PENNSYLVANIA'S STUDENT LEARNING OBJECTIVES (SLO) PROCESS School Leaders © Pennsylvania Department of Education

PENNSYLVANIA'SSTUDENT LEARNING OBJECTIVES (SLO)

PROCESS

School Leaders

© Pennsylvania Department of Education

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 SLO

phase (Design, Build, & Review).2

Goal & Objectives

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Supporting Documents

1. Quick Start Guide

2. SLO Process Template

3. School Leader Module

4. Health and PE Model (HPE-R Model)

5. Help Desk Definitions

6. School Leader SLO Checklist

7. Blueprint Example-Physical Education

8. Handout #5-Quality Assurance Checklist-SLO

Training• Describe the procedures within each of the 3 phases (i.e., Design, Build,

& Review) • Provide examples and information about a process

Templates• Assist in developing customized material

Resources• Supplements the core training materials

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Tool Organization

Tool Organization (cont.)

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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 training platform, Homeroom

Homeroom is RIA’s web-based learning platform (http://www.ria2001.org) containing: •on-line training materials, including the SLO Process Template•downloadable SLO training files, except videos•links to SAS portal

http://www.ria2001.org/

http://pdesas.org/

http://www.ria2001.org/

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Student Learning ObjectiveOrientation

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

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SLO Process

Educator Effectiveness

Build

Design

SLO Process Phases

Review

ALS Techniques

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SLO Process Phases

The SLO process contains three (3) phases:

I. Design (ing): thinking, conceptualizing, organizing, discussing, researching

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

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

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SLO Design Coherency

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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

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SLO Blueprint Example (Handout #3)

1. Goals are based upon the “Big Ideas” within PA’s curriculum framework.

2. Goals are specific, measurable, attainable, and realistic.

3. Performance measures are valid, reliable, and rigorous.

4. Performance data are collected, organized, summarized, and reported in a consistent manner.

5. Teacher expectations of student achievement are challenging.

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SLO Intent

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Student Learning ObjectiveSchool Leaders Roles and Responsibilities

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Generic Procedural Timeline1. Establish initial SLO timeline at the

beginning of the school year2. Review completed template with educator3. Agree on any revisions; sign SLO Template4. Establish “mid-cycle” implementation check5. Conduct end-of-year review of summarized

performance data6. 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

● ● September

● ● Implementing

● ● Review PerformanceMarchDesign, Build, & Review (QA)

SLO Phases-Roles and Responsibilities-

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Roles and Responsibilities

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Assignments:•are determined locally and could vary across PA.

•are flexible and may change during the school year.

•for SLO development may be “shared” across grade-levels or departments.

•of new roles may include SLO trainer, co-developer, and/or quality reviewer for lead teachers, department chairpersons and other leaders.

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Student Learning ObjectiveTasks and Procedures

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Design Phase: Tasks

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SLO Process Template

The framework used to identify goals, performance measures, and performance indicators for use in the Elective portion of PA’s Educator Evaluation System.

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SLO Process Sections

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Design: Educator Tasks

1. Identify subject (content area) 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. Disseminate achievement data from prior year(s)

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Build Phase: Tasks

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Build: 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 Level1f. Total # of Students

1g. Typical Class Size

1h. Class Frequency

1i. Typical Class Duration

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Build: Educator Tasks -Section 3 -

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

5. Verify completion of Section 3

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SLO Template-Section 3-

3. Performance Measures (PM)

3a. Name PM #1PM #2

3b. Type

____District-designed Measures and Examinations____Nationally Recognized Standardized Tests____Industry Certification Examinations____Student Projects ____Student Portfolios____ Other:______________________________

3c. Purpose PM #1PM #2

3d. Metric

Growth (change in student performance across two or more points in time)

Mastery (attainment of a defined level of achievement) Growth and Mastery

3e. Administration Frequency

PM #1 PM #2

3f. Adaptations/ Accommodations

IEP

ELL

Gifted IEP

Other

3g. Resources/ Equipment

PM #1 PM #2

3h. Scoring Tools PM #1 PM #2

3i. Administration & Scoring Personnel

PM #1 PM #2

3j. Performance Reporting

PM #1 PM #2 Summary

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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”


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SLO Template-Section 4-4. Performance Indicators (PI)

4a. PI Targets: All Student Group

PI Target #1 PI Target #2

4b. PI Targets: Focused Student Group

PI Target #1a PI Target #2a

4c. PI Linked (optional)

4d. PI Weighting (optional)

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1. Establish the performance “continuum” ranging from 0% to 100% meeting the targets

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 different performance measure and standards

2. Review SLO Template, including Elective Rating, with the designated school leader


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5. Elective Rating

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.

.Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______

5b. 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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Build: Leader Tasks1. Clarify expectations for SLOs

2. Provide additional SLO training and other resources

3. Screen draft material prior to conferencing with educator

4. Designate a school-based, subject matter expert (SME) to support development

5. Coordinate district and IU professional development

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Review Phase: Tasks

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Review: Educator Tasks

1. Evaluate each Section of the SLO Process Template #4 using Handout #5-Quality Assurance Checklist-SLO

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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Review: Leader Tasks1. Conduct preliminary review (screen) of 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 an ongoing conversation about expectations between educators and school leaders

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Procedural -Discussion Points: Fall-

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Procedural -Discussion Points: Winter-

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Procedural -Discussion Points: Spring-

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Procedural-Areas of Caution-

1. SLO is based upon small numbers of students or data points.

2. Goals or 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, or do not measure the targeted standard(s).6. Overall achievement expectations are unattainable.

This module focused on providing school leaders content details needed to implement SLOs within PDE’s Educator Effectiveness System.

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Summary

• PDE POC: Mr. David Deitz

[email protected]

• The RIA Group• POC: Dr. J.P. Beaudoin [email protected]• Help Desk: [email protected]• Hot Line: 1.855.787.9446

mailto:[email protected]

