SLOStudent Learning

Objectives

Administrative Planning Overview

Northeastern Educational Intermediate Unit

Leeta DennebaumCecelia Mecca, PhD

Session Objectives

I. Link to Teacher EvaluationII. Define SLO processIII. Explore the SLO TemplateIV. Identifying Key Points for

School LeadersV. Planning for implementation

SLO Trainings - NEIU 19

Administrative Overview Trainings(1/2 day sessions similar to this one with exchanges and conversation)

Pilot Team Trainings – six schools(invitation only --- 2 days of SLO mechanics - helping us to smooth the edges)

School Team Trainings – Day 1SLO Mechanics (excluding pilot schools)

School Team Trainings – Day 2Building Local SLO Capacity &Assessment Literacy (including pilot schools)

Teacher Effectiveness System

Building Level Data, 15%

Teacher Specific Data, 15%

Elective Data, 20%

Observation/ Practice, 50%

Teacher Observation & PracticeEffective 2013-2014 SYDanielson Framework DomainsPlanning and PreparationClassroom EnvironmentInstructionProfessional Responsibilities

Building Level Data/School Performance ProfileEffective 2013-2014 SYIndicators of Academic AchievementIndicators of Closing the Achievement Gap, All StudentsIndicators of Closing the Achievement Gap, SubgroupsAcademic Growth PVAASOther Academic IndicatorsCredit for Advanced Achievement

Teacher Specific DataPVAAS / Growth 3 Year Rolling Average2013-2014 SY2014-2015 SY2015-2016 SYOther data as provided in Act 82

Elective Data/SLOsOptional 2013-2014 SYEffective 2014-2015 SYDistrict Designed Measures and Examina-tionsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local Re-quirementsStudent Portfolios Pursuant to Local Re-quirements

Teacher Effectiveness System in Act 82 of 2012

5

Building Level Data, 15%

Observation/ Practice, 50%

Teacher Observation & Practice Effective 2013-2014Danielson Framework DomainsPlanning and PreparationClassroom EnvironmentInstructionProfessional Responsibilities

Building Level Data/School Performance ProfileEffective 2013-2014 SYIndicators of Academic AchievementIndicators of Closing the Achievement Gap, All StudentsIndicators of Closing the Achievement Gap, SubgroupsAcademic Growth PVAASOther Academic IndicatorsCredit for Advanced Achievement

Elective Data/SLOsOptional 2013-2014 SYEffective 2014-2015 SYDistrict Designed Measures and Examina-tionsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local Re-quirementsStudent Portfolios Pursuant to Local Re-quirements

Elective Data, 35%

Teacher Effectiveness System in Act 82 of 2012

6

Building Level Data,

15%Correlation be-tween Teacher PVAAS scores and Teacher

Danielson rating15%

Elective Data20%

Observa-tion/ Ev-idence

50%

Observation/ EvidenceFramework for Leadership Domains1. Strategic/Cultural Leadership2. Systems Leadership3. Leadership for Learning4. Professional and Community

Leadership

Building Level Data/School Performance ProfileIndicators of Academic AchievementIndicators of Closing the Achievement Gap, All StudentsIndicators of Closing the Achievement Gap, SubgroupsAcademic Growth PVAASOther Academic IndicatorsCredit for Advanced AchievementCorrelation/Relationship

based on Teacher Level MeasuresPVAAS

Elective Data/SLOsDistrict Designed Measures and ExaminationsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local RequirementsStudent Portfolios Pursuant to Local Requirements

Principal Effectiveness System in Act 82 of 2012

Effective 2014-2015 School Year

SLO Process

SLO Process

based on student achievement of content

standards.

A process to document a measure of educator

effectiveness

The SLO in PA is written to a specific teacher and a specific

class/course/content area for which that teacher provides instruction.

PA SLOs

Many factors can influence the size of an SLO,but the process remains the same.

Time Frame

Course Content

Important Learning Needs

SLO Template 10.0

SLO Template 10.0

A tool used to identify goals, indicators, and performance

measures for use in the greater Teacher

Effectiveness System

SLO Template Design

Context

Goal

Indicators

Measures

Expectations

1. Goals are based upon the “big ideas” within the content standards.

2. Performance indicators are specific, measureable, attainable, and realistic.

3. Performance measures should be valid, reliable, and rigorous assessments.

4. Data should be collected, organized, and reported in a consistent manner.

5. Teacher expectations of student achievement should be demanding.

SLO Criteria

• Contains demographic information about the education setting.

• Articulates the course, grade(s), and students the SLO is based on.

• Provides class size, frequency and duration data.

Section 1: Classroom Context

I. Classroom Context

1. Classroom Context

1a. Name 1b. School 1c. District

1d. Class/ Course Title

1e. Grade Level

1f. Total # of Students

1g. TypicalClass Size

1h. Class Frequency

1i. Typical Class Duration

• Contains a statement about the “enduring understanding” or “big idea.”

• Provides the specific PA standards associated with the goal.

• Articulates a rationale about the goal statement.

Section 2: SLO Goal

Spanish 1Demonstrate effective communication in the target language by speaking and listening, writing, and reading. 8th Grade ArtDemonstrate the ability to manipulate visual art materials and tools to create works based on the ideas of other artists and to evaluate the processes and products of themselves and other artists.

Grade 5 LibraryDemonstrate the ability to use online D.P.S. databases and search engines, Britannica Elementary, Culture Grams, and Nettrekker toward support real world experiences and determining which is the best source for specific information.

Goal Statement Examples

RationaleExplains why the SLO is important and how students will demonstrate learning of the standards through this objective.

Examples: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.

• Identifies all performance measures including name, purpose, type and metric

• Articulates the administration and scoring details including the reporting

Section 4: Performance Measures

DibelsAIMSwebFinal Exam/Mid-TermCommon AssessmentsTeacher Created RubricCDT

Performance Measure Examples

Performance Measures4. Performance Measures (PM)

4a. Name

PM #1 PM #2 PM #3 PM #4 PM #5

4b. Type

____District-designed Measures and Examinations____Nationally Recognized Standardized Tests____Industry Certification Examinations____Student Projects ____Student Portfolios____ Other:______________________________

4c. Purpose

PM #1 PM #2 PM #3 PM #4 PM #5

4d. Metric

Growth (change in student performance across two or more points in time)

Mastery (attainment of a defined level of achievement)

Growth and Mastery

4e. AdministrationFrequency

PM #1 PM #2 PM #3 PM #4 PM #5

4f. Adaptations/Accommodations

IEP

ELL Gifted IEP

Other

4g. Resources/Equipment

PM #1 PM #2 PM #3 PM #4 PM #5

4h. Scoring Tools

PM #1 PM #2 PM #3 PM #4 PM #5

4i. Administration & Scoring Personnel

PM #1 PM #2 PM #3 PM #4 PM #5

4j. Performance Reporting

PM #1 PM #2 PM #3 PM #4 PM #5

• Articulates targets for each performance measure.

• Includes all students in the identified SLO group.

• May include a focused student group.

• Affords opportunity to link indicators and/or weighting.

Section 3: Performance Indicators

Performance Indicator Examples

HS ChoralIndividual Vocal Assessment TaskStudents will achieve proficient or advanced levels in 6 out of 8 criteria of the second scoring rubric.

Grade 1 ReadingDIBELS AssessmentStudents will read at least 90 of the 107 words on the 107 Most Commonly Used Words list.

Performance Indicators

3. Performance Indicators (PI)

3a. PI Targets: All Student Group

PI Target #1 PI Target #2 PI Target #3 PI Target #4 PI Target #5

3b. PI Targets: Subset Student Group(optional)

PI Target #1 PI Target #2 PI Target #3 PI Target #4 PI Target #5

3c. PI Linked(optional)

3d. PI Weighting(optional)

• Identified each level (failing, needs improvement, proficient, distinguished) students are meeting the PI targets.

• Selects the overall SLO rating.

Section 5: Teacher Expectations

Teacher Expectations

5. Teacher Expectations

5a. Level

Failing0% to ___ % of students will meet the PI targets.

Needs Improvement___% to ___% of students will meet the PI targets.

Proficient___% to ___% of students will meet the PI targets.

Distinguished___% to 100% of students will meet the PI targets.

5b. Elective Rating

Distinguished (3) Proficient (2) Needs Improvement (1) Failing (0)

Notes/Explanation

.Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______

.Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______

Key Points for School Leaders

Key Process Points

The SLO process facilitates a conversation about expectation between educators (principals and

teachers).

Planning for Implementation

Planning ProcessEstablish SLO template completion timeline at beginning of year

Review complete template

Conduct review meeting with teacher

Agree on any revisions; submit materials

Establish “mid-cycle” spot review

FAQs

Questions?