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Introduction to SLO Training - Steps 1 & 2

Introduction to SLO Training - New Castle School District

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Introduction to SLO Training - Steps 1 & 2

  1. 1. STUDENT LEARNING OBJECTIVES (SLOs) 1 Day 1 December 2, 2014
  2. 2. • History • SLO Process • SLO Template • Collaborate: Find Data • Sections 1 & 2 • Classroom Context • Goal Statement • Standards • Rational 2 Agenda
  3. 3. PDE’s Definition: A process to document a measure of educator effectiveness based on student achievement of content standards. 3 Student Learning Objective
  4. 4. •Meets the requirements of the Elective Portion of the Educator Effectiveness mandated under Act 82 of 2012. 4 History
  5. 5. •Development of SLO process, template and training modules were developed by state practitioners •PDE Partnership with J.P. Beaudoin of Research In Action (RIA) •Development of content specific SLO examples 5 History
  6. 6. 6 SLO
  7. 7. Every teacher designs an SLO Math Physics Physical Education History Chemistry Kindergarten Special Ed Journalism
  8. 8. 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 8 SLO Process Components
  9. 9. 9 SLO Process Template
  10. 10. 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
  11. 11. 11 Section 1: Classroom Context Element Definition 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 Element 1d. 1h. Class Frequency The frequency and time frame in which the class/course identified in Element 1d is delivered. 1i. Typical Class Duration The average number of minutes allocated to deliver a “session” of the class/course identified in Element 1d.
  12. 12. 12 Section 1: Art Example
  13. 13. 13 Section 2: SLO Goal Element Definition 2a. Goal Statement Narrative articulating the “big idea” upon which the SLO is based. 2b. PA Standards References the PA Standards that align with the Goal Statement. Numeric references to PA Standards are found at: http://www.pdesas.org/standard/views References additional professional organization standards that align to the Goal Statement. 2c. Rationale Narrative providing reasons why the Goal Statement and the aligned standards address important learning for this class/course.
  14. 14. Goal Considerations •Big idea? •Measurable? •Realistic? 14
  15. 15. Goal Statement: Big Idea • Definition: Narrative articulation of the “big idea” upon which the SLO is based • Use Data to write goal • Characteristics: • Encompasses the “enduring understanding” of the standard • Central to the content area • Foundational concepts for later subjects/courses (it is what the students need to know before they can move on)
  16. 16. 16 Section 2: Art Example
  17. 17. 17 Collaborative development of an SLO is encouraged (e.g., similar content area or grade level teachers, interdisciplinary groups of educators) Working Together to Create an SLO
  18. 18. 18 SLO IN PRACTICE
  19. 19. Junior/Senior High School Focus by Department 19 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 Writing Standard • 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)
  20. 20. 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
  21. 21. Tips While Collaborating • Look on SAS for examples •Look on OnHand Schools for Data •Refer to PA Academic & PA Core Standards 21
  22. 22. Your Turn DESIGN Complete Section 1 & 2 • Using data where do you see a weakness? • This weakness will formulate your Goal Statement? (2A) • What is the rationale for focusing on this? (2C) • What standards match this goal? (2B) • Complete Classroom Context(1A-1I) 22

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