Www.education.state.pa.us Measuring Principal Effectiveness Tom Corbett, Governor ▪ Carolyn C....

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Measuring Principal EffectivenessTom Corbett, Governor ▪ Carolyn C. Dumaresq, Acting Secretary of Education

Elective Data / SLOs

07/28/14



Multiple Measures Principal Effectiveness Ratings as Defined in Act 82

• For the overall principal effectiveness rating, we know that…– 50% will comprise the observation/practice piece (Framework

for Leadership).

– 15% will be derived from building level data (School Performance Profile – SPP).

– 15% will be determined by the relative strength of conversation regarding the connectedness between average teacher observation/practice ratings and teacher-level measures.

– 20% will incorporate Elective Data / SLOs for principals.(note: for 2014-15, elective data is optional)

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Elective Data/SLOsDistrict Designed Measures and ExaminationsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local RequirementsStudent Portfolios Pursuant to Local Requirements

Principal Effectiveness System in Act 82 of 2012

Building Level Data,

15%Correlation

Data Based on Teacher-Level

Measures,15%

Elective Data20%

Observa-tion/

Practice50%

Correlation Data/Relationship

Based on Teacher Level Measures

Building Level Data/School Performance Profile

Indicators of Academic AchievementIndicators of Closing the Achievement Gap, All StudentsIndicators of Closing the Achievement Gap,

Historically Underperforming StudentsAcademic Growth PVAASOther Academic IndicatorsExtra Credit for Advanced Achievement

Observation/ PracticeFramework for Leadership Domains

Strategic/Cultural LeadershipSystems LeadershipLeadership for LearningProfessional and Community Leadership

June 26, 2014

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Elective Data / SLOsPurpose and Approach

• The intention is that principal elective data/SLOs align with LEA and/or schools goals.

• Elective data/SLOs are designed to serve several purposes: – 1. To provide educators with an opportunity to actively participate in

their own evaluation– 2. To increase student achievement– 3. To improve educator effectiveness– 4. To foster collaboration among colleagues– 5. To align the work of individual educators with LEA and school goals

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Elective Data / SLOsPurpose and Approach

• Results from the Framework of Leadership, Correlation Data, and/or Building Level Score can be used to help inform the focus areas for the Elective Data/SLOs.

• When determining critical content for the focus of the SLO, teachers and administrators should work to align their objectives with LEA-level priorities and school-level objectives.

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The graphic below shows alignment among the LEA (District) Goals, School Improvement Goals, and Principal Elective Data / SLOs.*

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Elective Data / SLOsSources of Data to Inform the Process

• Prior to the initial meeting, the supervising administrator and principal/school leader should begin thinking about sources of data/information that can help inform the SLO Process.

• It is recommended to look at the following sources of data/information from the prior year to help inform the current year’s SLO process:– Framework for Leadership (in particular, Domain 3: Leadership for

Learning)– Results of Correlation Data Analysis– School Performance Profile (SPP)

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Elective Data / SLOsProcess and Guidance

Provided below is a process that supervising administrators and principals/school leaders may find beneficial when completing the

Elective Data/SLO Template for Principals/School Leaders.

Initial Conference – Summer (prior to the beginning of school)

• This initial conference should be held prior to the beginning of the school year once the principal/school leader(s) has completed a draft of the Elective Data/SLO Template for Principals/School Leaders for the upcoming school year.

• If multiple administrators are working to draft an SLO, the supervising administrator should determine the logistics for the initial meeting.

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Elective Data / SLOsProcess and Guidance

Initial Conference – Summer (prior to the beginning of school)(Continued)• The principal/school leader(s) and the supervising administrator should discuss the draft SLO and

the alignment of LEA and school goals. Refer to the Elective Data/SLO Template for Principals/School Leaders – Guiding Questions to help guide these discussions.

• Criteria should be collaboratively agreed upon to determine the rating levels of the SLO - Distinguished, Proficient, Needs Improvement and Failing.

• During or shortly after this meeting, the supervising administrator will approve the SLO. If revisions are required, the SLO should be revised and resubmitted by the principal/school leader(s).

• The date of the initial conference and SLO approval date should be noted on the Elective Data/SLO Template for Principals/School Leaders and signed by the principal/school leader(s)

and the supervising administrator.9



Elective DataProcess and Guidance

Mid-Year Conference

• The principal/school leader(s) and supervising administrator will meet mid-way through the instructional interval to examine any formative data and discuss progress.

• Changes may be made to the SLO by agreement of all parties. This course correction allows for consideration of complexities such as unexpected gaps in student learning or other factors that interfere with the instructional cycle.

• The date of the mid-year conference and SLO approval date should be noted on the Elective Data/SLO Template for Principals/School Leaders and signed by the principal/school leader(s) and the supervising administrator.

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Elective DataProcess and Guidance

End-Of-Year Conference

• Once student data becomes available, the principal/school leader(s) and the supervising administrator will meet to discuss results.

• The principal/school leader(s) will present data/evidence related to the SLO and discuss outcomes, lessons learned and next steps.

• This meeting will result in a rating (0, 1, 2, or 3) as it pertains to the expectations of performance levels agreed to at the initial conference. The date of the end-of-year conference and SLO approval date should be noted on the Elective Data/SLO Template for Principals/School Leaders and signed by the principal/school leader(s) and the supervising administrator.

• The rating should be placed on the Principal/School Leader Rating Form.

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Elective Data / SLOsTemplate with Guiding Questions

Components Administrator ResponsesStudent Learning Objective (SLO)

1. State your measurable student academic SLO.

a) Does the content support attainment of PA Core Standards, international, national or industry standards?

b) Explain why this particular objective was chosen and how it aligns with school and/or LEA goals?

Data and Evidence 2. Describe the data and evidence used to create and measure your SLO.

a) Identify specific data sources used in the data analysis process.

b) What is the baseline data used for current student performance levels including student focus populations (ELL, special education, truancy, attendance, out of school suspension, free and reduced lunch, gifted, race/ethnicity, etc.)?

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Components Administrator ResponsesStudent Population 3. Identify the student population(s) selected for this SLO.

a) What is the total number and school percentage of students selected for this SLO?

b) What is the grade level?

c) Does this student population(s) represent the majority of the school and/or does it represent a student focus group (ELL, special education, truancy, attendance, out of school suspension, free and reduced lunch, gifted, race/ethnicity, etc.)?

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Components Administrator ResponsesAction Plan and Timeframe

4. Describe the action plan and timeframe in reference to implementation, analysis of data, and reporting for this SLO.

a) The action plan should identify the data-driven strategies that will be used to successfully implement this SLO, as well as the approaches to reporting of results.

b) The timeframe is a school year unless there is a compelling reason for a shorter or longer interval. If other than a year, please state the interval and provide the rationale for the change in the timeframe.

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Components Administrator ResponsesPerformance Indicators

5. Describe the expected results for students included in this SLO.

a) What are the expectations for all students and/or focus groups? If a focus student group(s) is identified, what are the expectations for these students?

Performance Level Measures

6. Describe the performance measures to be used to determine student progress.

a) How will you measure student progress?

b) What are the performance measures or assessments used to provide on-going assessments of students’ progress toward the goal?

c) Do the performance measures/assessments meet the criteria established by the LEA, if applicable?

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Elective DataTemplate with Guiding Questions

Components Administrator ResponsesPrincipal Expectations

7. Describe what criteria will be used to determine the levels of Distinguished, Proficient, Needs Improvement, and Failing.

a) This needs to be agreed upon by both the supervising administrator and the principal/school leader

Framework for Leadership

8. Describe your leadership role in facilitating the attainment of this SLO by referencing appropriate components within the four Domains of the Framework for Leadership.

a. The Four Domains of the Framework for Leadership are:i. Strategic / Cultural Leadershipii. Systems Leadershipiii. Leadership for Learningiv. Professional and Community Leadership

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Elective Data / SLOsABC High School Example (Simulation #1)

• Referring back to our ABC High School – Simulation #1 example, we learned the following from our correlation analysis:

• The PVAAS Math – Algebra I subgroup has been identified with a poor connectedness with SPP and PVAAS. Therefore, it would be imperative to include the PVAAS Math – Algebra I subgroup in the development of strategic interventions to increase student achievement. This could be accomplished through a Principal SLO and/or Teacher SLOs for this subset.

• The PVAAS ELA-Literature subset was identified with limited connectedness with SPP and good connectedness with PVAAS. However, the PVAAS score is close to the lower margin in the “good” range. Therefore, opportunities exist to work with these teachers in the analysis of the data and develop strategic interventions to increase student achievement. Perhaps reviewing the pedagogies of the two newest teachers would be beneficial since they have the two highest PVAAS scores? 17



The SPP Score is 54.1

Here is the Academic Score

(SPP) Simulation #1 – ABC High

School

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Using the correlation analysis and SPP from ABC High School Simulation #1, as well as the Framework for Leadership, the following is an example of a completed SLO template.

Components Administrator ResponsesStudent Learning Objective (SLO)

1. State your measurable student academic SLO.

The percentage of students scoring proficient or advanced on the Keystone Literature Exam will increase by 10% in the 2014-15 school year.

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Components Administrator ResponsesData and Evidence 2. Describe the data and evidence used to create and measure

your SLO.

After reviewing the results of the Keystone Literature Exam for the last two years, the number of Proficient or Advanced Students remained relatively static (41.76% in 2012-13 and 46.61% in 2013-14). The data from the Keystone Exam analysis report also reveals that students performed poorly relative to the Assessment Anchor L.N.2 - Analyzing and Interpreting Literature—Nonfiction. In addition, PVAAS growth for reading/literature was 62.00 in 2012-13 and 65.17 in 2013-14.

Student Population 3. Identify the student population(s) selected for this SLO.

The SLO will include all students taking the Keystone Literature Exam in the 2014-15 school year. 20




Components Administrator ResponsesAction Plan and Timeframe

4. Describe the action plan and timeframe in reference to implementation, analysis of data, and reporting for this SLO.

In early August, meet with all English and reading teachers who have associated PVAAS scores to develop strategies designed to improve students’ abilities to analyze and interpret literature—nonfiction (i.e. context reading, etc.).

Measures of progress will be determined by practice prompts of non-fiction literature that have been vetted by national testing services and CDTs that will measure student progress in the application of reading strategies. The results of the SLO will be measured by 2014-15 Keystone Literature Exam data. Conduct an analysis of the data in August 2015. In September 2015, schedule an end-of-year conference to review SLO results (data analysis) and to determine a rating. The timeframe for this SLO will be from August 2014 to September 2015.

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Components Administrator ResponsesPerformance Indicators

5. Describe the expected results for students included in this SLO.

It is expected that the number of students performing at the Proficient/Advanced levels on the Keystone Literature Exam will increase 10%.

Performance Level Measures

6. Describe the performance measures to be used to determine student progress.

The performance measures for this SLO will include practice prompts of non-fiction literature, CTD's providing measures of student progress, and the 2014-15 Keystone Literature Exam results.

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Components Administrator ResponsesPrincipal Expectations

7. Describe what criteria will be used to determine the levels of Distinguished, Proficient, Needs Improvement, and Falling.

In collaboration with the supervising administrator, it was determined that…

Distinguished More than 10% increase of the number of students achieving the Proficient/Advanced level on the Keystone Literature Exam.

Proficient 7-10% increase in the number of students achieving the Proficient/Advanced level on the Keystone Literature Exam.

Needs Improvement 3-6% increase in the number of students achieving the Proficient/Advanced level on the Keystone Literature Exam.

Failing Below 3% increase in the number of students achieving the Proficient/Advanced level on the Keystone Literature Exam.

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Components Administrator ResponsesFramework for Leadership

8. Describe your leadership role in facilitating the attainment of this SLO by referencing appropriate components within the four Domains of the Framework for Leadership.

At the initial meeting where discussions occurred regarding the Framework for Leadership, it was identified that the following components within Domain 1: Strategic/ Cultural Leadership should be a focus:• 1b: Uses Data for Informed Decision Making• 1c: Builds a Collaborative and Empowering Work Environment• 1d: Leads change Efforts for Continues Improvement At the mid-year and end-of-year meetings, the principal/school leader should provide evidence supporting the incorporation of the identified components.

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The mission of the Pennsylvania Department of Education is to lead and serve the educational community, to enable each individual to grow into an inspired, productive, fulfilled lifelong learner.

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