Student Learning Objectives SLO Essential Questions 1 How

Student Learning Objectives (SLO) Essential Questions: 1. How does an SLO factor into teacher evaluation? 2. How will the SLO process be organized at Lower Dauphin?

Key Vocabulary Performance Measure – Test or Project Performance Indicator – The level of success you expect for students in your class on a “performance measure” Teacher Expectations – Percentage of students who reach the “performance indicator”

SLO process A process to document a measure of educator effectiveness based on student achievement of content standards

Implementation 2013 -2014 is a training year. Districts will be required to implement SLOs in school year 2014 -2015.

Teacher Effectiveness System in Act 82 of 2012 School Building Data Observation/Evidence Effective 2013 -2014 SY Danielson Framework Domains 1. Planning and Preparation 2. Classroom Environment 3. Instruction 4. Professional Responsibilities Effective 2013 -2014 SY 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 School Building Teacher Specific Data, 15% Effective 2016 -2017 SY PVAAS / Growth 3 Year Rolling Average 1. 2013 -2014 SY 2. 2014 -2015 SY 3. 2015 -2016 SY Teacher Specific Other data as provided in Act 82 Data, 15% Observation/ Evidence, 50% Elective Data/SLOs Optional 2013 -2014 SY Effective 2014 -2015 SY District Designed Measures and Examinations Nationally Recognized Standardized Tests Industry Certification Examinations Student Projects Pursuant to Local Requirements Elective Data, 20% Student Portfolios Pursuant to Local Requirements 5

Building Level Data Observation/Evidence Effective 2013 -2014 SY Danielson Framework Domains 1. Planning and Preparation 2. Classroom Environment 3. Instruction 4. Professional Responsibilities 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 Building Level Data, 15% Elective Data/SLOs Elective Data, 35% Observation/ Evidence, 50% Piloting 2013 -2014 SY Effective 2014 -2015 SY District Designed Measures and Examinations Nationally Recognized Standardized Tests Industry Certification Examinations Student Projects Pursuant to Local Requirements Student Portfolios Pursuant to Local Requirements 6

For Professionals who teach PSSA and Keystone Courses: grades 4 - 11 1 2 3 4 PDE Categories A. K. A. Teacher Observation & Practice Danielson Framework Building Level Score Teacher Specific Rating Elective Rating School Performance Profile (SPP) Value-Added (PVAAS) Student Learning Objectives (SLO) Scale 2013 -14 2014 -15 2015 -16 0 -3 85% 65% 50% 0 -3 15% 15% 0 -3 NA NA 15% 0 -3 NA 20%

For Professionals who do not teach PSSA and Keystone Courses: grades 4 - 11 1 2 3 Category A. K. A. Teacher Observation & Practice Danielson Framework Building Level Score Elective Rating School Performance Profile (SPP) Student Learning Objectives (SLO) Scale 2013 -14 2014 -15 2015 -16 0 -3 85% 50% 0 -3 15% 15% 0 -3 NA 35%

Student Learning Objectives (SLO) Five Sections: 1. Classroom Context 2. SLO Goal 3. Performance Measures 4. Performance Indicators 5. Teacher Expectations

1. Classroom Context basics of class, size, meeting frequency, duration, etc. 1 a. Teacher Name: Mrs. Apple 1 b. Course/Class: English 1 c. Sections: Period 1, 2, 4 (all students in these sections) 1 d. Total number of students involved: 18 + 20 + 22 = 60 1 e. Total number of students on all your rosters: 100

2. SLO Goal linked to standards with a rationale Goal - "Big Idea" Examples, Link to standards, short Narrative of why the goal statement and aligned standards address important learning for the class. 2 a. Goal Statement: Students will be able to demonstrate the ability to comprehend and evaluate complex texts across a range of types and disciplines. 2 b. PA Core Standards: CC. 1. 2. 9 - 8. 1 2 c. Rationale: Reading across a range of types and disciplines is a crucial skill to being successful in today's society. Being able to comprehend and evaluate complex texts will benefit students as they progress through their education and into the workforce.

3. Performance Measure (PM) The details of the assessment used for the SLO. Name, metric (growth and/or achievement), administration date frequency, scoring tools and personnel, performance reporting 4 a. Name: Grade 7 Common Assessment 4 b. Metric: Mastery 4 c. Administration Date: Second Week of January 4 d. Scoring Tools: Framework in Assessment Builder/Performance Tracker 4 e. Scoring Personnel: Scored at District Office 4 f. Performance Reporting: Proficiency Level Report in Performance Tracker

4. Performance Indicators (PI) description of the “expected level of achievement” for each student in the SLO population (the assessment with a level of success or achievement defined) 3 a. 1. Assessment: Grade 7 Common Assessment 3 a. 2. Performance Indicator Targets: Students will score proficient (70% or higher) on the grade 7 Common Assessment

5. Teacher Expectations percent failing, needs improvement, proficient, distinguished 90 -100% Distinguished 70 -89% Proficient 50 -69% Needs Improvement 0 -49% Failing

Performance Measure: 7 th Grade Classification Assessment Performance Indicator: 70% Number Students: 60

Performance Measure: 7 th Grade Classification Assessment Performance Indicator: 70% Number Students: 60 Buckets Students who met or exceeded the Performance Indicator on the Performance Measure Students who did not met or exceeded the Performance Indicator on the Performance Measure

Performance Measure: 7 th Grade Classification Assessment Performance Indicator: 70% Number Students: 60 50 10 Students who scored 70% or higher on the Performance Measure Students who scored 69% or lower on the Performance Measure

Performance Measure: 7 th Grade Classification Assessment Performance Indicator: 70% Number Students: 60 50 Students who scored 70% or higher on the Performance Measure 50/60 = 83. 3% 10 Students who scored 69% or lower on the Performance Measure

Performance Measure: 7 th Grade Classification Assessment Performance Indicator: 70% Number Students: 60 50 10 Students who scored 70% or higher on the Performance Measure Students who scored 69% or lower on the Performance Measure 50/60 = 83. 3% ________________________________ Teacher Expectations Failing (0 – 49) Needs Improvement (50 – 69) Proficient (70 – 89) Distinguished (90 – 100)

Performance Measure: 7 th Grade Classification Assessment Performance Indicator: 80% Number Students: 60 50 Students who scored 70% or higher on the Performance Measure 10 Students who scored 69% or lower on the Performance Measure 50/60 = 83. 3% Teacher Expectations: Failing (0 – 49) Needs Improvement (50 – 69) Proficient (70 – 89) Distinguished (90– 100)

FAQs How many SLOs? 2 Performance Measures per teacher per year How many students? 50% of your students no more than 100 (you select the sections, but this should be a representative sample) What performance measures should we use? Core: already developed common assessments Encore: discussion on appropriate assessments At what level should we set the Performance Indicator? 70%

Teacher Expectation At what level should we set the lower end of Proficiency in the Teacher Expectation section? 70%

“Teacher Expectation” Scenarios with Performance Indicator set at 70% Teacher A: 0 -49% 50%- 69% 70% - 89% 90%- 100% Failing Needs Imp Proficient Distinguished _______________________________ Teacher B: 0 -69% Failing 70%- 79% Needs Imp 80% - 93% Proficient 94%- 100% Distinguished

Teacher Expectation Scenarios with Performance Indicator set at 80% Teacher A: 60 students (42 met performance indicator, 18 did not) = 70% ________________________________ Teacher B: 60 students (48 met performance indicator, 12 did not) = 80%