Presentation on theme: "Goals and Objectives Goal:"— Presentation transcript:
1 PA Student Learning Objectives (SLO) Process: A Training for Administrators
2 Goals and Objectives Goal: Provide school leaders guidance and procedural suggestions for the implementation of student learning objectives (SLOs) as part of PDE’s Educator Effectiveness System.Objectives:1.Orient school leaders to PDE’s SLO process.2.Identify roles and responsibilities needed to implement SLOs.3.Review tasks and review suggested procedures for each phase (Design, Build, & Review).
5 PDE Teacher Effectiveness Final Rating Form How will I calculate my final Teacher Effectiveness Rating? How will SLOs affect my final rating score?Use the Excel tool on the PDE website at:r_effectiveness_project/20903
7 SLO DefinitionA process to document a measure of educator effectiveness based on student achievement of content standards. SLOs are a part of Pennsylvania’s multiple- measure, comprehensive system of Educator Effectiveness authorized by Act 82 (HB 1901).
8 Every teacher designs an SLO MathPhysicsPhysicalEducationChemistryHistoryKindergartenSpecialEdJournalism14
9 Should You Write an SLO?The SLO in PA is written to a specific teacher and a specific class/course/content area for which that teacher provides instruction. To determine whether you are a teaching professional, you must be able to answer yes to the following two questions: 1. Are you working under your instructional certification? 2. Do you provide direct instruction to students in a particular subject?Direct instruction is defined as planning and providing the instruction and assessing the effectiveness of the instruction.IMT Orientation Draft 02Sept11-CS
10 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)Caution: All educators must have their own copy of the SLO. Educators must measure the performance indicators against only the students assigned to them.
11 Check for understanding…. Time for Table Talk about:How is the SLO used?Who writes an SLO?What does an SLO measure?
12 SLO Template 10.0A tool used to identify goals, indicators, and performance measures for use in the greater Teacher Effectiveness SystemMust use this template unless your submit your own tool for approval through PDE
13 What is a Performance Measure? The assessmentNamePurposeTypeMetricAdministrationScoring detailsreporting
14 SLO Process Components The SLO process contains three (3) action components:Design (ing): thinking, conceptualizing, organizing, discussing, researchingBuild (ing): selecting, developing, sharing, completingReview (ing): refining, checking, updating, editing, testing, finalizingKey Points for TrainersExplain that all components are done before the school year (initial conversation with principal) in preparing the SLO; however, the REVIEW component may also continue until the final results are available to determine whether or not the performance expectations have been reached.Clarify the specific timelines for the SLO process will be determined by local education agencies (LEAs) and not by the state; however, a generic timeline for the SLO process should be presented that outlines a before, during, and after school year set of activities. In general:Teacher develops SLO, along with applicable performance measures before school startsPrincipal reviews and discusses with teacher; adjustments may be required.Teacher reviews SLO progress at some midpoint in the yearPrincipal receives mid-year update from teacher; adjustments may be required.Teacher summarizes performance measure data and evaluates each performance indicatorTeacher presents final SLO resultsPrincipal assigns final rating in Section 5DESIGN: This component is the “thinking” step in the process used to conceptualize the learning objective in terms of content, students, and performance measures.BUILD: This component is the “action” step in the process that focuses on completing the SLO Process template and creating and/or selecting performance measures.REVIEW: This component is the “reflection” step used to examine the three “Cs” (i.e., Completeness, Comprehensiveness, and Cohesion) of quality.IMT Orientation Draft 02Sept11-CS
16 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
17 Section 2: Goal Statement What is a goal statement?Narrative articulating the “big idea” upon which the SLO is basedCentral to the content areaFoundational concept for later subjects/coursesTypically addresses what, how and whyThis section also includes PA standards associated with the goal and articulates a rationale for the Goal StatementGoals are the “big idea” upon which the SLO is based. These goals must be based upon PA standards and provide a rationale for choosing a particular standard which addresses the important student learning.Everything is the same for full and half day up to this slide.As a “spring-board” you may want to look at the big ideas and concepts in the SAS Curriculum Framework.Hand out Goal statement examples and Goal worksheetHave participants review the examples of goal statements firstHave participants refer to template #1IMT Orientation Draft 02Sept11-CS
18 Big Idea In Pennsylvania, there is a location that we find our “big ideas” for curriculum• CurriculumFrameworks Tab• At bottom of the page• Select a subjectarea• Select grade level
21 What is a Performance Indicator? The performance indicator articulates targets for Performance MeasureA PI describes an individual student performance expectationThis section may include a focused student group (Optional)Affords teachers the opportunity to link and/or weigh indicators (Optional)Performance Indicators are the expected levels of achievement for students in the SLO population based on the performance measures.Handout: SLO Blueprint Physical Education and SLO Blueprint TemplateIMT Orientation Draft 02Sept11-CS
23 What is a Performance Measure? Identifies all performance measures, including name, purpose, type, and metricArticulates the administration and scoring details, including the reportingPMs must be aligned to targeted content standardsConsider what assessments you are currently using in your classroom and if they will work in your SLO….also consider if you will need to design a new assessment…are the various tools/assessments which will be used to measure student achievement toward a specific goal.Use the handouts from previous slideIMT Orientation Draft 02Sept11-CS
24 SLO Process Design Performance Performance Standards Example Goals/ SLO GoalPerformanceIndicatorIndicator #1Indicator #2PerformanceMeasuresAssessment#1a#1b#2
26 Teacher ExpectationsThis section selects the overall SLO rating for the teacher….Below is an example only: these scores should reflect a collaboration between the teacher and the administrator.Failing: 0% - 69%Needs Improvement: 70% - 84%Proficient: 85% - 94%Distinguished: 95% - 100%
28 Check for learning….Time for Table Talk about:In what ways do the elements of the SLO Template interact with each other??What questions, if any, do you have regarding the components of the SLO process and template?
29 Key Points for School Leaders The SLO Process facilitates a conversation about expectation between educators (principals and teachers)
30 School Leader Roles and Responsibilities: Establish a Timeline Example of a SLO Timeframe: Typical School YearJuly through September – Teachers Design, Build, and Review the SLO; meet to review the SLO and signOctober through February – Teachers Implement the SLO; meet mid-year to touch baseMarch through June – Principal and Teacher Review Performance; teachers brings data to end-of-year meeting
31 Generic Process Steps for a School Leader Establish SLO template completion timeline at beginning of yearReview complete templateConduct review meeting with teacherAgree on any revisions; submit materialsEstablish “mid-cycle” spot reviewEnd-of-Year review with supporting data
32 SLO Phases - Roles and Responsibilities DESIGN Roles & ResponsibilitiesEducators: Designers that identify content standards and studentsLeaders: Facilitators that identify school- wide needs and timeline for submissionBUILD Roles & ResponsibilitiesEducators: Developers that identify performance measures and expectations within the SLO Process TemplateLeaders: Coaches that clarify and guide SLO template completionREVIEW Roles & ResponsibilitiesEducators: Checkers that verify the SLO is complete and comprehensiveLeaders: Reviewers that validate expectations and ensure coherency
33 Design: School Leader Tasks 1.Establish timeline and expectations for SLOs2.Identify SLO training and other resources3.Identify any school-wide needs that can be supported by the SLO process4.Promulgate achievement data from prior year(s)
34 Building: School Leader Tasks 1.Clarify expectations for SLOs 2.Provide additional SLO training and other resources 3.Screen draft material prior to conferencing with educator 4.Designate school-based, subject matter expert (SMEs) to support development 5.Coordinate district and IU professional development assets
35 Review: School Leader Tasks 1. Conduct preliminary review (screen) proposed SLO2. Implement conference with educator:a)Develop “triage” from screening materialsb)Align time allocation given preliminary reviewc)Provide “key points of discussion” prior to conference3. Discuss proposed SLO and applicable performance measures4. Identify any corrections, refinements, etc.5. Sign form and establish follow-up timeline
36 Procedural Conference The SLO process facilitates a conversation about expectation between educators and school leaders
37 Procedural Discussion Points: Fall Goals - StandardsWhat is the subject/content focus?Who does it encompass?How can it improve instruction/practice?IndicatorsWhat are indicators of success?How are they being measured?Which students are they based upon?MeasuresWhy are they considered high quality measures?Who administers and scores the measures?What types of data are produced?
38 Procedural Discussion Points: Winter Goals and Standards•How has the instruction supported the subject/content focus?•Which student groups are making progress or struggling?•What instruction/practice adaptations will be need in the spring?Indicators• Are indicators of success still applicable?• How well are the indicators working?• Which indicators are producing data about student performance?Measures•Which measures have been administered so far?•Are additional measures necessary at this time?•What are the data telling us about student growth and/or mastery?
39 Procedural Discussion Points: Spring- Goals and StandardsTo what degree was the “big idea” mastered by students?Which content standards will need additional instruction?How can the standards be taught more effectively?Indicators • Which indicators were established too high or too low?What did the indicators tell you about student performances?Which student groups underperformed on selected indicators?Measures •Which measures should be discontinued or need significant revisions? •To what degree did student performances meet your expectations? •What data points had the most influence on your overall rating?
40 Procedural Areas of Caution 1.The SLO is based upon small numbers of students/data points.2.Goals and indicators are “loosely” linked to targeted standards.3.Indicators are vague without specific performance criteria.4.Growth and/or mastery is not clearly defined.5.Performance measures are poorly designed, lack rigor, and/or not designed to measure PA standards.6.Overall achievement expectations are unattainable
41 SLO Process Templates Resources My History Research In Action Online AvailableTemplatesMy HistoryAvailableRubricsResourcesResearch In Action
42 SLO Online Resources SAS is the PDE website containing… the Pennsylvania content standards and other helpful PDE developed materiala downloadable SLO training “packet”, including SLO Modelslinks to Research in Action’s training platform, HomeroomLearning Communities: SAS Institute 2013 and SLO communitiesKey Points for TrainersDifferentiate how tools are organized into four groups: videos, guides, templates, and “other stuff”.Videos are powerpoints, mp3, etc. that provide information in a visual format.Guides have materials such as handouts, rules of thumb, model SLOs, etc. that reinforce content presented in the videos. They contain the details within each element of the process.Templates are used during the “Build” phase only. They create a structure for creating learning objectives and performance measures. [Note: Performance measure templates are located within the Assessment Literacy Series found within the Homeroom learning portal].“Other Stuff” is where additional materials, references, and information resides that may be helpful to the process.Homeroom is RIA’s web-based learning platform that contains…on-line training materials, including the SLO Process Template 10.0downloadable SLO training files, except the videoslinks to SAS portalIMT Orientation Draft 02Sept11-CS
43 SLO Resources in Your Folders SLO Template 10.0SLO Help Desk referenceSLO Final Scoring SamplesSchool Leader Discussion Questions: SLO Considerations for Principals and School LeadersSchool Leader SLO ChecklistSLO Quick Start Guide for School LeadersGuiding Questions for School Leader Discussions to ask regarding the SLO to Push Toward Distinguished****SLO Narrated PowerPoint Overview Resources
44 School Leader Discussion Questions… In a small group, discuss the questions listed on the SLO Considerations for Principals and School Leaders: School Leader Discussion Questions in your folder. Be prepared to share your small group discussions with the entire group!
45 Table Talk: Share thoughts about this process and discuss any questions you maystill have…
46 For additional SLO questions, please contact: Local IU1 ContactsState ContactsJoBeth McKee – IU1 Curriculum Specialist, ext. 267Jenny Lent – IU1 Curriculum Specialist, ext. 268Marissa Sacco – IU1 TAC (Literacy and Inclusive Practices), ext. 713Wendy Tiano – IU1 TAC (Reading and RtII), ext. 717Mr. David Deitz, PDE POC,Dr. JP Beaudoin, The RIA Group POC,
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