1. Presented by: O. Dave Deitz, Karen Ruddle and Cristine Wagner-Deitch
Student Learning Objectives
A Measure of Educator Effectiveness
Presented by: O. Dave Deitz, Karen Ruddle and Cristine Wagner-Deitch
IMT Orientation Draft 02Sept11-CS

2. Expectations and Norms:
Please actively participate
Ask questions throughout
Integrate new information with what you already know
Be open to diverse views
Items # 2
Parking lot for questions **
IMT Orientation Draft 02Sept11-CS

3. Today’s Goals Develop an understanding of the SLO Process
Review the components of an SLO
Learn about the requirements and timelines associated with SLOs
Determine how the SLO provides data for the overall teacher evaluation rating
IMT Orientation Draft 02Sept11-CS

4. A copy of the PowerPoint Participant Materials Packet
Handouts
A copy of the PowerPoint
Participant Materials Packet
Participant Resource Packet
IMT Orientation Draft 02Sept11-CS

5. Student Learning Objective
PDE’s Definition: A process to
document a measure of educator effectiveness based on student achievement of content standards.
IMT Orientation Draft 02Sept11-CS

6. Student Learning Objective(s)
Meets the requirements of the Elective Portion of the Educator Effectiveness mandated under Act 82 of
The use of elective data mandated under Act 82 as part of the PA Educator Effectiveness System. Chapter 16 states that PDE dictates the process for determining the use of elective data. That process has been established as the SLO. However, the LEA still determines the data that is being used.
IMT Orientation Draft 02Sept11-CS

7. Teaching Professionals Any Grade Any Subject
WHO DEVELOPS SLOs?
Teaching Professionals
Any Grade
Any Subject
IMT Orientation Draft 02Sept11-CS

8. Teaching Professionals Defined
Professionals Who:
have Instructional Certification
provide direct instruction & assessment of standards to students
Those professionals that meet this criteria are required to develop an SLO
First and foremost LEAs determine if the professional is a teacher or non-teaching professional. Use the definition of Teaching professional to determine this.
Next, look at those professionals who fit the criteria of Teaching Professional , but may have small populations (Special Educators, ELL, Gifted, etc.) Discuss ways this process may be used with these professionals.
(For presenters ONLY) – PDE is in the process of discussing whether or not there will be additional guidance for teachers with small numbers – please check with your SLO Lead BEFORE presenting to get the latest information, and check the recent updates of the FAQ)
IMT Orientation Draft 02Sept11-CS

9. Ask the Two-Prong Question
To determine whether a person is a teaching professional, you must be able to answer yes to the following two questions: 1) Are they working under an instructional certification? 2) Do they provide direct instruction* to students in a particular subject or grade level? *Direct instruction is defined as planning & providing instruction, and assessing the effectiveness of the instruction.
Instructionally Certified Personnel with Unique Roles and Functions
…serve in many different capacities across the Commonwealth given their varied roles, function and contexts. Committees of educators worked to develop general and specific examples as an optional and potentially useful supplement to the existing and already validated Danielson Rubric for use with instructionally certified personnel.
Autistic
MDS
Life Skills
Career &Technical Education
ESL
Early Childhood
Emotional Support
Gifted
Learning Support
Reading Specialist
School Librarians
Speech and Language Pathologist
Deaf &Hard of Hearing
Some of these folks may not pass the 2 pronged test – if they do not – then they are Non-Teaching professionals and would not do an SLO
IMT Orientation Draft 02Sept11-CS

10. IEP Goals Progress* LEA Developed Rubric
There are some components on this pie that are not yet clear including:
Progress on IEP Goals
LEA Developed Rubrics
The data for these will be generated through the SLO.
More clarification will come
IEP Goals Progress*
LEA Developed Rubric
IMT Orientation Draft 02Sept11-CS

11. This SLO component of Educator Effectiveness is …
With administrative support…
Designed by the teacher
Taught by the teacher
Assessed by the teacher
This is the one component of PA’s Educator Effectiveness for
which teachers have control.
Remind participants that teachers are already enacting most of the components of the SLO - Teachers are already doing much of this work. It is their opportunity to show what they are already doing. Teachers know what the targets are, and assess whether or not students meet those targets. Teachers develop a plan of instruction to get students to the targets. The SLO is just the form you are asked to use to “show” you’re doing this work.

12. Teachers Can Demonstrate Academic Achievement Academic Achievement Bar
Teacher, with administrative guidance, establishes the standard(s) to be met.
Teacher decides how that standard will be assessed.
Instruction and formative assessment are conducted along the way.
Students are assessed and the Level of Achievement is determined.
As a facilitator – you need to know the following:
The intent of the SLO is that the teacher does this work - - add the intent notes…
IMT Orientation Draft 02Sept11-CS

13. Teachers Can Show Growth With Students
Two Moments in Time
Baseline
Change in academic achievement between 2 points in time (pre-and post).
Summative Assessment
Teach & collect all types of student assessment data
Determine student achievement levels
Determines Teacher Effectiveness
Pre-Test at the beginning of this instruction, or even use of assessment data from the end of the previous year, can be used as the Baseline.
Post-Test is the Summative Assessment.
Formative Assessment and/or progress monitoring can and should be collected throughout the process – in the middle of the timeline.
IMT Orientation Draft 02Sept11-CS

14. Growth Vs Mastery
Growth –change in student performance across two or more points in time Mastery – attainment if a defined level of achievement Growth and Mastery – change in student performance over time or a minimum attainment expectation on the same performance measure
The options in an SLO include Growth, which requires measuring students knowledge of the SLO’s targeted content standards in at least two points in time, often requiring a diagnostic pre-test, then post test. Another metric is Mastery, in which teachers define a proficiency level for their students knowledge and measure whether most students have attained that level at the end of a designated time period. Or, educators can select a assessments that measure both Growth and Mastery of the SLO’s targeted content standards.
IMT Orientation Draft 02Sept11-CS

15. Growth Examples
Students will achieve 30 percentage points more on the Science Post-Test than they did on the Pre-Test.
Students will increase one level of performance on the Writing Rubric.
Students will decrease their one mile run by at least 10 seconds.
IMT Orientation Draft 02Sept11-CS

16. Mastery Examples
Students will earn at least 75% on the Final Exam. Students will earn a 4 on the Writing Rubric Students will do 25 push-ups
IMT Orientation Draft 02Sept11-CS

17. Mastery and growth examples
Students will earn 80% on the Final Exam or earn at least 30 percentage points more than they scored on the Pre-Test. Students will earn a 4 on the Writing Rubric or increase at least two performance levels from their first writing sample
Students earning 75% on the Pre-Test would be unable to grow 30 percentage points.
On a 4 point writing rubric, it may unrealistic to think that students who earned a 0 or 1 on a pre-test would get to a 4 by the end of the time period, but increasing 2 levels would be considered a great success.
IMT Orientation Draft 02Sept11-CS

18. Assessment and the SLO Process
Summative assessments are the performance measures that teachers design as part of their SLO
Provides ongoing data about what individuals have learned
Formative assessments provide teachers with information about students’ understanding of the content being taught
Helps teachers gauge student progress and defines areas where students need more practice
Should be used to inform instruction
Provides ongoing data about what individuals are learning
In the SLO process, summative assessments are called ‘Performance Measures’
IMT Orientation Draft 02Sept11-CS

19. Summative Assessment:
Assessment of learning
Generally taken by students at the end of a unit or semester to demonstrate the "sum" of what they have or have not learned.
"Good summative assessments--tests and other graded evaluations--must be demonstrably reliable, valid, and free of bias"
Use all of your historical and current data to help guide your decisions about the assessments used for the SLO.
Although formative assessment is critical throughout the process of instruction, when developing our SLOs we will be using only summative assessments.
IMT Orientation Draft 02Sept11-CS

20. With your partner list examples of summative assessments that are used in classrooms?
Have participants list summative assessments that they use in their classrooms.
Ask volunteers to share their responses, making sure they are all summative in nature.
On the next slide you will share a type of assessment and participants will decide if this assessment may be used as the summative assessment in an SLO
IMT Orientation Draft 02Sept11-CS

21. Can These Assessments be used in the SLO?
I will identify a variety of assessments that teachers use. If you think the assessment can be used as the summative measure in the SLO hold up the corresponding card Use your response cards (Yes or No) to answer
(Y) indicates an assessment that can be used as part of the SLO Process
End of Unit Test (Y)
Student Project t that will be scored using a teacher-made rubric (Y)
PSSA (N) – The PSSA data isn’t back soon enough to use, the test assesses entirely too many standards to be included in an SLO of a few standards and your Teacher Evaluation already includes the PSSA or Keystone Data at minimum in the SPP…
Ticket out the door (N) - formative
Group Project (N) (Unless the group project is capable of being evaluated individually - The assessment as part of the SLO must be done individually)
Essay Writing scored with a rubric (Y)
Common Assessment developed by the Science Teachers in the district (Y)
Student Portfolio (Y but you might want to discuss what is the evidence in the portfolio that provide summative data – you would need a rubric to analyze the evidence in the portfolio)
Diagnostic Assessments such as CDT (Y) – there is an example of an SLO using CDT is available
IMT Orientation Draft 02Sept11-CS

22. How do you develop an SLO?
1. What subject matter do you teach?
2. Within this subject, what is the most critical, standards aligned content your students need to know?
3. How will you teach this content and monitor its effectiveness? (what instructional strategies will you use? What formative assessments will you use?
4. What summative assessments for mastery, growth or both, will you administer that will tell you if students learned it?
This is a broad example of the SLO process. This should help teachers see that they are already doing most of what is in the SLO
Show this slide and then go to the next slide and talk through these steps as if you are the classroom teacher.
This should help participants better understand the process.
IMT Orientation Draft 02Sept11-CS

23. Listen as I assume the role of the teacher and broadly talk through the SLO process
See next slide and talk through the example. Highlight that most of this process is already occurring in classrooms everyday.
IMT Orientation Draft 02Sept11-CS

24. A Rigorous High Quality SLO Example
Content area: High School French I
Standards Focus of the SLO: ability to speak and write in the target language.
Clear identification of student population: 35 total students from three of my classes
Instructional strategies that will be used to teach the content
Identify the specific time period for the SLO:(ex. January – April)
Assessments of student progress:
(Mastery assessment) Writing sample (scored with a rubric)
(Growth assessment) Conversation in the target language (scored with a rubric)
This is an example to help participants broadly understand the process.
The time period for the SLO depends on when the identified SLO content is taught. How long will it take to teach the content for the identified standards you want your students to master? Length of time could be a year, a semester, a nine-week, etc… it is truly dependent upon how long it takes to teach that content to your established performance target(s).
Once you have taught the content you will administer the assessments that you decided to use.
IMT Orientation Draft 02Sept11-CS

25. Implementing SLOs –
IMT Orientation Draft 02Sept11-CS

26. The Role of the Teacher Complete SLO template
Review completed SLO template and Performance Task Framework with an administrator
Revise SLO as needed and begin implementation of the process
Participate in mid-year review with administrator
Participate in and provide supporting data for an end-of-year-review
This broad timeline depends on when the teacher’s SLO is actually implemented and that depends on when the identified content is taught.
IMT Orientation Draft 02Sept11-CS

27. The Role of the Administrator
Establish template completion timeline at the beginning of the year
Review completed templates
Conduct review meeting with each teacher or team
Agree on any revisions; submit materials
Establish “mid-year” spot review
End-of-Year review with supporting data
This broad timeline depends on when the teacher’s SLO is actually implemented and that depends on when the identified content is taught.
IMT Orientation Draft 02Sept11-CS

28. The Role of the LEA
Provide professional development for all Staff Members involved
Establish the process for completing SLOs
PDE establishes the tool to be used; the LEA establishes Local Procedures
PDE provides the process for SLO, but the ways in which SLO are implemented will primarily be determined by the LEA – and may be done so in conjunction with the local union.
IMT Orientation Draft 02Sept11-CS

29. Coaches, Lead Teachers, Consultants
May assist teachers in the development of SLOs Provide Guidance and Support
Consider that there are three roles (or responsibility levels): the teacher has a role, school leaders (like lead
teachers, instructional coaches-not necessarily athletic coaches!- etc. have a role, and LEAs have a role
IMT Orientation Draft 02Sept11-CS

30. Collaboration
Teachers may collaborate with Each other Developing Goal Statements Developing Performance Measures
Teachers must identify their unique population of students as part of the SLO. However, teachers who teach the same content (Biology Teacher, First Grade Teacher, etc) must have unique rosters of students.
Teachers may collaborate when writing goal statements and developing or selecting performance measures used in the SLO process. Teachers teaching the same course or content may write the same student learning objectives and select similar or identical performance measures. This practice works well when student populations and curriculum delivery opportunities are similar.
Each teacher must identify their own unique roster of students. For example, two Chemistry Teachers may write the same SLO around the same content. They may also use the same assessments, but each teacher’s roster must be unique.
IMT Orientation Draft 02Sept11-CS

31. Implementing SLOs
Participate in training to learn about the development and implementation
Determine the content of the SLO (implement at the point during the year when the content is taught)
Teach & collect data on student understanding
Assess the students’ learning
The level of achievement that students demonstrate determines the teacher’s effectiveness
IMT Orientation Draft 02Sept11-CS

32. Suggested Teacher Tasks in the SLO Process
Summer/Fall: Teachers design their SLO(s)
Early Fall: Refine SLO(s) based on instructional goals and student needs; Teacher meets with district-assigned SLO administrator
AT THE CONCLUSION OF THE PERFORMANCE MEASURE(S): Organize the student assessment data and prepare a summary document that includes student assessment results
**additional meetings with SLO administrator may occur based on district procedures and/or teacher needs
LATE SPRING: Meet with the school leader to review the results(if this hasn’t yet occurred) & determine teacher’s overall rating
Once a teacher is satisfied with their SLO and the accompanying assessments, they do not have to write a new SLO every year.
Between Early Fall and the Conclusion of the Performance, Teacher is instructing students, formatively assessing their performance, modifying instruction along the way and should have a Mid-Point review with the administrator.
IMT Orientation Draft 02Sept11-CS

33. SLO Design Guidelines:
Develop the SLO to address critical content that is driven by the big idea/enduring understandings and tightly aligned to Standards
The SLO can target your entire class or a sampling.
Teachers who teach the same content to multiple groups can choose all students to be in the SLO population
Multiple SLOs or more performance measures are recommended if your student population is small.
The more data points you have the better. You don’t want to put all of your eggs in one basket.
Think about Special Education. Some teachers have small class rosters. The only way to get a larger sampling is to create multiple SLOs OR Multiple performance measures within one SLO. (Refer to updated FAQ from PDE to inform discussion regarding class size and SLO.)
IMT Orientation Draft 02Sept11-CS

34. Follow along with the completed SLO as we look at the components of the document
Give each participant a completed SLO document (my History example or my Special Education example or one that you choose from the Homeroom on PDESAS
The information on the following slides is from the SLO Users Guide. Reference where this is located online and how they can access it. - 34

35. Helpdesk Document
This document provides a definition and several examples of each component on the SLO Template. This is a wonderful document to refer to as you are developing your SLO and when you are evaluating the completed SLO
Next slide shows this document
This is a valuable document for teachers to use a long the way as they develop their SLO. Also a good document for Principals.
May choose to use this once SLOs are written. Use as a fidelity checklist.
IMT Orientation Draft 02Sept11-CS

36. This document is invaluable for teachers as they are developing their SLO. Each component of the process is clearly outlined with definitions
IMT Orientation Draft 02Sept11-CS

37. Process Template 10.0
This document outlines the decisions that teachers must address when developing an SLO.
This document is used by teachers to design their SLO
IMT Orientation Draft 02Sept11-CS

38. This is the template teachers should complete when developing their SLO.
Please refer to your completed SLO example as we review each component of the development process.
IMT Orientation Draft 02Sept11-CS

39. Designing the content focus of your SLO
Step 1:
Develop a Goal Statement which articulates the ‘Big Idea” or “Enduring Understanding”. This serves as the basis for the content of your SLO.
Guiding Question: Does the goal address the what, why, and how? Does the Goal articulate the big idea?
Step 2:
Identify the Standards that will provide the foundation of the SLO
Guiding Question: Do the Standards represent essential knowledge and skills ? Do they align to the big idea?
As you follow along on the blank template and the completed example document, we will discuss the components of the document.
This slide begins with the Designing the process. Just as a builder does when building a house, this is your opportunity to design, try things out, and revise.
The SLO must be based on a Big Idea. Determine this first. You may use your District’s curriculum if Big Ideas are provided or you may use PDE’s SAS framework.
Access SAS for the specific standards that define your SLO. Be sure to encourage participants to write out the entire standard rather than just the standard coding.
Remember there are standards on SAS for various areas including: academic, PA Core, Interpersonal, Career and Work, etc., ELL.
Goal Statement: Big Idea
Definition: Narrative articulation of the “big idea” upon which the SLO is based
Characteristics:
Encompasses the “enduring understanding” of the standard(s)
Central to the content area
Foundational concepts for later subjects/courses (it is what the students need to know before they can move on)
Sample Goal Statement
“Good nutrition, eating habits, and safe food preparation are essential for overall health and wellness at the individual, family, and societal levels.”
Are These Big Ideas?
The history of the United States continues to influence its citizens and the rest of the world. - YES
Verb conjugation leads to acquiring a second language – MAYBE – depends on the standards chosen… is there alignment?
The likelihood of an event occurring can be described numerically and be used to make predictions. - YES
Apply basic movement, manipulative skills and concepts. - NO
IMT Orientation Draft 02Sept11-CS

40. Designing the content focus of your SLO
Step 3:
Identifying Performance Measures
Using your big idea and standards, draft performance measures that will provide data to support your goal statement. Give thought to the type(s) of measures (mastery or growth) that fit best. Review your alignment thus far.
Keep in Mind
Is the Goal directly linked to the standards?
What is the best way to assess this content? Mastery or Growth?
What is the performance task measuring?
What are the assessments you will use to determine mastery or growth or both towards your goal and of your standard(s)?
Remember not all assessments truly measure growth.
IMT Orientation Draft 02Sept11-CS

41. Designing the content focus of your SLO
Step 4:
Establishing Performance Indicators
What are your targets for performance?
What level of performance or level of growth do you expect from your students on the assessments you identified?
Keep in Mind
Are your assessments aligned to the goal?
Are your assessments assessing the standards taught?
If you do develop a growth measure, you will need to do a pre and a post assessment and you will need to determine up front the amount of growth expected.
IMT Orientation Draft 02Sept11-CS

42. Building the SLO Section 1: Classroom Context
Complete the demographic data
Describe the class that the SLO represents
Section 2: SLO Goal
Goal statement (developed in Step 1) Targeted Standards, and rational (link this to the big idea)
Section 3: Performance Measures
Describe the measures (assessments) that align with the standards & best assess your content. Identify the administration schedule, adaptations and accommodations for each measure and how the student performance reporting will be shared.
Remember not all assessments truly measure growth.
If you do develop a growth measure, you will need to do a pre and a post assessment and you will need to determine up front your amount of growth expected
IMT Orientation Draft 02Sept11-CS

43. Section 4: Performance Indicators
Performance Indicators articulate a target for each performance measure for students in the identified SLO group. Teachers may identify a focused student group which will have different targets.
Determine the expected level of achievement for each student in your population on the performance measure(s) identified
4c: PI Linked may be used (but is not necessary) when there is a prerequisite skill required for students to complete this Performance measure.
Teachers have the option of weighting assessments if they choose to do so.
A focus group may be comprised of a group of students who recently moved in or students who have demonstrated specific learning needs and would have varied targets.
IMT Orientation Draft 02Sept11-CS

44. See explanations of this document on next slide
See explanations of this document on next slide. - reference helpdesk for the Performance Measure Task Framework
IMT Orientation Draft 02Sept11-CS

45. Performance Measure task framework
This document is completed when the teacher has chosen to create his or her own assessment. If the assessment the teacher has chosen is developed by a vendor or a company such as DIBELS the teacher does not have to complete this document. This document assists teachers in addressing important pieces in the process of assessment design. Consider using the help desk document for support.
This document assists teachers in addressing important pieces in the process of designing an assessment.
It is intentionally designed to have redundant sections to ensure there is direct connection to the SLO. While this template is not required, it is very valuable in informing the conversation between the teacher and principal when finalizing the approval for the SLO.
IMT Orientation Draft 02Sept11-CS

46. Areas of Caution
The SLO is based on small numbers of students. (consider increasing the number of performance measures)
The goals are not closely linked to standards.
The indicators of performance criteria are vague.
The mastery or growth level is unclear.
The performance measure lacks rigor.
The expectations are extreme.
As folks develop SLOs these are often the big areas of issue and concern.
IMT Orientation Draft 02Sept11-CS

47. Section 5: Elective Rating
This section classifies percentages of students who are meeting the performance targets into 4 levels as well as the overall SLO teacher rating
5a. Level
Failing
0% to ___ % of students will meet the PI targets.
Needs Improvement
___% to ___% of students will meet the PI targets.
Proficient
Distinguished
___% to 100% of students will meet the PI targets.
Teachers establish 4 levels of projected performance based on the indicators set in Section 4a prior to the evaluation period
See the handout, How to do the Final Calculations for Evaluation Purposes…
Remember… historical data will assist the teacher in determining the percentages. If your performance indicator is that students will earn a 3 or better on the AP exam and your percentages set at 80%-90% for proficient, you are setting yourself up for failure. Historical data tells us that is unrealistic.
If your performance indicator is that students will achieve 48 points in word fluency on DIBELS, and your percentages set at 40-50% for proficient, you are setting the expectations far too low. Certainly more than 50% of your students should hit that target.
Just right – growth statement…

48. Section 5: Elective Rating
This section classifies percentages of students who are meeting the Performance Indicators Targets into 4 levels: Failing, Needs Improvement, Proficient, Distinguished
Determines the overall SLO teacher rating
Each performance level should be populated with a percentage range
In order to set the proficiency levels you need to use your historical data to set the % ranges. What is realistic yet sets high expectations?
We will look at this more closely once you have created an SLO.
If your performance indicator is that students will earn a 3 or better on the AP exam and your percentages set at 80%-90% for proficient, you are setting yourself up for failure. Historical data tells us that is unrealistic.
If your performance indicator is that students will achieve 48 points in word fluency on DIBELS, and your percentages set at 40-50% for proficient, you are setting the expectations far too low. Certainly more than 50% of your students should hit that target.
IMT Orientation Draft 02Sept11-CS

49. It’s Time for you to Create an SLO
You can work with a partner or independently
For access to standards
To access SLO materials and resources choose the Homeroom Icon at
Ask questions as needed
Reference the Helpdesk document and the sample SLOs we shared
Be prepared to share your questions, things you learned, etc.
IMT Orientation Draft 02Sept11-CS

50. It’s time to review completed SLOs
Stand Up…Hand Up…Pair Up
Review one another’s SLO document. Remember to access the ‘Help Desk’ handout.
Try to provide feedback on the areas that should be revised or re-written
Be ready to share one thing about the process
IMT Orientation Draft 02Sept11-CS

51. Resources to support SLOs
– Homeroom Icon Training videos (To be used as a supplement of professional development – not to replace it) Scoring Samples Guidelines for Administrators Discussion Questions for Teachers and Administrators
IMT Orientation Draft 02Sept11-CS