Student Learning Objective – SLO

For School Librarians

Karen Ruddle, Curriculum Specialist, CAIU # 15

PDE’s Definition: A process to document a measure of educator effectiveness based on student achievement of content standards.

Student Learning Objective

Who is responsible to develop and implement SLOs?

Teaching Professionals Defined

Instructional Certifications that provide direct instruction & assessment of standards to students

Those professionals that meet this criteria are required to develop an SLO

Teaching Professionals

Ask the Two-Prong Question

To determine whether e a person is a teaching professional, you must be able to answer yes to the following two questions:

1) Are they working under an instructional certification?

2) Do they provide direct instruction* to students in a particular subject or grade level?

*Direct instruction is defined as planning and providing the instruction, and assessing the effectiveness of the instruction.

Teaching Professionals

Instructionally Certified Personnel with Unique Roles and Functions

http://www.pdesas.org/Instruction/Frameworks

…serve in many different capacities across the Commonwealth given their varied roles, function and contexts. Committees of educators worked to develop general and specific examples as an optional and potentially useful supplement to the existing and already validated Danielson Rubric for use with instructionally certified personnel.

• Autistic, MDS, Life Skills

• Career and Technical Education

• ESL• Early Childhood• Emotional

Support• Gifted• Learning

Support• Reading

Specialist

• School Librarian

• Speech and Language Pathologist

• Deaf and Hard of Hearing

Teaching Professionals

Title 22 – Education Chapter 4 Regulations Updates published March, 2014

Curriculum – Intermediate Grades:

Instruction aligned to academic standards must be provided to all students in each of the following areas every year: Language Arts Mathematics Science & Technology Environment & Ecology Social Studies Health, Safety and Physical Education The Arts

Plus – Understanding of use of library and other information sources Curriculum for Middle Level Information Skills (traditional and

computer-based research)

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This SLO component of Educator Effectiveness is …

• Designed by the educator• Taught by the educator• Assessed by the educator

This is the one component of Educator PA’s Educator Effectiveness for which YOU have control.

How do you develop an SLO? Ask..

1. What content am I teaching?

2. Within this subject, what is the most criticalcontent my students need to know?

3. How will I teach this content so my students master it?

4. What assessments will I administer that will tell me my students learned it?

http://www.psla.org/professional-development/model-curriculum

http://www.pdesas.org/module/sas/curriculumframework/librarymodelcurriculum.aspx

Resources to Support the Process:

Section 2: Goal Statement:

Instructional Content derived from the Big Idea

Big Idea: Effective readers use appropriate strategies

to construct meaning Goal Statement: Use and cite specific textual evidence in primary and secondary sources and analyze the relationship between these sources.

Section 2: Standards:

Identifies the standards that align with your goal statement

CC.8.5.6-8.A Cite specific textual evidence to support analysis of primary and secondary sources.

CC.8.5.6-8.I Analyze the relationship between a primary and secondary source on the same topic.

Section 2: Rationale:

A narrative providing reasons why the goal and the aligned standards address important learning for this content area.

“Analyzing sources and citing them as evidence is a skill students need to be college and career ready “

Section 3: Performance Measures

Educators design Performance measures (Summative assessments) that are used to determine the educator’s effectiveness.

Answers the question: What is the best way to assess my students to know if they are learning?

With a partner brainstorm examples of summative assessments that you might use to measure this goal:

Use and cite specific textual evidence in primary and secondary sources and analyze the relationship between these sources.

Performance MeasuresAsk :What competencies am I assessing through this task?

Students will…

• Use and cite specific textual evidence in primary and secondary sources and analyze the relationship between these sources.

• Use a variety of primary and secondary sources.

You are on the editorial team at a major publishing company, gathering primary & secondary sources for an informational article about Abraham Lincoln. This will be published for young readers in middle school. Your task is to identify 3 quotations from Abraham Lincoln himself to enhance your article. You’ll select 3 quotations from Lincoln’s writings or speeches: one that represents his humor, one that represents his beliefs about the reunification of the United States, and one that represents his views on the emancipation of slaves. You should select these 3 quotations by examining primary & secondary resources. Your challenge will be to select the most memorable quotes from among multiple choices. You’ll use print and/or digital repositories of primary source material on Lincoln (i.e. American Memory from the Library of Congress: http://memory.loc.gov/ammem/index.html) as well as secondary sources from the library. You’ll defend your selection to the teacher/chief editor of the book. You should create an annotated list of the primary and authoritative secondary sources you consulted to select your three quotations (for example, Lincoln’s speeches, writings, and interviews), identifying the quotation you have selected, citing each source properly & identifying it as a primary or secondary source, and expressing your critical opinion of the relevance of each quotation to enhance the text and to engage the reader.

The Task:

Section 4: Performance Indicator

A description of the expected level of achievement for each student in the SLO. This is determined by the results of your scoring tool

Answers the question: How will you know your students achieved?

Section 4: Performance Indicator

On the Lincoln task:

Students will score a 4 out of 5 or higher on the criteria in the project rubric

Section 5: Teacher Rating

Completed after assessment data are collected and reviewed against your performance indicators

Students will score a 4 out of 5 or higher on the criteria in the project rubric

Ask yourself….

What Percentage of my students will meet the targets that I set?

Ask these questions: What does your formative

assessment say?

What does your historical data show?

SLOs are operational in the 2014-15 school year

Participate in training to learn about the development and implementation of SLOs

The SLO is administered anytime during the school year when the content identified is taught.

May consider collaborative SLOs (teachers work together to develop the goal)

Once the content of the SLO has been taught and assessed, student achievement determines the educator’s effectiveness

Educator Tasks in the SLO ProcessLate Summer/Early Fall: Design your SLO using the approved template

FALL: Evaluate the SLO using the Quality Assurance Checklist prior to meeting with the school leader

AT THE CONCLUSION OF THE PERFORMANCE MEASURE(S): Organize the student assessment data and prepare a summary document that includes student assessment results

LATE SPRING: Meet with the school leader to review the results of the SLOs

SLO Examples

SAS Portal – RIA Homeroom:

http://homeroom.ria2001.org/resources.php?r=guide&m=1&c=build

Wrap-up

On your table you will find an object.

Together, come up with a short summary that relates your object to SLOs.

Be ready to share

If you would like the powerpoint, Helpdesk document or any other resources feel free to email me with your contact information at:

kruddle@caiu.org