Pennsylvania’sStudent Learning Objective Process

Overview for Teachers

Session Objectives

I. Review Teacher Effectiveness System

II. Define SLO processIII.Exploring SLO

Templates -Assessment Literacy-

IV.Online Resources

I. Teacher Effectiveness System

• (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

TopAct 82

Building Level Data, 15%

Teacher Specific Data, 15%

Elective Data, 20%

Observation/ Practice, 50%

Teacher Observation & PracticeEffective 2013-2014 SYDanielson Framework DomainsPlanning and PreparationClassroom EnvironmentInstructionProfessional Responsibilities

Building Level Data/School Performance ProfileEffective 2013-2014 SYIndicators of Academic AchievementIndicators of Closing the Achievement Gap, All StudentsIndicators of Closing the Achievement Gap, SubgroupsAcademic Growth PVAASOther Academic IndicatorsCredit for Advanced Achievement

Teacher Specific DataPVAAS / Growth 3 Year Rolling Average2013-2014 SY2014-2015 SY2015-2016 SYOther data as provided in Act 82

Elective Data/SLOsOptional 2013-2014 SYEffective 2014-2015 SYDistrict Designed Measures and Examina-tionsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local Re-quirementsStudent Portfolios Pursuant to Local Re-quirements

Teacher Effectiveness System in Act 82 of 2012

5

Building Level Data, 15%

Observation/ Practice, 50%

Teacher Observation & Practice Effective 2013-2014Danielson Framework DomainsPlanning and PreparationClassroom EnvironmentInstructionProfessional Responsibilities

Building Level Data/School Performance ProfileEffective 2013-2014 SYIndicators of Academic AchievementIndicators of Closing the Achievement Gap, All StudentsIndicators of Closing the Achievement Gap, SubgroupsAcademic Growth PVAASOther Academic IndicatorsCredit for Advanced Achievement

Elective Data/SLOsOptional 2013-2014 SYEffective 2014-2015 SYDistrict Designed Measures and Examina-tionsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local Re-quirementsStudent Portfolios Pursuant to Local Re-quirements

Elective Data, 35%

Teacher Effectiveness System in Act 82 of 2012

6

Observation/Evidence (50%)

4 Domains, 22 ComponentsPrincipal/Evaluator Observes

Charlotte Danielson’sFramework for Teaching

Multiple Measures of Student Achievement

1. Building Level Data (School Performance Profile)

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

2. Correlation Data Based on Teacher Level Measures PSSA, Keystone Data

3. Elective Data (SLOs)

II. SLO Process

SLO Process

A 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 in the area they are certified to teach.

Many factors can influence the size of an SLO,

but the process remains the same………..

Time Frame

Course Content

Important Learning Needs

SLO Process Design

IndicatorsPerformance Measures

Goal-Standards

SLO Goal

Assessment #1a

Indicator #1

Indicator #2Assessment

#1b

Assessment #2

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.

SLO Process Criteria

SLO Process Steps: Teacher

1.Identify subject and students

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

3.Establish a goal4.Select and/or create

performance measures for each indicator

5.Identify indicators associated with the goal

6.Create performance expectations across all indicators

III. SLO Template

SLO Template

A process tool used to identify goals, indicators,

and performance measures for use in the Teacher Effectiveness System

Handouts: SLO Template, Help Desk, & Performance Task Framework

SLO Template Design

Context

Goal

Measures

Indicators

Expectations

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

2. Performance indicators are specific, measureable, attainable, and realistic.

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

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

5. Teacher expectations of student achievement should be demanding.

SLO Template Criteria

SLO Template Steps: Teacher

1. Classroom Context

1a. Name 1b. School 1c. District

1d. Class/ Course Title

1e. Grade Level

1f. Total # of Students

1g. TypicalClass Size

1h. Class Frequency

1i. Typical Class Duration

2. SLO Goal

2a. Goal Statement

2b. PA Standards

2c. Rationale

Spanish 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:

What’s the Important Learning?

Targeted content standards used in developing the SLO.

Arts and Humanities:

9.1, 9.2, 9.3, 9.4

http://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 Measures (PM)

3a. Name

PM #1 PM #2 PM #3 PM #4 PM #5

3b. Type

____District-designed Measures and Examinations____Nationally Recognized Standardized Tests____Industry Certification Examinations____Student Projects ____Student Portfolios____ Other:______________________________

3c. Purpose

PM #1 PM #2 PM #3 PM #4 PM #5

3d. Metric

Growth (change in student performance across two or more points in time)

Mastery (attainment of a defined level of achievement)

Growth and Mastery

3e. AdministrationFrequency

PM #1 PM #2 PM #3 PM #4 PM #5

3f. Adaptations/Accommodations

IEP ELL

Gifted IEP Other

3g. Resources/Equipment

PM #1 PM #2 PM #3 PM #4 PM #5

3h. Scoring Tools

PM #1 PM #2 PM #3 PM #4 PM #5

3i. Administration & Scoring Personnel

PM #1 PM #2 PM #3 PM #4 PM #5

3j. Performance Reporting

PM #1 PM #2 PM #3 PM #4 PM #5

Many things must be considered when choosing or building

quality assessments.

Choosing or Building Performance Measures and Tasks

Some things to think about…

What 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?

SLO Template Steps: Teacher

4. Performance Indicators (PI)

4a. PI Targets: All Student Group

PI Target #1 PI Target #2 PI Target #3 PI Target #4 PI Target #5

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

PI Target #1 PI Target #2 PI Target #3 PI Target #4 PI Target #5

4c. PI Linked(optional)

4d. PI Weighting(optional)

Describes individual studentperformance expectation

4a. 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?

4b.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?

Performance Indicator Statement

HS 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

SLO Template Steps: Teacher

5. Elective Rating

5a. Level

Failing0% 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______

Describes the number of students expected to meet the performance indicator criteria.

5a: Proficient85% to 94% of students meet

the performance indicator.

5a: Teacher

Effectiveness Measure

SLO Online Resources

pdesas.org

Available Templates

and Rubrics

Homeroom

IU8 Wiggio(Online support group)

Your Questions?