PENNSYLVANIAS STUDENT LEARNING OBJECTIVES SLO PROCESS SCHOOL LEADERS

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PENNSYLVANIA'S STUDENT LEARNING OBJECTIVES (SLO) PROCESS SCHOOL LEADERS © PENNSYLVANIA DEPARTMENT OF EDUCATION

PENNSYLVANIA'S STUDENT LEARNING OBJECTIVES (SLO) PROCESS SCHOOL LEADERS © PENNSYLVANIA DEPARTMENT OF EDUCATION

GOAL & OBJECTIVES GOAL: PROVIDE SCHOOL LEADERS GUIDANCE AND PROCEDURAL SUGGESTIONS FOR THE IMPLEMENTATION

GOAL & OBJECTIVES GOAL: PROVIDE SCHOOL LEADERS GUIDANCE AND PROCEDURAL SUGGESTIONS FOR THE IMPLEMENTATION OF STUDENT LEARNING OBJECTIVES (SLOS) AS PART OF PDE’S EDUCATOR EFFECTIVENESS SYSTEM. OBJECTIVES: 1. ORIENT SCHOOL LEADERS TO PDE’S SLO PROCESS. 2. IDENTIFY ROLES AND RESPONSIBILITIES NEEDED TO IMPLEMENT SLOS. 3. REVIEW TASKS AND SUGGESTED PROCEDURES FOR EACH SLO PHASE (DESIGN, BUILD, & REVIEW). 2

SUPPORTING DOCUMENTS 1. QUICK START GUIDE 2. SLO PROCESS TEMPLATE 3. SCHOOL LEADER MODULE

SUPPORTING DOCUMENTS 1. QUICK START GUIDE 2. SLO PROCESS TEMPLATE 3. SCHOOL LEADER MODULE 4. HEALTH AND PE MODEL (HPE-R MODEL) 5. HELP DESK DEFINITIONS 6. SCHOOL LEADER SLO CHECKLIST 7. BLUEPRINT EXAMPLE-PHYSICAL EDUCATION 8. HANDOUT #5 -QUALITY ASSURANCE CHECKLIST-SLO 3

TOOL ORGANIZATION TRAINING • • DESCRIBE THE PROCEDURES WITHIN EACH OF THE 3 PHASES

TOOL ORGANIZATION TRAINING • • DESCRIBE THE PROCEDURES WITHIN EACH OF THE 3 PHASES (I. E. , DESIGN, BUILD, & REVIEW) PROVIDE EXAMPLES AND INFORMATION ABOUT A PROCESS TEMPLATES • ASSIST IN DEVELOPING CUSTOMIZED MATERIAL RESOURCES • SUPPLEMENTS THE CORE TRAINING MATERIALS 4

TOOL ORGANIZATION (CONT. ) 5

TOOL ORGANIZATION (CONT. ) 5

TRAINING RESOURCES SAS is the PDE website (www. pdesas. org) containing: • Pennsylvania content

TRAINING RESOURCES SAS is the PDE website (www. pdesas. org) containing: • Pennsylvania content standards and other helpful PDE developed material • A downloadable SLO training “packet”, including SLO Models • links to Research in Action’s training platform, Homeroom is RIA’s web-based learning platform (http: //www. ria 2001. org) containing: • on-line training materials, including the SLO Process Template • downloadable SLO training files, except videos 6 • links to SAS portal

STUDENT LEARNING OBJECTIVE ORIENTATION 7

STUDENT LEARNING OBJECTIVE ORIENTATION 7

STUDENT LEARNING OBJECTIVE PDE’S DEFINITION: A PROCESS TO DOCUMENT A MEASURE OF EDUCATOR EFFECTIVENESS

STUDENT LEARNING OBJECTIVE PDE’S DEFINITION: A PROCESS TO DOCUMENT A MEASURE OF EDUCATOR EFFECTIVENESS BASED ON STUDENT ACHIEVEMENT OF CONTENT STANDARDS. 8

SLO PROCESS Educator Effectiveness SLO Process Phases ALS Techniques Design Build Review 9

SLO PROCESS Educator Effectiveness SLO Process Phases ALS Techniques Design Build Review 9

SLO PROCESS PHASES THE SLO PROCESS CONTAINS THREE (3) PHASES: I. DESIGN (ING): THINKING,

SLO PROCESS PHASES THE SLO PROCESS CONTAINS THREE (3) PHASES: I. DESIGN (ING): THINKING, CONCEPTUALIZING, ORGANIZING, DISCUSSING, RESEARCHING II. BUILD (ING): SELECTING, DEVELOPING, SHARING, COMPLETING III. REVIEW (ING): REFINING, CHECKING, UPDATING, EDITING, TESTING, FINALIZING 10

SLO DESIGN COHERENCY GOAL STATEMENT RATIN G PERFORMANCE MEASURE PERFORMANCE INDICATOR FOCUSED ALL STUDENTS

SLO DESIGN COHERENCY GOAL STATEMENT RATIN G PERFORMANCE MEASURE PERFORMANCE INDICATOR FOCUSED ALL STUDENTS 11

SLO GUIDING PRINCIPLES SLOS SHOULD: 1. REPRESENT STUDENT PERFORMANCE IN A SPECIFIC COURSE/CONTENT AREA

SLO GUIDING PRINCIPLES SLOS SHOULD: 1. REPRESENT STUDENT PERFORMANCE IN A SPECIFIC COURSE/CONTENT AREA TAUGHT BY THE EDUCATOR. 2. ALIGN TO A TARGETED SET OF CONTENT STANDARDS THAT REPRESENT THE DEPTH AND BREADTH OF THE GOAL STATEMENT. 3. CONTAIN RESULTS FROM ONLY HIGH-QUALITY PERFORMANCE MEASURES COLLECTED IN AN EQUITABLE, VERIFIABLE, AND STANDARDIZED MANNER. 4. USE METRICS BASED ON TWO TIME-BOUND EVENTS/DATA COLLECTION PERIODS AND/OR SUMMATIVE PERFORMANCE 12 WITH DEFINED LEVELS OF ACHIEVEMENT. 5. INCLUDE PERFORMANCE INDICATORS LINKED TO

SLO PROCESS: MAJOR COMPONENTS Goal & Targeted Standards SLO Goal Performance Measures Performance Indicators

SLO PROCESS: MAJOR COMPONENTS Goal & Targeted Standards SLO Goal Performance Measures Performance Indicators Assessment #1 Indicator #1 Assessment #2 Indicator #2

SLO BLUEPRINT EXAMPLE (HANDOUT #3) Goal Statement Performance Measure Physical Activity Student Log (Fitnessgram)

SLO BLUEPRINT EXAMPLE (HANDOUT #3) Goal Statement Performance Measure Physical Activity Student Log (Fitnessgram) Participation in physical activity impacts wellness throughout a lifetime Targeted Standard 10. 4. 9 A; 10. 4. 9 C; 10. 4. 9 D, 10. 5. 9 F PM #1 PM #2 My Personal Fitness (Pre & Post) Testteria in rubric. Performance Indicator PM #1 Physical Activity Student Log (Fitnessgram) PM #2 My Personal Fitness (Pre & Post) Test 14

SLO Intent 1. GOALS ARE BASED UPON THE “BIG IDEAS” WITHIN PA’S CURRICULUM FRAMEWORK.

SLO Intent 1. GOALS ARE BASED UPON THE “BIG IDEAS” WITHIN PA’S CURRICULUM FRAMEWORK. 2. GOALS ARE SPECIFIC, MEASURABLE, ATTAINABLE, AND REALISTIC. 3. PERFORMANCE MEASURES ARE VALID, RELIABLE, AND RIGOROUS. 4. PERFORMANCE DATA ARE COLLECTED, ORGANIZED, SUMMARIZED, AND REPORTED IN A CONSISTENT MANNER. 5. TEACHER EXPECTATIONS OF STUDENT ACHIEVEMENT ARE 15 CHALLENGING.

STUDENT LEARNING OBJECTIVE SCHOOL LEADERS ROLES AND RESPONSIBILITIES 16

STUDENT LEARNING OBJECTIVE SCHOOL LEADERS ROLES AND RESPONSIBILITIES 16

Generic Procedural Timeline 1. ESTABLISH INITIAL SLO TIMELINE AT THE BEGINNING OF THE SCHOOL

Generic Procedural Timeline 1. ESTABLISH INITIAL SLO TIMELINE AT THE BEGINNING OF THE SCHOOL YEAR 2. REVIEW COMPLETED TEMPLATE WITH EDUCATOR 3. AGREE ON ANY REVISIONS; SIGN SLO TEMPLATE 4. ESTABLISH “MID-CYCLE” IMPLEMENTATION CHECK 5. CONDUCT END-OF-YEAR REVIEW OF SUMMARIZED PERFORMANCE DATA 17

SLO TIMEFRAME “TYPICAL SCHOOL YEAR” 18

SLO TIMEFRAME “TYPICAL SCHOOL YEAR” 18

SLO PHASES -ROLES AND RESPONSIBILITIES- Identify content standards and students Leaders: Identify school-wide needs

SLO PHASES -ROLES AND RESPONSIBILITIES- Identify content standards and students Leaders: Identify school-wide needs and timeline for submission Leaders: Clarify and guide SLO template completion Roles & Responsibilities Educators: Verify the SLO is complete and comprehensive REVIEW DESIGN Educators: Roles & Responsibilities Educators: Identify performance measures and expectations within the SLO Process Template BUILD Roles & Responsibilities Leaders: Validate expectations and ensure coherency 19

ROLES AND RESPONSIBILITIES Assignments: • are determined locally and could vary across PA. •

ROLES AND RESPONSIBILITIES Assignments: • are determined locally and could vary across PA. • are flexible and may change during the school year. • for SLO development may be “shared” across gradelevels or departments. • of new roles may include SLO trainer, co-developer, and/or quality reviewer for lead teachers, department chairpersons and other leaders. 20

STUDENT LEARNING OBJECTIVE TASKS AND PROCEDURES 21

STUDENT LEARNING OBJECTIVE TASKS AND PROCEDURES 21

DESIGN PHASE: TASKS 22

DESIGN PHASE: TASKS 22

SLO PROCESS TEMPLATE THE FRAMEWORK USED TO IDENTIFY GOALS, PERFORMANCE MEASURES, AND PERFORMANCE INDICATORS

SLO PROCESS TEMPLATE THE FRAMEWORK USED TO IDENTIFY GOALS, PERFORMANCE MEASURES, AND PERFORMANCE INDICATORS FOR USE IN THE ELECTIVE PORTION OF PA’S EDUCATOR EVALUATION SYSTEM. 23

SLO PROCESS SECTIONS Indicators Elective Rating Measures Goal Context 24

SLO PROCESS SECTIONS Indicators Elective Rating Measures Goal Context 24

DESIGN: EDUCATOR TASKS 1. IDENTIFY SUBJECT (CONTENT AREA) AND STUDENTS 2. SELECT A “BIG

DESIGN: EDUCATOR TASKS 1. IDENTIFY SUBJECT (CONTENT AREA) AND STUDENTS 2. SELECT A “BIG IDEA” FROM THE CONTENT STANDARDS 3. DRAFT A GOAL STATEMENT AND RATIONALE 4. IDENTIFY PRELIMINARY INDICATORS AND PERFORMANCE MEASURES 5. DEVELOP A “BLUEPRINT” 25

DESIGN: LEADER TASKS 1. ESTABLISH TIMELINE AND EXPECTATIONS FOR SLOS 2. IDENTIFY SLO TRAINING

DESIGN: LEADER TASKS 1. ESTABLISH TIMELINE AND EXPECTATIONS FOR SLOS 2. IDENTIFY SLO TRAINING AND OTHER RESOURCES 3. IDENTIFY ANY SCHOOL-WIDE NEEDS THAT CAN BE SUPPORTED BY THE SLO PROCESS 4. DISSEMINATE ACHIEVEMENT DATA FROM PRIOR YEAR(S) 26

BUILD PHASE: TASKS 27

BUILD PHASE: TASKS 27

BUILD: EDUCATOR TASKS -SECTIONS 1 & 21. IDENTIFY SUBJECT AND STUDENTS TO BE INCLUDED

BUILD: EDUCATOR TASKS -SECTIONS 1 & 21. IDENTIFY SUBJECT AND STUDENTS TO BE INCLUDED IN THE SLO DATA 2. REPORT “TYPICAL” CLASS SIZE, FREQUENCY, AND DURATION 3. FINALIZE “BIG IDEA” GOAL STATEMENT AND RATIONALE 4. IDENTIFY PA STANDARDS ASSOCIATED WITH THE GOAL 28

SLO Template -Section 1 & 21. Classroom Context 1 a. Name 1 b. School

SLO Template -Section 1 & 21. Classroom Context 1 a. Name 1 b. School 1 c. District 1 d. Class/Course Title 1 e. Grade Level 1 f. Total # of Students 1 g. Typical Class Size 1 h. Class Frequency 1 i. Typical Class Duration 2. SLO Goal 2 a. Goal Statement 2 b. PA Standards 2 c. Rationale 29

BUILD: EDUCATOR TASKS -SECTION 3 1. IDENTIFY PERFORMANCE MEASURES BY NAME, TYPE, AND METRIC

BUILD: EDUCATOR TASKS -SECTION 3 1. IDENTIFY PERFORMANCE MEASURES BY NAME, TYPE, AND METRIC 2. RECORD OR REFERENCE THE “PURPOSE STATEMENT” FOR EACH MEASURE 3. IDENTIFY ANY UNIQUE ACCOMMODATIONS, RESOURCES, EQUIPMENT, AND SCORING TOOLS NEEDED BY THE MEASURE 4. REFERENCE OR NOTE THE ADMINISTRATION FREQUENCY, PERSONNEL, SCORING, AND REPORTING FOR EACH MEASURE 30 5. VERIFY COMPLETION OF SECTION 3

SLO Template -Section 33. Performance Measures (PM) PM #1 PM #2 3 a. Name

SLO Template -Section 33. Performance Measures (PM) PM #1 PM #2 3 a. Name 3 c. Purpose 3 b. Type PM #1 PM #2 3 d. Metric ____District-designed Measures and Examinations ____Nationally Recognized Standardized Tests ____Industry Certification Examinations ____Student Projects ____Student Portfolios ____ Other: _______________ Growth (change in student performance across two or more points in time) Mastery (attainment of a defined level of achievement) Growth and Mastery IEP Gifted IEP ELL Other 3 e. Administration Frequency PM #1 PM #2 3 f. Adaptations/ Accommodations 3 g. Resources/ Equipment PM #1 PM #2 3 h. Scoring Tools PM #1 PM #2 3 i. Administration & Scoring Personnel PM #1 PM #2 3 j. Performance Reporting PM #1 PM #2 Summary 31

BUILD: EDUCATOR TASKS -SECTION 4 1. IDENTIFY PERFORMANCE INDICATORS FOR THE “ALL STUDENTS” GROUP

BUILD: EDUCATOR TASKS -SECTION 4 1. IDENTIFY PERFORMANCE INDICATORS FOR THE “ALL STUDENTS” GROUP 2. 3. a) ENSURE EACH INDICATOR IS ASSOCIATED WITH ONE PERFORMANCE MEASURE b) ENSURE EACH INDICATOR ARTICULATES A PERFORMANCE STANDARD FOR INDIVIDUAL STUDENT ACHIEVEMENT (E. G. , 70% ACCURACY, 4 OUT OF 5 ON THE RUBRIC) NOT EXPECTATIONS FOR GROUPS OF STUDENTS (E. G. , 70% OF STUDENTS MEETS PROFICIENCY RATE) OPTIONAL: IDENTIFY PERFORMANCE INDICATORS FOR ANY SUBGROUP/COHORT OF SLO STUDENTS OPTIONAL: REQUIRE PERFORMANCE INDICATORS TO BE “LINKED” OR “WEIGHTED” 32

SLO Template -Section 44. Performance Indicators (PI) 4 a. PI Targets: All Student Group

SLO Template -Section 44. Performance Indicators (PI) 4 a. PI Targets: All Student Group 4 b. PI Targets: Focused Student Group 4 c. PI Linked (optional) PI Target #1 PI Target #2 PI Target #1 a PI Target #2 a 4 d. PI Weighting (optional) 33

BUILD: EDUCATOR TASKS -SECTION 5 1. ESTABLISH THE PERFORMANCE “CONTINUUM” RANGING FROM 0% TO

BUILD: EDUCATOR TASKS -SECTION 5 1. ESTABLISH THE PERFORMANCE “CONTINUUM” RANGING FROM 0% TO 100% MEETING THE TARGETS a) ENSURE RANGES BALANCE RIGOR WITH REASON b) REFRAIN FROM USING GRADING RANGES FOUND WITH PUPIL PROGRESSION POLICIES c) CONSIDER THE VARIED DEGREE OF RIGOR AMONG DIFFERENT PERFORMANCE MEASURE AND STANDARDS 2. REVIEW SLO TEMPLATE, INCLUDING ELECTIVE RATING, WITH THE DESIGNATED SCHOOL LEADER 3. VERIFY COMPLETION OF SECTION 5 34

SLO Template -Section 55. Elective Rating Failing 0% to ___ % of students will

SLO Template -Section 55. Elective Rating Failing 0% 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. 5 a. Level . TEACHER SIGNATURE _____________DATE______ EVALUATOR SIGNATURE ___________DATE______ Notes/Explanation 5 b. Rating Distinguished (3) Proficient (2) Needs Improvement (1) Failing (0) . 35 TEACHER SIGNATURE _____________DATE______ EVALUATOR SIGNATURE ___________DATE______

BUILD: LEADER TASKS 1. CLARIFY EXPECTATIONS FOR SLOS 2. PROVIDE ADDITIONAL SLO TRAINING AND

BUILD: LEADER TASKS 1. CLARIFY EXPECTATIONS FOR SLOS 2. PROVIDE ADDITIONAL SLO TRAINING AND OTHER RESOURCES 3. SCREEN DRAFT MATERIAL PRIOR TO CONFERENCING WITH EDUCATOR 4. DESIGNATE A SCHOOL-BASED, SUBJECT MATTER EXPERT (SME) TO SUPPORT DEVELOPMENT 5. COORDINATE DISTRICT AND IU PROFESSIONAL DEVELOPMENT 36

REVIEW PHASE: TASKS 37

REVIEW PHASE: TASKS 37

REVIEW: EDUCATOR TASKS 1. EVALUATE EACH SECTION OF THE SLO PROCESS TEMPLATE #4 USING

REVIEW: EDUCATOR TASKS 1. EVALUATE EACH SECTION OF THE SLO PROCESS TEMPLATE #4 USING HANDOUT #5 -QUALITY ASSURANCE CHECKLIST-SLO 2. IDENTIFY AND CORRECT ANY SLO ELEMENT THAT DEVIATES FROM THE BUSINESS RULES 3. ORGANIZE THE SLO PROCESS TEMPLATE, ASSESSMENTS, AND SUMMARY DATA REPORT 4. CONDUCT REVIEW WITH SCHOOL LEADER 5. FINALIZE AND SIGN FORM 38

REVIEW: LEADER TASKS 1. CONDUCT PRELIMINARY REVIEW (SCREEN) OF PROPOSED SLO 2. IMPLEMENT CONFERENCE

REVIEW: LEADER TASKS 1. CONDUCT PRELIMINARY REVIEW (SCREEN) OF PROPOSED SLO 2. IMPLEMENT CONFERENCE WITH EDUCATOR: a) DEVELOP “TRIAGE” FROM SCREENING MATERIALS b) ALIGN TIME ALLOCATION GIVEN PRELIMINARY REVIEW c) PROVIDE “KEY POINTS OF DISCUSSION” PRIOR TO CONFERENCE 3. DISCUSS PROPOSED SLO AND APPLICABLE PERFORMANCE MEASURES 4. IDENTIFY ANY CORRECTIONS, REFINEMENTS, ETC. 5. SIGN FORM AND ESTABLISH FOLLOW-UP TIMELINE 39

Procedural -Conference. THE SLO PROCESS FACILITATES AN ONGOING CONVERSATION ABOUT EXPECTATIONS BETWEEN EDUCATORS AND

Procedural -Conference. THE SLO PROCESS FACILITATES AN ONGOING CONVERSATION ABOUT EXPECTATIONS BETWEEN EDUCATORS AND SCHOOL LEADERS 40

Procedural -Discussion Points: Fall • What is the subject/content focus? • Who does it

Procedural -Discussion Points: Fall • What is the subject/content focus? • Who does it encompass? Goals. Standards • How can it improve instruction/practice? • Why are they considered high quality measures? • Who administers and scores the measures? Measures • What types of data are produced? • What are the indicators of success? • How are they being measured? Indicators • Which students are they based upon? 41

Procedural -Discussion Points: Winter • How has the instruction supported the subject/content focus? •

Procedural -Discussion Points: Winter • How has the instruction supported the subject/content focus? • Which student groups are making progress or struggling? Goals. Standards • What instruction/practice adaptations will be needed in the spring? • Which measures have been administered so far? • Are additional measures necessary at this time? Measures • What is the data telling us about student growth and/or mastery? • Are indicators of success still applicable? • How well are the indicators working? Indicators • Which indicators are producing data about student performance? 42

Procedural -Discussion Points: Spring • To what degree was the “Big Idea” mastered by

Procedural -Discussion Points: Spring • To what degree was the “Big Idea” mastered by students? • Which content standards will need additional instruction? Goals. Standards • How can the standards be taught more effectively? • Which measures should be discontinued or need significant revisions? • To what degree did students meet your expectations? Measures • What data points had the most influence on your overall rating? • Which indicators were established too high or too low? • What did the indicators tell you about student performance? Indicators • Which student groups underperformed on selected indicators? 43

Procedural -Areas of Caution 1. SLO IS BASED UPON SMALL NUMBERS OF STUDENTS OR

Procedural -Areas of Caution 1. SLO IS BASED UPON SMALL NUMBERS OF STUDENTS OR DATA POINTS. 2. GOALS OR INDICATORS ARE “LOOSELY” LINKED TO TARGETED STANDARDS. 3. INDICATORS ARE VAGUE WITHOUT SPECIFIC PERFORMANCE CRITERIA. 4. GROWTH AND/OR MASTERY IS NOT CLEARLY DEFINED. 5. PERFORMANCE MEASURES ARE POORLY DESIGNED, LACK RIGOR, OR DO NOT MEASURE THE TARGETED STANDARD(S). 6. OVERALL ACHIEVEMENT EXPECTATIONS ARE 44

SUMMARY THIS MODULE FOCUSED ON PROVIDING SCHOOL LEADERS CONTENT DETAILS NEEDED TO IMPLEMENT SLOS

SUMMARY THIS MODULE FOCUSED ON PROVIDING SCHOOL LEADERS CONTENT DETAILS NEEDED TO IMPLEMENT SLOS WITHIN PDE’S EDUCATOR EFFECTIVENESS SYSTEM. • PDE POC: MR. DAVID DEITZ [email protected] NET • THE RIA GROUP • POC: DR. J. P. BEAUDOIN [email protected] 2013. COM • HELP DESK: [email protected] 2013. COM • HOT LINE: 1. 855. 787. 9446 45