1. STUDENT LEARNING OBJECTIVES
AN INTRODUCTION
Presented by Emily Ostrom Graham, Troy Area SD,
Adapted from Amy Breon, IU17,

2. Essential Question:
WHAT ROLE DO STUDENT LEARNING OBJECTIVES HAVE IN NOT ONLY TEACHER EVALUATION, BUT ALSO IN IMPROVING STUDENT ACHIEVEMENT?

3. Collins Type 1
What do you know about Student Learning Objectives? You must write for at least 5 things.

4. Student Learning Objective
PDE’s Definition: A process to
document a measure of educator effectiveness based on student achievement of content standards.
Key Points for Trainers
Articulate that the student learning objectives are being used in emerging teacher effectiveness systems throughout the nation. They because increasingly important as teacher effectiveness systems began linking student outcomes directly to specific educators, rather than in broad terms associated with school accountability systems.
Differentiate SLO based upon non-cognitive measures and those generally associated with educator effectiveness. Meaning, non-cognitive performance measures, such as graduation rates, matriculation rates, AP course enrollment, suspensions, etc. are often used within school effectiveness systems but are excluded SLO used in this training.
What does student achievement of content standards look like? Multiple choice test? Short construct response? Extended constructed response? ***Paradigm shift: measuring teacher performance based upon how students achieve. The other area is in the need for documentation.
Potential Activity
Take three minutes to think:
Write down two ways SLOs could positively influence your teaching.
Take two minutes to share:
Share “Round Robin” in your groups (tallest person in the group starts sharing first, then go clockwise “round” the group until everyone has shared).
IMT Orientation Draft 02Sept11-CS

5. WHY SLOS? Standards Based Education Measurement of Student Achievement
Measurement of Educator Effectiveness
The Student Learning Objective process creates a relationship between student achievement and teacher effectiveness under the umbrella of standards based education. An SLO is about linking student achievement of measurable, standards aligned objectives to effective teacher practice. A strong/healthy SLO will inform effective teacher practice as well as provide measurement of student achievement and teacher effectiveness.
The overarching question is: How will I move students from point A to point B?

6. What piece of the puzzle is the SLO in the Teacher Effectiveness System?
The SLO is the Elective Data in the Teacher Effectiveness System. Your position determines the percentage the Elective Data plays in your final evaluation.
This year the Elective Data is optional for a teacher’s evaluation ; next year it is effective.

7. What is an SLO? Indicator s Measure s Goal- Standards Assessm ent #1a
SLO Goal
Measure #1
Assessm ent #1a
Assessm ent #1b
Measure #2
Assessm ent #2
Chart this to keep referring back to!

8. Collins Type 2
How does this connect to how you currently assess your students’ knowledge of standards?

9. 1 Set of Students + 1 Subject = 1 SLO
Each teacher will choose one set of students and one subject area that they teach to write one student learning outcome.
THINK OF IT AS PROVIDING A WATER SAMPLE OF YOUR TEACHING OR A SHOW AND TELL ABOUT WHAT YOU DO AS AN EDUCATOR.
An elementary teacher will choose one subject that he/she teaches. Secondary teachers will choose one class of one subject that they teach. Only ONE SLO is required from each teacher; however you may choose multiple.

10. THE PA SLO TEMPLATE & PROCESS
What it is supposed to be:
What it is not supposed to be:
A format to inform strong instructional practice and strong student achievement
A way to measure teacher effectiveness based on student achievement
An opportunity for teachers to define, describe and present data on student achievement in the content area that they teach
More paperwork for teachers that has no meaning or purpose
More testing for students
A weak substitute for PVAAS or other standardized testing data
The SLO Template and Process are designed to help teachers positively demonstrate the ways in which they are effective through valuable learning objectives that are content specific. Initial attempts to create SLOs will be both thought provoking and time consuming but should inform strong instructional practice, this being a primary goal of teacher effectiveness. A quality SLO can inform strong instructional practice without increasing the amount of testing that students and teachers currently experience.

11. COLLABORATIVELY OR INDIVIDUALLY?
YES!
COLLABORATIVE DEVELOPMENT OF AN SLO IS ENCOURAGED BUT EACH TEACHER NEEDS THEIR OWN INDIVIDUALIZED SLO.

12. Collins Type 3
What are some of the “big ideas” of your curriculum? How do you currently assess those “big ideas”?
FCAs
3 big ideas
3 assessments
3 transitional words circled

13. SIZE OF AN SLO but the process remains the same……….. Time Frame
Course Content
Important Learning Needs
but the process
remains the same………..
SLO Orientation Module - May 2014

14. SLO Development Design Thinking, organizing, discussing, researching
Context, Goal statement, standards, blueprint
Build
Building, developing, sharing, completing
Completing templates, tasks, rubrics, etc.
Review
Refining, checking, testing, finalizing
Quality assurance checklists

15. SLO Process Phases DESIGN
Thinking about what content standards to measure
Organizing standards and measures
Discussing collective goals with colleagues
Researching what is needed for a high quality SLO
SLO Orientation Module - May 2014

16. SLO Process Phases BUILD Selecting the performance measure(s)
Developing targets and expectations
Completing the template
Sharing the draft materials with other colleagues
SLO Orientation Module - May 2014

17. SLO Process Phases 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 SLO with performance data
SLO Orientation Module - May 2014

18. Task Structure SLO Review 1. Completeness -SLO Process Template
2. Comprehensiveness
-Performance Measures
3. Coherency
-SLO Alignment
Module 3-SLO Reviewing

19. Design Coherency GOAL STATEMENT PERFORMANCE MEASURE
RATING
PERFORMANCE MEASURE
PERFORMANCE INDICATOR
ALL STUDENTS
FOCUSED STUDENTS
Module 3-SLO Reviewing

20. STUDENT LEARNING OBJECTIVES
Designing
© Pennsylvania Department of Education
Module 1-SLO Designing

21. SLO Process Phases: DESIGN
Thinking about what content standards to measure
Organizing standards and measures
Discussing collective goals with colleagues
Researching what is needed for a high quality SLO
Module 1-SLO Designing

22. Goal & Objectives Goal: Participants will:
Create the structure necessary to build a Student Learning Objective, including applicable performance measures.
Participants will:
1. Develop a “Goal Statement”
2. Identify underlying content standards
3. Create a blueprint
Module 1-SLO Designing

23. Guiding Principles SLOs should:
Represent student performance in a specific course/content area taught by the educator.
Align to a targeted set of content standards that represent the depth and breadth of the goal statement.
Contain results from only high-quality performance measures collected in an equitable, verifiable, and standardized manner.
Use metrics based on two time-bound events/data collection periods and/or summative performance with defined levels of achievement.
Include performance indicators linked to performance measures.
SLO Orientation Module - May 2014

24. GOAL STATEMENT
Module 1-SLO Designing

25. What is a Goal Statement?
Definition:
Narrative articulating the “Big Idea” upon which the SLO is based
Characteristics:
Central to the content area
Foundational concept needed for later subjects/courses
Module 1-SLO Designing

26. Goal Statements Typically addresses:
WHAT the “Big Idea” is in the standards
WHY the “Big Idea” is a central, enduring concept (rationale statement)
HOW the skills and knowledge support future learning
PDE’s SAS portal has identified “Big Ideas” for most content areas.
Module 1-SLO Designing

27. Elementary Goal Statements
Examples:
4th grade Math:
Increase students ability to demonstrate an understanding of the processes of addition, subtraction, multiplication, and division of real numbers as applied to real world problems by being able to compute accurately.
6th grade ELA:
Improve students will interact with non-fictional text providing critical thinking and response.
1st grade Math:
Mathematical relationships among numbers can be represented, compared, and communicated.
Module 1-SLO Designing

28. Secondary Goal Statements
Examples:
9th grade American Cultures:
Analyze primary source documents in order to determine whether or not the Confederate States of America had the constitutional right to secede.
AP Physics:
Theoretically and experimentally describe the interactions between matter and energy using classical mechanical Newtonian physics.
Algebra:
Students will use mathematical properties to solve, check, and simplify algebraic expressions and equations.
Module 1-SLO Designing

29. Specials Goal Statements
Examples:
HS Foods and Nutrition:
Nutrition, eating habits, and preparation choices impact overall health and wellness throughout the lifecycle at individual and societal levels.
HS Economics:
Understand and apply economic concepts such as scarcity; income, profit, and wealth; assess the functions of government; evaluate markets and economic systems; and, examine economic interdependencies.
4th Grade Library:
The goal of the Library/4th grade SLO is students gaining the skills to locate and access the Destiny Online Catalog.
Module 1-SLO Designing

30. TARGETED CONTENT STANDARDS
Module 1-SLO Designing

31. Targeted Content Standards
Criteria
Are a refined list of the content standards.
Represent the essential knowledge and skills that students are expected to acquire.
Are the standards upon which educators will spend the most time.
Create transparency for families and the community about what is most important for student success.
Are the identified content standards used to create the performance measures.
Module 1-SLO Designing

32. Guiding Questions
ENDURANCE- Will this standard provide students with knowledge and skills of value beyond a single test date?
LEVERAGE- Does this standard provide knowledge and skills of value in multiple disciplines?
READINESS FOR THE NEXT LEVEL OF LEARNING- Will this standard provide students with essential knowledge and skills necessary for success in the next level of instruction?
Module 1-SLO Designing

33. BLUEPRINTS
Module 1-SLO Designing

34. What is a Blueprint? A Design Tool Aids in the SLO design process
Visually depicts the relationship among key SLO components
Aligns the technical components
Serves as the foundation for creating the SLO
Module 1-SLO Designing

35. Blueprint Indicator (Level of Performance on Measure 1) Measure #1
Goal (Standards Aligned)
Measure #2
Indicator
(Level of Performance on Measure 2)

36. Blueprint Process Steps
Step 1: Write a Goal that is connected to your content
standards.
Step 2: Review alignment of the Performance Measures with the Targeted Content Standards.
Step 3: Identify potential measures, including “mastery” and/or “growth” metrics.
Step 4: Draft performance indicators for each performance measure.
Step 5: Refine Blueprint.
Module 1-SLO Designing

37. Everything is hard…until we learn how to do it!
“EVERY SIGNIFICANT ENDEAVOR SEEMS TOO HARD IF WE LOOK ONLY AT THE EXPERT'S PRODUCT. IN THE BEGINNING, GOLF PROS ONCE REGULARLY HIT DIVOTS, MASTER CHEFS INITIALLY BURNED DINNER, THE WISEST PARENTS REGULARLY SAID FOOLISH THINGS TO THEIR CHILDREN, AND RENOWNED SURGEONS IN AN EARLIER TIME DOUBTED THEIR HANDS.  THE SUCCESS OF ALL THESE "SEASONED" PEOPLE STEMMED LARGELY FROM THREE FACTORS.  THEY STARTED DOWN A PATH.  THEY WANTED TO DO BETTER.  THEY KEPT WORKING TOWARD THEIR GOAL. ” CAROL ANN TOMLINSON

38. Summary & Next Steps Summary Module 1: Designing
Designed a Goal Statement, selected Targeted Content Standards, and developed the blueprint needed to build a Student Learning Objective.
Next Steps
Module 2: Building
Given the completed Blueprint, build the SLO following a set of procedural guidelines, including those used to develop Performance Measures.
Module 1-SLO Designing

39. STUDENT LEARNING OBJECTIVES
Building
© Pennsylvania Department of Education
Module 2-Building SLOs - May 2014

40. 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

41. Outline of the Build Module Preview SLO Template & Help Desk
Building
Classroo m Context
SLO Goal
Performan ce Measures
Performan ce Indicators
Electiv e Rating
Preview SLO Template & Help Desk
Module 2-Building SLOs - May 2014

42. STUDENT LEARNING OBJECTIVES
Template
Module 2-Building SLOs - May 2014

43. What is the SLO template?
A tool used to identify goals, performance measures, and indicators for use in the greater Teacher Effectiveness System

44. SLO Template Components
CLASSROOM CONTEXT
SLO GOAL
PERFORMANCE MEASURES (PM)
PERFORMANCE INDICATORS (PI)
TEACHER EXPECTATIONS

45. 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

46. 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

47. Classroom Context Classroom Context 1a. Name General Robert E. Lee
1b. School
Light Horse Jr./ Sr. High School
1c. District
Stonewall Area School District
1d. Class/ Course Title
American Cultures III
1e. Grade Level 9
1f. Total # of Students 20
1g. Typical
Class Size
20-24
1h. Class Frequency
Daily for one semester
1i. Typical Class Duration
80 minutes

48. 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

49. 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

50. 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

51. SLO Goal
Element
Definition
2a. Goal
Statement
Theoretically and experimentally describe the interactions between matter and energy using classical mechanical Newtonian physics.
2b. PA
Standards
S11.A.1.1.1, S11.A.3.3.3, S11.C.3.1.4, S11.D.3.1.1
2c. Rationale
PA Academic Standards for Science and Technology and Engineering Education identify the concepts of force, the conservation of energy, and the conservation of momentum as big ideas in physics. The concepts of force, the conservation of energy, and the conservation of momentum form the basis of classical physics and are often applied in engineering and other related disciplines.
Module 2-Building SLOs - May 2014

52. 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

53. 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

54. “Assessment Literacy”?
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

55. Assessment Literacy Series vs. Student Learning Objectives
I need to…
SLO Process Series-PA
Assessment Literacy Series
Start from scratch X
Only build a performance measure
Only complete the SLO Process Template
SLO Orientation Module - May 2014

56. 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

57. Performance Measures 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

58. Performance Measures
Module 2-Building SLOs - May 2014

59. Performance Measures
Module 2-Building SLOs - May 2014

60. 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

61. 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

62. 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.
Module 2-Building SLOs - May 2014

63. Performance Indicators
Module 2-Building SLOs - May 2014

64. 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.
Module 2-Building SLOs - May 2014

65. 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

66. Elective Rating 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

67. Elective Rating 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

68. Section 5: Teacher Expectations
5a. Level
Failing
0% to ___ % of students will meet the PI targets.
Needs Improvement
___% to ___% of students will meet the PI targets.
Proficient
Distinguished
___% to 100% of students will meet the PI targets. .
Teacher Signature ___________________Date______ Evaluator Signature _____________________Date______
5b. Elective Rating
Distinguished (3)
Proficient (2)
Needs Improvement (1)
Failing (0)
Notes/Explanation .
Teacher Signature _________________Date______ Evaluator Signature _____________________Date______

69. Teacher Expectations 5a. Level Failing
0% to 49 % of students will meet the PI targets.
Needs Improvement
50___% to _64__% of students will meet the PI targets.
Proficient
_65__% to 80__% of students will meet the PI targets.
Distinguished
_81__% to 100% of students will meet the PI targets. .
Teacher Signature ___________________Date______ Evaluator Signature _____________________Date______
5b. Elective Rating
Distinguished (3)
Proficient (2)
Needs Improvement (1)
Failing (0)
Notes/Explanation .
Teacher Signature _________________Date______ Evaluator Signature _____________________Date______

70. Summary & Next Steps Summary Next Steps Module 2: Building SLOs
Given a “Goal Statement”, the participants are able to develop an SLO with applicable Performance Measures.
Next Steps
Module 3: Reviewing SLOs
Given a drafted SLO, including applicable Performance Measures, the participants will conduct an extensive quality review.
Module 2-Building SLOs - May 2014

71. STUDENT LEARNING OBJECTIVES
Reviewing
© Pennsylvania Department of Education
Module 3-SLO Reviewing

72. STUDENT LEARNING OBJECTIVE
REVIEW
-Quality Assurance-
Module 3-SLO Reviewing

73. Final Deliverables Refined SLO Process Template with…
Rigorous, high-quality performance measures; and,
Identified areas needing further improvement (as documented within the SLO rubric).
Module 3-SLO Reviewing

74. Training Resources SAS is the PDE website (www.pdesas.org) containing:
Pennsylvania content standards and other helpful PDE developed material
a downloadable SLO training “packet”, including SLO Models
links to Research in Action’s (RIA) training platform, Homeroom
Homeroom is RIA’s web-based learning platform ( containing:
on-line training materials, including the SLO Process Template
downloadable SLO training files
links to the SAS portal
SLO Orientation Module - May 2014

75. Outline of the Orientation Module
SLO Process Phases
ALS Techniques
Design
Build
Review
SLO Orientation Module - May 2014

76. Collins Type 3
Answer the Essential Question: WHAT ROLE DO STUDENT LEARNING OBJECTIVES HAVE IN NOT ONLY TEACHER EVALUATION, BUT ALSO IN IMPROVING STUDENT ACHIEVEMENT?
FCAs
Give to roles that SLO’s play
Support each with one reason
Conclusion that reinforces, summarizes and SLO

77. You Matter.

78. Works Cited PDESAS, www.pdesas.org Homeroom, www.ria2001.org
Amy Breon, IU 17,
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