Student Learning Objectives (SLO)

Report
Student Learning Objectives
(SLO)
Anthony Conti
[email protected]
Dr. Cathleen Cubelic
[email protected]
Our Objectives
 Define an SLO
 Design, Build, and Review an SLO
 Interpret the SLO Template
 Consider Assessment Quality and Purpose
 View online tools
 Plan for implementation
LEA Responsibilities
1. To select a minimum group of 6-10 teachers, with
aligned principals, to implement the SLO process
(to receive training from the IU, using the PDE
materials, to design, build and review a minimum
of one SLO that is prepared using the online
template, and follow the implementation process
through the administrative review, monitor and
final evaluation stages. THE RESULTS OF
EVALUATION ARE NOT EXPECTEDTO BE USED AS A
PART OF THE TEACHER EVALUATION.)
LEA Responsibilities
2.
To assign an implementation team to be trained
by the IU and to subsequently train the teachers and
principals involved in the pilot, or train the entire
staff in preparation for next year. Implementation
team members should include, at minimum, but not
limited to:
a.
One administrator, preferably at the
curriculum level
b.
One principal, preferably one involved in the
pilot process
c.
Two teachers, preferably two involved in
the pilot process
LEA Responsibilities
3.
To allot one day for representatives from the
implementation team to meet with the authors of the
SLO process. (Substitute and travel
expenses
would be provided by PDE.)
4.
To provide information, in the form of surveys
and interviews, to a researcher who will evaluate
the SLO process.
Teacher Effectiveness System in Act 82 of 2012
Building Level Data/School Performance Profile
Teacher Observation & Practice
Effective 2013-2014 SY
Danielson Framework Domains
1. Planning and Preparation
2. Classroom Environment
3. Instruction
4. Professional Responsibilities
Effective 2013-2014 SY
Indicators of Academic Achievement
Indicators of Closing the Achievement Gap, All Students
Indicators of Closing the Achievement Gap, Subgroups
Academic Growth PVAAS
Other Academic Indicators
Credit for Advanced Achievement
Teacher Specific Data
PVAAS / Growth 3 Year Rolling Average
1. 2013-2014 SY
2. 2014-2015 SY
Teacher Specific 3. 2015-2016 SY
Data, 15%
Other data as provided in Act 82
Building Level
Data, 15%
Observation/
Practice, 50%
Elective Data/SLOs
Optional 2013-2014 SY
Effective 2014-2015 SY
Elective
Data, 20%
District Designed Measures and Examinations
Nationally Recognized Standardized Tests
Industry Certification Examinations
Student Projects Pursuant to Local Requirements
Student Portfolios Pursuant to Local Requirements
6
Teacher Effectiveness System in Act 82 of 2012
Building Level Data/School Performance Profile
Teacher Observation & Practice
Effective 2013-2014
Danielson Framework Domains
1.
2.
3.
4.
Planning and Preparation
Classroom Environment
Instruction
Professional Responsibilities
Effective 2013-2014 SY
Indicators of Academic Achievement
Indicators of Closing the Achievement Gap, All Students
Indicators of Closing the Achievement Gap, Subgroups
Academic Growth PVAAS
Other Academic Indicators
Credit for Advanced Achievement
Building Level
Data, 15%
Elective Data/SLOs
Observation/
Practice,
50%
Optional 2013-2014 SY
Effective 2014-2015 SY
Elective Data,
35%
District Designed Measures and Examinations
Nationally Recognized Standardized Tests
Industry Certification Examinations
Student Projects Pursuant to Local Requirements
Student Portfolios Pursuant to Local Requirements
7
The Rating Tool
[for teacher with Eligible PVAAS Data]
The SLO in PA is written in
relationship to a specific
teacher and a specific
class/course/content area
for which that teacher
provides instruction.
“The PSSA test doesn’t completely
measure my effectiveness.”
≠
SLO Definition
A process to
document a
measure of educator
effectiveness
based on student
achievement of
content standards.
SLO Process Components
The SLO process contains three (3)
action components:
1. Design (ing): thinking,
conceptualizing, organizing,
discussing, researching
2. Build (ing): selecting, developing,
sharing, completing
3. Review (ing): refining, checking,
updating, editing, testing, finalizing
12
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
13
SLO Process Components
BUILD
•
•
•
•
•
Selecting the performance measure(s)
Developing targets and expectations
Completing the template
Sharing the draft materials with other
colleagues
Developing/Documenting
performance task(s)
14
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
15
Activity
 Count off by 6 at your table.
 Each one take an “SLO should……”
statement. [next slide]
 Produce an “educator friendly” version of
that statement.
 Share within your group.
The SLO Should….
1. Represent student performance in a specific course/content area
taught by educator.
2. Reflect the diversity of students as learners.
3. Align to a target set of selected academic content standards that
represent the depth and breadth of the goal statement.
4. Use metrics based upon multiple events/data collection periods
to measure defined levels of student growth or “mastery”.
5. Be supported by verifiable data that can be collected and scored
in a standardized manner.
6. Include a set of independent performance measures directly
linked to the established goal.
Design
What is a Goal Statement?
Definition:
• Narrative articulating the “big idea” upon
which the SLO is built under which content
standards are directly aligned.
Characteristics:
• Encompasses the “enduring
understanding” of the standard
• Central to the content area
• Foundational concepts for later
19
subjects/courses
Goal Statement Example
• “Students will apply the concepts
and the competencies of nutrition,
eating habits, and safe food
preparation techniques to overall
health and wellness throughout the
life cycle at individual, family and
societal levels.”
20
SLO Goal
(Template #1)
Goal Statement addresses:
•
WHAT the “big idea” is in the
standards
Standards
•
HOW the skills and knowledge
support future learning
Rationale Statement:
•
21
WHY the “big idea” is a central,
enduring concept
http://pdesas.org/standard/PACore
More Considerations for
Goal Statements
 Do you have previous data to help
guide your goal?
 What does your growth and
achievement look like?
 Is there a building/district-wide
goal?
Activity:
Goal Statement (Template #1)
 Within your team, choose a discipline in
which you’d like to focus. Preferably,
choose a discipline that is taught by one
amongst you.
 Complete “Template #1 Goal Statement”
 We will post them for the entire group.
Build
Template
Section 1
Goal
 Goal statement should articulate an
appropriate “big idea”.
http://pdesas.org/standard/PACore
 Standards should be the appropriate Focus
Standards supporting the goal.
 Rationale statement should be reasons why
the Goal statement and the aligned Standards
address important concepts for this
class/course.
Template
Section 2
Performance Indicator
Definition: a description of the expected
level of student growth or achievement
based on the performance measure
Answers two questions……….
1)Does the indicator define student success?
2)What is the specific measure linked to the
indicator?
Examples of Performance
Indicator Targets
 Students will achieve Advanced or Proficient on all four criteria
of the Data Analysis Project rubric.
 Students will score an average of 3 or better on five different
constructed response questions regarding linear modeling
according to the general description of scoring
guidelines.(http://static.pdesas.org/Content/Documents/Keysto
ne%20Scoring%20Guidelines%20-%20Algebra%20I.pdf)
 Students will improve a minimum of 10% points from pre- to
post-test for material in each semester.
 Students will show “significant improvement” in the Domain of
Measurement on the Classroom Diagnostic Tools Mathematics
Grade 7 assessment from the first to the last administration.
Performance Indicator –
Focus student group
A description of the expected level of achievement for
each student in a subset of the SLO population (1F)
based on the scoring tools used for each performance
measure (4A).
Subset populations can be identified through prior
student achievement data or through content-specific
pretest data.
Examples of Performance
Indicator Targets: Focused
Student Group
 Students who scored below the 30th percentile on their
benchmark AIMSweb R-CBM probe will score above the
30th percentile by the end of the school year using the
national norms.
 Students who scored below a 2 on the pre-test will
improve a minimum of one level on the post-test.
Goal
Focus Standards
Performance Indicator(s)
and Measure(s)
Activity:
Growth and Mastery
 What assessments may be used as
growth, mastery or both?
Mastery
Growth
What are the characteristics
of a quality assessment?
 Write (3).
 Report out the summary from your table.
Good assessments have……
 A specific and defined
purpose
 A reasonable time limit
for completion
 A mixture of question
types
 An appropriate
readability level
 Items/tasks with
appropriate DOK levels
 Multiple methods of
student demonstration
 Items/tasks that are
Standards Aligned
 Validity and reliability
 A quality rubric
 A standardized scoring
method
 Academic Rigor
 Well-written directions
and administration
guidelines
 Cut scores for
performance categories
Academic Rigor
1.Standards-Aligned
2.Developmentally Appropriate
3.Focused on Higher-Order Thinking
Weighting, Linking, or Otherwise
1. Standard
You may consider each Performance Indicator equal in
importance.
2. Linked
You may link multiple Performance Indicators, if you
like. Do this for “pass before moving on” assessments.
3. Weighted
You may weight multiple Performance Indicators, if you
like. Do this when you believe one or more PI’s are
more complex or more important than others.
Standard Scenario
Name
Student
Proportion
Met Target
68
80
PI 1
Building a
Bridge Project
PI 2
Roller Coaster
Design
56
P1 3
Egg Parachute
40
 =
80
80
68 + 56 + 40
164
=
= 54.7%
100 + 100 + 100 300
Weighting Scenario
 Physics Class with (3) PI targets:
Name
Weight
Student
Proportion
Met Target
68
80
PI 1
Building a 50%
Bridge
Project
PI 2
Roller
Coaster
Design
25%
56
P1 3
Egg
25%
Parachute
40
80
80
Points
Acquired
42.5
17.5
12.5
Total Score = 72.5%
Template
Section 3
Goal-Indicator-Measure
GoalStandards
Indicator
Indicator
#1
SLO Goal
(Big Idea)
Indicator
#2
Performance
Measures
Assessment
#1a
Assessment
#1b
Assessment
#2
Goal-Indicator-Measure
GoalStandards
SLO Goal
(Big Idea)
Indicator
Performance
Measures
Indicator
#1
Assessment
#1
Indicator
#2
Assessment
#2
Performance Measure - Descriptions
 State the name of the assessment(s).
 List the type of measure.
 Explain the purpose, state what the Performance
Measure should measure.
 Identify the timeline and occurrence(s)
 Scoring Tools should indicate the solution key, rubric,
checklist, etc. that is being used to score the PM.
 Administration & Scoring Personnel should contain who
is giving the test and who is scoring it.
 Performance Reporting should state how others will
know which students met the Performance Indicator(s).
Template
Section 4
Expectations
PI Targets
Teacher
Expectations
Teacher Expectations
Definition: identifies each level (Failing, Needs
Improvement, Proficient, Distinguished) students are
meeting the Performance Indicator Targets.
 These reflect the continuum established by the teacher
prior to the evaluation period.
 Each level is populated with a percentage range so that
there is distribution of performance across levels.
 Based on the actual performance across all identified
Performance Indicators, the evaluator will determine one
of the four levels for the SLO.
Template
Section 5
Review
Tools for Review
 SLO Coherency Rubric
 School Leader’s SLO Checklist
 Assessment QA Checklist
Now you are an expert.
 Take 10-15 minutes to review this SLO example given
for a Family and Consumer Science Class.
 Please make notes on the document where you question
or disagree with what is stated and where you think
needs clarification.
 Also, note what suggestions may be given to this
instructor for improvement and questions you would ask
prior to approving this SLO for the teacher.
 Please take the first 5 minutes to do this silently on your
own.
 We will review each section and share with the group.
Be ready to discuss your thoughts.
The Online Tool
 http://www.pdesas.org/
 Use the Homeroom link at bottom right
 Click the RIA Homeroom site link in the top paragraph
 Register and log in.
Scavenger Hunt
1. Find the online and Word templates we use to complete
the SLO writing process.
2. Find the Performance Task Framework Template.
3. Find the handout that helps us define our goal and
rationale.
4. Find the Art Grade 8 SLO model SLO.
5. Find the PDF Power Point that discusses Reviewing SLOs
6. Find the Help Desk: Section 1 document
Homework
 Your group return with one SLO written having at least
one Performance Indicator/Measure.
 Complete the template using the MS WORD template
and email it to [email protected]
 We plan to use these as exemplars at our December 12
meeting.
Next Time
 Assessment Literacy
 Vetting of Initial SLOs
 Planning

similar documents