1. Technical Difficulties? lrodgers@iu28.org

2. SLO Overview ARIN Unified Inservice October 13, 2014 2 Lynne Snyder, Supv. of Curriculum and Instruction Jeremy Gabborin, Curriculum Coordinator Lori Rodgers, Educational Technology Specialist

3. Objectives Provide an overview of the changes to educator evaluations as mandated by Act 82 of 2012 Describe where/when SLOs fit into the new evaluation process Provide a step by step explanation of what goes into each section of the SLO template Share one or more examples of a completed SLO template Demonstrate where to find SLO resources (SAS, RIA Homeroom) 3

4. Why SLOs? Educator Effectiveness 4

5. House Bill 1901 Race to the Top Act 82 of 2012 5

6. Act 82 went into effect: on July 1, 2013 for classroom teachers, on July 1, 2014 for principals and for non-teaching professionals Among other things, Act 82 of 2012 mandates the use of multiple measures of student achievement as part of the evaluation process - the first time that student achievement is being linked to teachers' evaluation. 6

7. Chapter 19 Act 82 required that PDE develop regulations to guide LEAs in implementing the changes outlined in Act 82 – these regulations can now of found in Chapter 19 of Pennsylvania’s School Code. Included in Chapter 19 are rating tools: o 82-1 for Classroom Teachers o 82-2 for Principals o 82-3 for Non-Teaching Professionals 7

8. You may remember these pie charts from the presentations you’ve seen the past couple of years… 8

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11. And then… 11

12. Tom Corbett, Governor ▪ Carolyn C. Dumaresq, Acting Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness June 26,2014 12

13. 13 For classroom teachers who DO possess teacher specific data from student performance on state assessments and PVAAS growth data, the LDR score will comprise no more than 5% of the classroom teacher’s overall evaluation based upon the availability of any other teacher specific measures. For classroom teachers who do NOT possess teacher specific data from student performance on state assessments and PVAAS growth data, the LDR score will comprise no more than 15% of the teacher specific data portion. This percentage may be reduced for classroom teachers without state assessment or PVAAS data, if the classroom teacher has applicable and available data based upon progress meeting student IEPs. In this instance, the LDR could be reduced to no less than 10%.

14. Policy Decisions (September 2014) “N Count” Teacher Specific Data Decision Making Guide Streamlined SLO Process for IEP Progress (discussed later in presentation) 14

15. “N count” LEAs are encouraged to utilize a “n” count of 11 across teacher specific and elective data. This is consistent with the “n” count PDE utilizes for other data sources such as the SPP and PVAAS. In absence of teacher specific and elective data the observation and practice components of the evaluation system could be substituted. It is a local decision whether an LEA chooses to utilize a lower “n” count for teacher specific and elective data. Hence, an LEA could chose to develop a SLO for less than eleven students, if they believe that they can attribute student achievement to the teacher. An LEA should discuss any decision to use the “n” count of 11 or a lower “n” count with its solicitor. 15

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19. Tom Corbett, Governor ▪ Carolyn C. Dumaresq, Acting Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Observation and Practice Planning and Preparation Educational Environment Delivery of Service Professional Development Student Performance/School Performance Profile (SPP) Student Performance/School Performance Profile (SPP) Non Teaching Professional Employee Effectiveness System in Act 82 of 2012 June 26, 2014 Includes: 1) those holding an Educational Specialist certificate (for example, school nurses, guidance counselors, school psychologists); (2) educators holding an instructional certificate but who do NOT provide direct instruction to students (for example, instructional coaches, technology coaches); and 3) those working under an administrative certificate, but not as a principal/assistant (e.g., Directors/Supervisors of Special Education or Curriculum) 19

20. Tom Corbett, Governor ▪ Carolyn C. Dumaresq, Acting Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Observation/ Practice Framework for Leadership Domains Strategic/Cultural Leadership Systems Leadership Leadership for Learning Professional and Community Leadership Building Level Data/School Performance Profile Indicators of Academic Achievement Indicators of Closing the Achievement Gap, All Students Indicators of Closing the Achievement Gap, Historically Underperforming Students Academic Growth PVAAS Other Academic Indicators Extra Credit for Advanced Achievement Correlation Data/Relationship Based on Teacher Level Measures Elective Data/Student Learning Objectives District Designed Measures and Examinations Nationally Recognized Standardized Tests Industry Certification Examinations Student Projects Pursuant to Local Requirements Student Portfolios Pursuant to Local Requirements Principal Effectiveness System in Act 82 of 2012 June 26, 2014 20

21. Questions? If you have questions, please jot them down – you will have an opportunity to ask them at the end of this presentation. 21

22. SLOs 101 22

23. SLO Premises 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. 23

24. The SLO in PA is written to a specific teacher and a specific class/course/subject area for which that teacher provides instruction. 24

25. Every classroom teacher* designs at least one SLO. Math Physics Physical Education History Chemistry Kindergarten Special Ed Journalism *with an N count of 11 or greater (if that recommendation is adopted by the LEA) 25

26. 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, professional learning communities) 26

27. Many factors can influence the size of an SLO, but the process remains the same… Time Frame Course Content Important Learning Needs 27

28. Check for understanding…. Turn and Talk How is the SLO used? Who writes an SLO? What does an SLO measure? 28

29. How are you currently assessing student achievement? What do you do/use? If an assessment you are already giving fits the SLO criteria, use it – don’t reinvent the wheel! 29

30. SLO Pilot (2013-14) In 2013-14, districts were asked to volunteer to send “Implementation Teams” to their IU for two days of training on SLOs. o Central Office Administrator o Principal o 2 or more teachers The goal was to have at least 3 pilot districts/IU. o IU 28: Apollo-Ridge, Freeport Area, and United The Implementation Team was then to train at least 4 additional teachers “back home” Those 6 or more teachers were to develop/implement/submit an SLO. 30

31. PA’s SLO Initiative – Leadership PDE POC: Mr. O David Deitz Dr. J.P. Beaudoin, CEO, Research in Action 31

32. Student Learning Objective PDE’s Definition: A process to document a measure of educator effectiveness based on student achievement of content standards. 32

33. SLOs: A Three-Step Process DESIGN (Teacher) o The THINKING phase – deciding: What will I assess? How will I assess it? What target(s) will I expect my students to reach? BUILD (Teacher) o The ACTION phase – filling in: Template #4-SLO Process Template I f you develop a Performance Task (evaluating what students “do”), use Template #5-Performance Task Framework. REVIEW (Teacher, then Principal) o The REFLECTION phase – checking to ensure the SLO (and Performance Measures) meet established criteria and, as needed, making refinements. 33

34. SLO Guiding Principles SLOs should: 1.Represent student performance in a specific course/content area taught by the educator. 2.Align to a targeted set of content standards that represent the depth and breadth of the goal statement. 3.Contain results from only high-quality performance measures collected in an equitable, verifiable, and standardized manner. 4.Use measures based on two time-bound events/data collection periods (growth metric) and/or summative performance with defined levels of achievement (mastery metric). 5.Include performance indicators linked to performance measures. 34

35. SLO Process Template 35

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38. Sections in SLO Process Template 1.Classroom Context – demographics 2.SLO Goal 3.Performance Measures (PM)– information about the assessment(s) 4.Performance Indicators (PI) – desired level of student achievement 5.Elective Rating – teacher targets by performance level 38

39. 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 Section 1: Classroom Context 39

40. Template – Section 1 40 1

41. Section 1: Classroom Context 41 3

42. General Description Contains a statement about the “big idea” the SLO is based upon See “Big Ideas” and essential questions (or even the concepts/competencies in the Curriculum Frameworks on SAS. Provides the specific PA standards associated with the goal Articulates a rationale about the Goal Statement Narrative providing reasons why the Goal Statement and the aligned standards address important learning for this class/course/content area. Section 2: SLO Goal 42

43. Goal Statement - Guiding Questions ENDURANCE - Will this goal provide students with knowledge and skills of value beyond a single test date? LEVERAGE - Does this goal provide knowledge and skills of value across disciplines? READINESS FOR THE NEXT LEVEL OF LEARNING - Will this goal provide students with essential knowledge and skills necessary for success in the next level of instruction? 43

44. Template – Section 2 44 1

45. Section 2: SLO Goal 45 4

46. Section 3: Performance Measures General Description Identifies all performance measures, including name, purpose, type, and metric Articulates the administration and scoring details, including the reporting Need to ensure that the Performance Measure(s) selected are aligned to (in other words, actually measure) the Goal and Standards you selected. NOTE: ARIN will be offering additional training in “Assessment Literacy” to ensure that Performance Measures are both valid and reliable. 46

47. Template – Section 3 a-e 47 1

48. Section 3: Performance Measures 48 5

49. Template – Section 3 f-j 49 1

50. Section 3: Performance Measures 50 6

51. Performance Measures Teachers should attach to the SLO form a copy of each Performance Measure used, including the answer key(s)/rubric(s), so that the administrator can review them as well. Performance Measure options include: o Teacher-made paper/pencil tests o Textbook Tests o Commercially-developed tests (e.g., DIBELS, CDTs) o Student Performance Tasks May use Template #5-Performance Task Framework to document these: www.pdesas.org>Instruction>Student Learning Objectives>Templates>Template #5-Performance Task Framework- May 2014-Final-R Accompanying Help Desk: www.pdesas.org>Instruction>Student Learning Objectives>Template Helpdesk Documents>Performance Task Framework-Help Desk-May 2014-Final-R 51

52. 52 Template #5-Performance Task Template

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54. Section 4: Performance Indicators 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 54

55. Template – Section 4 55 2

56. Section 4: Performance Indicators 56 7

57. Section 5: Teacher Expectations General Description Categorizes percentages of students who meet the Performance Indicator targets (identified in section 4a) into four levels: Failing Needs Improvement Proficient Distinguished Historical data, if available, is helpful in determining the percentage ranges. Helpful hint: Start with the Proficient level. The resulting calculation determines the teacher score in the “Elective” portion of the overall teacher rating. 57

58. Template – Section 5 58 2

59. Section 5: Teacher Expectations 59 8-9

60. Levels of Projected Performance The SLO Process allows for a great deal of flexibility and control. The four Teacher Expectation levels are established by educators prior to the evaluation period. Each performance level is populated with a percentage ranging from 0% to 100% distributed among all four levels. The principal and teacher need to have a conversation about how the ranges were established. 60

61. Elective Rating Example 1.Teacher Expectations 5a. Level Failing 0% to 59% of students will meet the PI targets. Needs Improvement 60% to 79% of students will meet the PI targets. Proficient 80% to 89% of students will meet the PI targets. Distinguished 90% to 100% of students will meet the PI targets. IndicatorsPI #1 Jumping PI #2 Hopping PI #3 Sprinting Number of Students who Meet Expectations (i.e., meet the Performance Indicator in 3a) 758085 Total Number of Students Assessed100 Individual Performance Indicators: How well did the students do?: SLO is based on 100 students in each indicator. Indicator #1: 75 of your 100 students met the expectation Indicator #2: 80 of your 100 students met the expectation Indicator #3: 85 of your 100 students met the expectation 75+80+85=240 students met the expectations240 divided by 300 (total number of students) =.80 or 80% 80%PROFICIENT 61

62. 62 A Simple Sample SLO Jack and Jill Elementary

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70. PDE’s Online Tools to Implement the SLO Process SAS Portal: www.pdesas.org www.pdesas.org 70

71. www.pdesas.org>Instruction>Student Learning Objectives 71

72. SLO Resources on SAS (click on arrows to expand) 72

73. Model SLOs on SAS/RIA Homeroom Art Grade 3 Art Grade 8 Beginning Instrumental Music Choir Grade 9-12 Culinary Arts Grade 11 Digital Media Arts Grade 9-12 Economics Grade 11-12 Food and Nutrition Math Grade 1 PE Grade 3 Physical Education HS Spanish I Grade 7-8 73

74. Click on either link to go to the RIA Homeroom site. 74

75. Log in, or, if not yet a user, register for the site: 75

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77. Homeroom Homepage 77

78. To find the Word and online templates, click on “Build” 78

79. Then click on “Templates” 79

80. Click on “Download” to save a Word version; click on “Select” to fill one out online (shows up under “My History” on homepage). 80

81. Additional Considerations Quality of the SLO o Under Review Tools o None of these tools are “ideal,” but we recommend “Template #7-SLO Coherency Rubric – May 2014” (pp. 13- 15 in your packet; ignore “Task ID Column”). Quality of the Performance Measure o NOTE: ARIN will be offering additional training in “Assessment Literacy” to ensure that Performance Measures are both valid and reliable. Additional information/guidance/tools for Principals o Under School Leader Materials 81

82. FAQs 82

83. How much is enough? One SLO with multiple Performance Measures? Two SLOs? Whatever the teacher and an evaluator agree is enough… Be cautious about “putting all your eggs in one basket.” 83

84. When must SLOs be implemented? 1.Districts are NOT required to have SLOs ready to go on Day 1 this fall – rather, during the first semester, they may use that time to provide professional development and work with their staff to develop the SLOs. 2.During the second semester, teachers must then implement those SLOs. 84

85. How long a timeframe must an SLO encompass? PDE likes year-long goals/SLOs. This year, obviously, the resulting SLOs may not be “year-long.” PDE doesn’t like a goal/SLO that encompasses a month or less. Perhaps at least a unit (6-9 weeks)? Remember, the goal is expected to be a “Big Idea.” 85

86. Must all SLOs be aligned to Academic Standards? Initially, the guidance was that SLOs must be based on academic standards/achievement (and not behavior goals); however, SLOs aligned to the Standards for Student Interpersonal Skills are also permitted (LEA decision). 86

87. If a teacher has an n- count of 11, how do you document the “IEP Progress” Option? 87

88. 88 Guidance Document SLO Process for IEP Progress What is meant by “progress in meeting the goals of student IEPs” and how will that be measured as a component of teacher specific data? It is a measure of growth and student performance related to special education students meeting IEP goals. Any measure based upon progress made in meeting students’ IEPs may be developed by the local LEA, if applicable to a particular classroom teacher, and shall be validated through a Student Learning Objective (SLO) process to compile a score for such measure. Teachers may use aggregated case load data of the percentage of students meeting IEP goals through documented progress monitoring. The supervising administrator should work in collaboration with the teacher to set the performance measures and indicators and should meet frequently to review progress monitoring data (e.g. select a targeted subject area and grade level). Per IDEA, it is expected if students’ progress monitoring data indicates a student is not making progress, the IEP team must be reconvened to consider all data and make adjustments to the students’ program. This IEP progress monitoring aggregate data for a targeted subject and targeted case load should only be used in circumstances that preclude the use of the general education performance measures. 34 C.F.R.300.3214 (ab)ii(A)

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91. Can all the teachers teaching the same thing (grade/subject or course) use the same SLO? PDE is certainly encouraging collaboration to develop SLOs and accompanying Performance Measures – they would even go so far as to say that doing so embodies “best practice.” That said, however, each teacher’s SLO needs to be tailored to his/her specific students. So, the SLO Goal (section 2) and the Performance Measures (section 3) may be the same. But the Performance Indicators (section 4) should be tailored to a teacher’s specific students. And the Elective Rating Levels (section 5a) should be tailored to the specific teacher. 91

92. Objectives Provide an overview of the changes to educator evaluations as mandated by Act 82 of 2012 Describe where/when SLOs fit into the new evaluation process Provide a step by step explanation of what goes into each section of the SLO template Share one or more examples of a completed SLO template Demonstrate where to find SLO resources (SAS, RIA Homeroom) 92

93. The rest of today… For those participating in breakout sessions during the rest of today: Your goal is to develop by the end of the day one or more SLO drafts (and perhaps one or more Performance Measures) to share with your administrator. You are encouraged to collaborative with colleagues teaching the same grade/course, if applicable. As you develop your SLO(s), you may find the criteria in the “SLO Coherency Rubric” (pp. 13-15 in your packet) helpful to ensure a quality SLO. We recommend using the Word version of Template #4 initially. Once your SLO is “finalized,” then you may want to copy/paste it into the online SLO Template #4 in the RIA Homeroom. 93

94. Maintaining an Optimistic View SLOs are a chance for you to show what your students know and are able to do beyond the PSSAs/Keystones! 94

95. Any Lingering Questions?? 95

96. DISCLAIMER This presentation is based on our best understanding of the information available from PDE to-date. Please be advised that PDE may provide future information/interpretation/guidance. The information in this presentation is therefore subject to change… 96

97. HELPFUL INFO Where to find PDE’s SLO Tools: www.pdesas.org > Instruction>Student Learning Objectives Where to find the PowerPoint: www.iu28.org > Departments>Curriculum>Unified Inservice 2014 (SLOs)www.iu28.org Questions remainder of today: 724-463-5300, ext. 1210 (Lynne Snyder) Questions after today: o Lynne A. Snyder: lsnyder@iu28.org ; 724-463-5300, ext. 1210lsnyder@iu28.org o Jeremy V. Gabborin: jgabborin@iu28.org ; 724-463-5300, ext. 1225 jgabborin@iu28.org Remember: o SLOs are a chance for you to show what your students know and are able to do beyond the PSSAs/Keystones! o Select a Goal that is worthy of an SLO! 97