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This is the state’s definition Read Key word is process Not just a template that is completed by a process by which an educators effectiveness of student achievement can be measured
SLO is mandated under Act 82 as part of the PA Educator Effectiveness System
History Cont’d State has partnered with JP Beaudoin of Research in Action to design the SLO process and training materials J.P’s expertise is in the area of assessment literacy Our state lead is David Deitz He has worked with teams of teachers across the state in developing SLO examples for special area teachers.
As of 2016-17 school year 50% of a teachers evaluation will be based on observation/evidence from Danielson Framework 15% will be based on School Building Data – SPP For Teachers of tested content – PSSA and Keystone –15% of their evaluation will be based on teacher specific data which comes from PVAAS 20% will be based on elective data…which is the SLO For teachers of non-tested content (70% of all teachers) 35 % their evaluation will be based on elective data
Every teacher is expected to create an SLO
For example: not only English, Science, and Math teacher…even elective teachers must complete at least 1 SLO per school year
There are three stages to the SLO Process The first two are completed by the teacher The third is completed by the teacher and a building principal The first stage is design – this is where the teacher conceptualizes what the SLO might look like. It involves deep thinking about the students, what their needs are, what their data tells you. This deep thinking helps you determine what area to focus on as part of the SLO During the build stage the teacher completes the SLO template During review the teacher and administrator perform quality checks to make sure the SLO is accurate is measuring what it is intended to measure. It will be up to each district to determine timelines for each stage; but, it is suggested that all three stages occur prior to the beginning or at the beginning of the school year, with the exception of the review stage which will continue throughout the school year.
Parts 1 & 2 of template Focus for today
Teachers will have paper copy of complete template (Refer to handout #2)
At this time ask them to reference it to get a whole picture of what is going on
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
This information with an example is found on handout #3 HELP DESK
ART EXAMPLE HANDOUT
The SLO is written for a specific course or class for which that teacher provides instruction.
** Not for every class but could be if LEA determines. (Ex. Music teacher working across multiple grade levels. They could choose a class or grade level)
1F - Is the total number of the students in the SLO – Max. 100 – Min. whatever one class might be. If you are using a focus group in your class for the SLO, use the number of students in the Focus group
General Description Contains a statement about the “enduring understanding” or “big idea” You develop these statements by looking at your data (data can be found on Ohand Schools) Provides the specific PA standards associated with the goal Articulates a rationale about the Goal Statement Refer to Handout #4 to review goal statements
Compare to SMART goals Specific Measureable Attainable Realistic Timely Data, Data, Data
Possibly take the ‘Big Idea’ and put into language that reflects the goal. Is it ‘Big’ enough? Broad enough The Goal language does not need to be measurable, but the PM and PI will be used to measure the goal.
Art Example SLO
(At this time, every building principal will clarify the expectations for creating SLOs in each building) High School: You have a choice for creating your SLO today:
Work by yourself to create an SLO for one of the courses you teach Work with one or more people that teach a common course as you to create an SLO Each teacher must compete an SLO template even if you are working with someone. Multiple names can not go on the same template Just a note, if you decide to work with someone, your SLO does not have to be exactly the same For example: you can share the same goal; however, the way you measure that goal and/or the indicators can differ from your colleagues . We will learn more about this at our next SLO training
Complete 1a – 1i
Give time to discuss as a team and complete one for the team of teachers and admin working together.
Introduction to SLO Training - Steps 1 & 2
December 2, 2014
• SLO Process
• SLO Template
• Collaborate: Find Data
• Sections 1 & 2
• Classroom Context
• Goal Statement
PDE’s Definition: A process to
document a measure of educator
effectiveness based on student
achievement of content standards.
Student Learning Objective
•Meets the requirements of the Elective
Portion of the Educator Effectiveness
mandated under Act 82 of 2012.
•Development of SLO process, template
and training modules were developed by
•PDE Partnership with J.P. Beaudoin of
Research In Action (RIA)
•Development of content specific SLO
SLO Template Steps:
1. Classroom Context
1a. Name 1b. School 1c. District
1f. Total # of
2. SLO Goal
2a. Goal Statement
2b. PA Standards
Section 1: Classroom Context
1a. Name Educator’s full name
1b. School Name of school(s) to which the educator is assigned during the current year.
1c. District Name of district to which the educator is assigned during the current year.
1d. Class/Course Title Name of the class/course upon which the SLO is based.
1e. Grade Level Grade level(s) for those students included within class/course identified in Element 1d.
1f. Total # of Students
Aggregate number of students (estimated, across multiple sections) for which data will be
collected and applied to this SLO.
1g. Typical Class Size
The “average” number of students in a single session of the class/course identified in
1h. Class Frequency
The frequency and time frame in which the class/course identified in Element 1d is
1i. Typical Class Duration
The average number of minutes allocated to deliver a “session” of the class/course
identified in Element 1d.
Section 2: SLO Goal
Narrative articulating the “big idea” upon which the SLO is based.
References the PA Standards that align with the Goal Statement.
Numeric references to PA Standards are found at:
References additional professional organization standards that align to the
Narrative providing reasons why the Goal Statement and the aligned
standards address important learning for this class/course.
Goal Statement: Big Idea
• Definition: Narrative articulation of the “big idea”
upon which the SLO is based
• Use Data to write goal
• Encompasses the “enduring understanding” of
• Central to the content area
• Foundational concepts for later subjects/courses
(it is what the students need to know before they
can move on)
Junior/Senior High School
Focus by Department
Let’s Practice - Set your Goal
1. What is a weakness for your students?
• Weakness Must be based on DATA
• Example: Onhand School Data, SAT Data, CDT
Data, 4Sight, Study Island, etc.)
2. Select at least one PA Academic Content Standard that
addresses this weakness and at least one PA CORE
• We are focusing on a content standard that integrates
writing, as this has been identified as a building
weakness (Math & Science will only focus on Content
for this practice exercise)
In Pennsylvania, there is a location that
we find our “big ideas” for curriculum
• At bottom of the page
• Select a subject
• Select grade level
Tips While Collaborating
• Look on SAS for examples
•Look on OnHand Schools for
•Refer to PA Academic & PA
Core Standards 21
Complete Section 1 & 2
• Using data where do you see a weakness?
• This weakness will formulate your Goal
• What is the rationale for focusing on
• What standards match this goal? (2B)
• Complete Classroom Context(1A-1I)