Student Learning Objectives

Student Learning Objectives
Educator Effectiveness: SLO Student Learning Objectives Measuring Teacher Effectiveness Based on Student Achievement of Content Standards Presenters Pam Kastner, Jen Lillenstein, Ana Sainz Dela Pena- PaTTAN Harrisburg Amy Lena, Michelle Virtue- Cumberland Valley SD Greetings and welcome. Introduce yourself. As we begin this presentation, please understand that it is a presentation, not a training, even though some of the components may seem like training. We are still building this process, still gathering stakeholder input into the process, and just beginning to have technical review of this process. To that end, the goals of this presentation are three-fold: 1. First, to help teachers and administrators better understand the relationship between student achievement and teacher evaluation in Pennsylvania’s educator effectiveness plan. 2. Second, to introduce a process called “Student Learning Objectives, or “SLO’s”, designed to create an appropriately rigorous measure of teacher effectiveness based on student achievement for a variety of grades and courses, and 3. Third, to ask you take this message back to your schools and encourage your fellow educators to write and implement SLOs in a effort to inform our state’s educator effectiveness team as to the best ways to implement student achievement as a part of teacher evaluation. >

Questions? Incorporating evidence of student achievement into a larger teacher evaluation system is currently a part of the language found in both Federal Race to the Top requirements as well as Pennsylvania House Bill 1901 Act 82 legislation. After reviewing several diverse approaches found in other states, Pennsylvania has determined that the Student Learning Objective approach will provide our state’s educators with a rigorous yet flexible way to measure teacher effectiveness based on student achievement in a variety of content-specific disciplines and diverse modes of instructional delivery. Unlike the Danielson and PVAAS measures, SLO formats vary from state to state. Pennsylvania is currently in the construction phase, but also trying to implement some models at the same time. We will appreciate any questions or comments that you have about SLOs, and request that you place those questions on the WHITE cards found on the tables. Please write your questions on the WHITE cards found on the table.

States across the country are in the process of developing and implementing teacher evaluation systems that look at teacher effectiveness as a complex set of skills. This requires a variety of measures to describe that effectiveness. The multi-measure system in Pennsylvania looks at several different types of data, including principal observation of teaching behaviors (purple segment), teacher contributions to the academic life of the building in which he or she teaches (blue segment), specific data found in the state standardized testing (red segment), and data based on student achievement in ways not assessed through standardized testing (green segment). The student learning objective process is closely tied to the “elective data” portion of our state’s teacher evaluation system. This process shows educators how student achievement on district-developed common assessments, nationally recognized standardized tests, industry certification exams, student projects and student portfolios can be used to measure teacher effectiveness. Teachers of state standardized tested grades and subjects will have 20% attribution of Elective Data to their overall teacher evaluation.

Teachers of non-tested grades and subjects--possibly as high as 70% of the teaching staff in a school or district—will attribute 35% of the elective data to their overall teacher evaluation.

SLO Concepts 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. The concept that student achievement can be measured is not new. Standardized testing, grades, achievement rubrics and academic rewards systems are founded on the premise that student achievement can be measured. But new ideas about measurement of student achievement have surfaced as the goals of education focus on 21st century learning skills and college and career readiness: first, there are standards upon which authentic student learning in a given content area should be measured, and second, teacher effectiveness can be measured based upon student achievement measures.

Standards Based Education
Educator Effectiveness: SLO Standards Based Education The Student Learning Objective process creates a relationship between student achievement and teacher effectiveness under the umbrella of standards based education. An SLO is about linking student achievement of measurable, standards aligned objectives to effective teacher practice, and strong SLOs will inform effective teacher practice as well as provide measurement of student achievement and teacher effectiveness. Learning to write objectives for the purpose of establishing and achieving growth targets for students, guiding strong instructional practice and measuring teacher effectiveness can initially be a bit complicated! Measurement of Student Achievement Measurement of Educator Effectiveness >

What knowledge and skills might be needed to develop an SLO?
While writing SLOs does not require a lot of specific or sophisticated educational jargon, it does require some knowledge about content standards, some skills in developing appropriate assessments to describe student achievement of content standards, and some understanding about how assessment data helps to inform goal-oriented instructional practice.

Know and understand the Standards PA Standards Common Core Standards
Professional/Technical 2. Assessment Tasks Authentic to the grade or course Aligned to Standards 3. Assessment Scoring Can describe levels of student achievement toward standards based learning objectives Knowing and understanding the standards for the grade or course being taught is essential for writing SLOs. School districts who have worked to align their curriculum with PA Standards, Common Core Standards and/or Professional/Technical Standards in all content areas will have already conquered the first hurdle. A working familiarity with assessment tasks appropriate to the grade or course being taught is also essential. This statement is not meant to imply that MORE assessments should be created; teachers should be looking at assessments that are already in place and evaluating the authenticity that the assessment tasks have to the learning objectives in that grade or course, as well as the assessment’s alignment to standards. A skill closely related to the assessment task is the development of scoring methodologies that are well aligned to both the task and the learning objectives assessed by that task. Scoring scales and rubrics that clearly describe to what extent a student is achieving the learning objectives being assessed by the task will be important in describing to what extent the teacher is effective in instructing students toward achieving those objectives.

THE PA SLO TEMPLATE & PROCESS
What it is supposed to be: What it is not supposed to be: 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 More paperwork for teachers that has no meaning or purpose More testing for students A weak substitute for PVAAS or other standardized testing data More paperwork for teachers that has no meaning or purpose More testing for students A weak substitute for PVAAS or other standardized testing data The SLO Template and Process are designed to help teachers positively demonstrate the ways in which they are effective through valuable learning objectives that are content specific. Initial attempts to create SLOs will be both thought provoking and time consuming but should inform strong instructional practice, this being a primary goal of teacher effectiveness. A quality SLO can inform strong instructional practice without increasing the amount of testing that students and teachers currently experience. An SLO should be a format to inform strong instructional practice and strong student achievement, not more paperwork for teachers that has no meaning or purpose. An SLO should be a way to measure teacher effectiveness based on student achievement, not more testing for students. An SLO should be an opportunity for teachers to define, describe and present data on student achievement in the content area that they teach, not a weak substitute for PVAAS or other standardized testing data.

Educator Effectiveness: SLO
PA Educator Challenge To develop and implement an appropriately rigorous measure of teacher effectiveness based on student achievement in your content area through the use of the PA SLO Template. So, now is the time to begin a task that, once completed, will authentically demonstrate an ability to create an appropriately rigorous measure of teacher effectiveness based on student achievement for the grade or courses that you teach or supervise. The tool developed to guide teachers through this process is call the Student Learning Objectives, or SLO Template. Please remember that this tool, much like many parts of the teacher evaluation process, is being developed and minimally piloted during the school year and will continue to undergo changes as Pennsylvania and other states work with this process. It is hoped that principals will encourage teachers to complete this template and implement the process in specific content areas. It is also hoped that teachers are encouraged to share their models with colleagues and submit them to a Pennsylvania Dept. of Education resource for review, comment and future inclusion on a webpage of model SLOs. >

Getting Acquainted with the SLO Template
Independent Activity Jot down notes beside areas of the template where you have questions 2. Brief table discussion 3. Guided Review of the SLO Template, using sample statements At this time we would like you to scan through the SLO template, and jot down any questions or concerns that initially come to mind. After a few minutes, I’ll encourage each of you to do a bit of table talk with your colleagues, again for the purpose of generating questions. Following these two activities, we’ll be taking a walk through many of the components of the PA SLO template. (Note to facilitator) 1 and 2 should run for a combined ten minutes 3 is the meat of the session

Tour the SLO Template from the viewpoint of two diverse types of assessment
Grade 1 Math (AIMSweb) Elementary Level Nationally known tasks (probes) with embedded assessments Descriptive statements are often very short Mode of delivery is long (180 days) “Grain Size” is written to address one component of the entire course Grade 8 Visual Art Secondary Level Individual teacher-developed authentic project-based tasks and assessments Descriptive statements are often very long Mode of delivery is short (35 days) “Grain Size” is written to address the entire course Thank you for your participation in the activity. At this time we are going to take a tour of the SLO template, a design created to gather appropriate information for developing SLOs in Pennsylvania. We’d like for you to think of this as a tour rather than complete instruction. We’ll be looking at the tour from two different perspectives, first, the AIMSweb Grade 1 math protocol, which is a well known, commercially designed and tested math instructional protocol, and second, from a teacher developed, authentic project-based Grade 8 Visual Art protocol.

Don’t be frightened! Reasons I will not be afraid:
In the next few minutes you are going to see a lot of printed text! There are 5 good reasons not to be frightened by this! 1. First, the text slides will be divided into several sections to give you a chance to digest the concepts. 2. Second, while some of the text and descriptions may seem excessive, please understand that PDE is trying to collect complete and exact information toward developing models for future use on the SAS portal. 3. Third, there are many parts of the process that provide for frequent checks of alignment across systems (i.e.,aligning objectives to PA Standards, aligning curriculum to assessment designs, and aligning achievement to instructional practice). 4. Fourth, there will be comparisons drawn between the two different types of SLOs to demonstrate appropriate use as an SLO, and since this is a tour, you can go back and visit the statements again to make your own comparisons, and 5. Fifth, you will a set of “guiding questions” that you did not see on the SLO template. These questions should help you to better understand how to develop appropriate statements for the various components of the SLO template. Reasons I will not be afraid: 1._____________________ 2._____________________ 3._____________________ 4._____________________ 5._____________________

STUDENT LEARNING OBJECTIVE TEMPLATE
Educator Effectiveness: SLO STUDENT LEARNING OBJECTIVE TEMPLATE A format to provide a measure of teacher effectiveness based on student achievement of content standards, as applicable to the “Elective Data” portion of the Teacher Effectiveness System in Act 82 (HB 1901). An opening description of the student learning objective template informs teachers that, while student learning is the primary goal of all instructional processes, this is also methodology to measure teacher effectiveness through evidence of student achievement. The student learning objective process, including a complete template, approval by the principal or teacher evaluator, and implementation and completion of the process, is applicable to the “elective portion” of the teacher evaluation system. >

Looking at the Components of PA’s SLO Template
Teacher Information Content Area Student Learning Objective Data and Targets Used to Establish the SLO Assessment/Performance Task Administration of the Assessment/Performance Task Evidence of Individual Student Achievement Strategies/Actions to Achieve the SLO Implementation Timeline The SLO Template, which you should have in front of you as a printed copy, has twelve basic sections, each designed to help frame reflection about the students you are teaching, the setting in which they are being taught, the nature of the content students are experiencing, the goals and objectives you have for their learning, the ways in which you will know students are achieving appropriate objectives, strategies to improve instruction and a description of your effectiveness as a teacher based on your students’ demonstration of student achievement. Beginning with the end in mind, let’s jump to section 9, the Teacher Effectiveness Measure. Teacher Effectiveness Measure (Rating)

9. Teacher Effectiveness Measure
Classroom Objective How will the aggregated scores of the “Evidence of Individual Student Achievement” results be used to define teacher effectiveness? Failing: few students achieve content mastery or growth Needs Improvement: less than a significant number of students achieve content mastery or growth Proficient: A significant number of students achieve content mastery or growth Distinguished: An exceptional number of students achieve content mastery or growth Let’s look at the Teacher Effectiveness Measure from the classroom objective perspective. Statements of collective student achievement would be developed for this section, and categorized in the same way that statements from the Danielson Framework for Teaching would be categorized: Distinguished, Proficient, Needs Improvement and Failing. The following slide will demonstrate how these statements might be written for both the Grade 1 Art and Grade 8 Visual Art.

Grade 1 Math Using the AIMSweb M-Comp assessment, less than 64% of students will meet or be above benchmark (or green). Using the AIMSweb Early Numeracy assessments, less than 64% of students will meet or be above benchmark (or green). Using the AIMSweb M-Comp assessment, 65%-79% of students will meet or be above benchmark (or green). Using the AIMSweb Early Numeracy assessments, 65%-79% of students will meet or be above benchmark (or green). Using the AIMSweb M-Comp assessment, 80%-89% of students will meet or be above benchmark (or green). Using the AIMSweb Early Numeracy assessments, 80%-90% of students will meet or be above benchmark (or green). Using the AIMSweb M-Comp assessment, 90%-100% of students will meet or be above benchmark (or green). Using the AIMSweb Early Numeracy assessments, 90%-100% of students will meet or be above benchmark (or green). Grade 8 Art Fewer than 70% of students achieve proficient or advanced levels (holistically) on two out of three project rubrics. 70% to 85% of students achieve proficient or advanced levels (holistically) on two out of three project rubrics. 85% of students achieve proficient or advanced levels (holistically) on two out of three project rubrics. 85% of students achieve proficient or advanced levels (holistically) on all three project rubrics. Notice that both types of teacher effectiveness statements—the Grade 1 Math and the Grade 8 Art--describe what assessments are used and how many students, in percentages, will achieve certain levels of proficiency on those assessments. Classroom objective statements could also describe change in student achievement over time, when appropriate. On the next slide you will see a targeted objective statement, designed to focus instruction and subsequent achievement for students in unique academic populations.

Targeted Objective How will the mastery or growth of targeted student populations be described and used to define teacher effectiveness? Failing: Did not meet goal, little to no student mastery or growth Needs Improvement: Did not fully meet goal but showed some student mastery or growth Proficient: Met goal or otherwise demonstrated significant student mastery or growth Distinguished: Surpassed goal or otherwise demonstrated significant student mastery or growth Grade 1 Math Targeted Population: Students who did not enter at grade level. Mastery and/or growth goal: Students will maintain or improve their performance level as assessed using the AIMSweb M-Comp and TEN probes. Grade 8 Art Targeted Population: : Four students who demonstrated an inability to remain engaged and complete projects during their prior courses in middle school art, resulting in no projects receiving proficient rating. Mastery and/or growth goal: To complete a minimum of one of the three projects to a proficient level, with the other two projects completed to no less than the basic level. Targeted Objectives are not restricted to student populations identified with IEP’s or disabilities. Unless the class is uniquely grouped to provide focused instructional methodologies, classroom teachers may identify different types of learning issues that will require specific instructional tasks, assessments and goals within a particular grade or course. Depending on the makeup of the class, teachers and principals may find targeted objectives more purposeful than classroom objectives.

SLO (Student Learning Objective)
Learning objectives that can be validly measured to document student learning over a defined period of time. Student Learning Objective Guiding Questions: Why is this objective important and meaningful to your students? Sample Statements: Grade 1 Math: Students develop strategies for adding and subtracting whole numbers in a variety of models, including discrete objects and length-based models to model add-to, take-from, put-together, take-apart, and compare situations to develop meaning for the operations of addition and subtraction, and to develop strategies to solve arithmetic problems with these operations. Grade 8 Art: Students are expected to develop the ability to manipulate visual art materials and tools to create works based on the ideas of other artists; as well as to evaluate the processes and products of themselves and other artists. Although the teacher effectiveness measure is an important product of the process, the student learning objective is the focal point. Setting an excellent objective is the first step in a loop of planning, teaching and assessing that is carried out recursively by the teacher. The objective should be both meaningful and measureable, reflecting a student’s ability to independently demonstrate learning of content-based standards. The objective can be written to address the entire scope of a grade or course, or could be written to address a specific need as demonstrated by prior knowledge of student learning. The student learning objective is the statement around which the rest of the process unfolds, so the strength and clarity of the objective is of great importance.

SLO (Student Learning Objective)
Learning objectives that can be validly measured to document student learning over a defined period of time. SLO Rationale Guiding Questions: How is your student learning objective measurable and clearly understood by students in this grade/course? Based upon this objective, how will students independently demonstrate their learning? Sample Statements: Grade 1 Math: This objective is measured using the AIMSweb M- Comp and TEN (Test of Early Numeracy) probes. Grade 8 Art: Student works of arts can be evaluated through rubrics that describe process, product and understanding of the formal, informal and interpretive qualities of visual art. As promised, the process provides many opportunities to check for alignment, and the SLO rationale is the first one. This statement begins to preview the nature of the tasks and assessments that will be used to describe student achievement of the learning objective.

4. Data and Targets Used to Establish the SLO
Student Preparedness/ Baseline Data Guiding Questions: What, if any, are the course or grade prerequisites? What do you know about the students in this class at the beginning of the learning process? What may typical and not-so-typical student progress look like on the way to achieving the learning objective? Sample Statements: Grade 1 Math: Most students will have experienced Kindergarten math and AIMSweb protocols. Prior data shows that 80% of the students met the end-of-year Kindergarten AIMSweb TEN math benchmarks. Grade 8 Art: There are no course pre-requisites. It is expected that all students will be in 8th grade. Most students will have gone through the 6th and 7th grade curriculum in art. Most students will be able to handle the physical materials provided, create appropriate artworks, and self-assess based on rubrics and guidelines provided. The Data and Targets section of the SLO template begins by looking at what a teacher knows about the students he or she is teaching. For some grades and courses, very specific content testing data or course prerequisites may exist. For other grades and courses, very little background about the specific students in the class may be known, but past experiences in teaching the course may inform anticipated targets for student achievement.

4. Data and Targets Used to Establish the SLO
Guiding Questions: What is the expected outcome or goal by the end of the designated instructional period (i.e., year, semester, course length, etc.)? Using student baseline data, are differentiated targets/goals needed? If yes, what are those targets/goals? Are the targets ambitious yet realistic, and how will you monitor progress along the way? Sample Statements: Grade 1 Math: Students should be at benchmark by the end of first grade as demonstrated through the AIMSweb M-COMP and TEN assessment probe scores. Grade 8 Art: Students will create three works of art based on specific guidelines and evaluative criteria. No baseline data is needed for mastery achievement. Some students require an extended time period to complete all of the processes involved in each project. Based on knowledge of student preparedness and the amount of time the teacher has to deliver instruction, an SLO should have ambitious yet attainable goals, known as “targets,” that will help to define achievement for students in the class. Clear target statements will provide a focus to the student learning objective and will also help to frame the tasks and assessments developed to evaluate student achievement of the objective.

Confer, Compare, and Clarify (Himmele & Himmele, 2009)
Okay, we have reviewed three of the components of PA’s SLO template: the teacher effectiveness measure, a sample SLO objective and the data and targets used to establish the SLO. I’m now going to ask you to engage in an activity called Confer, Compare, and Clarify so we can summarize to this point. First , confer refers to getting together with a partner and sharing a one-sentence summary of what is the most important information you have heard thus far. Second, compare refers to comparing your writing with your partner’s writing and reading each other’s notes. You are encouraged to “borrow” ideas from your partner and add them to your own. Third, clarify refers to you recording any questions you may still have to this point on a Graphic Organizer on your table. This is a 3 minute process- 1 minute to write down your summary and 1 minute each for partners to compare and clarify. (Himmele and Himmele, 2009).

5. Assessment/Performance Task
Name of the Assessment/ Performance Task Sample Statements: Grade 1 Math: AIMSweb M-COMP and TEN Grade 8 Art: Mood Portrait DeMuth Oil-Pastel Project Clay Architectural Structure Thank you for your participation in the activity. Please leave the yellow cards on the table, as your input will help us to provide clearer presentations in the future. The next segment of this presentation will focus on the assessment/performance task. Using the word “test” would be a lot shorter, but would not adequately describe some very specific types of authentic assessments, like projects and portfolios, that are inherent in many content areas. We’ll take a look at some task statements and their abilities to describe mastery of or growth toward achieving content-specific objectives. We’ll also look at some ideas regarding task administration and the importance of ongoing formative assessments as both checks for understanding and guidance toward improving instruction. The current SLO template asks for the assessment/performance task to have a name. Many teacher-developed tasks may not have a name, and a name may not be necessary for the teacher and the principal, but should a teacher submit an SLO as a model for future inclusion on the state website, we would need a name so that the task could be appropriately linked to the SLO.

Description of the Assessment/ Performance Task Guiding Questions: Who is the developer of the assessments/performance task used (e.g., teacher-made, district-developed, commercial, etc.)? What is a description of the assessment/performance task that will be used to measure the student learning objective (SLO)? Are there any products or artifacts that will be gathered as part of the data collection process? Sample Statements: Grade 1 Math: The AIMSweb assessment protocols are commercially designed benchmark assessments. Grade 8 Art: DeMuth Oil-Pastel Project The concept of visual harmony is explored through DeMuth’s “Figure 5 in Gold,” as is the connection between the DeMuth artwork and William Carlos Williams’ poem “The Figure Five.” Students then write a minimalist poem about an everyday object, after which they create an artwork in the DeMuth style that includes an unusual perspective of the object and a numeral that reflects an understanding of the qualities involved in creating visual harmony. An assessment rubric for student and teacher is utilized throughout the process. This lesson plan can be found on the PDE Standards Aligned Systems portal at As you can see with the task description statement, commercially developed assessments tend to be easier to describe than do teacher developed assessments! Tasks for authentic assessments may initially require a lot of explanation, until principals become familiar with the assessment protocols that their teachers are using. As an interesting aside, the bottom line of the Grade 8 Art Task is a link to the PDESAS.org website, where this teacher has provided a complete lesson plan for the project in the Publish Your Best component of the Materials and Resources Section. At the end of today’s presentation you will see a short list of SLO and authentic task and assessment resources that, like the PDESAS.org resource, are helpful toward assisting teachers to write tasks, assessments, SLOs and standards-based instructional units.

Task Objectives Rationale Guiding Questions: Describe how the assessment/performance task authentically reflects the student learning objective (SLO). How does this assessment/performance task measure student mastery and/or growth toward the PA standards? How do the assessment/performance task outcomes inform instruction? Sample Statements: Grade 1 Math: The tasks inherent in the probes relate to skills found in both the PA and Common Core Standards for first grade math. Mastery is assessed, and additional probes are available to monitor progress and inform focused instruction. Grade 8 Art: Artworks created provide students the opportunity to manipulate visual art materials and tools to create works based on the ideas of other artists; as well as to evaluate the processes and products of themselves and other artists. Rubrics assess each project based on PA Standards and provide well organized and scaffolded instruction. The task rationale statement, like the student learning objective rationale statement, is an opportunity to check for a strong alignment between the objective and the way a teacher intends to assess achievement of the objective. Simply put, does achievement on this task relate to achievement of the student learning objective?

Growth or Mastery Does this assessment/ performance task align with the student achievement goals for the SLO? Check one: Growth (change in student achievement across two or more points in time) Mastery (attainment of a defined level of achievement) Growth and Mastery The “Growth or Mastery” statements can help teachers to create accurate statements about the type of achievement that should be expected from the learning objective. If the goal is growth, then student achievement levels at the beginning of the learning process must be well defined. If mastery is the goal, then the target must be clearly stated. Teachers will find that for some student populations, descriptions of both mastery and growth will be appropriate when writing the teacher effectiveness measure. >

6. Administration of the Assessment/Performance Task
Frequency of Assessment/ Performance Task Administration Guiding Questions: How often and when is this assessment/performance task administered? If measuring growth, are multiple assessment windows in place? Sample Statements: Grade 1 Math: Probes for both the M-COMP and TEN assessments are done in the fall and spring, with a mid-year and several progress monitoring probes available. Grade 8 Art: Students have the opportunity to self-assess throughout each project learning module, and the teacher provides both formative and summative assessments for each project. The administration of the assessment task is viewed from four different perspectives: frequency, resources, adaptations and personnel. The frequency portion is a reminder that formative assessments will inform better instruction and growth statements may require a pretest/post-test design. Either way, teachers should plan up-front to offer formative and summative assessments that will focus instruction on the student learning objective.

Resources Required Guiding Questions: What unique or specific equipment, technologies, or resources are needed to complete this assessment/performance task? Sample Statements: Grade 1 Math: School districts must purchase the AIMSweb materials. Grade 8 Art: Art materials and tools for each project are provided by the school. As teachers begin to see more SLO and assessment models, it will be important to make sure that the school district, building and students have the necessary resources to complete tasks successfully. Both commercial and teacher-developed tasks may have financial, technology or equipment needs, so it is relevant to understand what those needs are and how those requirements will be met.

All Classes: IEP and 504 accommodations will be implemented. Adaptations for Diverse Learners and/or Students with Disabilities Guiding Questions: What assessment/performance task adaptations are needed to assist diverse learners and/or students with disabilities? Sample Statements: Grade 1 Math: Adaptations found in student IEP or 504 accommodations will be administered. Grade 8 Art: Additional time out of class is offered for students who need more time to complete projects. All other adaptations will be developed based on IEP or other specified district adaptation policies. The most obvious adaptations for diverse learners will be found in student IEP and 504 accommodation plans, but teachers may have additional knowledge about students that will encourage unique kinds of support toward student success in achieving the requirements of the assessment tasks.

Most Classes: The assessments can be administered by an equivalent peer. Some Classes: Student use of equipment needed to complete the authentic assessment could be monitored by an equivalent peer, but should probably be monitored by the class instructor (i.e. athletic, career tech, chemistry, biology equipment). Personnel Guiding Questions: Can this assessment/performance task be administered by an equivalent peer (educator in a similar content area)? If not, please explain. Does a district policy exist with regard to assessment/performance task administration? Sample Statements: Grade 1 Math: This assessment can be administered by an equivalent peer. Grade 8 Art: An equivalent peer could administer a summative form of the assessment. While Pennsylvania currently has no plan for persons other than the teacher to administer assessment tasks, some states and school districts do. It is recommended that assessment tasks be designed so that an equivalent peer—a teacher of a similar grade or subject—could administer the assessment task. Developing tasks in this manner will alleviate any concerns about a teacher’s inappropriate input into evidence of student achievement, should that be called into question.

Quick Write Take Ten Steps Pair- Discuss: Think-Ink-Link-Share
Summarize the key ideas from the components of the SLO we have just shared with you: Assessment Performance Task, Growth or Mastery, Administration of the Assessment/Performance Task… Then take your summary and walk ten steps to someone you do not know and discuss your summaries. Let’s take a moment to summarize the key ideas from the components of the SLO we have just shared with you: the Assessment Performance Task, the Growth or Mastery statements, and the Administration of the Assessment/Performance Task… Please use the Graphic Organizer to write your summary statement. PAM, how long??? (After ????? Minutes………….) Before we talk and walk to a new partner about the summary of our learning thus far, take one more minute, reread your summary, and underline the five most important words. Underline words that, if I (or your partner ) only looked at those words, I‘d get the gist of your summary. Now, take your summary and walk ten steps to someone you do not know and discuss your summaries. (This is a Collins Writing practice (Type 2 writing). Finding key words is at the heart of summarizing and what better way for you and your students to practice finding key words than identifying their own key words? ) If time- you may also ask several participants, ―Before you read your entire answer, just read to me the five words you underlined. I‘ll see if I get the gist of your answer.

7. Evidence of Student Achievement
Rubrics/ Scoring Scales Guiding Questions: How will individual student growth or mastery be determined (defined and scored) using this assessment/performance task? Include the specific rubric/scoring scale that will be used. Does the rubric and/or scoring scale correlate with the assessment/performance task? Sample Statements: Grade 1 Math: Scores from the probes are compared to the benchmark score for that probe and assigned a “color” to describe proficiency in achieving that benchmark. Thank you for your participation in the activity. Please leave graphic organizers on the table so that we can learn about ways to improve the presentation and to improve the SLO template process. The next section of the template works with Evidence of Student Achievement and subsequent strategies and actions to improve instruction and successfully complete the SLO. The Evidence of Student Achievement segments ask questions about scoring the assessment tasks. As you can see from this slide, statements about scoring systems inherent in commercially prepared assessments could be relatively short.

Grade 8 Art: DeMuth Oil Pastel Project Assessment Rubric Advanced Proficient Basic In Progress Poem Poem is presented following a minimalist design and text relates to the shape, color, function and sounds of the selected object Poem design has minimalist qualities and most of the text relates to the shape, color, function and sounds of the selected object Poem design lacks minimalist qualities and only some of the text relates to the shape, color, function and sounds of the selected object Poem lacks a sense of minimalist design and/or the text relationship to the shape, color, function and sounds of the selected object is vague Preliminary Sketches Three sketches of a selected object are completed from three unique and diverse different perspectives Three sketches of a selected object are completed from three different perspectives Three sketches of a selected object are completed from similar perspectives Fewer than three sketches of a selected object are completed Final Project Initials are incorporated three times, demonstrating mastery of one point perspective Oil pastel techniques reflect a strong understanding of contour as it relates to analogous color mixing Project has all miscellaneous pieces swept off and all of the objects are outlined (demonstrating line quality) with permanent marker Initials are incorporated three times but perspective needs sense of depth Oil pastel techniques reflect a consistent understanding of analogous color mixing Project has all miscellaneous pieces swept off and most of the objects are outlined with permanent marker Initials are incorporated fewer than three times and/or lack perspective Oil pastel techniques reflect an inconsistent understanding of analogous color mixing Project has all miscellaneous pieces swept off and some of the objects are outlined with permanent marker Initials are incorporated fewer than three times and/or are portrayed only in a linear fashion Oil pastel techniques reflect little understanding of analogous color mixing techniques, or are incomplete Project does not have all miscellaneous pieces swept off and not all of the objects are outlined with permanent marker Work Habits Engagement in the project included whole class time and beyond Engagement in the project included whole class time Engagement in the project included a majority of class time Engagement in the project was minimal As seen in this Grade 8 Art rubric, scoring systems for authentic and teacher-developed assessments could be quite detailed. As with the assessment task statements, principals may appreciate this much detail as they begin to learn about the diverse content areas in which their teachers teach.

Data Collection Guiding Questions: In what format will data be collected (e.g., database, graphed, portfolio, etc.) Is a pre-post test being used? (If so, please describe.) How frequently will data be collected? Sample Statements: Grade 1 Math: Probes are teacher scored, and data from all probes administered will be put input into a database. Grade 8 Art: The scores from student rubrics will be into entered into a database format. Data is collected at the conclusion of each project. The data collection component is an opportunity to match frequency of task administration with frequency of formative and summative data collection. Additionally, this component looks ahead to ways in which data might be organized to detect changes in student achievement as well as how data will be presented to the principal.

Scoring Student Progress/ Preparation Guiding Questions: How was baseline data collected? (If baseline data was not collected, please explain.) Can baseline data be compared with the results of this assessment/performance task? Sample Statements: Grade 1 Math: Since the assessments describe mastery, no baseline data is required. However, the design of the assessment system is one of ongoing assessment, data collection and subsequent progress monitoring. Grade 8 Art: As this is a mastery assessment, no baseline data is collected. The Scoring of Student Progress and Preparation slide is an opportunity to make sure that the scoring procedures are aligned across assessments and relate directly to the assessment task. Commercial systems will probably be well aligned, but teacher-developed rubrics and scoring guides may initially require some careful and focused inspection. As mentioned before, the last slide will provide some websites that demonstrate assessment tasks with connected scoring systems that teachers in many non-tested areas will find useful.

Data Presentation Guiding Questions: What evidence will be presented to principal/evaluator to support the teacher effectiveness measure? How will data be presented to the principal/evaluator (e.g., database, graphed, portfolio, individual student artifacts, etc.)? Sample Statements: Grade 1 Math: Evidence will be presented through aggregated scores from the database. Grade 8 Art: Results of the database will be presented to the principal. Student artwork exemplars will also be available if requested. Recognizing that principals and evaluators may not want to have a stack of rubrics presented to them, the SLO template asks teachers how they will present the results of student assessment scoring. Principals may want to see some exemplars of student work, so preparation to keep some artifacts of student work, through video, recordings, projects or portfolios would need to be planned.

All Grades and Courses: The assessment can be scored by an equivalent peer. All Grades and Courses: The assessment is a commercially produced assessment that has a history of validity and reliability. Data Analysis and Interpretation Guiding Questions: How can the assessment/performance task results be interpreted in the same way across equivalent peers? Is there a reliable and valid scoring and interpretive process (i.e., state developed, district-based, commercial, standardized, etc.) that is associated with the assessment/performance task? If so, please describe. Sample Statements: Grade 1 Math: AIMSweb M-COMP and TEN are valid and reliable commercially developed assessments. Grade 8 Art: An equivalent peer can use the rubrics to assess the projects. Just as with task administration, some states and school districts are prohibiting the classroom teacher from scoring the assessments of the students that they teach. At present, Pennsylvania has no plan to do this, but individual school districts may. As with task administration, teachers might want to plan as if an equivalent peer—a teacher who teaches the same grade or subject—could score the assessment, regardless if the task and scoring system are teacher-developed or commercially produced.

8. Strategies/Actions to Achieve the SLO
Assessment for Learning Guiding Questions: What formative assessment information lets you know if your instructional practices will lead to successful completion of the SLO? Sample Statements: Grade 1 Math: AIMSweb is a progress-monitoring process that includes benchmark assessments. Grade 8 Art: Students will use the project assessment rubrics as a part of the ongoing process. The teacher will work with students to develop strength in formative self-assessment. While the SLO process is now at a point where the teacher effectiveness measures that we looked at earlier in the presentation can be employed, it is important to remember that improved teaching and learning are the primary reasons to change the way teachers are evaluated. The assessment for learning component guides teachers toward embedding formative processes that will inform them of student achievement along the way to completing the SLO.

8. Strategies/Actions to Achieve the SLO
Alignment with the Danielson Framework for Teaching Guiding Questions: Based upon reflection, what instructional practices would you like to change or strengthen? What professional learning and/or other type of support will help you to achieve this SLO? Sample Statements: Grade 1 Math: Based on the formative assessment information provided by the AIMSweb probes, I will intentionally modify groupings periodically to provide more targeted instructional process and materials toward both remedial and deeper understanding (based on Webb’s Depth of Knowledge). (Danielson 3C) Grade 8 Art: In an effort to link higher achievement with engagement in art beyond the classroom, I will work to provide students with content related yet diverse project options that have computer processes embedded, giving more access for students to identify and create their own learning materials. (Danielson 3C) Based on reflective processes found in Domain 4 of the Danielson Framework for Teaching and data gathered from formative assessment processes, teachers should now have very specific information to inform changes in teaching practice or types of professional development that may be needed to achieve the goals of the SLO. It is the goal of the SLO Template process for students and teachers to be successful.

SLO Resources Educator Effectiveness: SLO
The links listed above are just a few examples of SLO models that can be found in other states. While the Pennsylvania template model is different than models from other states, you will be able to find some well-crafted objectives and teacher effectiveness statements by looking at models from other states. All of the resources listed have models embedded in websites linked to this slide. Assessment Development Resource: beta.ctcurriculum.org

Three Sentence Wrap Up (Himmele & Himmele, 2009) Have the participants summarize the presentation in three sentences or less on the Graphic Organizer. Share these as table teams- participants as a result may refine their summaries.

Question Cards Graphic Organizer
As a review, let’s look at the goals for today’s presentation. Goals of this presentation were three-fold: 1. First, to help teachers and administrators better understand the relationship between student achievement and teacher evaluation in Pennsylvania’s educator effectiveness plan. 2. Second, to introduce a process called “Student Learning Objectives, or “SLO’s”, designed to create an appropriately rigorous measure of teacher effectiveness based on student achievement for a variety of grades and courses, and 3. Third, to ask you take this message back to your schools and encourage your fellow educators to write and implement SLOs in a effort to inform our state’s educator effectiveness team as to the best ways to implement student achievement as a part of teacher evaluation. We hope that these goals have been met, and that you will feel more informed about the use of Student Learning Objectives and its relationship to Measuring Teacher Effectiveness. At this point the SLO template may seem to be somewhat clumsy, but with your help we hope to build a very sleek and accessible process. As a follow-up to today’s presentation, IU5 will send this PowerPoint and a blank SLO template to all of the Institute Participants. We hope that you will take this information back to your schools and have some teachers try to write and implement SLOs during the second half of this school year, and send us some models and information about how the process worked out. Input from teachers and principals who are expected to implement the process is crucial as we continue to construct, revise, revisit and redesign the template. Your input over the next few months is vital to our building a system that will improve student achievement and educator effectiveness in Pennsylvania. Question Cards Graphic Organizer

THANK YOU! Contact: O. David Deitz
Educator Effectiveness: SLO Contact: O. David Deitz SLO Project Lead, Educator Effectiveness THANK YOU! Thank you for attending this training to begin your journey toward developing evidences of student achievement that will be applied to measuring teacher effectiveness. Please leave your question cards and graphic organizers on the table, and feel free to contact O David Deitz with question or concerns, or submit to him any SLO models that you would like to have reviewed during this development and pilot period. Presenters, please collect all the cards and graphic organizers. Thanks!

Student Learning Objectives

Similar presentations

Presentation on theme: "Student Learning Objectives"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Student Learning Objectives

Similar presentations

Presentation on theme: "Student Learning Objectives"— Presentation transcript:

Similar presentations

About project

Feedback