SLO overview power point 2014

Pennsylvania’s Student

Learning Objective

ProcessOverview

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Agenda For Today

Review Agenda

Whole group

Building groups

Grade level groups

Reconvene

Lunch

Kings, Valenza, Timbercreek & Montana Rib & Chop

Restrooms

Resources on the Professional Development Wiki

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Session Objectives

I. Review Teacher Effectiveness

II. Define SLO process

III. Exploring SLO Template

Teacher Effectiveness System

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• (B) FOR PROFESSIONAL EMPLOYES AND TEMPORARY PROFESSIONAL• EMPLOYES WHO SERVE AS CLASSROOM TEACHERS, THE FOLLOWING

SHALL APPLY:• (1) BEGINNING IN THE 2013-201 4 SCHOOL YEAR, THE EVALUATIO N• OF THE EFFECTIVENESS OF PROFESSIONAL EMPLOYES AND

TEMPORARY• PROFESSIONAL EMPLOYES SERVING AS CLASSROOM TEACHERS

SHALL GIVE• DUE CONSIDERATION TO THE FOLLOWING:• (I) CLASSROOM OBSERVATION AND PRACTICE MODELS THAT ARE• RELATED 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 PER• CENTUM (50%) OF THE OVERALL RATING OF THE PROFESSIONAL

EMPLOYE• OR TEMPORARY PROFESSIONAL EMPLOYE SERVING AS A

CLASSROOM TEACHER• AND SHALL BE BASED UPON MULTIPLE MEASURES OF

House Bill 1901Race to the Top

Act 82

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Observation/Evidence (50%)

Charlotte Danielson’s Framework for Teacher

4 Domains, 22 Components

Principal/Evaluator Observes

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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)

II. SLO Process

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PDE Definition: A process to document a

measure of educator effectiveness based on

student achievement of content standards.

Student Learning Objectives

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SLO Concepts

Student achievement can be measured in ways that reflect authentic learning of content standards.

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

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

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Every teacher designs an SLO

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Many factors can influence the size of an SLO,

but the process remains the same………..

Time Frame

Course Content

Important Learning Needs

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Assessment Literacy

The skills, knowledge, and concepts associated with sound assessment practices, including the critical review of quality evidence.

Goal Statement

Narrative articulating the “Big Idea” upon which the SLO is based.

Standards

Targeted content standards used in developing SLOs, which are the foundation of performance measures.

SLO Terminology

SLO Terminology

Rationale Statement

Narrative providing reasons why the Goal Statement and the targeted content standards address important learning.

Blueprint

Visual depiction of the relationship among key SLO components.

Performance Measure

An assessment tool used to measure the knowledge and skills acquired by students.

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Performance Measures

Performance Indicators

GoalStandards

SLO Goal

Indicator #1Assessment #1a

Assessment #1b

Indicator #2Assessment #2

SLO Process Design

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SLO Process Criteria

SLOs should:

1. Represent the diversity of students and courses/content areas taught.

2. Align to a set of approved indicators/targets related to selected academic content standards.

3. Be based upon two time-bound events/data collection periods and/or performance defined levels of “mastery”.

4. Be supported by verifiable data that can be collected and scored in a standardized manner.

5. Include a set of independent performance measures.

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SLO Process Steps: Teacher

1. Identify subject and students

2. Select the “big idea” from the content standards

3. Establish a goal

4. Select and/or create performance measures for each indicator

5. Identify indicators associated with the goal

6. Create performance expectations across all indicators

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Check for understanding…

Talk with your neighbor about:

How is the SLO used?

Who writes an SLO?

What does an SLO measure?

III. SLO Template

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SLO Template Process

A tool used to identify goals, indicators, and performance measures for use in the greater Teacher Effectiveness System

Handout: SLO Template

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SLO Template Criteria

1. Goals are based upon the “big ideas” within the content standards.

2. Performance measures should be valid, reliable, and rigorous assessments.

3. Performance indicators are specific, measurable, attainable, and realistic.

4. Data should be collected, organized, and reported in a consistent manner.

5. Teacher expectations of student achievement should be demanding.

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Section 1: Classroom Context

General Description

Contains demographic information about the educational setting

Articulates the course, grade(s), and students the SLO is based on

Provides class size, frequency, and duration data

Section 1: Classroom Context

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Section 1: Classroom ContextElement Definition

1a. Name Educator’s full name

1b. School Name of school(s) to which the educator is assigned during the current year.

1c. District Name of district to which the educator is assigned during the current year.

1d. Class/Course Title Name of the class/course/content upon which the SLO is based.

1e. Grade Level Grade level(s) for those students included within class/course identified in Element 1d.

1f. Total # of Students Aggregate number of students (estimated, across multiple sections) for which data will be collected and applied to this SLO.

1g. Typical Class Size The “average” number of students in a single session of the class/course identified in Element 1d.

1h. Class Frequency

The frequency and time frame in which the class/course identified in Element 1d is delivered.

1i. Typical Class Duration The average number of minutes allocated to deliver a “session” of the class/course identified in Element 1d.

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Section 2: SLO Goal

General Description

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

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Section 2: Goal & Standards

2. SLO Goal

2a. Goal Statement

2b. PA Standards

2c. Rationale

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Section 2: Goal & Standards

Element Definition

2a. Goal Statement

Narrative articulating the “big idea” upon which the SLO is based.

2b. PA Standards

References the PA Standards that align with the Goal Statement.Numeric references to PA Standards are found at:http://www.pdesas.org/standard/views References additional professional organization standards that align to the Goal Statement.

2c. RationaleNarrative providing reasons why the Goal Statement and the aligned standards address important learning for the class/course/content area.

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Section 2: What is a Goal Statement?

Definition:

Narrative articulating the “big idea” upon which the SLO is based

Characteristics:

Central to the content area

Foundational concept for later subjects/courses

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Goal Statements

Typically addresses:

WHAT the “big idea” is in the standards

HOW the skills and knowledge support future learning

WHY the “big idea” is a central, enduring concept (rationale statement)

PDE’s SAS portal has identified “big ideas” for most content areas.

Guiding Questions

ENDURANCE- Will this standard provide students with knowledge and skills of value beyond a single test date?

LEVERAGE- Does this standard provide knowledge and skills of value in multiple disciplines?

READINESS FOR THE NEXT LEVEL OF LEARNING- Will this standard provide students with essential knowledge and skills necessary for success in the next level of instruction?

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Section 3: Performance Measures

General Description

Identifies all performance measures, including name, purpose, type, and metric

Articulates the administration and scoring details, including the reporting

Note: Section 3 is based upon high-quality performance measures aligned to the targeted content standards

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Section 3: Performance Measures

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Section 3: Performance Measures

Element Definition

3a. Name

List the name of each Performance Measure for which a Performance Indicator is established in Section 4a.

3b. Type Identify the type(s) of Performance Measure(s) listed in 3a. From the given list, select all types that are applicable.

3c. Purpose The purpose statement for each Performance Measure that addresses who, what, and why.

3d. Metric The metric used by the performance measure to evaluate the performance indicator.

3e. Administration FrequencyThe timeframe during the school year that the Performance Measures are administered to students. For Performance Measures administered more than one time, the frequency (e.g., quarterly) is annotated.

3f. Adaptations/ AccommodationsIdentifies and lists any unique adaptations or special accommodations needed for IEP, ELL, Gifted IEP, or Others to complete the tasks within each Performance Measure.

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Section 3: Performance Measures

Element Definition

3g. Resources/Equipment Identifies any unique resources, including equipment and personnel, associated with each Performance Measure.

3h. Scoring Tools

Identifies the scoring “tools” for each Performance Measure For objective measures, scoring keys and SCR (Short Constructed Response) /ECR (Extended Constructive Response) rubrics are identified. For subjective measures, the name of each scoring rubric and accompanying guidelines are listed.

3i. Administration & Scoring Personnel

Identifies two key individuals: the person administering the Performance Measure(s) and the person scoring. This is particularly important for subjective measures in which the subject matter expert is both administrator and scorer.

3j. Performance ReportingIdentifies the manner by which student performance on the Performance Measures will be communicated to others (as appropriate). The “Summary” selection is provided to describe student achievement for linked and/or weighted Performance Measures.

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Principles of Well-Developed Measures

Measures must:

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; and,

Have score validity and reliability evidence.

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Section 4: Performance Indicators

General Description

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

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Section 4: Performance Indicators

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Section 4: Performance IndicatorsElement Definition

4a. PI Targets: All Student Group

A description of the expected level of achievement for each student in the SLO population (as defined in Element 1f) based on the scoring tool(s) used for each performance measure (as listed in Element 3a).

4b. PI Targets: Focused Student Group (optional)

A description of the expected level of achievement for students in a subset of the SLO population (as defined in Element 1f) based on the scoring tool(s) used for each performance measure (as listed in Element 4a. Subset populations can be identified through prior student achievement data or through content-specific pre-test data.

4c. PI Linked(optional)

A description of any performance measures for which a student must meet a specific achievement level in order to meet achievement levels on additional performance measures.

4d. PI Weighting (optional)An assignment of proportional values among PIs prior to aggregation and application to Section 5. Weighting can be applied when there are more than one performance indicator.

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Section 5: Elective Rating

General Description

Classifies percentages of students who are meeting the Performance Indicator targets into four levels: Failing, Needs Improvement, Proficient, and Distinguished.

Selects the overall SLO rating.

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Section 5: Elective Rating

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Section 5: Elective RatingElement Definition

5a. Level

Four levels of projected performance regarding the PI, reflecting a continuum established by the educator prior to the evaluation period.

Each performance level (i.e., Failing, Needs Improvement, Proficient, and Distinguished) is populated with a percentage range such that 0% to 100% meeting expectations is distributed among the levels.

5b. Rating

Given the actual performance regarding the PI, the principal or evaluator identifies one of four performance levels. This section is not completed until after performance data are collected, reviewed, and evaluated against each performance indicator, and in the aggregate, against 5a criteria.

Notes/ Explanation

Provides space for the educator to articulate influences, factors, and other conditions associated with the assigned rating as well as to reflect on purposeful review of the data. This section is not completed until after performance data are collected, reviewed, and evaluated against each performance indicator, and in the aggregate, against 5a criteria.

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Section 5: Elective Rating Example

Independent Performance Indicators

SLO based on 100 students in each indicator

The sum of all students that met expectations (25 + 50 + 75) The sum of all students (100 + 100 + 100)

Resultant: (150/300 = .50 or 50%)

PI #1 Jumping

PI #2Hopping

PI #3Sprinting

Met Expectations 25 50 75

Total Number of SLO Students 100 100 100

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Questions

How would you explain the SLO template to a co-worker?

SLO Exemplars

http://www.pdesas.org/Instruction/StudentLearningObjectives/

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SLO Items to Consider:

Performance Measures

Baseline Data

‘SMART’ (Specific, Measurable, Attainable, Reasonable, & Time bound) target indicators

CCSD TimelinesTeachers will submit their SLO via PA-ETEP no later than October 24.

PA-ETEP SLO video

Getting Started With Your Own SLOCochranton Elementary ~ Room 115

First District Elementary ~ Stage Side of Gym

Neason Hill Elementary ~ Room 228

Second District Elementary ~ Non-stage Side of Gym

West End Elementary ~ Library

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A Few Reminders…

Two Marzano strategies –

Reinforcing Effort and Providing Recognition (Chapter 2)

Cooperative Learning (Chapter 3)

Poverty

A Framework for Understanding Poverty

Chapter 6 ~ Support Systems

Chapter 9 ~ Creating Relationships

Your Questions?