This document provides an overview of the student learning objective (SLO) process for teacher evaluations in Pennsylvania. It outlines the key components of an SLO, including setting a goal based on content standards, identifying performance indicators and measures, and setting teacher expectations for student achievement. The SLO process is designed to document educator effectiveness based on student achievement. School leaders are advised to establish timelines for SLO template completion and conduct mid-cycle reviews to facilitate conversations between principals and teachers about expectations.

1. SLO
Student Learning Objectives
Administrative Planning Overview
Northeastern Educational Intermediate Unit
Leeta Dennebaum
Cecelia Mecca, PhD

2. Session Objectives
I.
II.
III.
IV.
V.
Link to Teacher Evaluation
Define SLO process
Explore the SLO Template
Identifying Key Points for
School Leaders
Planning for implementation

3. SLO Trainings - NEIU 19
 Administrative Overview Trainings
(1/2 day sessions similar to this one with exchanges and
conversation)
 Pilot Team Trainings – six schools
(invitation only --- 2 days of SLO mechanics - helping us
to smooth the edges)
 School Team Trainings – Day 1
SLO Mechanics (excluding pilot schools)
 School Team Trainings – Day 2
Building Local SLO Capacity &
Assessment Literacy (including pilot schools)

4. Teacher Effectiveness
System

5. Teacher Effectiveness System in Act 82 of 2012
Building Level Data/School Performance Profile
Teacher Observation & Practice
Effective 2013-2014 SY
Danielson Framework Domains
1. Planning and Preparation
2. Classroom Environment
3. Instruction
4. Professional Responsibilities
Effective 2013-2014 SY
Indicators of Academic Achievement
Indicators of Closing the Achievement Gap, All Students
Indicators of Closing the Achievement Gap, Subgroups
Academic Growth PVAAS
Other Academic Indicators
Credit for Advanced Achievement
Teacher Specific Data
PVAAS / Growth 3 Year Rolling Average
Building Level
1. 2013-2014 SY
Data, 15%
2. 2014-2015 SY
3. 2015-2016 SY
Teacher Specific Other data as provided in Act 82
Data, 15%
Observation/
Practice, 50%
Elective Data/SLOs
Optional 2013-2014 SY
Effective 2014-2015 SY
Elective
Data, 20%
District Designed Measures and Examinations
Nationally Recognized Standardized Tests
Industry Certification Examinations
Student Projects Pursuant to Local Requirements
Student Portfolios Pursuant to Local Requirements
5

6. Teacher Effectiveness System in Act 82 of 2012
Building Level Data/School Performance Profile
Teacher Observation & Practice
Effective 2013-2014
Danielson Framework Domains
1. Planning and Preparation
2. Classroom Environment
3. Instruction
4. Professional Responsibilities
Effective 2013-2014 SY
Indicators of Academic Achievement
Indicators of Closing the Achievement Gap, All Students
Indicators of Closing the Achievement Gap, Subgroups
Academic Growth PVAAS
Other Academic Indicators
Credit for Advanced Achievement
Building Level
Data, 15%
Elective Data/SLOs
Optional 2013-2014 SY
Effective 2014-2015 SY
Elective
Data, 35%
District Designed Measures and Examinations
Nationally Recognized Standardized Tests
Industry Certification Examinations
Student Projects Pursuant to Local Requirements
Student Portfolios Pursuant to Local Requirements
Observation/
Practice, 50%
6

7. Principal Effectiveness System in Act 82 of 2012
Effective 2014-2015 School Year
Observation/ Evidence
Framework for Leadership Domains
1. Strategic/Cultural Leadership
2. Systems Leadership
3. Leadership for Learning
4. Professional and Community
Leadership
Building Level Data/School Performance Profile
Indicators of Academic Achievement
Indicators of Closing the Achievement Gap, All Students
Indicators of Closing the Achievement Gap, Subgroups
Academic Growth PVAAS
Other Academic Indicators
Credit for Advanced Achievement
Building
Level Data,
15%
Observation
/ Evidence
50%
Correlation
between
Teacher PVAAS
scores and
Teacher
Danielson
rating
15%
Elective
Data
20%
Correlation/Relationship
based on Teacher Level
Measures
PVAAS
Elective Data/SLOs
District Designed Measures and Examinations
Nationally Recognized Standardized Tests
Industry Certification Examinations
Student Projects Pursuant to Local Requirements
Student Portfolios Pursuant to Local Requirements

8. SLO Process

9. SLO Process
A process to document a measure
of educator effectiveness
based on student achievement of
content standards.

10. PA SLOs
The SLO in PA is written to a
specific teacher and a specific
class/course/content area for which
that teacher provides instruction.

11. Many factors can influence the size of an SLO,
but the process remains the same.
Time Frame
Course Content
Important Learning Needs

12. SLO Template 10.0

13. SLO Template 10.0
A tool used to identify
goals, indicators, and
performance measures
for use in the greater
Teacher Effectiveness
System

14. SLO Template Design
Context
Goal
Indicators
Measures
Expectations

15. SLO Criteria
1. Goals are based upon the “big ideas” within
the content standards.
2. Performance indicators are
specific, measureable, attainable, and realistic.
3. Performance measures should be
valid, reliable, and rigorous assessments.
4. Data should be collected, organized, and
reported in a consistent manner.
5. Teacher expectations of student achievement
should be demanding.

16. Section 1: Classroom Context
• Contains demographic information
about the education setting.
• Articulates the
course, grade(s), and students the
SLO is based on.
• Provides class size, frequency and
duration data.

17. I. Classroom Context
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

18. Section 2: SLO Goal
• Contains a statement about the
“enduring understanding” or “big
idea.”
• Provides the specific PA standards
associated with the goal.
• Articulates a rationale about the
goal statement.

19. Goal Statement
Examples
Spanish 1
Demonstrate effective communication in the target language
by speaking and listening, writing, and reading.
8th Grade Art
Demonstrate the ability to manipulate visual art materials and
tools to create works based on the ideas of other artists and
to evaluate the processes and products of themselves and
other artists.
Grade 5 Library
Demonstrate the ability to use online D.P.S. databases and
search engines, Britannica Elementary, Culture Grams, and
Nettrekker toward support real world experiences and
determining which is the best source for specific information.

20. Rationale
Explains why the SLO is important and how
students will demonstrate learning of the
standards through this objective.
Examples:
Grade 8 Art:
Developing the ability to manipulate visual art materials and tools are
important to the artistic creation process, as is the ability to evaluate the
process and product created by oneself and others.
Child Development (FCS)
Understanding how children grow and develop will prepare individuals
and families to meet challenges associated with raising children.

21. Section 4: Performance Measures
• Identifies all performance
measures including
name, purpose, type and metric
• Articulates the administration
and scoring details including the
reporting

22. Performance Measure
Examples
Dibels
AIMSweb
Final Exam/Mid-Term
Common Assessments
Teacher Created Rubric
CDT

23. Performance Measures
4. Performance Measures (PM)
4a. Name
4c. Purpose
4e.
Administration
Frequency
4g. Resources/
Equipment
4i. Administration &
Scoring Personnel
PM #1
PM #2
PM #3
PM #4
PM #5
4b. Type
PM #1
PM #2
PM #3
PM #4
PM #5
____District-designed Measures and
Examinations
____Nationally Recognized Standardized Tests
____Industry Certification Examinations
____Student Projects
____Student Portfolios
____ Other:______________________________
Growth (change in student performance across two or
more points in time)
4d. Metric
PM #1
PM #2
PM #3
PM #4
PM #5
PM #1
PM #2
PM #3
PM #4
PM #5
PM #1
PM #2
PM #3
PM #4
PM #5
Mastery (attainment of a defined level of
achievement)
Growth and Mastery
4f. Adaptations/
Accommodations
IEP
4h. Scoring Tools
4j. Performance
Reporting
Gifted IEP
ELL
Other
PM #1
PM #2
PM #3
PM #4
PM #5
PM #1
PM #2
PM #3
PM #4
PM #5

24. Section 3: Performance Indicators
• Articulates targets for each
performance measure.
• Includes all students in the identified
SLO group.
• May include a focused student group.
• Affords opportunity to link indicators
and/or weighting.

25. Performance Indicator
Examples
HS Choral
Individual Vocal Assessment Task
Students will achieve proficient or advanced levels in 6 out of
8 criteria of the second scoring rubric.
Grade 1 Reading
DIBELS Assessment
Students will read at least 90 of the 107 words on the 107
Most Commonly Used Words list.

26. Performance Indicators
3. Performance Indicators (PI)
3a. PI Targets:
All Student Group
PI Target #1
PI Target #2
PI Target #3
PI Target #4
PI Target #5
3b. PI Targets:
Subset Student Group
(optional)
PI Target #1
PI Target #2
PI Target #3
PI Target #4
PI Target #5
3c. PI Linked
(optional)
3d. PI Weighting
(optional)

27. Section 5: Teacher Expectations
• Identified each level (failing, needs
improvement, proficient,
distinguished) students are meeting
the PI targets.
• Selects the overall SLO rating.

28. Teacher Expectations
5. Teacher Expectations
5a. Level
Failing
0% to ___ % of
students will meet the
PI targets.
Needs Improvement
___% to ___% of
students will meet the
PI targets.
Proficient
___% to ___% of
students will meet the PI
targets.
Distinguished
___% to 100% of
students will meet the PI
targets.
.
Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______
Notes/Explanation
5b. Elective
Rating
Distinguished (3)
Proficient (2)
Needs Improvement (1)
Failing (0)
.
Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______

29. Key Points for
School Leaders

30. Key Process Points
The SLO process facilitates a conversation about
expectation between educators (principals and teachers).

31. Planning for
Implementation

32. Planning Process
Establish SLO template completion
timeline at beginning of year
Review complete template
Conduct review meeting with teacher
Agree on any revisions; submit
materials
Establish “mid-cycle” spot review

33. FAQs

34. Questions?