This document provides an overview and orientation for the Student Learning Objective (SLO) process, which comprises three components: Design, Build, and Review. The orientation module introduces participants to the goals and structure of the SLO process. It explains that SLOs are locally developed student performance objectives designed to provide valid assessments of teacher effectiveness. The module outlines the various phases and components of the SLO process and provides resources for participants, including guidelines, templates, and training materials located online.

1. STUDENT LEARNING OBJECTIVES (SLOs)
Annotated Notes
Orientation Module
Slide No.
Notes
Slide 1
The Student Learning Objective (SLO) Process is comprised of three (3) Components:
Design, Build, and Review. Student Learning Objectives provide a valid assessment
of teacher effectiveness through student performance outcomes based on
standards. This training series is comprised of four (4) training Modules to include:
an Orientation Module, a Design Module, a Build Module, and a Review Module.
Welcome to the Orientation Module:
_______________________________________________________________
Technical Notes
“Structure”
1. Concept – “What is this slide telling the audience?”
2. Key Points – “What/Where are the details ‘needed for teaching’?”
3. Learning Activity – “How can the participant’s learning be enhanced?” (This item
will not be populated for every slide.)
Slide 2
Goal & Objectives
Concept
Within the Orientation Module, the trainer will provide participants with an
overview of the SLO process and how it is an integral part of the Educator
Effectiveness System. The three phases include: Design, Build, Review.
Key Points for Trainers
1.
Explain in macro-terms the “big picture” of how SLOs are but one component of
a much larger teacher effectiveness system.
a. As required by Act 82, an Educator Effectiveness Rating Tool must
contain measures based on teacher observation and practice and
multiple measures of student performance. Student Performance data
will include Elective Data at the 20% and 35% attribution levels. Please
refer to the Educator Effectiveness Administrative Manual
(http://www.portal.state.pa.us/portal/server.pt/community/educator_e
ffectiveness_project/20903).
b. This Educator Effectiveness Rating Tool functions as a framework for the
evaluation and summative process for classroom teachers.
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2. Slide No.
Notes
2.
Ensure the 5 W’s are addressed (What are SLOs; Where are SLOs in the larger
system; Who uses SLOs; When are SLOs designed, built, reviewed; Why SLOs
are helpful tools).
a. What are SLOs? SLOs are locally selected and developed Student
Learning Objectives.
b. Where are SLOs in the larger system? SLO is the process through which
Elective data is applied to a teacher’s effectiveness rating.
c. Who uses SLOs? Classroom teachers will use the SLO process.
d. When are SLOs designed, built, and reviewed? SLO’s are developed
prior to the beginning of the school year.
e. Why are SLOs helpful tools? SLOs are helpful tools as they are selected,
designed, and reviewed by educators themselves and provide one layer
of data associated with the multiple measures of student performance
data, as well as guiding instruction.
Learning Activity
Slide 3
Tool Organization
Concept
As you work through the various training modules, several resources are available.
All SLO training materials can be found at both the PDE’s SAS portal and Research in
Action’s Homeroom learning platform. Go to http://www.pdesas.org. Once there
you can login to the Homeroom learning portal.
Key Points for Trainers
1.
Differentiate how tools are organized into four groups: videos, guides,
templates, and “other stuff”.
a. Videos are PowerPoint, mp3, etc. that provide information in a visual
format.
b. Guides have materials such as handouts, rules of thumb, model SLOs,
etc. that reinforce content presented in the videos. They contain the
details within each element of the process.
c. Templates are used to complete each phase of the process. They
create a structure for creating learning objectives and performance
measures. [Note: Performance measure templates are located within
the Assessment Literacy Series found within the Homeroom learning
portal].
i.
During the Design Phase, teachers will complete Template #1
Goal Statement, Template #2 Targeted Content Standards, and
Template #3 SLO Blueprint
ii.
During the Build Phase, teachers will complete Template #4
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3. Slide No.
Notes
SLO Process Template and Template #5 Performance Task
Framework
iii.
During the Review Phase, teachers will complete Template #6
SLO Coherency Rubric
d. “Other Stuff” is where additional materials, references, and information
reside that may be helpful to the process.
Learning Activity
1. Have participants go to www.pdesas.org to review resources that are available
on the SAS portal and the Homeroom learning portal.
Slide 4
SLO Design Coherency
Concept
This figure is designed to help visualize how the “parts” fit into the “whole.”
Key Points for Trainers
1. It is essential for the audience to fully understand how only a coherent SLO
approach should be used within the greater Educator Effectiveness System.
a. Goal Statements are the “big idea” upon which the SLO is based. These
goals must be based upon PA standards and provide a rationale for
choosing a particular standard which addresses the important student
learning.
b. Performance Indicators are the expected levels of achievement for
students in the SLO population based on the performance measures.
c. Performance Measures are the various tools/assessments which will be
used to measure student achievement toward a specific goal.
d. Ratings are determined by the overall results given the expectation
ranges established at the beginning of the year.
Learning Activity
1. Have participants go to the SAS portal and review the Curriculum Framework.
“The Curriculum Framework specifies what is to be taught for each subject in the
curriculum. In Pennsylvania, Curriculum Frameworks include Big Ideas,
Concepts, Competencies, and Essential Questions aligned to Standards and
Assessment Anchors and, where appropriate, Eligible Content.” (SAS Portal)
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4. Slide No.
Notes
Slide 5
Training Resources
Concept
As noted previously, a significant number of resources are available on the above
mentioned sites. Go to the SAS portal at http://www.pdesas.org for PA content
standards and PDE developed material. Also on the SAS portal is a link to RIA’s
Homeroom portal. Both sites provide trainings and participants with any
information needed for the SLO process.
Note: the icons provided on the slide are hyper-linked.
Key Points for Trainers
1. Built to support teachers and principals.
2. Build template on-line, save, edit, print.
3. View training at a time that “fits” in to user’s schedule (resources are available
online).
Learning Activity
1. Pause training and have audience go to the SAS Portal and locate (a) a contentspecific curriculum framework, and (b) the SLO “Homeroom” webpage.
(New participants should register on the RIA website when the Login page appears.)
2. As preparation for the next slide, participants should click on the SLO box and the
ALS box to gain familiarity with the visual presentation.
Note: These web resources will assist in completing templates in the Design module.
Slide 6
Assessment Literacy Series vs. Student Learning Objectives
Concept
Assessment Literacy deals with various types of performance measures, ranging
from the traditional pre/post assessments to long-term, culminating events such as a
dance recital.
Student Learning Objectives is a process comprised of three (3) components:
Design, Build, and Review. PDE’s definition of an SLO is: A process to document a
measure of educator effectiveness based on student achievement of content
standards.
Note: ALS is also a process with the same three components (i.e., Design, Build,
Review); but the outcome is a teacher-made assessment.
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5. Slide No.
Notes
Both the Assessment Literacy Series and the Student Learning Objectives (SLO)
provide educators with the tools necessary to create fair, reliable measures of
student learning to be used as one (1) part of educator effectiveness.
Key Points for Trainers
1. All educators will need to complete the SLO Process Template and the
Performance Measure Task Framework Template. Some educators will use
vendor-developed assessments, thus will only need to check the quality and
appropriateness of the performance measure.
2. The Assessment Literacy Series provides tools in both developing and evaluating
performance measures. Creating high quality performance measures for use
beyond the single classroom is a time intensive task.
Learning Activity
Slide 7
1. Reference the Homeroom site with applicable URL within the SAS Portal and RIA
website, as explored in the activity for the previous slide.
Outline of the Orientation Module
Concept
Now that the background, reasons, and resources available for educators have been
provided, we will move into the various components that make up the SLO process.
Key Points for Trainers
1. This “learning map” provides an outline of both the SLO content (components)
and process, including some ALS (Assessment Literacy Series) techniques (steps)
to begin the work, including the presentation, refinement, and review of created
SLOs.
2. SLO Process Components
a. DESIGN: This component is the “thinking” step in the process used to
conceptualize the learning objective in terms of content, students, and
performance measures. Within the Design Module, the trainer will
begin to guide participants through the structure that is necessary to
build a Student Learning Objective.
b. BUILD: This component is the “action” step in the process that focuses
on completing the SLO Process Template [Template #4] and creating
and/or selecting performance measures and performance indicators.
c. REVIEW: This component is the “reflection” step used to examine the
three “Cs” (i.e., Completeness, Comprehensiveness, and Coherency) of
quality.
i.
Completeness: Refers to the correct data entered into the SLO
Process Template.
ii. Comprehensiveness: Refers to the performance measures
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6. Slide No.
Notes
iii.
meeting the technical quality necessary to measure student
achievement.
Coherency: Refers to the alignment of the performance
measures to the SLO goal and objectives (targets).
Learning Activity
Slide 8
Student Learning Objective
Concept
It is important to keep in mind that the Student Learning Objective (SLO) is a process
that allows educators to have a great deal of control and responsibility over their
instructional practice and evaluations. In this process, teachers take responsibility
for selecting the goals, setting performance indicators/targets, and selecting
performance measures which will be used to determine their effectiveness with the
students they are instructing in a specific grade level, course, or subject area. These
SLOs are one part of the multiple measures that will be used to evaluate teachers
and comprises 20% (for teachers with eligible PVAAS data) or 35% (for teachers
without eligible PVAAS data) of a teacher’s final rating. Further clarification can be
found on the PDE website, Educator Effectiveness Administrative Manual
(http://www.portal.state.pa.us/portal/server.pt/community/educator_effectiveness
_project/20903).
Key Points for Trainers
1. Articulate that the student learning objectives are being used in emerging
teacher effectiveness systems throughout the nation. They have become
increasingly important as teacher effectiveness systems have begun linking
student outcomes directly to specific educators, rather than in broad terms
associated with school accountability systems.
2. Clarify that SLOs based on non-cognitive measures and used for school
effectiveness systems (graduation rates, matriculation rates, AP course
enrollment, suspensions, etc.) will be excluded from this SLO process and its
usage within educator effectiveness systems.
• Select non-cognitive measures are part of the Building Level Data.
Learning Activity
1. Take three minutes to think:
• Write down two ways SLOs could positively influence your teaching.
2. Take two minutes to share:
• Share “Round Robin” in your groups.
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7. Slide No.
Notes
Slide 9
Terminology
Concept
Having a clear understanding of the vocabulary (a.k.a. educational jargon) within the
SLO process is helpful throughout the training modules.
Key Points for Trainers
1. Assessment Literacy addresses numerous types of performance measures
ranging from traditional, on-demand assessments to long-term, culminating
events (e.g., dance recital). Teachers should be encouraged to reflect on the
measures they currently use and then identify those most appropriate for the
SLO process.
2. Goal statements are based upon what areas within the curricula are essential
for students to master, while having leverage in other subject areas.
3. Goals must be based on PA Content Standards, professional standards, and/or
big ideas associated with PA standards. PA standards and/or professional
organization standards can be located at http://pdesas.org/standard/views.
Learning Activity
1. Have participants review the Curriculum Framework on the SAS portal to help in
selecting the “big idea.”
Slide 10
Additional Details (continued)
Concept
After teachers identify a specific standard and develop a goal statement they must
provide a “rationale statement” which explains why it is important to measure a
specific standard and how this impacts student learning.
Once the goal statement and rationale are complete, teachers can begin completing
a “blueprint.” A blueprint shows the various aspects of the SLO. It includes the goal
statement, the targeted standards, performance indicators (expected levels of
achievement based on the performance measures), and performance measures (the
tool used to measure student learning).
Key Points for Trainers
1. A blueprint is a tool that teachers use to aide in the development of a SLO. It
lays out how the various components of the SLO are related and aligned.
Blueprints are the foundation of creating the SLO. (See Handout #3) for an
example of a SLO Blueprint.
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8. Slide No.
Notes
Learning Activity
1. Have participants find and review Template #1 Goal Statement, Template #2
Targeted Content Standards, and Template #3 SLO Blueprint. These materials
can be found in SLO/Design/Template.
Slide 11
Additional Details (continued)
Concept
As part of the SLO process and the Educator Effectiveness Rating Tool, teachers will
be required to set four (4) levels that describe an expected number of students who
will successfully meet the Performance Indicator targets as stated in the SLO. These
rating categories include: Distinguished, Proficient, Needs Improvement, and
Failing. Educators determine the percentages within each rating category prior to
the beginning of instruction. These performance ratings will be examined at the end
of the evaluation period and be used to determine an Elective Rating, which will be
applied to the overall final teacher evaluation rating.
Key Points for Trainers
1. For information regarding the application of the “Elective Data” rating into the
complete teacher evaluation rating, please refer to the Educator Effectiveness
Administrative Manual
(http://www.portal.state.pa.us/portal/server.pt/community/educator_effective
ness_project/20903).
Learning Activity
1. At this point, take questions from the audience and get any underlying issues
addressed or noted in the “Parking Lot”. After which, take a short break before
going into the next six (6) slides.
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9. Slide No.
Notes
Slide 12
SLO Process Components
Concept
Time to take a few minutes to provide information about the SLO Process
Components.
Key Points for Trainers
1. This approach will allow the audience to cognitively process the material.
2. During the introduction, lay out what will be covered and how the SLO materials
are organized (i.e., DESIGN, BUILD, and REVIEW).
a. DESIGN: This component is the “thinking” step in the process used to
conceptualize the learning objective in terms of content, students, and
performance measures.
b. BUILD: This component is the “action” step in the process that focuses
on completing the SLO Process template and creating and/or selecting
performance measures.
c. REVIEW: This component is the “reflection” step used to examine the
three “Cs” (i.e., Completeness, Comprehensiveness, and Coherency) of
quality.
Learning Activity
Slide 13
Guiding Principles
Concept
Keep in mind that there are several guiding principles associated with the SLO
process. These principles are key to the SLO process and ensure the development of
high-quality, valid, and fair measures of teacher effectiveness through student
performance outcomes based on standards.
Key Points for Trainers
1. The guiding principles are essential in developing a mental picture of the
characteristics of the student learning objective.
a. Principle #1-Performance must be aligned to the standards with a
specific course/content. Other types of performance, such as
attendance, classroom behavior, time-on-task, cooperativeness,
engagement, etc. are not part of the SLO process.
b. Principle #2-Goal statements articulate a controlling “big idea”;
however, more granular content standards are necessary in order to
develop/identify performance measures.
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10. Slide No.
Notes
c. Principle #3-Performance measure quality is critical in producing results
associated with the selected standards. Often, assessments are used for
purposes the author did not design the tool to perform, thus creating a
validity threat to those inferences about student learning. Furthermore,
ensure that equitable opportunity for the student to demonstrate
learning is provided within the administration and scoring of the
performance measure.
d. Principle #4-Metrics have strengths and weaknesses.
i.
Status [i.e., Mastery] metrics have absolute standards and
are easily understood; however, they do not reflect changes
(improvement) in student performance
ii.
Growth metrics are sensitive to changes in learning;
however, they are more unstable and limited for high
performing students
e. Principle #5-Performance indicators provide a clear expectation of
performance on the identified assessment. Multiple indicators can often
provide a more defensible evidence of student learning. Linking and
weighting indicators can be helpful in some instances but add additional
layers of complexity to the SLO process.
Learning Activity
Slide 14
SLO Process Components
Concept
The Student Learning Objective (SLO) Process is comprised of three (3) Components:
Design, Build, Review. Within the Design(ing) Phase, the trainer will begin to guide
the participant in the development of a “Goal Statement”, identifying underlying
content standards, and creating a blueprint. The Build(ing) Phase focuses on the
completion of the Template #4-SLO Process Template which includes identifying
and/or creating performance measures. The Review(ing) Phase allows educators to
go back and refine, edit, and finalize the SLO.
Key Points for Trainers
1. Explain that all components are done before the school year (initial conversation
with principal) in preparing the SLO; however, the REVIEW component may also
continue until the final results are available to determine whether or not the
performance expectations have been reached.
2. Clarify that specific timelines for the SLO process will be determined by local
education agencies (LEAs) and not by the state; however, a generic timeline for
the SLO process outlining before, during, and after school year activities should
be presented. In general:
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11. Slide No.
Notes
a. Teacher develops SLO, along with applicable performance measures
before school starts.
b. Principal reviews and discusses with teacher; adjustments may be
required.
c. Teacher reviews SLO progress at a midpoint in the year.
d. Principal receives mid-year update from teacher for review.
e. Teacher summarizes performance measure data and evaluates each
performance indicator.
f. Teacher presents final SLO results to the principal.
g. Principal assigns final rating in Section 5 of the SLO Process
Template.
Learning Activity
Slide 15
SLO Process Components: DESIGN
Concept
The SLO Design Process is the “planning” process where teachers work
collaboratively to identify targeted standards and types of performance measures
that reflect the “big ideas” within standards which would effectively measure
student learning and teacher effectiveness.
Teachers will work through activities that allow time for thinking, brainstorming,
organizing, discussing, and researching content standards, possible performance
measures, and performance indicators to be used in the creation of SLOs.
The first step in the Design Process is the development of a “goal statement” which
reflects the “big ideas” related to the specific standards, along with a rationale
statement that explains the alignment to standards and addresses the important
learning for the class/course/content area. Training Module 1: Designing will
provide further details related to this phase of development. [Note: Teachers will be
using Templates #1, #2, and #3 during the Design Phase.]
Key Points for Trainers
1. Designing is planning for the SLO, and examining what is needed as well as how
performance measures are used to collect information about student
achievement.
2. Activities during this stage establish the foundation for developing a student
learning objective, including:
a. Identifying target content standards
b. Discussing the “Big Idea” in the standards
c. Thinking about the goal
d. Collaborating with other teachers
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12. Slide No.
Notes
e. Brainstorming the type of performance measures to be used
Learning Activity
1. Using the SAS portal, have participants review the Curriculum Framework which
outlines Pennsylvania’s Big Idea, Concepts, Competencies, and Essential
Questions. Have each participant select a specific content area and grade level
and share a few of the “big ideas” identified.
2. Using the Homeroom learning portal, have participants review the following
materials: (a) Handout #1 – Goal Statement, (b) Handout #2 – Targeted Content
Standards, and (c) Handout #3 – Blueprinting.
Slide 16
SLO Process Components: BUILD
Concept
Within the Build Phase, teachers will be completing the SLO Process Template which
identifies the Classroom Context, SLO Goal, Performance Indicators (PI), and
Performance Measures (PM).
When selecting or developing Performance Measures, the Assessment Literacy
Series (ALS) will guide educators to ensure that the measures used meet the
principles of well-developed measures.
Well-developed measures must:
a. Be built to achieve the designed purpose;
b. Produce results that are used for the intended purpose;
c. Align to targeted content standards;
d. Contain a balance between depth and breadth of targeted content;
e. Be standardized, rigorous, and fair;
f. Be sensitive to testing time and objectivity; and,
g. Have score validity and reliability evidence.
Training Module 2: Building will provide further details related to this phase of
development. [Note: Teachers will be using Templates #4 and #5 during the Build
Phase.]
Key Points for Trainers
1. Ensure the participants understand that Building is an iterative process between
the original design and the creation of the SLO. Often, the original design must
be changed after it is decided how standards will be measured and performance
indicator targets have been developed.
2. Activities during this stage [complete the SLO Process Template 10] include:
a. Selecting (or creating) the performance measures that are aligned to
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13. Slide No.
Notes
the targeted content standards;
b. Developing mastery and/or growth metrics associated with the
performance measures;
c. Establishing performance indicator targets;
d. Identifying students included in the SLO data; and,
e. Creating performance expectations.
Learning Activity
1. Using the SAS portal and the Homeroom learning portal, have participants
review the following: (a) Template #4 SLO Process Template, (b) Template #5
Performance Task Framework, and (c) Model #1 (Art) and Model #2 (Physical
Education).
2. Have participants identify and explain each section of Template #4 SLO Process
Template. (A list of “Help Desk” statements designed to support this activity can
be found in SLO/Build/Other Stuff.)
Slide 17
SLO Components: REVIEW
Concept
The SLO Review Process provides an opportunity for educators to complete a 3-tier
Quality Assurance Review to ensure the SLO, along with its applicable performance
measures, are complete, comprehensive, and coherent. Teachers will be using
checklists and rubrics to determine the Completeness of the SLO Template, the
comprehensiveness of the performance measures, and the coherency (alignment) of
the SLO. Training Module 3: Reviewing will provide further details related to this
phase of the process. [Note: Teachers will use Handouts #4 and #5, and Template #6
during the Review Phase.]
Key Points for Trainers
1. Ensure the participants understand that Reviewing requires an extensive
evaluation of the SLO’s quality in terms of the 3C’s.
a. Completeness, Comprehensiveness, and Coherency
b. Quality assurance checklist and rubric
2. Process activities during this stage occur before and after the presentation to
the principal, and include:
a. Finalizing and submitting the proposed SLO;
b. Refining the SLO based upon feedback from the principal;
c. Collecting performance data on student achievement;
d. Monitoring the SLO during the school year;
e. Updating the SLO with data;
f. Evaluating each performance indicator; and,
g. Determining the Elective Rating.
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14. Slide No.
Notes
Learning Activity
1. Allow time for participants to access and review the following documents from
the Homeroom learning portal:
a. Handout #4 – Quality Assurance Checklist-SLO
b. Handout #5 – SLO Procedural “Cheat Sheet”
c. Template #6 – SLO Coherency Rubric
d. Refinement Control Checklist
e. Performance Measure Rubric for Teachers
Slide 18
Summary
Concept
As noted previously, the SLO process was created to meet the need of Act 82, which
requires PA to have an Educator Effectiveness Rating Tool that contains measures
based on teacher observation and practice and multiple measures of student
performance. Pennsylvania Department of Education defines Student Learning
Objectives as a process to document a measure of educator effectiveness based on
student achievement of content standards.
PDE contracted with Research in Action (RIA) who developed the SLO process. This
process has three (3) components which include: Design, Build, Review. Module 1:
Design, Module 2: Build, and Module 3: Review. Each training module gives
educators sufficient details, tools, and models necessary to develop an individual,
grade-level, or school-based student learning objective.
All training materials and resources are available at both PDE’s SAS portal and
Research in Action’s Homeroom learning platform. Go to http://www.pdesas.org
for access to content standards and the Homeroom link.
Key Points for Trainers
1. The Summary slide must be used to revisit the major areas associated with the
SLO Process.
Learning Activity
1. Address “Parking Lot” questions or identify sources of the information (e.g., PDE,
RIA, etc.).
2. Randomly probe audience to solicit “tell me one thing you learned, remembered,
stuck in your mind, etc.” as a way to gauge the audience’s understanding.
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