SLO Process

Report
PENNSYLVANIA'S
STUDENT LEARNING
OBJECTIVES (SLO) PROCESS
School Leaders
© Pennsylvania Department of Education
Goal & Objectives
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
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
3
Tool Organization
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
4
Tool Organization (cont.)
5
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
6
• links to SAS portal
Student Learning Objective
Orientation
7
Student Learning Objective
PDE’s Definition: A process to
document a measure of educator
effectiveness based on student
achievement of content standards.
8
SLO Process
Educator
Effectiveness
SLO Process
Phases
ALS
Techniques
Design
Build
Review
9
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
10
SLO Design Coherency
GOAL STATEMENT
PERFORMANCE MEASURE
RATING
PERFORMANCE INDICATOR
ALL STUDENTS
FOCUSED STUDENTS
11
SLO Guiding Principles
SLOs 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.
12
SLO Process: Major Components
Goal & Targeted
Standards
SLO Goal
Performance
Measures
Performance
Indicators
Assessment
#1
Indicator
#1
Assessment
#2
Indicator
#2
SLO Blueprint Example (Handout #3)
Goal
Statement
Performance Measure
Physical Activity Student Log
(Fitnessgram)
Participation in
physical activity
impacts wellness
throughout a
lifetime
Targeted
Standard
10.4.9A; 10.4.9C;
10.4.9D, 10.5.9F
PM #1
PM #2
My Personal Fitness (Pre & Post)
Testteria in rubric.
Performance
Indicator
PM #1
Physical Activity Student Log
(Fitnessgram)
PM #2
My Personal Fitness (Pre & Post) Test
14
SLO Intent
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.
15
Student Learning Objective
School Leaders Roles and Responsibilities
16
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
17
SLO Timeframe
“Typical School Year”
August
●
July
September
October
November
December
●
January
February
March
April
May
●
September
Design, Build, & Review (QA)
March
●
●
●
June
Review Performance
Implementing
18
SLO Phases
-Roles and Responsibilities-
Leaders:
Clarify and guide SLO
template completion
Roles &
Responsibilities
Educators:
Verify the SLO is
complete and
comprehensive
REVIEW
Leaders:
Identify school-wide
needs and timeline for
submission
Roles & Responsibilities
Educators:
Identify performance
measures and
expectations within the
SLO Process Template
BUILD
DESIGN
Roles &
Responsibilities
Educators:
Identify content
standards and students
Leaders:
Validate expectations and
ensure coherency
19
Roles and Responsibilities
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 gradelevels or departments.
• of new roles may include SLO trainer, co-developer,
and/or quality reviewer for lead teachers,
department chairpersons and other leaders.
20
Student Learning Objective
Tasks and Procedures
21
Design Phase: Tasks
22
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.
23
SLO Process Sections
Indicators
Elective
Rating
Measures
Goal
Context
24
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”
25
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)
26
Build Phase: Tasks
27
Build: Educator Tasks
-Sections 1 & 21. 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
28
SLO Template
-Section 1 & 21.
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
2. SLO Goal
2a. Goal Statement
2b. PA Standards
2c. Rationale
29
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
30
SLO Template
-Section 33. Performance Measures (PM)
3a. Name


PM #1
PM #2
3b. Type
____District-designed Measures and Examinations
____Nationally Recognized Standardized Tests
____Industry Certification Examinations
____Student Projects
____Student Portfolios
____ Other:______________________________
Growth (change in student performance across two or
more points in time)
3c. Purpose


PM #1
PM #2
3d. Metric
3e. Administration
Frequency


PM #1
PM #2
3f. Adaptations/
Accommodations
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
Mastery (attainment of a defined level of achievement)
Growth and Mastery
IEP
Gifted IEP
ELL
Other
31
Build: Educator Tasks
-Section 4 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 4
32
SLO Template
-Section 44. Performance Indicators (PI)
4a. PI Targets: All Student
Group


4b. PI Targets: Focused Student 
Group

4c. PI Linked
(optional)
PI Target #1
PI Target #2
PI Target #1a
PI Target #2a
4d. PI Weighting
(optional)
33
Build: Educator Tasks
-Section 5 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
3. Verify completion of Section 5
34
SLO Template
-Section 55. Elective Rating
Failing
0% 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.
5a. Level
.
Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______
Notes/Explanation
5b. Rating
Distinguished (3)
Proficient (2)
Needs Improvement (1)
Failing (0)
.
Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______
35
Build: 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 a school-based, subject matter expert
(SME) to support development
5. Coordinate district and IU professional development
36
Review Phase: Tasks
37
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
38
Review: Leader Tasks
1. 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
39
Procedural
-ConferenceThe SLO process facilitates an ongoing
conversation about expectations
between educators and school leaders
40
Procedural
-Discussion Points: Fall• What is the subject/content focus?
• Who does it encompass?
GoalsStandards • How can it improve instruction/practice?
• Why are they considered high quality measures?
• Who administers and scores the measures?
Measures • What types of data are produced?
• What are the indicators of success?
• How are they being measured?
Indicators • Which students are they based upon?
41
Procedural
-Discussion Points: Winter• How has the instruction supported the subject/content focus?
• Which student groups are making progress or struggling?
GoalsStandards • What instruction/practice adaptations will be needed in the spring?
• Which measures have been administered so far?
• Are additional measures necessary at this time?
Measures • What is the data telling us about student growth and/or mastery?
• Are indicators of success still applicable?
• How well are the indicators working?
Indicators • Which indicators are producing data about student performance?
42
Procedural
-Discussion Points: Spring• To what degree was the “Big Idea” mastered by students?
• Which content standards will need additional instruction?
GoalsStandards • How can the standards be taught more effectively?
• Which measures should be discontinued or need significant revisions?
• To what degree did students meet your expectations?
Measures • What data points had the most influence on your overall rating?
• Which indicators were established too high or too low?
• What did the indicators tell you about student performance?
Indicators • Which student groups underperformed on selected indicators?
43
Procedural
-Areas of Caution1. 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.
44
Summary
This module focused on providing school leaders
content details needed to implement SLOs within
PDE’s Educator Effectiveness System.
• 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
45

similar documents