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SLO Template steps 1, 2, 3

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emilycaryn

This document provides an overview of Pennsylvania's Student Learning Objective (SLO) process and template. The SLO template is used to identify goals, indicators, and performance measures for teacher effectiveness evaluations. It includes sections for classroom context, the SLO goal, and performance indicators. The goal should be based on key standards and provide a rationale. Performance indicators specify measurable targets for student achievement on valid assessments. The template provides structure and guidance for teachers to set rigorous and meaningful objectives.

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Pennsylvania’s Student Learning Objective Process Overview
II. SLO Template 10.0
SLO Template 10.0 Process A tool used to identify goals, indicators, and performance measures for use in the greater Teacher Effectiveness System Handout: SLO Template
SLO Template Design Context Goal Indicators Measures Expectations
SLO Template Criteria 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.
Task: 1. Prior to moving on brainstorm ideas for a “draft” SLO individually or with a partner. 2. Once you have an idea of what you want to focus on for your SLO refer to Template 10.0 that you downloaded in the previous step. 3. Review the next few slides and fill it out for steps1 (class context) 2 (Goal) and 3 (performance indicators) as you review the next few slides.
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. Typical Class Size 1h. Class Frequency 1i. Typical Class Duration 2. SLO Goal 2a. Goal Statement 2b. PA Standards 2c. Rationale
Section 1: Classroom Context General Description • Contains demographic information about the educational setting • Articulates the course, grade(s), and students the SLO is based on • Provides class size, frequency, and duration data 8
Section 2: SLO Goal General Description • Contains a statement about the “enduring understanding” or “big idea” • Provides the specific PA standards associated with the goal • Articulates a rationale about the Goal Statement 9
Goal Considerations •Big idea? •Measurable? •Realistic? 10
Big Idea In Pennsylvania, there is a location that we find our “big ideas” for curriculum www.pdesas.org • Curriculum Frameworks Tab • At bottom of the page • Select a subject area • Select grade level
12
EXAMPLES Spanish 1 Students will be able demonstrate effective communication in the target language by speaking and listening, writing, and reading. 8th Grade Art Students 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 Library Students 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.
EXAMPLES Targeted content standards used in developing the SLO. Arts and Humanities: 9.1, 9.2, 9.3, 9.4 pdesas.org
EXAMPLES 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.
SLO Template Steps: Teacher 3. Performance Indicators (PI) 3a. PI Targets: All Student Group PI Target #1 PI Target #2 PI Target #3 PI Target #4 PI Target #5 3b. PI Targets: Subset Student Group (optional) PI Target #1 PI Target #2 PI Target #3 PI Target #4 PI Target #5 3c. PI Linked (optional) 3d. PI Weighting (optional)
Section 3: Performance Indicators General Description • Articulates targets for each Performance Measure • Includes all students in the identified SLO group • May include a focused student group • Affords opportunity to link indicators and/or weighting 17
EXAMPLES Describes individual student performance 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.)
EXAMPLES Performance Indicator Statement HS Choral Individual Vocal Assessment Task Students will achieve proficient or advanced levels in 6 out of 8 criteria of the second scoring rubric. 5th Grade ELA DRA text gradient chart Students will demonstrate one year of reading growth (as evidenced by fluency data recorded on the benchmark graph).

More Related Content

SLO Template steps 1, 2, 3

  • 3. SLO Template 10.0 Process A tool used to identify goals, indicators, and performance measures for use in the greater Teacher Effectiveness System Handout: SLO Template
  • 5. SLO Template Criteria 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.
  • 6. Task: 1. Prior to moving on brainstorm ideas for a “draft” SLO individually or with a partner. 2. Once you have an idea of what you want to focus on for your SLO refer to Template 10.0 that you downloaded in the previous step. 3. Review the next few slides and fill it out for steps1 (class context) 2 (Goal) and 3 (performance indicators) as you review the next few slides.
  • 7. 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. Typical Class Size 1h. Class Frequency 1i. Typical Class Duration 2. SLO Goal 2a. Goal Statement 2b. PA Standards 2c. Rationale
  • 8. Section 1: Classroom Context General Description • Contains demographic information about the educational setting • Articulates the course, grade(s), and students the SLO is based on • Provides class size, frequency, and duration data 8
  • 9. Section 2: SLO Goal General Description • Contains a statement about the “enduring understanding” or “big idea” • Provides the specific PA standards associated with the goal • Articulates a rationale about the Goal Statement 9
  • 11. Big Idea In Pennsylvania, there is a location that we find our “big ideas” for curriculum www.pdesas.org • Curriculum Frameworks Tab • At bottom of the page • Select a subject area • Select grade level
  • 12. 12
  • 13. EXAMPLES Spanish 1 Students will be able demonstrate effective communication in the target language by speaking and listening, writing, and reading. 8th Grade Art Students 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 Library Students 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.
  • 14. EXAMPLES Targeted content standards used in developing the SLO. Arts and Humanities: 9.1, 9.2, 9.3, 9.4 pdesas.org
  • 15. EXAMPLES 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.
  • 16. SLO Template Steps: Teacher 3. Performance Indicators (PI) 3a. PI Targets: All Student Group PI Target #1 PI Target #2 PI Target #3 PI Target #4 PI Target #5 3b. PI Targets: Subset Student Group (optional) PI Target #1 PI Target #2 PI Target #3 PI Target #4 PI Target #5 3c. PI Linked (optional) 3d. PI Weighting (optional)
  • 17. Section 3: Performance Indicators General Description • Articulates targets for each Performance Measure • Includes all students in the identified SLO group • May include a focused student group • Affords opportunity to link indicators and/or weighting 17
  • 18. EXAMPLES Describes individual student performance 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.)
  • 19. EXAMPLES Performance Indicator Statement HS Choral Individual Vocal Assessment Task Students will achieve proficient or advanced levels in 6 out of 8 criteria of the second scoring rubric. 5th Grade ELA DRA text gradient chart Students will demonstrate one year of reading growth (as evidenced by fluency data recorded on the benchmark graph).

Editor's Notes

  1. Section 1 provides general information about the teacher and class
  2. Teachers will create a goal based on the ‘Big Idea’ taken from the PA Standards or Local CurriculumChoose key standards that are aligned to that big ideaDescribe why this big idea is important
  3. Compare to SMART goalsSpecificMeasureableAttainableRealisticTimely
  4. Good Big Idea – Came from the Goal Statement on SAS – was written for food and nutrition portion SAS.
  5. Teacher will set performance indicator targetsBased on performance measuresFor students in the SLO GroupFor pilotWill not address a focus group, linked indicators, or weighting