1. education
2. graduate school
3. college

Pennsylvania’s
Student Learning Objective
Process
Overview for Warrior Run – March, 2014
Training Timeline for SLO
Implementation
•
•
•
•
Today:
– Overview and Introduction of Goals and Standards
(Sections 1 and 2)
June 6 (AM):
– Review Goals and Standards
– Introduction of Performance Measures and Indicators
(Sections 3 and 4)
– Write an SLO through Section 4
August 18 or 19:
– Review Sections 1-4
– Introduction of Elective Rating
– Instruction regarding use of prior data to
drive SLO decisions.
September or October
– Finalize SLO based on knowledge of
current students.
Session Objectives
I. Review Teacher Effectiveness
System
II. Overview of what an SLO is
III. Sections I and II of the template
I. Teacher Effectiveness
System
Teacher Effectiveness System in Act 82 of 2012
Building Level Data/School Performance Profile
Teacher Observation & Practice
Effective 2013-2014 SY
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
Danielson Framework Domains
1. Planning and Preparation
2. Classroom Environment
3. Instruction
4. Professional Responsibilities
Building Level
Data, 15%
Teacher Specific
Data, 15%
Observation/
Practice, 50%
Teacher Specific Data
PVAAS / Growth 3 Year Rolling Average
1. 2013-2014 SY
2. 2014-2015 SY
3. 2015-2016 SY
Other data as provided in Act 82
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
Teacher Effectiveness System in Act 82 of 2012
Building Level Data/School Performance Profile
Effective 2013-2014 SY
Teacher Observation &
Practice
Effective 2013-2014
Danielson Framework Domains
1. Planning and Preparation
2. Classroom Environment
3. Instruction
4. Professional Responsibilities
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
Elective Data/SLOs
Building Level
Data, 15%
Observation/
Practice, 50%
Elective Data,
35%
Optional 2013-2014 SY
Effective 2014-2015 SY
District Designed Measures and Examinations
Nationally Recognized Standardized Tests
Industry Certification Examinations
Student Projects Pursuant to Local
Requirements
Student Portfolios Pursuant to Local
Requirements
No “double dipping” on the pie chart. SLOs cannot take the place of SMART Goals completed on the
Observation and Practice side. These two activities can align, but not take the place of the other.
What is an SLO?
A process to
document a
measure of educator
effectiveness
based on student
achievement of
content standards.
The SLO Process: Creating a Relationship
Measurement of
Student
Achievement
Measurement of
Educator
Effectiveness
THE PA SLO TEMPLATE & PROCESS
What it is supposed to be:
• A format to inform strong
instructional practice and
strong student achievement
What it is not supposed to be:
• More paperwork for
teachers that has no
meaning or purpose
• More testing for students
• A way to measure teacher
effectiveness based on
student achievement
• A weak substitute for
PVAAS or other
standardized testing data
• An opportunity for teachers to
define, describe and present
data on student achievement
in the content area that they
teach
• Something that takes the
place of our District
SMART GOALs.
The SLO in PA is written to
a specific teacher and a
specific class/course/content
area for which that teacher
provides instruction.
The SLO: It’s Yours!
1 Set of Students + 1 Subject = 1 SLO
Each teacher will choose
ONE set of students and
ONE subject area that they
teach to write ONE Student
Learning Outcome.
• Think of it as providing a water sample
of your teaching or a show and tell
about what you do as an educator.
Many factors can influence the size of an SLO,
Time Frame
Course Content
Important Learning Needs
but the process remains
the same………..
What is the difference between a
SMART Goal and an SLO?
SMART
• Full year goals
• Aligned with district goals
• Opportunity to improve
practice.
– It is good to stretch yourself
in a SMART goal.
– It is possible to not meet
your goal and get credit for
trying.
SLO
• Variable time: at least 6
weeks to a year
• Teacher Specific
• Meeting the goals
impacts your evaluation.
III. SLO Template 10.0
SLO Template:
Section 1
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
* Use the HELP DESK
for definitions and
examples.
SLO Template:
Section 2
2. SLO Goal
2a. Goal Statement
2b. PA Standards
2c. Rationale
* Use the HELP DESK
for definitions and
examples.
C R I T E R I A for GOALS (2a)
• Goals are based upon the “big ideas”
within the content standards.
• They should be transferrable to other
grade levels or content areas.
• They should work toward skills needed
upon graduating – long-term skills.
• A goal may feel too big to measure
everything inside it, but it will get more
specific with the standards.
Bad Goals (too specific):
1) Students will be able to identify a metaphor in a
poem.
2) Students will be able to reduce a fraction to
lowest terms.
Better Goals that can still assess the
skills above:
1) Students will determine how the author uses the
meaning of words or phrases, including figurative
meanings to communicate a message.
2) Solve real-world and mathematical
problems involving division
of
fractions.
Sample Elementary Goals:
• Students will recognize upper and lower case
letters and corresponding letter sounds. (K LA)
• Students will demonstrate that mathematical
relationships among numbers can be
represented, compared, and communicated.
(1 Math)
• Students will apply basic movement skills and
concepts by focusing on manipulative skills.
(2 PE)
• Students will demonstrate that writing is a
recursive process that conveys ideas,
thoughts, and feelings. (3 Writing)
• Students will understand that matter
has observable and measurable
physical properties. (4 Science)
Sample Middle School Goals:
• Students will comprehend through intentional
interaction between reader and text. (5 Reading)
• Students will demonstrate that purpose, topic, and
audience guide types of writing. (6 Writing)
• Students will understand and demonstrate that an
object’s motion is the result of all forces acting on it. (7
Science)
• Students will interpret history through an analysis of
cause and result. (8 History)
• Students will use formal and informal processes to
assess the quality of works in the arts. (8 Art)
• Students will apply the concepts of safe
practices and injury prevention can help
individuals make good decisions in the
home, school, and community. (Health)
Sample High School Goals:
• Students will develop substantive content that is fully
explained and well-supported with details, facts, research,
examples and is appropriate for the topic. (Writing)
• Students will be able to distinguish between independent
and dependent events in order to calculate compound
probabilities within real world situations. (Algebra II)
• Students will be able to explain how nutrition, eating habits,
and preparation choices impact overall health and wellness
throughout the lifecycle at individual and societal
levels.(FCS)
• Students will apply economic concepts such as scarcity;
income, profit, and wealth; assess the functions of
government; evaluate markets and economic
systems; and, examine economic
interdependencies. (Economics)
• Students will analyze a primary source for
accuracy and bias and connect it to a time
and place in United States history. (History)
C R I T E R I A for STANDARDS (2b)
• Choose PA Core Standards where applicable.
• Choose a few standards that align to the goal but
really speak to the unit that you wish to teach and
measure student learning.
• It can be ONE standard, if the standard is very broad,
almost like a goal itself.
• You can have many standards IF you are truly plan to
assess each one with rigor and sufficient data.
• If your PA Standards are weak, choose one
foundational standard from the PA and supplement
with National Standards.
What standards match the goal
statement?
• Targeted content standards used in developing the
SLO
Sample Elementary Goal with
Standards:
• GOAL: Students will demonstrate that
mathematical relationships among
numbers can be represented, compared,
and communicated. (1 Math)
• CC.2.1.1.B.1: Extend the counting sequence to
read and write numerals to represent objects.
• CC.2.1.1.B.3: Use place value concepts and
properties of operations to add and subtract within
100.
Sample Middle School Goals with
Standards:
• GOAL: Students will understand and
demonstrate that an object’s motion is the
result of all forces acting on it. (7 Science)
• S7.C.3.1.1: Describe how unbalanced forces acting on
an object change its velocity.
• S7.C.3.1.2: Describe forces acting on an object (e.g.,
friction, gravity, balanced verses unbalanced).
• S7.C.3.1.3: Explain the mechanical advantages of
simple machines.
Sample High School Goal with
Standards:
• GOAL: Students will develop substantive
content that is fully explained and wellsupported with details, facts, research,
examples and is appropriate for the topic.
(Writing)
• CC.1.4.11-12.U: Use technology, including the
Internet, to produce, publish, and update individual or
shared writing products in response to ongoing
feedback, including new arguments and information.
Explains why the SLO is important
and how students will demonstrate
learning of the standards through
this objective. This is the WHY or
SO WHAT.
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.
Sample Elementary Goal with
Standards and Rationale:
• GOAL: Students will demonstrate that
mathematical relationships among numbers can
be represented, compared, and communicated. (1
Math)
• CC.2.1.1.B.1: Extend the counting sequence to
read and write numerals to represent objects.
• CC.2.1.1.B.3: Use place value concepts and
properties of operations to add and subtract within
100.
• Rationale: Understanding number recognition and
mathematical relationships is essential to all of
the foundations of mathematical practice.
Sample Middle School Goals with
Standards and Rationale:
• GOAL: Students will understand and
demonstrate that an object’s motion is the
result of all forces acting on it. (7 Science)
• S7.C.3.1.1: Describe how unbalanced forces acting on
an object change its velocity.
• S7.C.3.1.2: Describe forces acting on an object (e.g.,
friction, gravity, balanced verses unbalanced).
• S7.C.3.1.3: Explain the mechanical advantages of
simple machines.
• Rationale: Understanding force and motion
provides students with a foundational
understanding of how many things work
in the
world around them.
Sample High School Goal with
Standards:
• GOAL: Students will develop substantive content
that is fully explained and well-supported with
details, facts, research, examples and is
appropriate for the topic. (Writing)
• CC.1.4.11-12.U: Use technology, including the
Internet, to produce, publish, and update individual or
shared writing products in response to ongoing
feedback, including new arguments and information.
• Rationale: Students must be able to research,
synthesize, and communicate information using
technology to succeed in 21st Century college or
career experiences.