1. Student Learning Objectives for Teachers Baldwin Whitehall School District 1-20-2015 Mr. Paul Cindric

2. Student Learning Objectives - SLO Session Objectives -To introduce the Student Learning Objectives process in context with the Educator Effectiveness -To review the sections of the SLO Process Template (main form) with expectations and examples for each section -To consider options for setting Performance Indicator goals -To practice reviewing and scoring sample teacher SLOs

3. Teacher Effectiveness

4. 4

5. Teacher Effectiveness System in Act 82 of 2012 Teacher Observation/Practice Planning and Preparation Classroom Environment Instruction Professional Responsibilities The rating of a classroom teacher for effectiveness in teacher practice shall be based on classroom observation or other supervisory methods.

6. Teacher Effectiveness System in Act 82 of 2012 Building level data will be represented using the academic score determined via the Pennsylvania School Performance Profile (SPP). This profile will include data from all in the blue box (below left), including the following when applicable: PSSA/Keystone Exams Industry Standards-Based Assessments Graduation Rate Promotion Rate Attendance Rate International Baccalaureate (IB) SAT Performance ACT Performance Aspire

7. Teacher Effectiveness System in Act 82 of 2012 Any data used for a rating in this area must be attributable to the specific classroom teacher who is being evaluated and rated. LEAs shall use the Student Learning Objectives (SLO) process to document, determine, and validate the weight assigned to Teacher Specific Data measures that establish the Teacher Rating where applicable.* Teacher Specific Data Uses all of the following if applicable and available: Student Performance on Assessments (% Proficient & Advanced) Not more than 5% PVAAS 3-Year Rolling Average – At least 10% IEP Goals Progress* - not more than 5% LEA Developed Rubrics* - Not more than 15%

8. Teacher Effectiveness System in Act 82 of 2012 Must use the PDE Student Learning Objectives (SLO) process template PDE recommends a separate elective data measure from any LDR used in their Teacher Specific category. However, LEAs may agree to use a single elective data measure (from the PDE list) for both Teacher Specific and the Elective Data pieces of the pie chart in the absence of teacher specific data by the proper %.

9. Observation/Evidence Danielson Framework Domains 1.Planning and Preparation 2.Educational Environment 3.Delivery of Service 4.Professional Development Student Performance of All Students in the School Building in which the Nonteaching Professional Employee is Employed District Designed Measures and Examinations Nationally Recognized Standardized Tests Industry Certification Examinations Student Projects Pursuant to Local Requirements Student Portfolios Pursuant to Local Requirements Non Teaching Professional Employee Effectiveness System in Act 82 of 2012 Effective 2014-2015 SY 9

10. Who are non-teaching professionals? 1.Those working under an Educational Specialist certificate ( school nurse, guidance counselor, H&SV, IT specialist, school psychologist, dental hygienist ) 2.Those working under an instructional certificate who do NOT provide direct instruction to students 3.Those holding a Supervisory certificate ( Supervisor of Curriculum & Instruction, Pupil Services, Single Area, Special Education, Vocational Education ) These educators are not required to complete an SLO 10

11. 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, Subgroups Academic Growth PVAAS Other Academic Indicators 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 6/26/2014

12. Classroom Teacher Rating Tool Form – PDE 82-1 12 SLO Score Observation/Practice Scores (every domain/every year) Building School Performance Profile Teacher Specific Items as available/applicable Even when using the Excel form, you must manually select one of these ratings

13. Student Learning Objectives: The Basics

14. Student Learning Objectives - SLO What are Student Learning Objectives? Student Learning Objectives are a process developed by the department of education to document a measure of educator effectiveness based on student achievement of content standards.

15. Student Learning Objectives - SLO What are Student Learning Objectives? – A process to document a measure of educator effectiveness based on student achievement of content standards for a group of students within an academic year. – SLOs must be aligned to standards and reflect the most important content and essential understandings of the course/subject taught by that teacher – At the end of an established instructional time period, students are assessed through the use of performance measures (assessments) that will determine how well that group of students met the performance indicators (expected level of achievement) set by that teacher.

16. Student Learning Objectives - SLO What’s in an SLO?

17. Student Learning Objectives - SLO How are SLOs developed? 1)Teachers, under the guidance of their principal/district, compose a goal for a group (or all) of their students in a subject/course they are teaching that academic year. The goal must be aligned to academic content standards. 2)Teachers, under the guidance of their principal/district, select performance measures that will be used to determine if students meet the stated goal. The performance measures are to be aligned to performance indicators. 3)Teachers, under the guidance of their principal/district, set performance indicators that will be targets related to academic standards. Each performance indicator should be a reasonable expectation that utilizes data. The SLO should contain multiple measures for reliability. 8/2014

18. Student Learning Objectives - SLO How are teachers evaluated using SLOs? The teacher elective rating is determined by how many of the performance indicator targets are met by the students in the SLO. Those targets are set at the beginning of the process by the district. Teacher rating categories are converted into the 0-3 scale and plugged into the new classroom teacher rating form. FailingNeeds Improvement ProficientDistinguished % to % of students 0123

19. Student Learning Objectives - SLO Reform Support Network 2014

20. Data & Assessments: The Value in SLOs

21. Social Media DATA USE Sports Web- Based Retail Financial Entertainment Advertising Politics Insurance Manufacturing Healthcare How do these industries utilize data?

22. Benefits: Time Innovation Cost Effectiveness Personalizing Efficiency Predictions/Projections Trend Analysis Cautions: Privacy Security Misuse of Information DATA USE

23. To what extent do we use data in education?

24. Student Learning Objectives Student Assessments DATA USE

25. The Template

26. 26 SLO Process Template: The form through which Student Learning Objectives process is documented.

27. A Walk through the Main Template You will need the main template and Help Desk documents side by side.

28. Classroom Context 28

29. Classroom Context (example) 29

30. Turn & Talk 1.What questions do you still wonder about or need to answer related to the Classroom Context section of the SLO template? 2.Write your questions on the form and discuss with a neighbor.

31. ?? Questions to Consider ?? 1) Do all of the answers in this section only relate to the SLO population of students?

32. Student Learning Objectives - SLO

33. Goal Statement 33 2.a. The Goal Statement is a Big Idea. Big Ideas are declarative statements that transcend grade levels. Big Ideas can be found in the Curriculum Framework on www.pdesas.org or in your district’s written curriculum. www.pdesas.org 2.b. These are the targeted academic standards aligned to the teacher’s Goal Statement. 2c. The rationale, composed by the teacher, states why the selected Goal and Standards have been chosen and why they are important for students.

34. 2.O SLO Goal (example) 34

35. Turn & Talk 1.What questions do you have related to the SLO Goal section of the SLO template? 2.Write your questions on the form and discuss with a neighbor.

36. ?? Questions to Consider ?? 1) Does your goal statement adequately represent a key learning of your course? 2) Will this goal provide students with knowledge and skills that will be of value beyond a single test date? 3) Are your targeted standards actually aligned to your goal?

37. Student Learning Objectives - SLO

38. Performance Measures 38 Performance Measures are assessments that will be used to measure the performance indicators. They should be summative in nature.

39. Performance Measures (example) 39

40. Performance Measures (example con’t)

41. Turn & Talk 1.What questions do you have related to this section of the SLO template? 2.Write your questions on the form and discuss with a neighbor.

42. ?? Questions to Consider ?? 1) Does your Performance Measure align with the targeted standards and the goal statement? 2) Does the progression of your Performance Measures represent increasing cognitive demands on the students, i.e. DOK levels? 3) Have you considered other ways that student learning could be measured besides the objective tests you have listed? (projects, simulations, experiments, performance tasks, etc.) 4) Are there enough items to truly measure growth and/or mastery of the targeted standards on the assessment you’ve chosen?

43. Student Learning Objectives - SLO

44. Performance Indicators 44 A Performance Indicator is a description of the expected level of achievement for each student in the SLO population.

45. Performance Indicators (example) 45

46. Approaches to selecting targets for students Guidance for Teachers Student Learning Objectives - SLO

47. Student Population, Baseline, and Target(s) Training SLO Target Approach 1: Set common growth to Mastery Approach. Students will grow to score 75% or higher on the summative assessment for the selected standards. StudentPre-Test ScoreSummative Target Student A1075 Student B2075 Student C575 Student D075 Student E3075 Student F1075

48. Student Population, Baseline, and Target(s) Training SLO Target Approach 2: Set common growth targets. Students will grow by 60 percentage points or more on their summative assessment compared to their pre-test for the standards. (e.g., Student E’s target is 60 more than 30, or 90.) StudentPre-Test ScoreSummative Target Student A1070 Student B2080 Student C565 Student D060 Student E3090 Student F1070

49. Student Population, Baseline, and Target(s) Training SLO Target Approach 3: Set differentiated growth targets Students will meet or exceed their individualized target. StudentPre-Test ScoreSummative Target Student A1070 Student B2075 Student C570 Student D065 Student E3095 Student F1075

50. Student Population, Baseline, and Target(s) Training SLO Target Approach 4: Set Banded growth targets Students will meet or exceed their individualized target. StudentPre-Test ScoreSummative Target Group 180-99100 Group 260-7980 Group 330-5970 Group 40-2965

51. Student Population, Baseline, and Target(s) Training SLO Target Approach 5: Set Status growth targets Students will meet or exceed their individualized target. StudentPre-Test ScoreSummative Target Group 1EmergingProficient Group 2ProficientExceeding Group 3NoviceEmerging

52. Turn & Talk 1.What questions do you have related to this section of the SLO template? 2.Write your questions on the form and discuss with a neighbor.

53. ?? Questions to Consider ?? 1) How much growth is “good enough”? 2) Are the Performance Indicators realistic and/or challenging? 3) Do each of the Performance Indicators relate back to their corresponding Performance Measure? (PM #1 = PI #1) 4) Does the weighting of your Performance Indicators reflect the significance of each assessment upon demonstrating the students’ learning of the SLO objective?

54. Elective Rating 54 The selection of ranges for the Elective Rating section is decided upon by local districts. Each district may handle this section differently. Sign off #1 Before SLO Sign off #2 After SLO

55. Elective Rating (Baldwin Whitehall) 55

56. How to Calculate a Teacher Elective Rating (Example)

57. Elective Rating Calculation Review Proficient

58. Elective Rating Calculation Practice #1 245/300= 82% 82%= Proficient 84 + 78 + 83= 245 100 + 100 + 100= 300

59. Elective Rating Calculation Practice #2 15 + 15 = 30 20/30 = 67% 67% = Need Improvement 10 + 10 = 20

60. Turn & Talk 1.What questions do you have related to this section of the SLO template? 2.Write your questions on the form and discuss with a neighbor.

61. ?? Questions to Consider ?? 1) Are the ranges appropriate for each level of performance? 2) Is the distinguished level of performance truly distinguished? 3) By what method(s) will you report your data?

62. The SLO Process through the Year

63. Student Learning Objectives - SLO What is the normal process for SLOs throughout the year? 1) School leaders should provide an overview of the SLO process, including the district/school vision, timeline for completion of SLO 2) Principal reviews SLO template with educators. 3) Principal conducts meetings with teachers to set goals, choose performance indicators and select performance measures using template. 4) Principal and teacher agree on any revisions and submit materials and sign off on SLO before implementing 5) Mid-Cycle Review (Optional) while teachers are implementing SLO 6) End-of-Year Review with supporting data to produce a rating Beginning of School Year

64. Student Learning Objectives - SLO Yearly Timeline

65. Student Learning Objectives - SLO Three Step Process for Developing SLOs Brainstorming Writing Checking

66. Student Learning Objectives - SLO Roles and Responsibilities in Composing SLOs These three steps are done before the SLO is signed off before implementation

67. Roles & Responsibilities 67 Additional Considerations Assigning persons to the aforementioned roles and responsibilities will be a local decision and will vary across the state. Some responsibilities in developing SLO may be “shared” across grade- levels or departments within a school or district. Lead teachers, department chairpersons, or other educator leaders could be assigned the role of SLO trainer, co-developer, and/or quality reviewer.

68. Reviewing SLOs

69. Reviewing an SLO before it is implemented by a teacher is an encouraged practice for school leaders. SLOs should be reviewed for: Completeness Comprehensiveness Coherency

70. Completeness A review of an SLO for completeness is to ensure that the SLO Process Template is completed correctly, with all of the required sections filled in. School Leaders should use this review to check that there is a mutual agreement and understanding between the principal and teacher about the SLO population: which course, sections, and students, will be involved in the teachers’ SLO.

71. Comprehensiveness A review of an SLO for comprehensiveness is to ensure that the performance measures identified on the SLO Process Template are of sufficient quality for use in reporting student achievement. This review checks that performance measures (assessments) of the SLO are aligned, rigorous, valid, and consistent.

72. Coherency A review of an SLO for coherency is to ensure that the completed SLO, including identified performance measures, provide an aligned approach focused on the identified “Big Idea” within PA’s content standards. This review checks if the Performance Indicators are specific, criteria-focused, challenging, and linked to the Performance Measures.

73. Practice Reviewing SLOs Directions: Using the questions you composed while learning the components of an SLO, review SLOs submitted in advance by the following teachers: – Ms. Shepherd Grade 5 Language Arts – Mr. Wendell Grade 7 Mathematics – Mr. Krebbs Grade 11 Environmental Science – Mr. Barnes Grade 10 U.S. History Make annotations and take notes about questions/ clarifications/revisions that you need from the teacher before you can meet with them to sign off on the SLO.

74. General Considerations for SLOs

75. Important Considerations When Developing SLOs SLOs should: 1.Represent the diversity of students and courses/content areas taught. 2.Align to a set of approved indicators/targets related to selected academic content standards. 3.Be based upon two time-bound events/data collection periods and/or performance-defined levels of “mastery”. 4.Be supported by verifiable data that can be collected and scored in a standardized manner. 5. Include a set of independent performance measures.

76. Important Considerations For Completing the SLO Template 1.Goals are based upon the “big ideas” within the academic 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.

77. Areas of Caution 1.The SLO is based upon small numbers of students/data points. 2.Goals and indicators are not linked to standards. 3.Indicators are vague without specific performance criteria. 4.Growth and/or mastery is not clearly defined. 5.Performance measures are not well-designed or lack rigor. 6.Overall student achievement expectations are extreme.

78. Steps to Constructing an SLO & Supporting Documents

79. SLO Steps and Supporting Documents Brainstorming Writing Checking

80. SLO Steps and Supporting Documents Performance Task Framework Template: Used to thoughtfully design assessments that are well-constructed, rigorous and aligned.

81. District Implementation

82. District Steps to Consider in Planning and Implementing SLOs STEPS TO PLAN AND IMPLEMENT SLOs STRATEGY IMPLEMENTATION 1 ASSESS AND IDENTIFY OVERALL DISTRICT PRIORITIES AND NEEDS IDENTIFY WHO ARE “20%-ERS”; WHO ARE “35%- ERS”; AND WHO ARE NON- TEACHING PROFESSIONALS 2 DETERMINE HOW SPECIFIC SLOs WILL GET SET 3 ESTABLISH EXPECTATIONS FOR SCORING SLOs AND FOR DETERMINING TEACHER RATINGS 4 DETERMINE PROCESSES FOR SETTING, REVIEWING, AND ASSESSING SLOS 5

83. District Steps to Consider in Planning and Implementing SLOs Assess and identify local priorities and needs. e.g. Areas of need as identified by PSSA results; existing district initiatives; departmental or grade level efforts; etc. In looking at a listing of staff members, identify those educators who: must use meeting IEP Goals for at least 5% of the Teacher Specific score will have to use the SLO template for “LEA Developed Rubrics” and “Meeting IEP Goals”? Are considered “non-teaching professionals” and will not develop SLOs.

84. District Steps to Consider in Planning and Implementing SLOs Determine district procedures for how SLOs will be established. Educators will work independently Educators will work in grade or department teams PA Core Standard Work Group Administrators will determine SLOs for the district Superintendent will determine SLOs for the district Establish expectations for scoring SLOs, and for determining teacher ratings. Will individual teachers/teams developing scoring ranges; will principals determine scoring ranges; will scoring ranges be reflective of district grading policies; etc.

85. District Steps to Consider in Planning and Implementing SLOs Determine district-wide processes for setting, reviewing, and assessing SLOs in schools. Which decisions are made at the district level, and which are made by principals and/or principals with teachers? What is the annual cycle of goal-setting, progress, and results meetings for SLOs? What procedures will be put into place to ensure consistency and rigor across all classrooms? Who will provide the final approval of SLOs? – The PA Core Standard Work Group Administrators will give final approval of all SLOs. How, when, and by whom will training for principals and teachers be provided (both on SLO development and assessment literacy)? Where will SLO templates and data be stored? What documents will be required (e.g. just the SLO template; the SLO template and Performance Task Framework; the actual assessments used in an SLO, just a summary sheet, etc.)?

86. Turn & Talk 7. What methods might you develop to streamline the SLO process in your district? (Themes, department or grade-level goals, timelines, observations, etc.) 8. How will you design your school calendar to allow for the completion and review of SLOs? (PD days, dept. meetings, etc.) 9. How will you determine the elective rating ranges for teachers?

87. Online Resources

88. Student Learning Objectives - SLO Online resources and documents to support SLO development 1)www.pdesas.org> Homeroomwww.pdesas.org 2)www.pdesas.org > Teacher Toolswww.pdesas.org 3)www.pdesas.org > Curriculum Frameworkwww.pdesas.org 4)http://bit.ly/slopa > Narrated Presentations on SLO Main Templatehttp://bit.ly/slopa

89. Student Learning Objectives - SLO Accessing SLO Online Resources www.pdesas.org

90. Accessing SLO Online Resources www.pdesas.org 1. Website of PDE Vendor: Research in Action Teachers Administrators

91. Accessing SLO Online Resources www.pdesas.org Slideshare Power Points Templates to Help Process Handouts, annotated Slideshare notes

92. Examples of Completed SLO Templates and Performance Measure Task Templates

93. Accessing SLO Online Resources www.pdesas.org 2. SAS Professional Learning Community On Student Learning Objectives

94. Accessing SLO Online Resources www.pdesas.org 3. Curriculum Framework On the Standards Aligned System

95. Reviewing SLOs

96. Practice Reviewing SLOs Directions: Using the questions you composed while learning the components of an SLO, review SLOs submitted in advance by the following teachers: – Ms. Shepherd Grade 5 Language Arts – Mr. Wendell Grade 7 Mathematics – Mr. Krebbs Grade 11 Environmental Science – Mr. Barnes Grade 10 U.S. History Make annotations and take notes about questions/ clarifications/revisions that you need from the teacher before you can meet with them to sign off on the SLO.

97. Ms. Shepherd

98. Weekly for how long? Is this really a summative assessment? Which report in the program will you use, there are several? Do these PMs measure conventions? Where are these They’re not mentioned? Are you not measuring mastery? None of these will be needed?? What is the title of this CBA?? Where is it from?

99. Ms. Shepherd In what form/format will it be reported back? We’ve already accounted for frequency Are these targets realistic and/or challenging enough for all students? What about students who show growth, but not to grade level? What is the reason for using 20% growth? If you don’t weight your Pis, they are both worth 50% of your SLO score, is that correct?

100. Ms. Shepherd She duplicated percentages in each level. Is this the threshold too high for Proficiency?

101. Mr. Wendell Forgot to list the focus standard(s)!! How many sections are in his SLO? The numbers don’t match.

102. Mr. Wendell How many sections are in his SLO? The numbers don’t match. Is homework a type of summative assessment? How does measuring growth in basic skills meet his goal/standards? Even if you could justify HW, is a daily assessment realistic for an SLO? Is this something the district already owns? Is it part of the curriculum? Is it an appropriate assessment? Is it appropriate to have students grade work that is a part of an SLO? Use the title in this section to be more specific on how you will be grading these

103. Mr. Wendell Is this this target appropriate? Are the assignments weighted appropriately? Doesn’t add up to 100%

104. Mr. Wendell Is the threshold for proficient appropriate?

105. Mr. Krebbs

106. Does this assessment measure the goal? Do the PMs really measure growth?

107. Mr. Krebbs Does the school already own all of these? Does the district already have access to these? Is this appropriate? who

108. Mr. Krebbs Is this a rigorous goal? Again, is this growth? Are these PI weighted appropriately? Is the threshold for proficiency appropriate?

109. Mr. Barnes Do you want to include all your students in the SLO?

110. Will this technology truly measure the goal? Does the district own it? Who will support it? Mr. Barnes Does the current district midterm in US History have enough questions to validly measure your targeted standards? May I see a Performance Measure Task Framework form for this project? Is the frequency and timeframe for this PM appropriate to measure growth on your goal?

111. Mr. Barnes Have you considered contingencies in the event of technology failure? Will you have access to all of the technology for all of your classes for all of the administrations of the simulation?

112. Mr. Barnes May I see the rubric for this project? How did you determine that 20 points is adequate growth for this target? What is your rationale for weighting your performance indicators this way?

113. SLO Template Training Videos Narrated Power Point presentations that describe how to complete each section of the SLO Process Template. http://bit.ly/slopa Created by the Western PA Intermediate Unit Curriculum Coordinators

114. From PDE The PDE Student Learning Objective Process template will be required to be used per a PDE legal review. That review states: 22 Pa. Code Ch. 19 requires the Department provide templates for LEAs and it is these templates that the LEAs must use for SLOs. If an LEA wishes to utilize a different template than the one provided by the Department it can submit an alternative to the Department for approval. PDE also continues to encourage a best practice of a collaborative approach in the development of quality SLOs. This could include collaborative teams such as teams of teachers at common grade levels; teams of teachers in common content areas; or teams at a building level that includes specific groups of teachers. Since the SLO process requires alignment to content standards, teams will need to develop a content-specific focus.

115. From PDE While SLO implementation is required for the 2014-15 school year, if needed, a LEA may choose to provide additional staff development time at the start of the school year and then move to the implementation of SLOs. SLOs do not need to be year long and the regulations allow a LEA to determine the duration of a SLO. It is important to remember, however, that longer periods of time provide opportunity to more accurately measure student growth.

116. From PDE PDE developed a guidance on all Student Performance Measures in a Frequently Asked Questions (FAQ) document. That document is included in your folder. It was revised in October 2014.

117. Student Learning Objectives - SLO Questions about Student Learning Objectives please contact: Paul Cindric paul.cindric@aiu3.net paul.cindric@aiu3.net 412-394-4940