STUDENT LEARNING OBJECTIVES (SLOs)

Annotated Notes

M1-Designing

Slide No. / Notes
Slide 1 / The Student Learning Objective (SLO) Process is comprised of three (3) phases: Design,Build, and Review. Student Learning Objectives provide a valid assessment of teacher effectiveness through student performance outcomes based on standards.
Welcome to Training Module 1: “Designing”
Within the Design Module, the trainer will begin to guide participants through the processthat is necessary to build a Student Learning Objective, including applicable performance measures. During this phase, the participant will develop a “Goal Statement”, identify underlying targeted content standards, and create a blueprint.
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Technical Notes
“Structure”
  1. Concept – “What is this slide telling the audience?”
  1. Key Points – “What/Where are the details ‘needed for teaching others’?”
  1. Learning Activity – “How can the participant’s learning be enhanced?”

Slide 2 / SLO Process Phases: Design
Concept
The SLO Design Phase is the planning component 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, as well as performance indicators to be used in the creation of SLOs.
Key Points for Trainers
  1. The guiding principles are essential in developing a mental picture of the characteristics of a 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.
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.
  1. Status [i.e., Mastery] metrics have absolute standards and are easily understood; however, they do not reflect changes (improvement) in student performance.
  2. 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 3 / Goal & Objectives
Concept
The goal of the Design Module is that teachers will create Student Learning Objectives (SLOs) for use in guiding instruction and determining student growth as part of a comprehensive teacher evaluation system.
The DesignPhase is the “thinking” step in the process used to conceptualize the learning objective in terms of content, students, and performance measures.
The first step in the Design Phase is to develop a Goal Statement which reflects a “Big Idea” related to specific standards, along with a rationale statement that explains the alignment to standards and addresses the important learning for the course/content area. The blueprint will guide teachers and help them focus on specific standards and the type of performance measures that will be used for each SLO.
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 first step establish the foundation for developing a student learning objective, including:
a.Identifying targeted content standards;
b.Discussing the “Big Idea” in the standards;
c.Thinking about the goal;
d.Collaborating with other teachers; and,
e.Brainstorming the type of performance measures to be used.
Learning Activity
Slide 4 / Helpful Tools
Concept
As you work through the Design Module, you will need to access the materials noted above. Templates and handouts found within this module will help:
•Provide focus for the work, ensuring the development of effective SLOs; and,
•Break down the work into manageable pieces, such as could be done individually or at faculty/department meetings.
All SLO training materials can be found at both the PDE’s SAS portal and Research in Action’s Homeroom learning platform. Go to . Once there you can login to the Homeroom learning portal.
Key Points for Trainers
  1. Differentiate how tools are organized into three groups on the SAS and Homeroom learning portal:
a.Templates are used to complete tasks in the Design Phase. They create a structure for creating student learning objectives and performance measures. During the Design Phase, teachers will complete the following templates:
i.Template #1 – Goal Statement
ii.Template #2 – Targeted Content Standards
iii.Template #3 – SLO Blueprint
Learning Activity
1. Have participants go to to review resources that are available on the SAS portal and the Homeroom learning portal.
Slide 5 / Goal Statement
Concept
This section of the module will address how teachers work together to create a clear, concise goal statement.
Key Points for Trainers
  1. You will need Template #1 – Goal Statement.
Learning Activity
1. Have participants retrieve Template #1 – Goal Statement from the SAS website or the Homeroom learning portal.
Slide 6 / What is a Goal Statement?
Concept
The Goal Statement is integral to the development of an SLO. It is a narrative articulating the “Big Idea” upon which the SLO is based. The Goal Statement must be aligned with PA standards and/or professional organization standards. These standards can be located at
Teachers should reference the following:
1)PA Academic Standards associated with the applicable grade-levels/spans [Note: When no PA Standards are available, use national standards (e.g., World Languages)].
2)Professional Standards
3)PA Career and Technical Education Programs of Study
Key Points for Trainers
  1. “Pennsylvania Standards describe what students should know and be able to do; they increase in complexity and sophistication as students progress through school. Using the SAS portal, you can locate specific standards, anchors, and eligible content based on subject area and grade level or course.” (SAS Portal)
  2. “Big Idea: Declarative statements that describe concepts that transcend grade levels. Big Ideas are essential to provide focus on specific content for all students.” (SAS Portal)
  3. “Essential Questions: Questions connected to the SAS framework and are specifically linked to the “Big Ideas”. They should frame student inquiry, promote critical thinking, and assist in learning transfer.” (SAS Portal)
  4. “Concepts: Describe what students should know (key knowledge) as a result of this instruction specific to grade level.” (SAS Portal)
  5. “Competencies: Describe what students should be able to do (key skills) as a result of this instruction, specific to grade level.” (SAS Portal)
  6. “Grant Wiggins & Jay McTighe” ‘Understanding by Design’ is a framework for improving student achievement. Emphasizing the teacher’s critical role as a designer of student learning, UbD ᵀᴹ works within the standards-driven curriculum to help teachers clarify learning goals, devise revealing assessments of student understanding, and craft effective and engaging learning activities.” (
Learning Activity
1. Have participants go 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 the Big Ideas, Essential Questions, Concepts and Competencies, aligned to Standards and Assessment Anchors and, where applicable, Eligible Content.” (SAS Portal)
Slide 7 / Goal Statements
Concept
The Goal Statement is reflective of the what, why, and how aspects of the SLO being developed.
•What refers to the specific targeted standards addressed in a particular SLO. What is going to be measured?
•Why is the rationale for choosing the specific standard. Why is it important to measure this standard?
•How explains the importance of a specific standard to student learning. Howdoes this impact student learning?
Key Points for Trainers
  1. Remind participants that Pennsylvania describes “Big Ideas” as declarative statements that describe concepts that transcend grade levels. Big Ideas are essential to provide focus on specific content for all students. (SAS Portal)
  2. Remind participants that all information related to PA standards, Big Ideas, Essential Questions, Concepts and Competencies can be found on the SAS Portal.
  3. Have teachers work in grade-level or content specific groups.
  4. Allow time for reviewing content and/or professional standards.
  5. Keep them focused on the “Big Idea” in a standard.
  6. Have them identify why it is important and how it supports student learning.
Learning Activity
Working in groups, teachers will:
  • Review the content standards.
  • Determine the “Big Idea” among the standards.
  • Discuss the “why” and “how” aspects of the goal statement and reach consensus.

Slide 8 / Goal Statement Example
(This example comes from Family and Consumer Science/HS Foods and Nutrition Course)
Concept
Goal Statements should reflect the what, why, and how.
•What is being measured: Application of the concepts and competencies of nutrition, eating habits, and safe food preparation techniques.
•Why is it being measured: To determine understanding of the impact to overall health and wellness.
•How does it impact student learning: Understanding the impact of overall health and wellness impacts on the life cycle at individual, family and societal levels.
Key Points for Trainers
  1. Review this sample Goal Statement with educator groups. (Refer to the Family and Consumer/Foods Science and Nutrition Standards for 12th Grade at
  2. Make sure they can differentiate between the what, why, and how.
Learning Activity
Slide 9 / Process Steps
Concept
The Goal Statement concept introduced is being reinforced in this slide. The slide outlines procedural steps necessary to complete Template #1 – Goal Statement. [Note: These procedural steps can be readily manipulated to address different training contexts.]
Key Points for Trainers
  1. Make sure groups reach consensus on:
a.The content standards to be measured
b.The what, why, and how of the Goal Statement
  1. Keep group members focused on answering the following questions when completing Template #1:
a.Does the Goal Statement address the what, why, and how?
b.Is the statement clear and concise?
c.Is the statement aligned to standards?
Learning Activity
Team members will work both independently and collaboratively through this set of the Design phase.
Once team members have agreed on what content standards to measure, each team member will work independently to write a statement which reflects the “Big Idea” in terms of the standards.
After each member completes that task, the group comes together to build consensus by focusing on the what, why, and how of the Goal Statement.
Once consensus has been reached, draft a sentence reflecting the group’s thoughts and review as a group. Make sure that a sentence has been developed for each aspect of the Goal Statement (what, why, how). Merge each sentence to create a single paragraph Goal Statement. Again, review to ensure that the statement reflects the group’s intent.
Using Template #1 – Goal Statement, fill out the Goal Statement and Rationale.
Slide 10 / Targeted Content Standards
Concept
This section of the module will address how teachers work together to select targeted content standards.
Key Points for Trainers
1. You will need Template #2 – Targeted Content Standards
Learning Activity
1. Have participants access Template #2 – Targeted Content Standards from the SAS/Homeroom learning portal.
Slide 11 / Targeted Content Standards Example (Template #2)
(Note: This example comes from World Language. A demonstration of how to use national standards is shown in this slide; however, PA Standards should always be given first and primary consideration.)
Concept
This slide illustrates how a completed Template #2 – Targeted Content Standardsshould look. It includes the specific targeted standards that align with the “Big Idea” outlined in the Goal Statement. It also provides a description and rationale associated with each targeted standard.
(Some teachers will be familiar with the term “Big Idea.” This term can be considered synonymous with the term “enduring understanding.”)
Key Points for Trainers
1. Standard ID
ACTFL 1.1 – This is the code associated with each specific standard found within the Pennsylvania content standards, in this case, the standards are national standards of the ACTFL.
2. Description
WL 1.1 - Students listen and respond, engage in conversations, provide and obtain information, express preferences, emotions and feelings, and exchange opinions and beliefs. (Interpersonal) This column denotes the specific expectations associated with a particular standard area.
3. Rationale
To achieve functional levels of communicative competence in a world language, students need to use the language regularly in everyday social interactions such as conversing, arguing, criticizing, requesting, convincing and explaining effectively. The rationale explains why this standard is important to student learning and how it aligns with the “Big Idea.”
Learning Activity
  1. Review Handout #2-Targeted Content Standards Examplewith educator groups and make sure they understand what each column denotes.
  2. If necessary, show the audience where the Standard ID’s are located within the Curriculum Frameworks.

Slide 12 / Targeted Content Standards
Concept
Teachers will be required to select certain standards that align with the “Big Ideas” within a content area. These targeted standards will become the identified content standards used to create the performance measures.
Key Points for Trainers
  1. Refer teachers to SLO Guiding Principles (found in the Orientation module) when doing this work.
a.Principle #1 – Represent student performance in a specific course/content area taught by the educator.
  1. Guide participants to:
a.Pennsylvania Standards : what students should know and be able to do
b.Pennsylvania Curriculum Frameworks: descriptions of overarching performance goals (with their related understandings and questions) that shape how the content standards are organized and used to guide teaching and assessment. (Wiggins & McTighe; “Schooling By Design,” p. 74)
Learning Activity
  1. Refer teachers to the SAS Portal where they can find the Pennsylvania Standards and the Curriculum Framework.
  2. Pennsylvania Standards describe what students should know and be able to do. The SAS Portal allows teachers to locate specific standards, anchors, and eligible content based on subject area and grade-level or course.
  1. (e.g., Mathematics, Standard Area – 2.1: Numbers, Number Systems and Number Relationships, Grade Level – 2.1.3: Grade 3, Standard – 2.1.3.A: Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money)
  1. Pennsylvania Curriculum Framework describes overarching performance goals. It includes the Big Ideas, Essential Questions, Concepts and Competencies aligned to Standards and Assessment Anchors and, where appropriate, Eligible Content. (SAS Portal)

Slide 13 / Targeted Content Standards Criteria
Concept
Since these targeted standards will be used to create the performance measures, this will be a refined list and not an all-inclusive list. This refined list will represent the knowledge and skills that students are expected to acquire and upon which educators will spend the most time.
Working in groups, teachers will:
1)Review the Goal Statement;
2)Review the what, why, and how of the statement;
3)Review the content standards and/or “Big Ideas”/enduring understandings;
4)Identify a targeted set of standards and/or “Big Ideas”/enduring understandings to narrow focus; and,
5)Compare the targeted standards and/or “Big Ideas”/enduring understandings to Goal Statement. Ensure alignment and indicate what is going to be emphasized on the performance measure.
Key Points for Trainers
  1. Refer teachers to SLO Guiding Principles (Orientation Module) when selecting targeted standards.
a. Principle #2 – “Align to a targeted set of content standards that represent the depth and breadth of the goal statement.” Goal statements articulate a controlling “Big Idea”; however, more granular content standards are necessary in order to develop/identify performance measures.
Learning Activity
Slide 14 / Guiding Questions
Concept
When teachers are choosing the targeted standards, they should use the three guiding questions on this slide as a measure to determine the appropriateness of the chosen standard. If they can answer “yes” to all three of these questions, they likely identified a meaningful content standard that will provide a strong basis for building the performance measures.
Key Points for Trainers
  1. The SAS Portal provides “Big Ideas” aligned to the Pennsylvania Standards. When reviewing the Curriculum Framework, teachers can choose the grade level and content area. Once they do that, they will be able to see the “Big Ideas” associated with that content area and grade level. They can then click on a particular “Big Idea” and it will show the essential questions, concepts, competencies, standards and eligible content related to the “Big Idea”.
  2. Example using Mathematics/Third Grade-
•Big Idea – The base-ten number system is a way to organize, represent, and compare numbers using groups of ten and place value.
•Essential Questions– What strategies and models help us understand how to solve multiplication and division problems and how multiplication and division are related/connected?