(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 1901 Race to the Top Act 82
Multiple Measures of Student Achievement 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)
Questions Write down any questions you have at this point on the 3x5 cards or post-it notes.
SLO Process A process to document a measure of educator effectiveness based on student achievement of content standards.
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.
The SLO in PA is written to a specific teacher and a specific class/course/content area for which that teacher provides instruction.
14 Every teacher designs an SLO Math Physics Physical Education History Chemistry Kindergarten Special Ed Journalism
15 Collaborative 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
Many factors can influence the size of an SLO, but the process remains the same……….. Time Frame Course Content Important Learning Needs
Check for understanding…. Time for Table Talk about: How is the SLO used? Who writes an SLO? What does an SLO measure?
18 SLO Design Coherency GOAL STATEMENT RATIN G PERFORMANCE INDICATORS PERFORMANCE MEASURES ALL STUDENTS TARGETED STUDENTS
19 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
20 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) PDEs SAS portal has identified big ideas for most content areas.
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 Section 3: Performance Indicators
General Description Identifies all performance measures, including name, purpose, type, and metric Articulates the administration and scoring details, including the reporting 22 Performance Measures
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.As appropriate, provide opportunity to describe student achievement based on growth and/or mastery. 4.Be supported by verifiable data that can be collected and scored in a consistent 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 goal 4.Identify indicators associated with the goal 5.Select and/or create performance measures for each indicator 6.Create performance expectations for all indicators
SLO Process Steps: School Leader 1.Conduct preliminary review (screen) proposed SLO 2.Implement conference with educator: a)Develop triage from screening materials b)Align time allocation given preliminary review c)Provide key points of discussion prior to conference 3.Discuss proposed SLO and applicable performance measures 4.Identify any corrections, refinements, etc. 5.Sign form and establish follow-up timeline
Questions Write down any questions you have at this point on the 3x5 cards or post-it notes.
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. Name1b. School1c. District 1d. Class/ Course Title 1e. Grade Level 1f. Total # of Students 1g. Typical Class Size 1h. Class Frequency 1i. Typical Class Duration 2. SLO Goal 2a. Goal Statement 2b. PA Standards 2c. Rationale
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 Section 1: Classroom Context
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 Section 2: SLO Goal
Goal Considerations Big idea? Measurable? Realistic? 35
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
Spanish 1 Students will be able demonstrate effective communication in the target language by speaking and listening, writing, and reading. 8 th Grade 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.
Targeted content standards used in developing the SLO. Arts and Humanities: 9.1, 9.2, 9.3, 9.4 pdesas.org
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.
SLO Template Steps: Teacher 3. Performance Indicators (PI) 3a. PI Targets: All Student Group PI Target #1 PI Target #2 PI Target #3 PI Target #4 PI Target #5 3b. PI Targets: Subset Student Group (optional) PI Target #1 PI Target #2 PI Target #3 PI Target #4 PI Target #5 3c. PI Linked (optional) 3d. PI Weighting (optional)
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 Section 3: Performance Indicators
Describes individual student performance 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.)
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. 5 th Grade ELA DRA 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 #1 PM #2 PM #3 PM #4 PM #5 4b. Type ____District-designed Measures and Examinations ____Nationally Recognized Standardized Tests ____Industry Certification Examinations ____Student Projects ____Student Portfolios ____ Other:______________________________ 4c. Purpose PM #1 PM #2 PM #3 PM #4 PM #5 4d. Metric Growth (change in student performance across two or more points in time) Mastery (attainment of a defined level of achievement) Growth and Mastery 4e. Administration Frequency PM #1 PM #2 PM #3 PM #4 PM #5 4f. Adaptations/ Accommodations IEP ELL Gifted IEP Other 4g. Resources/ Equipment PM #1 PM #2 PM #3 PM #4 PM #5 4h. Scoring Tools PM #1 PM #2 PM #3 PM #4 PM #5 4i. Administration & Scoring Personnel PM #1 PM #2 PM #3 PM #4 PM #5 4j. Performance Reporting PM #1 PM #2 PM #3 PM #4 PM #5
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 Section 4: Performance Measures
Many things must be considered when building quality assessments. Handouts: Performance Measure Task Framework Performance Measure Framework Template Handouts: Performance Measure Task Framework Performance Measure Framework Template
Building Performance Measures and Tasks 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?
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 Measures
SLO Template Steps: Teacher 5. Teacher Expectations 5a. Level Failing 0% 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 Description Identifies each level (Failing, Needs Improvement, Proficient, Distinguished) students are meeting the PI targets. Selects the overall SLO rating. 52 Section 5: Teacher Expectations
Describes the number of students expected to meet the performance indicator criteria. 5a: Proficient 85% to 94% of students meet the performance indicator.
Joining the SLO Professional Learning Community on SAS. Go to the SAS home page(www.pdesas.org )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.
Key Process Points The SLO process facilitates a conversation about expectation between educators (principals and teachers)
Key Points (3) What is the subject or content focus? Who does it encompass? How can it improve instruction and educator practice? Goals- Standards What are indicators of success? How are they being measured? Upon which students are they based? Indicators Are they high quality measures? Who administers and scores the measures? What are the expectations for students? Performance Measures
1.The SLO is based upon small numbers of students/data points. 2.Goals and indicators are linked to standards. 3.Indicators are vague without specific performance criteria. 4.Growth and/or mastery is not clearly defined 5.Performance measures are not well designed or lack rigor. 6.Overall student achievement expectations are extreme. IV. Areas of Caution
IV. Generic Process Steps: Leader 1.Establish SLO template completion timeline at beginning of year 2.Review complete template 3.Conduct review meeting with teacher 4.Agree on any revisions; submit materials 5.Establish mid-cycle spot review 6.End-of-Year review with supporting data
Contact Info PDE POC: Mr. O David Deitz firstname.lastname@example.org RIA POC: Dr. JP Beaudoin
Frequently Asked Questions What 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 courses assessed 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 models can 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.