Student Learning Objectives (SLO) Dr. Cathleen Cubelic Cathleen.cubelic@miu4.org

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.” ≠ The SLO [Elective data] is in response to this statement.

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

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

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 Key Points for Trainers Designing is planning for the SLO, examining what is needed, and how performance measures are used to collect information about student achievement. Activities during this stage establish the foundation for developing a student learning objective, including such things as: Identifying target content standards Discussing “Big Idea” in the standards Thinking about the goal Collaborating with other teachers Brainstorming the type of performance measures IMT Orientation Draft 02Sept11-CS

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) Key Points for Trainers Ensure the participants understand that the building is an iterative process between the original design and create the SLOs. Often the original designs must be changed once the details on how the standards will be measures and developed performance indicator targets. Activities during this stage complete the SLO Process Template 10.0 and include such things as: Selecting (or creating) the performance measures that are aligned to the targeted content standards Developing mastery and/or growth metrics associated with the performance measures Establishing performance indicator targets Identifying students included in the SLO data Creating performance expectations IMT Orientation Draft 02Sept11-CS

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 Key Points for Trainers Ensure the participants understand that the review phase requires an extensive evaluation of the SLOs quality in terms of the 3C’s. Completeness, Comprehensiveness, and Coherence Quality assurance checklist and rubric Activities during this stage occur before and after the presentation to the principal, and include such things as: Finalizing and submitting the proposed SLO Refining the SLO based upon feedback from the principal Collecting performance data on student achievement Adjusting SLOs at during the school year Updating SLOs with data Evaluating each performance indicator Determining the Elective Rating IMT Orientation Draft 02Sept11-CS

Design

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 IMT Orientation Draft 02Sept11-CS

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.” Does this convey an enduring understanding? Is there a central idea? Is there a foundation for later concepts? IMT Orientation Draft 02Sept11-CS

SLO Goal Goal Statement addresses: Standards Rationale Statement: (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 Take the participants onto the SAS portal to the Curriculum Framework Select a content area to use as the model. As a district team, complete the template with a selected Goal Statement derived from the Big Ideas!

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? Are there connections to SPP, PVAAS, Danielson areas of focus? Discussion

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.

Build

Template Section 1

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. Focus on content shifts, PA Core Focus, Important Standards.

Template Section 2 Goal statement should articulate an appropriate “big idea” Rationale statement should be reasons why the Goal Statement and the aligned Standards address important learning for this class/course.

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? Example:

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) 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. Read each example and have participants decide whether or not the indicators are good. Use the criteria previously established. Discuss each as a group (red or green bucket) and give the reasons for the decision.

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 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. What qualifies this as a focused student group? Content-based pretest or prior achievement data? How will the issues of growth and/or achievement factor into the decision about a focused student group indicator?

Goal Focus Standards Performance Indicator(s) and Measure(s)

Activity: Growth and Mastery What assessments may be used as growth, mastery or both? Mastery Growth Participants complete a Venn Diagram using names of assessments as well as an example Performance Indicator Target for ALL students.

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 Standards-Aligned Developmentally Appropriate Focused on Higher-Order Thinking

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.

Standard Scenario Name Student Proportion Met Target PI 1 Building a Bridge Project 68/80 PI 2 Roller Coaster Design 56/80 P1 3 Egg Parachute 40/80 𝑇𝑜𝑡𝑎𝑙= 68+56+40 80+80+80 = 164 240 =54.7%

Weighting Scenario Physics Class with (3) PI targets: Name Weight Student Proportion Met Target Points Acquired PI 1 Building a Bridge Project 50% 68 80 42.5 PI 2 Roller Coaster Design 25% 56 80 17.5 P1 3 Egg Parachute 40 80 12.5 Total Score = 72.5%

Template Section 3

Goal-Indicator-Measure (Big Idea) SLO Goal Indicator #1 Assessment #1a Assessment #1b Indicator #2 Assessment #2 Goal-Standards Indicator Performance Measures Indicator #1 might be relating to a growth/progress monitoring PI whereas Indicator #2 may be for a mastery PI

Goal-Indicator-Measure (Big Idea) SLO Goal Indicator #1 Assessment #1 Indicator #2 Assessment #2 Goal-Standards Indicator Performance Measures 1-1 indicator-assessment ratio

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). What’s the test? [generally] Why am I giving it? How will it be scored? When will it be administered?

Template Section 4 There need not be 5….This is arbitrary. Suggestion is between 2 and 5 PI’s

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

Review

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

The Online Tool http://www.pdesas.org/ Use the Homeroom link at bottom right Click the RIA Homeroom site link in the top paragraph Register and log in.