pennsylvania's student learning objectives · pdf filesuggestions for the implementation...

PENNSYLVANIA'SSTUDENT LEARNING

OBJECTIVES (SLO)PROCESS

School Leaders

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 suggested procedures for each phase

(Design, Build, & Review).2

Goal & Objectives

3

Supporting Documents

1. Quick Start Guide

2. SLO Process Template

3. School Leader Module

4. Health and PE Model (HPE Model)

5. Handout #1: School Leader’s SLO Checklist

Videos• Describe the procedures within each of the three phases

(i.e., Design, Build, & Review)

Guides• Provide examples and information about a process

Templates• Assist in developing customized material

“Other Stuff”• Supplements the core training materials 4

Content Organization

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Training Resources

SAS is the PDE website containing:• 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

Homeroom is RIA’s web-based learning platform containing: • on-line training materials, including the SLO Process Template• downloadable SLO training files, except the videos• links to SAS portal

http://pdesas.org/

http://pdesas.org/

http://www.ria2001.org/

http://www.ria2001.org/

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Student Learning Objective

Orientation

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

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SLO Definition

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SLO Process: Phases

Educator Effectiveness

Build

Design

SLO Phases

Review

Ratings

The SLO process contains three (3) phases: 1. Design (ing): thinking, conceptualizing,

organizing, discussing, researching

2. Build (ing): selecting, developing, sharing, completing

3. Review (ing): refining, checking, updating, editing, testing, finalizing

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SLO Process Phases

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SLO Design Coherency

GOAL STATEMENT

RATING

PERFORMANCE INDICATOR

PERFORMANCE MEASURE

ALL STUDENTSTARGETED STUDENTS

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SLO Guiding PrinciplesSLOs should:

1. Represent student performance in a specific course/content area taught by the educator.

2. Align to a targeted set of content standards that represent the depth and breadth of the goal statement.

3. Contain results from only high-quality performance measures collected in an equitable, verifiable, and standardized manner.

4. Use metrics based on two time-bound events/data collection periods and/or summative performance with defined levels of achievement.

5. Include performance indicators linked to performance measures.

SLO Process: Major Components

Performance Measures

Performance Indicators

Goal & Targeted Standards

SLO Goal

Indicator #1

Assessment #1

Indicator #2

Assessment #2

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Goal StatementApply basic movement skills and concepts. Focus on manipulative skills and concepts.

Performance Indicator PI #1Score of 3 or higher on the Critical Elements Demonstrations Post-test rubric for three age-appropriate, manipulative skills.

PI #2Score of 3 or higher on the Critical Elements Constructed Response Post-test rubric for three, age-appropriate, manipulative skills.

Targeted Standard10.5.3a; 10.5.3b

Performance Measure PM #1Critical Elements Demonstrations Pre-test

PM #2Critical Elements Demonstrations Post-test

PM #3Critical Elements Constructed Response Pre-test

PM #2Critical Elements Constructed Response Post-test

Major Components: Example (HPE Model)

1. Goals are based upon the “big ideas” within PA’s curriculum

framework for the content standards.

2. Performance indicators are specific, measureable,

attainable, and realistic.

3. Performance measures should be valid, reliable, and

rigorous.

4. Performance data should be collected, organized,

summarized, and reported in a consistent manner.

5. Teacher expectations of student achievement should be

demanding.14

SLO Expectations

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School Leaders Roles and Responsibilities

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Generic Procedural Timeline

1. Establish initial SLO timeline at the beginning of the school year

2. Review completed template with educator

3. Agree on any revisions; sign SLO Template

4. Establish “mid-cycle” implementation check

5. Conduct end-of-year review of summarized performance data

6. Determine SLO rating; sign SLO Template

SLO Timeframe: “Typical School Year”

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July June

August September October November December January February March April May

3rd Quarter

● ● September

● ●

Implementing

● ●

Review PerformanceMarch

4th Quarter 1st Quarter 2nd Quarter

Design, Build, & Review (QA)

SLO Phases-Roles and Responsibilities-

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DESIG

N

Roles & Responsibilities

Educators:

Designers that identify content standards and students

Leaders:

Facilitators that identify school-wide needs and timeline for submission

BU

ILD


Educators:

Developers that identify performance measures and expectations within the SLO Process Template

Leaders:

Coaches that clarify and guide SLO template completion

REV

IEW


Educators:

Checkers that verify the SLO is complete and comprehensive

Leaders:

Reviewers that validated expectations and ensure coherency


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Additional Considerations-

• Persons assigned to the aforementioned roles and

responsibilities will be a local decision and will vary across

the state.

• Role assignments could change during the school year/SLO

timeframe.

• Some responsibilities in developing SLO may be “shared”

across grade-levels or departments within a school or district.

• Lead teachers, department chairpersons, or other educator

leaders could be assigned the role of SLO trainer, co-

developer, and/or quality reviewer.

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Tasks and Procedures

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Design Phase: Tasks

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SLO Process Template

A tool used to identify goals, indicators,

and performance measures for use in

the Elective portion of the greater

Teacher Evaluation System.

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SLO Sections

Context

Goal

Indicators

Measures

Expectations

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Design: Educator Tasks

1. Identify subject and students

2. Select a “big idea” from the content

standards

3. Draft a goal statement and rationale

4. Identify preliminary indicators and

performance measures

5. Develop a “blueprint”

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Design: 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)

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Build Phase: Tasks

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Building: Educator Tasks -Sections 1 & 2-

1. Identify subject and students to be included in the

SLO data

2. Report “typical” class size, frequency, and duration

3. Finalize “big idea” goal statement and rationale

4. Identify PA standards associated with the goal

5. Verify completion of Section 1 and 2

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SLO Template-Section 1 & 2-

2. SLO Goal

2a. Goal Statement

2b. PA Standards

2c. Rationale

1. Classroom Context

1a. Name 1b. School 1c. District

1d. Class/ Course

Title 1e. Grade Level

1f. Total # of

Students

1g. Typical

Class Size

1h. Class

Frequency

1i. Typical Class

Duration

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Building: Educator Tasks -Section 3 -

1. Identify performance indicators for the “All Students” group

a) Ensure each indicator is associated with one performance measure

b) Ensure each indicator articulates a performance standard for

individual student achievement (e.g., 70% accuracy, 4 out of 5 on

the rubric) NOT expectations for groups of students (e.g., 70% of

students meets proficiency rate)

2. Optional: Identify performance indicators for any subgroup/cohort of

SLO students

3. Optional: Require performance indicators to be “linked” or “weighted”

4. Verify completion of Section 3

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SLO Template-Section 3-3. Performance Indicators (PI)

3a. PI Targets: All Student

Group

PI Target #1

PI Target #2

3b. PI Targets: Focused Student

Group

PI Target #1a

PI Target #2a

3c. PI Linked

(optional)

3d. PI Weighting

(optional)

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1. Identify performance measures by name, type, and metric

2. Record or reference the “purpose statement” for each

measure

3. Identify any unique accommodations, resources, equipment,

and scoring tools needed by the measure

4. Reference or note the administration frequency, personnel,

scoring, and reporting for each measure


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SLO Template-Section 4-4. Performance Measures (PM)

4a. Name PM #1

PM #2

4b. Type

____District-designed Measures and Examinations

____Nationally Recognized Standardized Tests

____Industry Certification Examinations

____Student Projects

____Student Portfolios

____ Other:______________________________

4c. Purpose PM #1

PM #2

4d. Metric

Growth (change in student performance across two or

more points in time)

Mastery (attainment of a defined level of achievement)

Growth and Mastery

4e.

Administration

Frequency

PM #1

PM #2

4f. Adaptations/

Accommodations

IEP

ELLGifted IEP

Other

4g. Resources/

Equipment

PM #1

PM #24h. Scoring Tools

PM #1

PM #2

4i.

Administration &

Scoring

Personnel

PM #1

PM #2

4j. Performance

Reporting

PM #1

PM #2

Summary

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1. Establish a performance “continuum” ranging from 0%

meeting the targets to 100%

a) Ensure ranges balance rigor with reason

b) Refrain from using grading ranges found with pupil progression

policies

c) Consider the varied degree of rigor among the different

performance measure and standards

2. Review SLO, including Teacher Expectations, with the

designated school leader


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5. Teacher Expectations

5a. Level

Failing

0% to ___ % of students

will meet the PI targets.

Needs Improvement

___% to ___% of students


Proficient

___% to ___% of students


Distinguished

___% to 100% of students


.

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______

SLO Template-Section 5-

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Building: 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

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Review Phase: Tasks

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Educator Tasks

1. Evaluate each Section of the SLO Process Template

using Template #4-Quality Assurance Checklist

2. Identify and correct any SLO element that deviates

from the business rules

3. Organize the SLO Process Template, Assessments,

and Summary Data Report

4. Conduct review with school leader

5. Finalize and sign form

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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

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Procedural -Conference-

The SLO process facilitates a conversation about expectation between educators and school

leaders

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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?

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Procedural -Discussion Points: Winter-

Goals-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?

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Procedural -Discussion Points: Spring-

Goals-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?

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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.

This module focused on providing school leaders content details needed to implement student learning objectives (SLOs) within the greater Educator Effectiveness System.

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Summary

• PDE POC: Mr. David Deitz

[email protected]

• The RIA Group

• POC: Dr. JP Beaudoin [email protected]

• Help Desk: [email protected]

• Hot Line: 1.855.787.9446

mailto:[email protected]

