pennsylvania’s student learning objectives (slos) process
DESCRIPTION
Pennsylvania’s Student Learning Objectives (SLOs) Process. Today’s Objectives. To know what Student Learning Objectives (SLOs) are To know how SLOs fit into the larger picture of Educator Effectiveness To explore the SLO Template - PowerPoint PPT PresentationTRANSCRIPT
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Pennsylvania’s Student Learning Objectives (SLOs)
Process
Today’s ObjectivesTo know what Student Learning Objectives (SLOs) are
To know how SLOs fit into the larger picture of Educator Effectiveness
To explore the SLO Template
To know the three components in developing SLOs (Design, Build, and Review)
To know where you can find the tools to develop your SLOs
To give you time to begin brainstorming/drafting your SLO
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SLO Pilot Team
Missy Bream Charley Dittrich Laura Davenport Rusty McCollum Justin Tate Danny Leiphart Greg Zirkle
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Options
SLO Overview/Training
Remain in Auditorium
Move to work groups with pilot team members
Collaborate with group/work independently 4
What is the role of Student Learning
Objectives in Pennsylvania’s Teacher
Evaluation System?
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What is aStudent Learning
Objective?
PDE’s Definition: A process to document a measure of educator effectiveness based on student achievement of content standards.
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Student Learning Objective
What is a SLO?
SLO ConceptsStudent achievement can be measured in ways that reflect authentic learning of content standards.
Educator effectiveness can be measured through the use of student achievement.
Many factors can influence the size of an SLO,
but the process remains the same.
Time Frame
Course Content
Important Learning Needs
THE PA SLO TEMPLATE & PROCESSWHAT IT IS SUPPOSED TO BE:
More paperwork for teachers that has no meaning or purpose
More testing for students
A weak substitute for PVAAS or other standardized testing data
WHAT IT IS NOT SUPPOSED TO BE:
• More paperwork for teachers that has no meaning or purpose
• More testing for students
• A weak substitute for PVAAS or other standardized testing data
• 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
Don’t be frightened!
I will not be afraid.I will not be frustrated.I will not be angry.I will not be crabby.
We’ve got this!!
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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
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SLO Process Components BUILD
• Selecting the performance measure(s) • Developing targets and expectations• Completing the template• Sharing the draft materials with other
colleagues
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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
Student Learning Objective(SLO)
Template
1. Goals are based upon the “big ideas” within the content standards.
2. Performance indicators are specific, measureable, attainable, and realistic.
3. Performance measures should be valid, reliable, and rigorous assessments.
4. Data should be collected, organized, and reported in a consistent manner.
5. Teacher expectations of student achievement should be demanding.
SLO Template Criteria
Key Process Points
The SLO process facilitates a
conversation about expectations between
educators (principals and teachers, teachers and
teachers)
SLO Template Steps: Teacher
1. Classroom Context
1a. Name 1b. School 1c. District
1d. Class/ Course Title
1e. Grade Level
1f. Total # of Students
1g. TypicalClass Size
1h. Class Frequency
1i. Typical Class Duration
2. SLO Goal
2a. Goal Statement
2b. PA Standards
2c. Rationale
Spanish 1Students will be able demonstrate effective communication in the target language by speaking and listening, writing, and reading. 8th Grade ArtStudents will demonstrate the ability to manipulate visual art materials and tools to create works based on the ideas of other artists and to evaluate the processes and products of themselves and other artists.
Grade 5 LibraryStudents will demonstrate the ability to use online D.P.S. databases and search engines, Britannica Elementary, Culture Grams, and Nettrekker toward support real world experiences and determining which is the best source for specific information.
2a. The SLO Goal
Statement:
What’s the Important Learning?
SLO Template Steps: Teacher
1. Classroom Context
1a. Name 1b. School 1c. District
1d. Class/ Course Title
1e. Grade Level
1f. Total # of Students
1g. TypicalClass Size
1h. Class Frequency
1i. Typical Class Duration
2. SLO Goal
2a. Goal Statement
2b. PA Standards
2c. Rationale
Targeted content standards used in developing the SLO.
Arts and Humanities:
9.1, 9.2, 9.3, 9.4
http://pdesas.org/
2b. Standards selection:
What Standards Match the
Goal Statement?
SLO Template Steps: Teacher
1. Classroom Context
1a. Name 1b. School 1c. District
1d. Class/ Course Title
1e. Grade Level
1f. Total # of Students
1g. TypicalClass Size
1h. Class Frequency
1i. Typical Class Duration
2. SLO Goal
2a. Goal Statement
2b. PA Standards
2c. Rationale
Explains why the SLO is important and how students will demonstrate learning of the standards through
this objective..
Grade 8 Art:Developing the ability to manipulate visual art materials and tools are important to the artistic creation process, as is the ability to evaluate the process and product created by oneself and others. Child Development (FCS)Understanding how children grow and develop will prepare individuals and families to meet challenges associated with raising children.
2c. Rationale
statement: Why is this
Learning Important?
SLO Template Steps: Teacher
3. Performance Indicators (PI)
3a. PI Targets: All Student Group
PI Target #1
PI Target #2
3b. PI Targets: Subset Student Group(optional)
PI Target #1
PI Target #2
3c. PI Linked(optional)
3d. PI Weighting(optional)
Describes individual studentperformance expectation
3a. What performance measure(s) –tests,
assessments– will be used to measure student achievement of the standards, and what’s the expected student achievement level based on the scoring system for those measures?
3b.What’s the expected achievement level
for unique populations? (IEP, students who did not do well on a pre-test, etc.)
3: Performance
Indicator: What does
Student Performance
Look Like?
Performance Indicator Statement
HS ChoralIndividual Vocal Assessment TaskStudents will achieve proficient or advanced levels in 6 out of 8 criteria of the second scoring rubric.
5th Grade ELADRA text gradient chart Students will demonstrate one year of reading growth
SLO Template Steps: Teacher
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 #24d. 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. AdministrationFrequency
PM #1
PM #2
4f. Adaptations/Accommodations
IEP
ELL
Gifted 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
SLO Template Steps: Teacher
5. Teacher Expectations
5a. Level
Failing0% to ___ % of students will meet the PI targets.
Needs Improvement___% to ___% of students will meet the PI targets.
Proficient___% to ___% of students will meet the PI targets.
Distinguished___% to 100% of students will meet the PI targets.
5b. Elective Rating
Distinguished (3) Proficient (2)
Needs Improvement (1)
Failing (0)
Notes/Explanation
.Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______
.Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______
Describes the number of students expected to meet the performance indicator criteria.
5a: Proficient85% to 94% of students meet
the performance indicator.
5a: Teacher
Effectiveness Measure
Growth or MasteryDoes this assessment/performance task align with the student achievement goals for the SLO?
Check one: Growth (change in student achievement across two or more points in time) Mastery (attainment of a defined level of achievement) Growth and Mastery
>www.education.state.pa.us
Educator Effectiveness: SLO
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Student Learning Objective(SLO)
Resources
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Training 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
Homeroom is RIA’s web-based learning platform that contains… • on-line training materials, including the SLO Process Template
10• downloadable SLO training files, except the videos• links to SAS portal
Homeroom Site
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Click on Homeroom link. (right hand side below Teachscape link)
Click on RIA Homeroom Site link.
Login OR Click on Register to create a login account.
I suggest using a familiar login and password (i.e. your email login and password)
Once finished, you will be directed to a screen like the image to the right:
www.pdesas.org
Summarizer/Review SLO stands for _________________________.
The three steps in developing a SLO are _________, _________, and ___________.
SLO data fits into what category of the Educator Effectiveness pie? What will the percentage be for 2014-2015?
An example of a performance measure is ____________.
The two places I can find additional SLO resources are ___________________ and ___________________.
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Thank You! Have a productive day and a FANTASTIC Summer!!
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Next Steps Remain in the auditorium with Missy and Stacey
Move to work groups with pilot team members
Library – Laura and Charley Rm. 200 – Danny and Greg Rm. 206 – Rusty and Justin
Collaborate with group/work independently46