Student Learning Objectives
Monday, October 13, 2014
SLOs are a process to document a measure of educator effectiveness based on student achievement of content standards.
Simply log-in to your PA-ETEP account and click on the My Observations tab. From your My Observations tab, you can click on a link to start their SLO template.
SLOs are divided into 5 major sections:
1. Classroom Context
2. Goals
3. Performance Measures
4. Performance Indicators
5. Teacher Expectations
The blue question mark icons at the end of each section give a description of the related fields.
The example icons give examples at various levels to help teachers complete their SLOs.
Section 1: Classroom Context
1a. Name Educator’s full name
Jennifer Mangold
1b. School Name Name of school(s) to which the educator is assigned
during the current year.
Wyomissing Area Junior/Senior High School
1c. District Name of district to which the educator is assigned
during the current year.
Wyomissing Area School District
1d. Class/Course Name of the class/course/content area upon which the
SLO is based.
Advanced World History
1e. Grade Level(s) Grade level(s) for those students included within
class/course identified in Element 1d.
Grade 7 (Single Grade)
1f. Total # of Students Aggregate number of students (estimated, across
multiple sections) for which data will be collected and
applied to this SLO.
37 (Multiple Classes)=2 Advanced World History classes
1g. Typical Class Size The “average” number of students in a single session of
class/course identified in Element 1d.
20
1h. Class Frequency The frequency and time frame in which the class/course
identified in Element 1d is delivered.
5 sessions per week for one year equaling a total of 180 sessions
1i. Typical Class Duration The average number of minutes allocated to deliver a
“session” of the class/course identified in Element 1d.
41 minutes (typical secondary course delivery model)
Section 2: Goal
2a. Goal Statement Narrative articulating the “Big Idea” upon which the
SLO is based
Students will demonstrate their understanding of the
characteristics of ancient civilizations (Mesopotamia,
Egypt, India and China) by citing specific textual evidence
to support analysis of primary and secondary sources.
2b. PA Standards Reference the PA Standards that align with the Goal
Statement. Numeric references to PA Standards are
found at http://www.pdesas.org/Standard/Views.
PA State Standards: 8.1.A, 8.1.B, 8.1.C, 8.1.D,
8.4. World History A., and 8.4. World History B.
Common Core State Standards:
ELA Literacy.RH.6-8.1
2c. Rationale Narrative providing reasons why the Goal Statement
and the Aligned Standards address important learning
for this class/course/content area
The PA Academic Standards for History identify the
concepts of historical analysis and skills development,
which include describing and explaining historical
research (primary and secondary sources).
The content of ancient civilizations is important
because it identifies and explains how individuals and
groups made significant political and cultural
contributions to world history.
Section 3: Performance Measures
3a. Name List the name of each Performance Measure for which a
Performance Indicator is established in Section 4a.
January semester exam and May/June final exam
3b. Type Identify the type(s) of Performance Measure(s) listed in
3a. From the given list of check boxes, select all types that are applicable.
3c. Purpose The purpose statement for each Performance Measure
that addresses who, what and why
To measure student understanding of the basic
characteristics of an ancient civilization by citing
specific examples to support analysis of primary
and secondary sources
3d. Metric Growth (change in student performance across two or
more points in time)
Mastery (attainment of a defined level of achievement)
Growth and Mastery
We are choosing the category of Mastery as a building.
3e. Administration The timeframe during the school year that the
Frequency Performance Measures are administered to students
For Performance Measures administered more than one
time, the frequency (e.g. quarterly) is annotated.
At the end of the second quarter and the fourth quarter
3f. Adaptions/ Identifies and lists any unique adaptations or special
Accommodations accommodations needed for IEP, ELL, Gifted IEP, or
others to complete the tasks within each Performance
Measure
Check all boxes that apply to your target group of students.
3g. Resources/ Identify any unique resources, including equipment
Equipment and personnel, associated with each Performance
Measure.
A variety of primary and secondary resources will be used
to address specific content information for each ancient
civilization.
3h. Scoring Tools Identifies the scoring “tools” for each performance
measure
For objective measures, use scoring key. For the text-dependent analysis question, use the PSSA Grade 7 ELA Text-dependent Analysis Question Scoring Guideline.
Midterm and final exam scoring keys.
3i. Administration Identifies two key individuals: the person administering
and Scoring Personnel the performance measure(s) and the person scoring
This is particularly important for subject measures in
which the subject matter expert is both administrator
and scorer.
Can be administered and scored by a certified social
studies teacher
3j. Performance Identifies the manner by which student performance on
Reporting the Performance Measures will be communicated to
others (as appropriate)
Summary list of students who achieve the performance indicator
Summary report of students who met the performance indicator
Section 4: Performance Indicators
4a. PI Targets All A description of the expected level of achievement Student Group for each student in the SLO population (as defined in
Element 1F) based on the scoring tool(s) used for each
#1 World History Midterm Exam: Students will achieve a 80% or higher on the text-dependent analysis portion of the midterm exam.
#2 World History Midterm Exam: Students will achieve a
85% or higher on the text-dependent analysis portion of the final exam.
4b. PI Targets: A description of the expected level of achievement for
Focused Student Group students in a subset of the SLO population (as defined in
(optional) Element 1f) based on the scoring tool(s) used for each
performance measure (as listed in Element 4a)
Subset populations can be identified through prior
student-achievement data or through content-specific
pre-test data.
IEP students and students who have a Basic or Below
Basic reading ability as evidenced by PSSA scores in ELA
will score a 75% or higher on text-dependent analysis portion of the midterm and final exams.
4c. PI Linked: If you would like to link the outcome of this
(optional) Performance Indicator to another Performance
Indicator, please select a linking indicator from the
dropdown box.
4d. PI Weight %: An assignment of proportional values among PIs prior
(optional) to aggregation and application to Section 5: Weighting
can be applied when there is more than one Performance Indicator.
Section 5: Teacher Expectations
5a. Level Four levels of projected performance regarding the PI,
reflecting a continuum established by the educator
prior to the evaluation period: Each performance level
(i.e., Failing, Needs Improvement, Proficient, and
Distinguished) is populated with a percentage range
such that 0% to 100% meeting expectations is
distributed among the levels.
Distinguished: 90-100%
Proficient: 70-89%
Needs Improvement: 60-69%
Failing: 59-0%
Additional Notes:
What do these % mean?
For example: Given the example, if 85% of the students in my SLO met the target (4a) on my second assessment (final exam), I would earn Proficient as my SLO rating.
Using Midterm and Final Exams
For our building we will be using the Midterm Exam in January as our Base indicator and our Final Exam given in May/June as our Mastery indicator.
Use Collaboration
Collaborate with colleagues to make course/grade level SLOs, e.g., all teachers that teach 7th grade World History would create and use the same SLO.
Consistency:
Use the same assessment format on both the midterm and final. In the example, I would no longer be assessing ancient civilizations in May/June, but I would still use a text-dependent analysis portion of the final exam for my SLO.
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