table Talk: Share thoughts about this process and discuss
any questions you may
still have…

46. For additional SLO questions, please contact:
Local IU1 Contacts
State Contacts
JoBeth McKee – IU1 Curriculum Specialist, ext. 267
Jenny Lent – IU1 Curriculum Specialist, ext. 268
Marissa Sacco – IU1 TAC (Literacy and Inclusive Practices), ext. 713
Wendy Tiano – IU1 TAC (Reading and RtII), ext. 717
Mr. David Deitz, PDE POC,
Dr. JP Beaudoin, The RIA Group POC,