2 This presentationThis presentation and links to all of the SLO resources can be found on the supervision and educator Effectiveness websiteGo toClick on Staff buttonLook for supervision and educator effectiveness link
3 Modified ScheduleK-6 Classroom Teachers, Art, Music, PE/Health/DE, Library, FCS9:00-10:00 SLO in Auditorium10:00-10:15 Break10:15-11:15 SLO in Auditorium11:15-12:15 Lunch (in Front of Cafeteria Please)12:15-1:00 Talent Ed in Back of Cafeteria1:00-3:30 SLO Collaboration with Department in Assigned Rooms7-12 Classroom Teachers, Business/Computer, Special Ed(K-12)11:15-12:00 Talent Ed in Back of Cafeteria12:00-1:00 Lunch (in Front of Cafeteria Please)
4 Objectives Review Teacher effectiveness requirements. What’s New? Determine how to select an assessment for SLOs.Explain how to complete the SLO template.Demonstrate use of the Talent Ed software.
5 Teaching Professionals All classroom teachersIf you plan, provide instruction, and give assessments, then you are a teaching professional.You must do an SLOProcess not a templateContent standards of the teacher designing the SLO5IMT Orientation Draft 02Sept11-CS
6 IMT Orientation Draft 02Sept11-CS Emphasizing the types of assessmentThis is what the system will ultimately look like in three years.For this year - Teacher Specific Data will not be included.Key Points for TrainersPVASS teachers is 20%No PVASS teachers are 35%ALL TEACHERS MUST develop an SLO – Anyone with direct instruction or teaching certificateEmphasize the 5 types of assessments – NOT PSSA or Keystone AssessmentsIMT Orientation Draft 02Sept11-CS
7 IMT Orientation Draft 02Sept11-CS This is what what the system will look like for next year.2013/14 school year - 85% is Danielson Observation Evidence and 15% is Building level data. Pilot schools schools will submit one SLO per team.IMT Orientation Draft 02Sept11-CS
8 Every Teaching Professional Designs an SLO MathPhysicsPhysical EducationHistoryChemistryEvery teacher is expected to create an SLOKindergartenSpecial EdJournalismIMT Orientation Draft 02Sept11-CS
9 Non-Teaching Professionals School CounselorsSchool PsychologistHome School VisitorSchool NurseInstructional Technology SpecialistAnyone working under a teacher cert who does not provide direct instruction (planning, instruction, and assessment) to students.Process not a templateContent standards of the teacher designing the SLO9IMT 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)ConnieCollaboration is encouragedEx. 3rd grade comprehension goal – group of secondary content area teachers developing a goal together.Non – negotiable – every teacher must develop an SLO for his/her particular group of students.IMT Orientation Draft 02Sept11-CS
11 Student Learning Objective PDE’s Definition: A process todocument a measure of educator effectiveness based on student achievement of content standards.Process not a templateContent standards of the teacher designing the SLO11IMT Orientation Draft 02Sept11-CS
12 IMT Orientation Draft 02Sept11-CS We are going through each section and the following will be an overview of the 5 sections from the templateHandout SLO Blank Template attach the Performance Task FrameworkDesigning, Building and Reviewing high quality SLOs and Assessments is a rich and worthwhile investment toward providing students with effective learning. Like many investments, the gain is seen over time, and the SLO process is no exception. To get started, school leaders responsible for implementing the SLO process will want to download the Word document version of the SLO Template, found in the SLO box, Build button, Templates stripe. Instructions for filling out the template can be found in the "Help Desk" tool, found in the SLO box, Build button, Stuff stripe. The Help Desk document provides instructions for the completion of every field on the SLO Process Template. As of , twelve models of completed SLO Templates can be found in the SLO box, Build button, Guides stripe.IMT Orientation Draft 02Sept11-CS
14 What is the focus? Course? One period or all sections for the course? Special Education, ELLs, gifted, all students?Think of a skill you know that you want to target?Is there an area of need?Is there a topic you want to get better at teaching?Remember, this is a personal goal for you as well as your students!
15 Student Learning Objective Examples Simplified I want to see how my students improve in subtraction from the beginning of the year to the end of the year.I am going to give them a test in September to get baseline data.I am going to set a goal to reach by AprilI may assess them periodically throughout the year to benchmark their progress.Baseline was 22% proficientMy goal is 50% proficient by April.Process not a templateContent standards of the teacher designing the SLO15IMT Orientation Draft 02Sept11-CS
16 Student Learning Objective Examples Simplified In my woodworking class, my students struggle every year with measurement for the final bookshelf project.I want to focus on measurement with every project to prepare them for this culminating activity.I am going to include a rubric for each project that includes a criteria for using accurate measurements.At the end of the course, I will use the same rubric to assess mastery on the measurement concepts used in the bookshelf project.I want 80% or more of my students to earn a 3 or better on the 4 point measurement rubric for this final project.Process not a templateContent standards of the teacher designing the SLO16IMT Orientation Draft 02Sept11-CS
17 Student Learning Objective Examples Simplified Every year, my students with special needs struggle to pass my Chapter 4 test.I have data to show that, on average, only 70% of IEP students pass this test each year.I want to set a goal for 85% this year (How?)Process not a templateContent standards of the teacher designing the SLO17IMT Orientation Draft 02Sept11-CS
18 Student Learning Objective Examples Simplified I teach students to use MLA Style in my spring honors research project, and there are always a lot of errors.I am going to begin teaching and using MLA Style in the fall.I have developed a 5 point rubric that can be used all year to assess the use of MLA in 4 smaller papers and the final research project.I use the rubric for the first paper in September and only 40% of my students score a 4 or better.I want to show growth so that 80% of my students score a 4 or better on the final project.Process not a templateContent standards of the teacher designing the SLO18IMT Orientation Draft 02Sept11-CS
19 Don’t re-invent the wheel!!! Keep it simpleMake it a worthwhile endeavor, something you know should be your focusIf you are in a differentiated phase, this is your Action Research!!!!!The recommended number of students is 5 to 100 students (with a few exceptions).
21 Growth An assessment given multiple times throughout the course 4 sights, DRA, SRI, Physical Fitness test, musical performance,Could be a portion of an assessmentGrammar and conventions assessed throughout the year on a rubric used to assess writing promptsSummary of a written science lab using the same scoring criteriaScores on PSSA/Keystone-like open ended math questionsShows Improvement over time
22 Mastery Could be one assessment or multiple assessments Looks at whether or not the students successfully mastered that assessment.Think of it like the pssa/keystone Exams and whether or not the students are proficient on that assessment
23 Growth!!! Growth or Mastery? 4th grade teacher Using 4 Sight in readingLooking for student improvement between first, second, third, and fourth administration of the assessment that year.
24 Mastery!!! Growth or Mastery? 9th grade Physical Education Class Students go through conditioning for running the mileAt the end of the semester, students are given an assessment to determine if they can run the mileThe percent of students able to run the mile is calculated
25 Mastery!!! Growth or Mastery? Family Consumer Science Students must pass a test in food safety and sanitation before being allowed to use the kitchenStudents test and retest until they pass itThe FCS teacher wants to look at increasing the number of students who pass this test on the first try
26 Growth!!! Growth or Mastery? a goal to improve student responses to open ended questions in social studiesProvides instruction throughout the year on how to restate the question in the response, provide a topic sentence, and a conclusion with each responseA rubric is used to assess the three topics above and is used all year for multiple open ended responses (content graded separately)Comparison of how well students did 1st quarter, 2nd Quarter, 3rd Quarter and 4th Quarter on these 3 topics.BTW, this does align to CCSS for writing in Social Studies
27 Growth!!! Growth or Mastery? CDT is given 3 times during the year in Algebra ILook for students to have an Overall scale score showing improvement of a minimum of one standard error above the first administration score.
28 Mastery!!! Growth or Mastery? CDT is given 3 times during the year in Algebra ILooking at the last administration, the overall score for students is no less than the Algebra I Bottom of Green (1134).
29 Growth vs. masteryIt is not so much the assessment you use but how you use it!
30 Which Assessment Should I use? If you have a standardized assessment (4Sight, CDT, DRA, CFFA, SRI, etc.) USE IT!!!!If you don’t have a a standardized assessment, you must have a rubric to evaluate the skills you are assessing.You must complete the Performance Task framework in addition to the slo document.You may not use PSSA/Keystone/AP (Timeline)Think about an assessment on which you “should” focus to show personal/professional growth.
31 Questions about Assessment? Stand up!Share with the person next to you: which assessment are you thinking about using?What are the skills you want students to master or to show growth?Why is this an area for your own personal growth?
32 Teacher Created vs. Standardized Assessments If you are using a teacher-created assessment, you must complete the performance task template in addition to the slo.You must have a scoring rubric for a performance task, and/or an open-ended assessment or item.You must have a test blueprint for a test.
33 Sample Performance Task Models PE Grade 3EconomicsMath Grade 1 (Everyday Math Example)Others can be found onClick on instructionClick on Student learning objectivesClick on models
34 Other Helpful Documents Listed on the cover of the handoutLinks to all supervision information is on our Supervision/Teacher effectiveness link off of the staff page of our website
35 Goal & Objectives Goal: Participants will: Build Student Learning Objectives (SLOs) for use in guiding instruction and determining student mastery and/or growth as part of Pennsylvania’s Teacher Effectiveness system.Participants will:1. Review each section of the “SLO Process Template ” and the “Help Desk” definitions.2. Complete the SLO Process Template AND applicable Performance Measures.Module 2-Building SLOs - May 2014
36 Outline of the Build Module Preview SLO Template & Help Desk BuildingClassroom ContextSLO GoalPerformance MeasuresPerformance IndicatorsElective RatingPreview SLO Template & Help DeskModule 2-Building SLOs - May 2014
37 Student Learning Objectives PreviewModule 2-Building SLOs - May 2014
38 Section 1: Classroom Context General DescriptionContains demographic information about the educational settingArticulates the course, grade(s), and students the SLO is based onProvides class size, frequency, and duration dataModule 2-Building SLOs - May 2014
39 Section 1: Classroom Context ElementDefinition1a. NameEducator’s full name1b. SchoolName of school(s) to which the educator is assigned during the current year.1c. DistrictName of district to which the educator is assigned during the current year.1d. Class/Course TitleName of the class/course/content upon which the SLO is based.1e. Grade LevelGrade level(s) for those students included within class/course identified in Element 1d.1f. Total # of StudentsAggregate number of students (estimated, across multiple sections) for which data will be collected and applied to this SLO.1g. Typical Class SizeThe “average” number of students in a single session of the class/course identified in Element 1d.1h. Class FrequencyThe frequency and time frame in which the class/course identified in Element 1d is delivered.1i. Typical Class DurationThe average number of minutes allocated to deliver a “session” of the class/course identified in Element 1d.Module 2-Building SLOs - May 2014
40 Section 2: SLO Goal General Description Contains a statement about the “Big Idea” the SLO is based uponProvides the specific PA standards associated with the goalArticulates a rationale about the Goal StatementModule 2-Building SLOs - May 2014
41 Section 2: SLO Goal Element Definition 2a. Goal Statement Narrative articulating the “big idea” upon which the SLO is based.2b. PAStandardsReferences the PA Standards that align with the Goal Statement.Numeric references to PA Standards are found at:References additional professional organization standards that align to the Goal Statement.2c. RationaleNarrative providing reasons why the Goal Statement and the aligned standards address important learning for the class/course/content area.Module 2-Building SLOs - May 2014
42 Section 3: Performance Measures General DescriptionIdentifies all performance measures, including name, purpose, type, and metricArticulates the administration and scoring details, including the reportingNote: Section 3 is based upon high-quality performance measures aligned to the targeted content standards (see Assessment Literacy Series: Quick Start PA materials)Module 2-Building SLOs - May 2014
43 Section 3: Performance Measures ElementDefinition3a. NameList the name of each Performance Measure for which a Performance Indicator is established in Section 4a.3b. TypeIdentify the type(s) of Performance Measure(s) listed in 3a. From the given list, select all types that are applicable. 3c. PurposeThe purpose statement for each Performance Measure that addresses who, what, and why.3d. MetricThe metric used by the performance measure to evaluate the performance indicator.3e. Administration FrequencyThe timeframe during the school year that the Performance Measures are administered to students. For Performance Measures administered more than one time, the frequency (e.g., quarterly) is annotated.3f. Adaptations/ AccommodationsIdentifies and lists any unique adaptations or special accommodations needed for IEP, ELL, Gifted IEP, or Others to complete the tasks within each Performance Measure.Module 2-Building SLOs - May 2014
44 Section 3: Performance Measures (cont.) ElementDefinition3g. Resources/EquipmentIdentifies any unique resources, including equipment and personnel, associated with each Performance Measure.3h. Scoring ToolsIdentifies the scoring “tools” for each Performance MeasureFor objective measures, scoring keys and SCR (Short Constructed Response) /ECR (Extended Constructive Response) rubrics are identified. For subjective measures, the name of each scoring rubric and accompanying guidelines are listed.3i. Administration & Scoring PersonnelIdentifies two key individuals: the person administering the Performance Measure(s) and the person scoring.This is particularly important for subjective measures in which the subject matter expert is both administrator and scorer.3j. Performance ReportingIdentifies the manner by which student performance on the Performance Measures will be communicated to others (as appropriate). The “Summary” selection is provided to describe student achievement for linked and/or weighted Performance Measures.Module 2-Building SLOs - May 2014
45 Section 4: Performance Indicators General DescriptionArticulates targets for each Performance MeasureIncludes all students in the identified SLO groupMay include a focused student groupAffords opportunity to link and/or weight indicatorsModule 2-Building SLOs - May 2014
46 Section 4: Performance Indicators ElementDefinition4a. PI Targets: All Student GroupA description of the expected level of achievement for each student in the SLO population (as defined in Element 1f) based on the scoring tool(s) used for each performance measure (as listed in Element 3a). 4b. PI Targets: Focused Student Group (optional)A description of the expected level of achievement for students in a subset of the SLO population (as defined in Element 1f) based on the scoring tool(s) used for each performance measure (as listed in Element 4a.Subset populations can be identified through prior student achievement data or through content-specific pre-test data.4c. PI Linked(optional)A description of any performance measures for which a student must meet a specific achievement level in order to meet achievement levels on additional performance measures.4d. PI Weighting (optional)An assignment of proportional values among PIs prior to aggregation and application to Section 5. Weighting can be applied when there are more than one performance indicator.4646Module 2-Building SLOs - May 2014
47 What is “Assessment Literacy”? The skills, knowledge, and concepts associated with sound assessment practices, including the critical review of quality evidence.Module 2-Building SLOs - May 2014
48 Assessment Life Cycle Examine Validity Evidence Establish Assessment Purpose(s) and DesignBuild Test Specifications & BlueprintDevelop ItemsDevelop Scoring Keys and RubricsCreate Operational Forms & Administrative GuidelinesReview FormsAdminister Assessment and Report ResultsExamine Validity EvidenceModule 2-Building SLOs - May 2014
49 Principles of Well-Developed Measures Measures must:Be built to achieve the designed purpose;Produce results that are used for the intended purpose;Align to targeted content standards;Contain a balance between depth and breadth of targeted content;Be standardized, rigorous, and fair;Be sensitive to testing time and objectivity; and,Have score validity and reliability evidence.Module 2-Building SLOs - May 2014
50 Section 5: Elective Rating General DescriptionClassifies percentages of students who are meeting the Performance Indicator targets into four levels: Failing, Needs Improvement, Proficient, and Distinguished.Selects the overall SLO rating (see Section 5b).Module 2-Building SLOs - May 2014
51 Section 5: Elective Rating (cont.) ElementDefinition5a. LevelFour levels of projected performance regarding the PI, reflecting a continuum established by the educator prior to the evaluation period.Each performance level (i.e., Failing, Needs Improvement, Proficient, and Distinguished) is populated with a percentage range such that 0% to 100% meeting expectations is distributed among the levels.5b. RatingGiven the actual performance regarding the PI, the principal or evaluator identifies one of four performance levels.This section is not completed until after performance data are collected, reviewed, and evaluated against each performance indicator, and in the aggregate, against 5a criteria.Notes/ ExplanationProvides space for the educator to articulate influences, factors, and other conditions associated with the assigned rating as well as to reflect on purposeful review of the data.Module 2-Building SLOs - May 2014
52 Section 5: Elective Rating (cont.) Independent Performance IndicatorsSLO based on 100 students in each indicatorPI #1JumpingPI #2HoppingPI #3SprintingMet Expectations255075Total Number of SLO Students100The sum of all students that met expectations ( )The sum of all students ( )Resultant: (150/300 = .50 or 50%)Module 2-Building SLOs - May 2014
53 Your task this afternoon Receive training in Talent EdDetermine your area of focus for the slo (remember to collaborate if possible)Define the assessment(s) usedcomplete Peroformance Task Framework and rubrics/blueprints if necessary (done in Talent Ed with attachments)Complete slo document (in Talent Ed)
54 TimelineSlos and task frameworks are due for approval by the end of the day on october 13th.Conversations with your principal between now and October 13th to review your goals and receive feedback.½ day on October 13th to finalize the documents and assessments and submit them for approval.If you plan to attend the BCIU common inservice in october you must have your slo approved by your principal
55 Support Ask three before me…… Talk about your ideas with your department peersDepartment Coordinators were trained in slos last year by bciu, so they should be able to answer many questions for you.Principals will be floating around to your classrooms to provide support and answer questionsI wish I could read all of your slos, but there just is not time. I will be around to help if you have questions.