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Overview for Warrior Run – March, 2014. Training Timeline for SLO Implementation Today: –Overview and Introduction of Goals and Standards (Sections 1.

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Presentation on theme: "Overview for Warrior Run – March, 2014. Training Timeline for SLO Implementation Today: –Overview and Introduction of Goals and Standards (Sections 1."— Presentation transcript:

1 Overview for Warrior Run – March, 2014

2 Training Timeline for SLO Implementation Today: –Overview and Introduction of Goals and Standards (Sections 1 and 2) June 6 (AM): –Review Goals and Standards –Introduction of Performance Measures and Indicators (Sections 3 and 4) –Write an SLO through Section 4 August 18 or 19: –Review Sections 1-4 –Introduction of Elective Rating –Instruction regarding use of prior data to drive SLO decisions. September or October –Finalize SLO based on knowledge of current students.

3 Session Objectives I.Review Teacher Effectiveness System II.Overview of what an SLO is III.Sections I and II of the template

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6 No “double dipping” on the pie chart. SLOs cannot take the place of SMART Goals completed on the Observation and Practice side. These two activities can align, but not take the place of the other.

7 What is an SLO? A process to document a measure of educator effectiveness based on student achievement of content standards.

8 The SLO Process: Creating a Relationship Measurement of Student Achievement Measurement of Educator Effectiveness

9 THE PA SLO TEMPLATE & PROCESS What it is supposed to be: What it is not supposed to be: More paperwork for teachers that has no meaning or purpose More testing for students A weak substitute for PVAAS or other standardized testing data Something that takes the place of our District SMART GOALs. A format to inform strong instructional practice and strong student achievement A way to measure teacher effectiveness based on student achievement An opportunity for teachers to define, describe and present data on student achievement in the content area that they teach

10 The SLO in PA is written to a specific teacher and a specific class/course/content area for which that teacher provides instruction. The SLO: It’s Yours!

11 1 Set of Students + 1 Subject = 1 SLO Each teacher will chooseONE set of students andONE subject area that theyteach to write ONE StudentLearning Outcome. Think of it as providing a water sampleof your teaching or a show and tellabout what you do as an educator.

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

13 What is the difference between a SMART Goal and an SLO? SMART Full year goals Aligned with district goals Opportunity to improve practice. –It is good to stretch yourself in a SMART goal. –It is possible to not meet your goal and get credit for trying. SLO Variable time: at least 6 weeks to a year Teacher Specific Meeting the goals impacts your evaluation.

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15 SLO Template: Section 1 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 * Use the HELP DESK for definitions and examples.

16 SLO Template: Section 2 2. SLO Goal 2a. Goal Statement 2b. PA Standards 2c. Rationale * Use the HELP DESK for definitions and examples.

17 C R I T E R I A for GOALS (2a) Goals are based upon the “big ideas” within the content standards. They should be transferrable to other grade levels or content areas. They should work toward skills neededupon graduating – long-term skills. A goal may feel too big to measureeverything inside it, but it will get morespecific with the standards.

18 Bad Goals (too specific):1) Students will be able to identify a metaphor in apoem. 2) Students will be able to reduce a fraction tolowest terms. Better Goals that can still assess theskills above:1) Students will determine how the author uses themeaning of words or phrases, including figurativemeanings to communicate a message. 2) Solve real-world and mathematicalproblems involving division offractions.

19 Sample Elementary Goals: Students will recognize upper and lower caseletters and corresponding letter sounds. (K LA) Students will demonstrate that mathematicalrelationships among numbers can berepresented, compared, and communicated.(1 Math) Students will apply basic movement skills andconcepts by focusing on manipulative skills.(2 PE) Students will demonstrate that writing is arecursive process that conveys ideas,thoughts, and feelings. (3 Writing) Students will understand that matterhas observable and measurablephysical properties. (4 Science)

20 Sample Middle School Goals: Students will comprehend through intentionalinteraction between reader and text. (5 Reading) Students will demonstrate that purpose, topic, andaudience guide types of writing. (6 Writing) Students will understand and demonstrate that anobject’s motion is the result of all forces acting on it.(7 Science) Students will interpret history through an analysis ofcause and result. (8 History) Students will use formal and informal processes toassess the quality of works in the arts. (8 Art) Students will apply the concepts of safepractices and injury prevention can helpindividuals make good decisions in thehome, school, and community. (Health)

21 Sample High School Goals: Students will develop substantive content that is fullyexplained and well-supported with details, facts, research,examples and is appropriate for the topic. (Writing) Students will be able to distinguish between independentand dependent events in order to calculate compoundprobabilities within real world situations. (Algebra II) Students will be able to explain how nutrition, eating habits,and preparation choices impact overall health and wellnessthroughout the lifecycle at individual and societallevels.(FCS) Students will apply economic concepts such as scarcity;income, profit, and wealth; assess the functions ofgovernment; evaluate markets and economicsystems; and, examine economicinterdependencies. (Economics) Students will analyze a primary source foraccuracy and bias and connect it to a timeand place in United States history. (History)

22 C R I T E R I A for STANDARDS (2b) Choose PA Core Standards where applicable. Choose a few standards that align to the goal butreally speak to the unit that you wish to teach andmeasure student learning. It can be ONE standard, if the standard is very broad, almost like a goal itself. You can have many standards IF you are truly plan to assess each one with rigor and sufficient data. If your PA Standards are weak, choose onefoundational standard from the PA and supplementwith National Standards.

23 What standards match the goal statement? Targeted content standards used in developing the SLO

24 Sample Elementary Goal withStandards: GOAL: Students will demonstrate thatmathematical relationships amongnumbers can be represented, compared,and communicated. (1 Math) CC B.1: Extend the counting sequence to read and write numerals to represent objects. CC B.3: Use place value concepts and properties of operations to add and subtract within100.

25 Sample Middle School Goals withStandards: GOAL: Students will understand anddemonstrate that an object’s motion isthe result of all forces acting on it. (7Science) S7.C.3.1.1: Describe how unbalanced forces acting on an object change its velocity. S7.C.3.1.2: Describe forces acting on an object (e.g., friction, gravity, balanced verses unbalanced). S7.C.3.1.3: Explain the mechanical advantages of simple machines.

26 Sample High School Goal withStandards: GOAL: Students will develop substantivecontent that is fully explained and well-supported with details, facts, research,examples and is appropriate for the topic.(Writing) CC U: Use technology, including the Internet, to produce, publish, and update individual orshared writing products in response to ongoingfeedback, including new arguments and information.

27 Explains why the SLO is important and how students will demonstrate learning of the standards through this objective. This is the WHY or SO WHAT. 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.

28 Sample Elementary Goal withStandards and Rationale : GOAL: Students will demonstrate thatmathematical relationships among numbers canbe represented, compared, and communicated. (1Math) CC B.1: Extend the counting sequence to read and write numerals to represent objects. CC B.3: Use place value concepts and properties of operations to add and subtract within100. Rationale: Understanding number recognition andmathematical relationships is essential to all ofthe foundations of mathematical practice.

29 Sample Middle School Goals withStandards and Rationale : GOAL: Students will understand anddemonstrate that an object’s motion isthe result of all forces acting on it. (7Science) S7.C.3.1.1: Describe how unbalanced forces acting on an object change its velocity. S7.C.3.1.2: Describe forces acting on an object (e.g., friction, gravity, balanced verses unbalanced). S7.C.3.1.3: Explain the mechanical advantages of simple machines. Rationale: Understanding force and motionprovides students with a foundationalunderstanding of how many things work in theworld around them.

30 Sample High School Goal withStandards: GOAL: Students will develop substantive contentthat is fully explained and well-supported withdetails, facts, research, examples and isappropriate for the topic. (Writing) CC U: Use technology, including the Internet, to produce, publish, and update individual orshared writing products in response to ongoingfeedback, including new arguments and information. Rationale: Students must be able to research,synthesize, and communicate information usingtechnology to succeed in 21 st Century college or career experiences.


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