5The Rating Tool [for teacher with Eligible PVAAS Data]
6The SLO in PA is written in relationship to a specific teacher and a specific class/course/content area for which that teacher provides instruction.
7“The PSSA test doesn’t completely measure my effectiveness.” ≠The SLO [Elective data] is in response to this statement.
8measure of educator effectiveness SLO DefinitionA process todocument ameasure of educator effectivenessbased on studentachievement ofcontent standards.
9SLO 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
10SLO Process Components DESIGN Thinking about what content standards to measureOrganizing standards and measuresDiscussing with colleagues collective goalsResearching what is needed for a high quality SLOKey Points for TrainersDesigning is planning for the SLO, examining what is needed, and how performance measures are used to collect information about student achievement.Activities during this stage establish the foundation for developing a student learning objective, including such things as:Identifying target content standardsDiscussing “Big Idea” in the standardsThinking about the goalCollaborating with other teachersBrainstorming the type of performance measuresIMT Orientation Draft 02Sept11-CS
11SLO Process Components BUILD Selecting the performance measure(s)Developing targets and expectationsCompleting the templateSharing the draft materials with other colleaguesDeveloping/Documenting performance task(s)Key Points for TrainersEnsure the participants understand that the building is an iterative process between the original design and create the SLOs. Often the original designs must be changed once the details on how the standards will be measures and developed performance indicator targets.Activities during this stage complete the SLO Process Template 10.0 and include such things as:Selecting (or creating) the performance measures that are aligned to the targeted content standardsDeveloping mastery and/or growth metrics associated with the performance measuresEstablishing performance indicator targetsIdentifying students included in the SLO dataCreating performance expectationsIMT Orientation Draft 02Sept11-CS
12SLO Process Components REVIEWChecking the drafted SLO (including the performance measures for qualityRefining measures and targetsEditing text and preparing discussion points/highlights for principalFinalizing materialsUpdating completed SLOs with performance dataKey Points for TrainersEnsure the participants understand that the review phase requires an extensive evaluation of the SLOs quality in terms of the 3C’s.Completeness, Comprehensiveness, and CoherenceQuality assurance checklist and rubricActivities during this stage occur before and after the presentation to the principal, and include such things as:Finalizing and submitting the proposed SLORefining the SLO based upon feedback from the principalCollecting performance data on student achievementAdjusting SLOs at during the school yearUpdating SLOs with dataEvaluating each performance indicatorDetermining the Elective RatingIMT Orientation Draft 02Sept11-CS
14What is a Goal Statement? Definition:Narrative articulating the “big idea” upon which the SLO is built under which content standards are directly aligned.Characteristics:Encompasses the “enduring understanding” of the standardCentral to the content areaFoundational concepts for later subjects/coursesIMT Orientation Draft 02Sept11-CS
15Goal Statement Example “Students will apply the concepts and the competencies of nutrition, eating habits, and safe food preparation techniques to overall health and wellness throughout the life cycle at individual, family and societal levels.”Does this convey an enduring understanding?Is there a central idea?Is there a foundation for later concepts?IMT Orientation Draft 02Sept11-CS
16SLO Goal Goal Statement addresses: Standards Rationale Statement: (Template #1)Goal Statement addresses:WHAT the “big idea” is in the standardsStandardsHOW the skills and knowledge support future learningRationale Statement:WHY the “big idea” is a central, enduring conceptTake the participants onto the SAS portal to the Curriculum FrameworkSelect a content area to use as the model. As a district team, complete the template with a selected Goal Statement derived from the Big Ideas!
17More Considerations for Goal Statements Do you have previous data to help guide your goal?What does your growth and achievement look like?Is there a building/district-wide goal?Are there connections to SPP, PVAAS, Danielson areas of focus? Discussion
18Activity: Goal Statement (Template #1) Within your team, choose a discipline in which you’d like to focus. Preferably, choose a discipline that is very familiar to you.Complete “Template #1 Goal Statement”We will post them for the entire group.
21GoalGoal statement should articulate an appropriate “big idea”.Standards should be the appropriate Focus Standards supporting the goal.Rationale statement should be reasons why the Goal statement and the aligned Standards address important concepts for this class/course.Focus on content shifts, PA Core Focus, Important Standards.
22Template Section 2Goal statement should articulate an appropriate “big idea”Rationale statement should be reasons why the Goal Statement and the aligned Standards address important learning for this class/course.
23Performance Indicator Definition: a description of the expected level of student growth or achievement based on the performance measureAnswers two questions……….Does the indicator define student success?What is the specific measure linked to the indicator?Example:
24Examples of Performance Indicator Targets Students will achieve Advanced or Proficient on all four criteria of the Data Analysis Project rubric.Students will score an average of 3 or better on five different constructed response questions regarding linear modeling according to the general description of scoring guidelines.(http://static.pdesas.org/Content/Documents/Keysto ne%20Scoring%20Guidelines%20-%20Algebra%20I.pdf)Students will improve a minimum of 10% points from pre- to post-test for material in each semester.Students will show “significant improvement” in the Domain of Measurement on the Classroom Diagnostic Tools Mathematics Grade 7 assessment from the first to the last administration.Read each example and have participants decide whether or not the indicators are good. Use the criteria previously established. Discuss each as a group (red or green bucket) and give the reasons for the decision.
25Performance Indicator – Focus student group A description of the expected level of achievement for each student in a subset of the SLO population (1F) based on the scoring tools used for each performance measure (4A). Subset populations can be identified through prior student achievement data or through content-specific pretest data.
26Examples of Performance Indicator Targets: Focused Student Group Students who scored below the 30th percentile on their benchmark AIMSweb R-CBM probe will score above the 30th percentile by the end of the school year using the national norms.Students who scored below a 2 on the pre-test will improve a minimum of one level on the post-test.What qualifies this as a focused student group? Content-based pretest or prior achievement data? How will the issues of growth and/or achievement factor into the decision about a focused student group indicator?
27GoalFocus StandardsPerformance Indicator(s) and Measure(s)
28Activity: Growth and Mastery What assessments may be used as growth, mastery or both?MasteryGrowthParticipants complete a Venn Diagram using names of assessments as well as an example Performance Indicator Target for ALL students.
29What are the characteristics of a quality assessment? Write (3).Report out the summary from your table.
30Good assessments have…… A specific and defined purposeA mixture of question typesItems/tasks with appropriate DOK levelsItems/tasks that are Standards AlignedA quality rubricA standardized scoring methodAcademic RigorA reasonable time limit for completionAn appropriate readability levelMultiple methods of student demonstrationValidity and reliabilityWell-written directions and administration guidelinesCut scores for performance categories
31Academic Rigor Standards-Aligned Developmentally Appropriate Focused on Higher-Order Thinking
32Weighting, Linking, or Otherwise StandardYou may consider each Performance Indicator equal in importance.LinkedYou may link multiple Performance Indicators, if you like. Do this for “pass before moving on” assessments.3. WeightedYou may weight multiple Performance Indicators, if you like. Do this when you believe one or more PI’s are more complex or more important than others.
33Standard Scenario Name Student Proportion Met Target PI 1 Building a Bridge Project68/80PI 2Roller Coaster Design56/80P1 3Egg Parachute40/80𝑇𝑜𝑡𝑎𝑙= = =54.7%
34Weighting Scenario Physics Class with (3) PI targets: Name Weight Student ProportionMet TargetPointsAcquiredPI 1Building a Bridge Project50%68 8042.5PI 2Roller Coaster Design25%56 8017.5P1 3Egg Parachute40 8012.5Total Score = 72.5%
36Goal-Indicator-Measure (Big Idea)SLO GoalIndicator #1Assessment #1aAssessment #1bIndicator #2Assessment #2Goal-StandardsIndicatorPerformance MeasuresIndicator #1 might be relating to a growth/progress monitoring PI whereasIndicator #2 may be for a mastery PI
38Performance Measure - Descriptions State the name of the assessment(s).List the type of measure.Explain the purpose, state what the Performance Measure should measure.Identify the timeline and occurrence(s)Scoring Tools should indicate the solution key, rubric, checklist, etc. that is being used to score the PM.Administration & Scoring Personnel should contain who is giving the test and who is scoring it.Performance Reporting should state how others will know which students met the Performance Indicator(s).What’s the test? [generally] Why am I giving it? How will it be scored? When will it be administered?
39Template Section 4There need not be 5….This is arbitrary. Suggestion is between 2 and 5 PI’s
40Teacher ExpectationsDefinition: identifies each level (Failing, Needs Improvement, Proficient, Distinguished) students are meeting the Performance Indicator Targets.These reflect the continuum established by the teacher prior to the evaluation period.Each level is populated with a percentage range so that there is distribution of performance across levels.Based on the actual performance across all identified Performance Indicators, the evaluator will determine one of the four levels for the SLO.