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  1. Pennsylvania’sStudent Learning Objective Process Overview

  2. Session Objectives • Review Teacher Effectiveness System • Define SLO process • Exploring SLO Template 10 • Identifying Key Points for School Leaders • Frequently Asked Questions

  3. I. Teacher Effectiveness System

  4. (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 Race to the Top House Bill 1901 Act 82

  5. Observation/Evidence (50%) Charlotte Danielson’s Framework for Teaching 4 Domains, 22 Components Principal/Evaluator Observes

  6. 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)

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

  8. II. SLO Process

  9. SLO Process • A process to • document a • measure of educator effectiveness • based on student • achievement of • content standards.

  10. 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.

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

  12. Every teacher designs an SLO Math Physics Physical Education History Chemistry Kindergarten Special Ed Journalism

  13. Working Together to Create an SLO Collaborative development of an SLO is encouraged (e.g., similar content area or grade level teachers, interdisciplinary groups of educators)

  14. Many factors can influence the size of an SLO, Time Frame Course Content Important Learning Needs but the process remains the same………..

  15. Check for understanding…. Time for Table Talk about: How is the SLO used? Who writes an SLO? What does an SLO measure?

  16. SLO Design Coherency

  17. 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

  18. 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.

  19. Section 3: 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 and/or weight indicators 21

  20. Performance Measures • General Description • Identifies all performance measures, including name, purpose, type, and metric • Articulates the administration and scoring details, including the reporting 22

  21. SLO Process Design Example

  22. SLO Process Criteria • 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.

  23. SLO Process Steps: Teacher Identify subject and students Select the “big idea” from the content standards Establish a goal Identify indicators associated with the goal Select and/or create performance measures for each indicator Create performance expectations for all indicators

  24. SLO Process Steps: School Leader • Conduct preliminary review (screen) proposed SLO • Implement conference with educator: • Develop “triage” from screening materials • Align time allocation given preliminary review • Provide “key points of discussion” prior to conference • Discuss proposed SLO and applicable performance measures • Identify any corrections, refinements, etc. • Sign form and establish follow-up timeline

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

  26. III. SLO Template 10.0

  27. SLO Template 10.0 Process • A tool used to identify goals, indicators, and performance measures for use in the greater Teacher Effectiveness System Handout: SLO Template

  28. SLO Template Design Expectations

  29. SLO Template Criteria • 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.

  30. SLO Template Steps: Teacher

  31. 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 33

  32. 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 34

  33. Goal Considerations • Big idea? • Measurable? • Realistic?

  34. Big Idea In Pennsylvania, there is a location that we find our “big ideas” for curriculum • www.pdesas.org • Curriculum Frameworks Tab • At bottom of the page • Select a subject area • Select grade level

  35. Spanish 1 • Students will be able demonstrate effective communication in the target language by speaking and listening, writing, and reading. • 8thGrade Art • Students 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 Library • Students 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: • What’s the Important Learning?

  36. 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?

  37. Explains why the SLO is important and how students will demonstrate learning of the standards through this objective. 2c. Rationale statement: Why is this Learning Important? 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.

  38. SLO Template Steps: Teacher

  39. Section 3: 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 42

  40. Describes individual student • performance expectation • 3a. • What performance measure(s) –tests, assessments– will be used to measure student achievement of the standards, and what’s the expected student achievement level based on the scoring system for those measures? • 3b. • What’s 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?

  41. Performance Indicator Statement HS Choral Individual Vocal Assessment Task Students will achieve proficient or advanced levels in 6 out of 8 criteria of the second scoring rubric. 5th Grade ELA DRA text gradient chart Students will demonstrate one year of reading growth (as evidenced by fluency data recorded on the benchmark graph).

  42. SLO Template Steps: Teacher

  43. Section 4: 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 4 is based upon high-quality performance measures aligned to the targeted content standards 46

  44. Many things must be considered when building quality assessments. Handouts: Performance Measure Task Framework Performance Measure Framework Template

  45. Building Performance Measures and Tasks What does a Teacher do to administer a performance measure? What must a Student know and do to complete a performance measure? How does a Teacher score a performance measure?

  46. Performance Measures 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?