PowerPoint Presentation

PennsylvaniasStudent Learning Objective ProcessOverview

Session ObjectivesReview Teacher Effectiveness SystemDefine SLO processExploring SLO Template 10Identifying Key Points for School LeadersFrequently Asked Questions

2I. Teacher Effectiveness System

(B) FOR PROFESSIONAL EMPLOYES AND TEMPORARY PROFESSIONALEMPLOYES WHO SERVE AS CLASSROOM TEACHERS, THE FOLLOWING SHALL APPLY:(1) BEGINNING IN THE 2013-201 4 SCHOOL YEAR, THE EVALUATIO NOF THE EFFECTIVENESS OF PROFESSIONAL EMPLOYES AND TEMPORARYPROFESSIONAL EMPLOYES SERVING AS CLASSROOM TEACHERS SHALL GIVEDUE CONSIDERATION TO THE FOLLOWING:(I) CLASSROOM OBSERVATION AND PRACTICE MODELS THAT ARERELATED TO STUDENT ACHIEVEMENT IN EACH OF THE FOLLOWING AREAS:(A) PLANNING AND PREPARATION.(B) CLASSROOM ENVIRONMENT.(C) INSTRUCTION.(D) PROFESSIONAL RESPONSIBILITIES.(II) STUDENT PERFORMANCE, WHICH SHALL COMPRISE FIFTY PERCENTUM (50%) OF THE OVERALL RATING OF THE PROFESSIONAL EMPLOYEOR TEMPORARY PROFESSIONAL EMPLOYE SERVING AS A CLASSROOM TEACHERAND SHALL BE BASED UPON MULTIPLE MEASURES OF

House Bill 1901Race to the TopAct 825Observation/Evidence (50%)4 Domains, 22 ComponentsPrincipal/Evaluator Observes

Charlotte DanielsonsFramework for Teaching

Multiple Measures of Student Achievement

Building Level Data (School Performance Profile) Academic Achievement, Graduation/Promotion Rate, Attendance, AP-IB Courses offered, PSAT, Building Level PSSA and Keystone Assessment Data

Correlation Data Based on Teacher Level Measures PSSA, Keystone Data

3. Elective Data (SLOs) QuestionsWrite down any questions you have at this point on the 3x5 cards or post-it notes.

II. SLO Process

SLO ProcessA process to document a measure of educator effectiveness based on student achievement of content standards.SLO ConceptsStudent achievement can be measured in ways that reflect authentic learning of content standards.

Educator effectiveness can be measured through use of student achievement measures.

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

14Every teacher designs an SLO

MathPhysicsPhysical EducationHistoryChemistryKindergartenSpecial EdJournalismEvery teacher is expected to create an SLOIMT Orientation Draft 02Sept11-CS1415Collaborative development of an SLO is encouraged (e.g., similar content area or grade level teachers, interdisciplinary groups of educators)Working Together to Create an SLO

However, teams of teachers may collaborate to create one SLO.IMT Orientation Draft 02Sept11-CS15

Many factors can influence the size of an SLO,but the process remains the same..Time FrameCourse ContentImportant Learning NeedsCheck for understanding.Time for Table Talk about:How is the SLO used?Who writes an SLO?What does an SLO measure?

18 SLO Design CoherencyModule 7-C4 Final1819What is a Goal Statement?Definition:Narrative articulating the big idea upon which the SLO is based

Characteristics:Central to the content areaFoundational concept for later subjects/coursesWhat 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 http://www.pdesas.org/standard/views.

Teachers should reference the following:PA Academic Standards associated with the applicable grade-levels/spans [Note: When no PA Standards are available, use national standards (e.g., World Languages)]. Professional StandardsPA Career and Technical Education Programs of Study

Key Points for Trainers

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)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)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)Concepts: Describe what students should know (key knowledge) as a result of this instruction specific to grade level. (SAS Portal)Competencies: Describe what students should be able to do (key skills) as a result of this instruction, specific to grade level. (SAS Portal)Grant Wiggins & Jay McTighe Understanding by Design is a framework for improving student achievement. Emphasizing the teachers critical role as a designer of student learning, UbD 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. (www.authenticeducation.org/ubd/ubd.lasso)

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)

Module 1-SLO Designing1920 Goal Statements Typically addresses:WHAT the big idea is in the standardsHOW the skills and knowledge support future learningWHY the big idea is a central, enduring concept (rationale statement)

PDEs SAS portal has identified big ideas for most content areas.Goal Statements (Template #1)

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. How this impacts student learning.

Key Points for Trainers

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)Remind participants that all information related to PA standards, Big Ideas, Essential Questions, Concepts and Competencies can be found on the SAS Portal. Have teachers work in grade-level or content specific groups. Allow time for reviewing content and/or professional standards.Keep them focused on the big idea in a standard.Have them identify why it is important and how it supports student learning.

Learning Activity

Working in groups, teachers will:1) Review content standards.2) Determine the big idea in the standard.3) Discuss the why aspect of the statement and reach consensus.4) Discuss the how aspect of the statement and reach consensus.

Module 1-SLO Designing20General DescriptionArticulates targets for each Performance MeasureIncludes all students in the identified SLO groupMay include a focused student groupAffords opportunity to link and/or weight indicators

21Section 3: Performance IndicatorsSection 3: Performance Indicators

ConceptPerformance indicators are a description of the expected level of achievement for each student in the SLO population. An understanding of the scoring tool used to describe student achievement for any given performance measure is necessary to write a performance indicator statement. Sample performance indicator statements, as found in the helpdesk, are listed below:Physics(1) Roller Coaster Energy Project(2) Students will achieve 6 out of 9 using the roller coaster project rubric.US History(1) US History Final Exam(2) Students will achieve an 85% or higher on the final exam.5th Grade ELA(1) DRA(2) Using the DRA text gradient chart, students will demonstrate one year of reading growth.Referring back to SLO Design/Template #3 (SLO Blueprint), teachers can begin to fill out Section 3: Performance Indicators of the SLO Process Template. When teachers filled out the SLO Blueprint, they identified the targets for each Performance Measure selected and/or to be developed.

Key Points for Trainers

Remind teachers that Performance Indicators offer a great deal of flexibility in the system. Performance Indicators can be linked meaning a student must meet a specific achievement level across two or more Performance Measures in order to meet the standard. Also Performance Indicators can be weighted if there is more than one (1) Performance Indicator. Performance Indicators should be specific, measurable, and ambitious, but attainable. The Help Desk definition document provides further details and examples of linked and weighted Performance Indicators.

Learning ActivityModule 2-SLO Building21General DescriptionIdentifies all performance measures, including name, purpose, type, and metricArticulates the administration and scoring details, including the reporting

22Performance MeasuresSection 4: Performance Measures

Concept

Each section of the SLO Process has a specific task and each has its own importance. However, Section 4: Performance Measures is the most critical and probably the most challenging work to complete. Selecting and/or developing Performance Measures that are of high-quality is essential for demonstrating student achievement of the selected content standards.

Key Points for Trainers

Make sure the participants understand that performance measures must allow equitable opportunities for students to demonstrate learning.Discuss the strengths and weaknesses of status (mastery) metrics and growth metrics.a. Status metrics have absolute standards and are easily understood; however, they do not reflect changes (improvement) in student learning.b. Growth metrics are sensitive to changes in learning; however, they are more unstable and can be limited for high performing students.Principles of Well-Developed Measures:Be built to achieve the designed purposeProduce results that are used for the intended purposeAlign to targeted content standardsContain a balance between depth and breadth of targeted contentBe standardized, rigorous, and fairBe sensitive to testing time and objectivityBe valid and reliable

Learning Activity

Module 2-SLO Building22SLO Process Design Example SLOs should:Represent the diversity of students and courses/content areas taught.Align to a set of approved indicators/targets related to selected academic content standards.As appropriate, provide opportunity to describe student achievement based on growth and/or mastery.Be supported by verifiable data that can be collected and scored in a consistent manner.Include a set of independent performance measures.SLO Process CriteriaSLO Process Steps: TeacherIdentify subject and studentsSelect the big idea from the content standardsEstablish a goalIdentify indicators associated with the goalSelect and/or create performance measures for each indicatorCreate performance expectations for all indicatorsSLO Process Steps: School LeaderConduct preliminary review (screen) proposed SLOImplement conference with educator:Develop triage from screening materialsAlign time allocation given preliminary reviewProvide key points of discussion prior to conferenceDiscuss proposed SLO and applicable performance measuresIdentify any corrections, refinements, etc.Sign form and establish follow-up timeline

QuestionsWrite down any questions you have at this point on the 3x5 cards or post-it notes.

III. SLO Template 10.0

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

Handout: SLO TemplateSLO Template DesignExpectations Goals are based upon the big ideas within the content standards.Performance indicators are specific, measureable, attainable, and realistic.Performance measures should be valid, reliable, and rigorous assessments.Data should be collected, organized, and reported in a consistent manner.Teacher expectations of student achievement should be demanding.SLO Template CriteriaSLO Template Steps: TeacherClassroom Context1a. Name1b. School1c. District1d. Class/ Course Title 1e. Grade Level1f. Total # of Students1g. TypicalClass Size1h. Class Frequency1i. Typical Class Duration

2. SLO Goal 2a. Goal Statement2b. PA Standards 2c. RationaleGeneral DescriptionContains demographic information about the educational settingArticulates the course, grade(s), and students the SLO is based onProvides class size, frequency, and duration data

33Section 1: Classroom ContextSection 1 provides general information about the teacher and classIMT Orientation Draft 02Sept11-CS33General DescriptionContains a statement about the enduring understanding or big ideaProvides the specific PA standards associated with the goalArticulates a rationale about the Goal Statement

34Section 2: SLO GoalTeachers will create a goal based on the Big Idea taken from the PA Standards or Local CurriculumChoose key standards that are aligned to that big ideaDescribe why this big idea is important

IMT Orientation Draft 02Sept11-CS34Goal ConsiderationsBig idea?Measurable?Realistic?

35

Compare to SMART goalsSpecificMeasureableAttainableRealisticTimelyIMT Orientation Draft 02Sept11-CS35Big IdeaIn Pennsylvania, there is a location that we find our big ideas for curriculum

www.pdesas.orgCurriculum Frameworks Tab At bottom of the pageSelect a subject area Select grade level37

Good Big Idea Came from the Goal Statement on SAS was written for food and nutrition portion SAS. IMT Orientation Draft 02Sept11-CS37Spanish 1Students will be able demonstrate effective communication in the target language by speaking and listening, writing, and reading. 8th Grade ArtStudents will 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 LibraryStudents will 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.

2a. The SLO Goal Statement:

Whats the Important Learning? Targeted content standards used in developing the SLO.

Arts and Humanities: 9.1, 9.2, 9.3, 9.4

pdesas.org

2b. Standards selection:What Standards Match the Goal Statement?Explains why the SLO is important and how students will demonstrate learning of the standards through this objective.

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.2c. Rationale statement: Why is this Learning Important?SLO Template Steps: Teacher

3. Performance Indicators (PI)3a. PI Targets: All Student GroupPI Target #1PI Target #2PI Target #3PI Target #4PI Target #53b. PI Targets: Subset Student Group(optional)PI Target #1PI Target #2PI Target #3PI Target #4PI Target #53c. PI Linked(optional)3d. PI Weighting(optional)General DescriptionArticulates targets for each Performance MeasureIncludes all students in the identified SLO groupMay include a focused student groupAffords opportunity to link indicators and/or weighting

42Section 3: Performance IndicatorsTeacher will set performance indicator targetsBased on performance measuresFor students in the SLO GroupFor pilotWill not address a focus group, linked indicators, or weighting

IMT Orientation Draft 02Sept11-CS42Describes individual studentperformance expectation

3a. What performance measure(s) tests, assessments will be used to measure student achievement of the standards, and whats the expected student achievement level based on the scoring system for those measures?

3b.Whats the expected achievement level for unique populations? (IEP, students who did not do well on a pre-test, etc.)

3: Performance Indicator: What does Student Performance Look Like?Performance Indicator StatementHS ChoralIndividual Vocal Assessment TaskStudents will achieve proficient or advanced levels in 6 out of 8 criteria of the second scoring rubric.

5th Grade ELADRA text gradient chart Students will demonstrate one year of reading growth (as evidenced by fluency data recorded on the benchmark graph).

SLO Template Steps: Teacher

4. Performance Measures (PM) 4a. Name PM #1PM #2PM #3PM #4PM #54b. Type____District-designed Measures and Examinations____Nationally Recognized Standardized Tests____Industry Certification Examinations____Student Projects ____Student Portfolios____ Other:______________________________4c. Purpose PM #1PM #2PM #3PM #4PM #54d. Metric Growth (change in student performance across two or more points in time) Mastery (attainment of a defined level of achievement) Growth and Mastery4e. AdministrationFrequencyPM #1PM #2PM #3PM #4PM #54f. Adaptations/Accommodations IEP ELL Gifted IEP Other4g. Resources/EquipmentPM #1PM #2PM #3PM #4PM #54h. Scoring ToolsPM #1PM #2PM #3PM #4PM #54i. Administration & Scoring PersonnelPM #1PM #2PM #3PM #4PM #54j. Performance ReportingPM #1PM #2PM #3PM #4PM #5

General DescriptionIdentifies all performance measures, including name, purpose, type, and metricArticulates the administration and scoring details, including the reporting

Note: Section 4 is based upon high-quality performance measures aligned to the targeted content standards

46Section 4: Performance MeasuresSection 4 Deals with the details of the Performance Measures being usedIMT Orientation Draft 02Sept11-CS46Many things must be considered when building quality assessments.

Handouts:Performance Measure Task FrameworkPerformance Measure Framework TemplateBuilding Performance Measures and TasksWhat must a Student know and do to complete a performance measure?

What does a Teacher do to administer a performance measure?How does a Teacher score a performance measure?49

Discuss and Introduce the Performance Task Framework Go to the Art SLO and Performance Task Framework sample.Use the backside of the handout for directions on completing each section

IMT Orientation Draft 02Sept11-CS49

Use your existing list of assessments (from Data Collection Classification Tool):

What assessments do you use in your classroom/school?Why do you use them?How could they work in your SLO?If your assessments do not work, what will you use to measure growth and/or mastery? Will you need to design an assessment?

Performance MeasuresSLO Template Steps: Teacher

5. Teacher Expectations 5a. LevelFailing0% 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.5b. Elective Rating Distinguished (3) Proficient (2) Needs Improvement (1) Failing (0)Notes/Explanation

.Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______

.Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______

General DescriptionIdentifies each level (Failing, Needs Improvement, Proficient, Distinguished) students are meeting the PI targets.Selects the overall SLO rating.

52Section 5: Teacher ExpectationsTeachers predict the % range of students that will reach their targets to determine whether the teacher is proficient.Ex. Set your target first 80% of my students will reach the proficient benchmark.

We are looking for GROWTH WITH ALL STUDENTS!IMT Orientation Draft 02Sept11-CS52Describes the number of students expected to meet the performance indicator criteria.

5a: Proficient85% to 94% of students meet the performance indicator.

5a: Teacher Effectiveness Measure54Section 5: Art Example

Art Handout:This is the one little part of this entire process that determines teachers score for evaluation purposes!Pilot will help determine how this section will work best.

IMT Orientation Draft 02Sept11-CS54Check for learning.Time for Table Talk about:Ways in which the elements of the SLO Template interact with each other.

SLO Process OnlineMy HistoryResourcesAvailable TemplatesAvailable RubricsResearch In Action

pdesas.orgTraining SLO and Assessment Literacy in PA

pdesas.org

Student Learning ObjectivesPowerPoints/VideosBlank TemplatesSample TemplatesAdditional MaterialsPowerPoints/VideosPowerPoints/VideosSample TemplatesSample TemplatesBlank TemplatesBlank TemplatesAdditional MaterialsAdditional Materials

Joining the SLO Professional Learning Community on SAS.

Go to the SAS home page(www.pdesas.org)Log in with your user name and password.If you do not have an account with SAS you will have to create one. Enter your information on the log in page and submit.

Once you have successfully logged in and are at the SAS home page, go to Teacher Tools in the upper right corner.

Click on Teacher Tools, this will provide you with various tools. Locate the button labeled My Communities.

This will open your membership to various Professional Learning Communities. If you are not a member of the Student Learning Objectives PLC, type SLO in the search bar.

Once a member of the SLO community you will have access to communication with all other members and a calendar of upcoming events.

Along with posting questions to the entire community you have access to the Digital Repository, in which SLO training materials and supporting documents are located. (This is located at the bottom of the SLO community page.)

If time permits, take a few moments to peruse the Homeroom and SLO Professional Learning Community sites.

IV. Key Points for School Leaders

Key Process PointsThe SLO process facilitates a conversation about expectation between educators (principals and teachers)

Key Points (3) The SLO is based upon small numbers of students/data points. Goals and indicators are linked to standards.Indicators are vague without specific performance criteria.Growth and/or mastery is not clearly definedPerformance measures are not well designed or lack rigor.Overall student achievement expectations are extreme.IV. Areas of CautionIV. Generic Process Steps: Leader

Establish SLO template completion timeline at beginning of yearReview complete templateConduct review meeting with teacherAgree on any revisions; submit materialsEstablish mid-cycle spot reviewEnd-of-Year review with supporting dataContact InfoPDE POC: Mr. O David Deitzoddeitz@comcast.net

RIA POC: Dr. JP Beaudoin

Frequently Asked QuestionsWhat are the definitions of tested, non-tested?

Tested: Teachers with Eligible PVAAS Score (20% Elective)A PA certified educator with full or partial responsibility for content specific instruction of the assessed eligible content as measured by a Grade 4-8 PSSA or Keystone Exam.

Non-tested: Teachers without Eligible PVAAS Score (35% Elective)Teachers who do not teach coursesassessed by Grade 4-8 PSSA or Keystone exams.Who develops the SLO? Is this an individual effort or a collaborative effort?

Each educator will be responsible to develop SLOs as required by the LEA. Collaborative development of SLOs is encouraged (e.g., similar content area or grade level teachers, interdisciplinary groups of educators, collaboration through professional organizations educators, etc.). A PDE approved SLO Template is provided to help guide educators and administrators through the process.

How will the final SLO measure be translated into a score that can be applied to the 20% or 35% of a teachers evaluation?

This formula and computation process is currently under development by PDE and will be published in the PA Bulletin by June 30, 2013.

What is the SLO template and process designed to address in terms of instructional delivery time, number of students, or size of the objective?

SLOs can be written to address the entire length of a grade or course, but could be tailored to a focused time period. Student achievement for large or select groups of students can be described. The template is designed to address a grade or course plan but could be used to address a meaningful, focused instructional objective or focused teaching practice.

Will PDE recommend some performance measures and scoring tools?

Model SLOs for a variety of content areas will Be provided, utilizing a variety of performance measures and scoring tools. These modelscan be used as is or can be modified.

How many SLOs per teacher/per year/per grade? What about co-taught classes, teachers who travel between schools, and other unique instructional scenarios?

Policy and guidelines on these issues are yet to be determined.

How will the SLO process be monitored?

A principal or LEA-assigned evaluator would monitor the SLO process, including (but not limited to) the timeline for development, approval for the SLO to be implemented and verification of the measure of educator effectiveness based on the completion of the SLO. Tools are currently being developed to assist principals toward efficiently and effectively monitoring this process.

How do goals and performance indicators differ?

The Goal Statement should address important learning content to be measured, and the performance indicators should describe expected levels of achievement.

If a school is already having conversations about SLO and is having success, is it necessary to fill out this template or can we continue what we are doing?

State regulations say that LEAs shall use an SLO to document the process to determine and validate the weight assigned to the Elective Data measures that establish the Elective Rating.

When will LEAs be expected to implement SLOs?

Models will be available for school year 2013-2014, and LEAs have the option to use SLOs as a component for measuring educator effectiveness in school year 2013-14. LEAs will be expected to implement SLOs in school year 2014-2015. First year teachers will not be expected to implement SLOs.

What supports will be available to teachers and districts to develop and implement rigorous SLOs?

An online training program and process/definitions manual will be provided, as will an up-to-date template and content-specific models. Anticipated availability of these supports is August 2013.

Your Questions?Table Talk:

Share thoughts about how this process might best be implemented in your school or district.

SAS Institute 12.10.13