This document provides information about student learning objectives (SLOs) for teachers. It defines SLOs as a process to measure student achievement and educator effectiveness based on content standards. It states that all teachers create SLOs for their specific classes. The document also provides examples of well-written goal statements for SLOs in different subject areas and links to resources on SLOs, standards, and the PA-ETEP website for submitting SLOs. The deadline to submit SLOs via PA-ETEP is November 6.

1. Student Learning
Objectives
SLO’s
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2. 2
 A process to document a
measure of educator effectiveness
based on student achievement of
content standards.
 The SLO in PA is written to a specific
teacher and a specific class/course/
content are for which that teacher
provides instruction
 All teachers in all content areas
create an SLO.

3. GOAL STATEMENT
• A goal statement is a narrative statement that is….
o Reflective of the “big ideas” of the course/grade/subject.
o Based on several topics or concepts.
o Fostering student success now and for the future.
o Derived from the most important learning.
o Extends beyond students’ current course/grade/subject.
• A goal statement is NOT….
o A list of specific learning objectives.
o Based on one or two lessons.
o Limited to one course/grade/subject.
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4. GOAL STATEMENT EXAMPLES
• Demonstrate understanding of relationships by analyzing and
generalizing those relationships using words, graphs, tables
equations and inequalities using technology. (Algebra)
• The students will demonstrate, through their written works, that
audiences differ and that readers’ needs/expectations must be taken
into account as one writes. (Language Arts)
• The student will understand that investigations are conducted to
explore new phenomena, check previous results, and to test and
compare theories. (Science)
• Readers will comprehend text by intentionally interacting with it.
(Language Arts)
• Students will add, subtract, and multiply fractions with like and unlike
denominators in equations in order to solve problems as well as
learn how to provide an answer to a division problem in correct
fraction format. (Elementary Math)
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5. Student Learning Objectives
Information
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All information is available on the PDE SAS webs
http://www.pdesas.org

6. USEFUL LINKS
•PDE portal containing SLO
information
• HTTP://WWW.PDESAS.ORG/INSTRUCTION/STUDENTLEARNINGOBJEC
TIVES
•End of Year expectation for grades
k-2
• HTTP://CCSDPROFDEV.WIKISPACES.COM/SLO
•PA. Core Standards for grades 3-6
• HTTP://WWW.PDESAS.ORG/STANDARD/PACORE
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7. PA-ETEP LINK
•You must access the PA-ETEP
website through Crawford
Central’s link.
• HTTP://WWW.CRAW.ORG/DISTRICTRESOURCES.ASPX
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8. STANDARDS
• The standards that most directly apply and connect to
the goal.
• Supply a brief description of each standard.
• Pennsylvania may not have standards for your
content. use the standard system that is approved by
your LEA.
• Should not be a laundry list of every standard for the
course/grade/subject, but the ones that best align to
the goal. 8

9. Rationale Statement
• Narrative providing reasons why the goal and
standards statements address the essential
learning for the class.
• There was a reason the goal statement was
selected and/or developed, state that reason.
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10. PUTTING IT TOGETHER
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EXAMPLE:
Elementary Math Template Example

11. PM and PI
• PM : Performance Measure
• You must have at least two different assessments that
assess your goal. Don’t put all your eggs in one basket.
• PI : Performance Indicator
• What score you think the students need to get to be
successful? Success could be defined as Proficient or
Advanced. 11

12. Identifying Performances
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13. WHAT DO YOU WANT TO
MEASURE AND WHY?
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Purpose of Chosen Assessment
o Who/What and Why
o Explain the reason the assessments were
identified
Choosing a Metric
o Mastery- This is a set achievement goal
o Growth- Improvement in performance over time
o Growth and Mastery- Using one assessment for
both

14. Identifying Performance Measures
oAre my assessments aligned with what I am
testing?
oDo I have enough assessment items for each
standard?
oAre my assessment items rigorous enough?
oIf my assessment is teacher created, were
strong enough test development protocols
used?
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15. Identifying Performance Measures
Principles of Well-Designed Measures
• Be built to achieve the designed purpose
• Produce results that are used for the intended
purpose
• Align to targeted content standards
• Contain a balance between depth and breadth of
targeted content
• Be standardized, rigorous and fair
• Be sensitive to testing time and objectivity
• Be valid and reliable 15

16. EXAMPLE
• Student will make 8 out of 10 free throws from the
foul line.
• In this example, mastery is set at 80%.
• Make the goal attainable.
• Here you would be setting the floor at 80%,
students could always get more.
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17. Choosing the Right Assessments
• Think about everything that is available to you…
• Teacher made
• Vendor made
• Identifying the assessment type…
• Project or portfolio with a rubric for evaluation?
• Standardized assessment
• District or teacher created exams?
• Identify what each assessment measures…
• Does the assessment measure the targeted standards?
• How many of the questions align to the standards
targeted in the SLO? 17

18. DEVELOPING PERFORMANCE
INDICATORS
• Defining Performance Targets
• Articulate the targets you wish your students to
reach on the performance measures you identified
in section 4 of the template.
• Examples
• Students will earn 80% or higher on the 3rd nine
weeks district 5th grade math assessment
• Students will earn 30 or more percentage points on
the 4th grade language arts post assessment than
they did on the pre-assessment –or-earn at least
85%. 18

19. EXAMPLE
• Student will make 8 out of 10 free throws from the
foul line.
• In this example, mastery is set at 80%.
• Make the goal attainable.
• Here you would be setting the floor at 80%,
students could always get more.
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20. EXAMPLE
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Scenario 1: You have 10 students on your basketball team.
3 shoot 4/10, 2 shoot 6/10, 3 shoot 8/10, 2 shoot 9/10
In this scenario 50% of the players reached the goal of 80% of shots
made.
Scenario 2: You have 10 students on you basketball team.
What would success look like?

21. Teacher’s Levels of Projected
Performance
• The SLO process allows for a great deal of flexibility and control
• The four teacher expectation levels are established by educators prior to
the evaluation period.
• Each performance level is populated with a percentage ranging from 0%
to 100% distributed among all four levels.
• The principal and teacher need to have a conversation about how the
ranges were established.
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22. Factors to Consider
• How do you define proficiency?
• Are you satisfied with the % of students meeting
proficiency?
• What data and decisions did you consider in determining
your levels of scores?
Helpful hints:
• Use historical data, if available, in determining the
percentage ranges.
• Start with the range for the proficient level.
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23. DUE DATE
• Submit SLO via PA-ETEP no later than November 6
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