Presentation on theme: "Student Learning Objectives (SLO) Dr. Cathleen Cubelic"— Presentation transcript:
Student Learning Objectives (SLO) Dr. Cathleen Cubelic
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
The Rating Tool [for teacher with Eligible PVAAS Data]
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.
“The PSSA test doesn’t completely measure my effectiveness.”
SLO Definition A process to document a measure of educator effectiveness based on student achievement of content standards.
The SLO process contains three (3) action components: 1.Design (ing): thinking, conceptualizing, organizing, discussing, researching 2.Build (ing): selecting, developing, sharing, completing 3.Review (ing): refining, checking, updating, editing, testing, finalizing 9 SLO Process Components
10 SLO Process Components DESIGN 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
11 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)
12 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
14 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
15 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.”
16 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
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?
Activity: Goal Statement (Template #1) Within your team, choose a discipline in which you’d like to focus. Preferably, choose a discipline that is very familiar to you. Complete “Template #1 Goal Statement” We will post them for the entire group.
Template Section 1
Goal Goal statement should articulate an appropriate “big idea”. 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.
Template Section 2
Performance Indicator Definition: a description of the expected level of student growth or achievement based on the performance measure Answers two questions………. 1)Does the indicator define student success? 2)What is the specific measure linked to the indicator?
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/Keysto ne%20Scoring%20Guidelines%20-%20Algebra%20I.pdf)http://static.pdesas.org/Content/Documents/Keysto ne%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.
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.
Examples of Performance Indicator Targets: Focused Student Group Students who scored below the 30 th percentile on their benchmark AIMSweb R-CBM probe will score above the 30 th 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.
Goal Focus Standards Performance Indicator(s) and Measure(s)
Activity: Growth and Mastery What assessments may be used as growth, mastery or both? MasteryGrowth
What are the characteristics of a quality assessment? Write (3). Report out the summary from your table.
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
Academic Rigor 1.Standards-Aligned 2.Developmentally Appropriate 3.Focused on Higher-Order Thinking
Weighting, Linking, or Otherwise 1.Standard You may consider each Performance Indicator equal in importance. 2.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.
Standard Scenario NameStudent Proportion Met Target PI 1Building a Bridge Project 68/80 PI 2Roller Coaster Design 56/80 P1 3Egg Parachute40/80
Weighting Scenario Physics Class with (3) PI targets: NameWeightStudent Proportion Met Target Points Acquired PI 1Building a Bridge Project 50%42.5 PI 2Roller Coaster Design 25%17.5 P1 3Egg Parachute 25%12.5 Total Score = 72.5%
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).
Template Section 4
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.
Template Section 5
SLO Coherency Rubric School Leader’s SLO Checklist Assessment QA Checklist Tools for Review
The Online Tool Use the Homeroom link at bottom right Click the RIA Homeroom site link in the top paragraph Register and log in.