student learning objectives (slo) essential questions: 1. how does an slo factor into teacher...
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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?
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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”
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SLO processA process to
A process to document a measure of educator effectiveness based on student achievement of content standards
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Implementation
2013-2014 is a training year.
Districts will be required to implement SLOs in school year 2014-2015.
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School Building Data, 15%
Teacher Specific Data, 15%
Elective Data, 20%
Observation/ Evidence,
50%
Observation/EvidenceEffective 2013-2014 SYDanielson Framework Do-mainsPlanning and PreparationClassroom EnvironmentInstructionProfessional Responsibilities
School Building DataEffective 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 DataEffective 2016-2017 SYPVAAS / 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
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Building Level Data, 15%
Observation/ Evidence,
50%
Observation/EvidenceEffective 2013-2014Danielson Framework Do-mainsPlanning and PreparationClassroom EnvironmentInstructionProfessional Responsibilities
Building Level DataEffective 2013-2014 SYIndicators of Academic AchievementIndicators of Closing the Achievement Gap, All StudentsIndicators of Closing the Achievement Gap, Sub-groupsAcademic Growth PVAASOther Academic IndicatorsCredit for Advanced Achievement
Elective Data/SLOsPiloting 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%
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PDE Categories A.K.A. Scale 2013-14 2014-15 2015-16
1Teacher Observation & Practice
Danielson Framework 0 - 3 85% 65% 50%
2 Building Level Score
School Performance Profile (SPP)
0 - 3 15% 15% 15%
3 Teacher Specific Rating
Value-Added (PVAAS) 0 - 3 NA NA 15%
4 Elective RatingStudent Learning Objectives (SLO)
0 - 3 NA 20% 20%
For Professionals who teach PSSA and Keystone Courses: grades 4 - 11
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Category A.K.A. Scale 2013-14 2014-15 2015-16
1Teacher Observation & Practice
Danielson Framework 0 - 3 85% 50% 50%
2 Building Level Score
School Performance Profile (SPP)
0 - 3 15% 15% 15%
3 Elective RatingStudent Learning Objectives (SLO)
0 - 3 NA 35% 35%
For Professionals who do not teach PSSA and Keystone Courses: grades 4 - 11
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Student Learning Objectives (SLO)
Five Sections:1. Classroom Context2. SLO Goal3. Performance Measures4. Performance Indicators5. Teacher Expectations
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1. Classroom Context basics of class, size, meeting frequency, duration, etc.
1a. Teacher Name: Mrs. Apple
1b. Course/Class: English
1c. Sections: Period 1, 2, 4 (all students in these sections)
1d. Total number of students involved: 18 + 20 + 22 = 60
1e. Total number of students on all your rosters: 100
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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.
2a. Goal Statement: Students will be able to demonstrate the ability to comprehend and evaluate complex texts across a range of types and disciplines.
2b. PA Core Standards: CC.1.2.9 - 8.1
2c. 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.
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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
4a. Name: Grade 7 Common Assessment4b. Metric: Mastery4c. Administration Date: Second Week of January4d. Scoring Tools: Framework in Assessment
Builder/Performance Tracker4e. Scoring Personnel: Scored at District Office4f. Performance Reporting: Proficiency Level Report in
Performance Tracker
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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)
3a.1. Assessment: Grade 7 Common Assessment
3a.2. Performance Indicator Targets: Students will score proficient (70% or higher) on the grade 7 Common Assessment
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5. Teacher Expectations percent failing, needs improvement, proficient, distinguished
90-100% Distinguished
70-89% Proficient
50-69% Needs Improvement
0-49% Failing
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Performance Measure: 7th Grade Classification Assessment
Performance Indicator: 70%
Number Students: 60
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Performance Measure: 7th Grade Classification Assessment Performance Indicator: 70%
Number Students: 60
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
Buckets
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Performance Measure: 7th Grade Classification Assessment Performance Indicator: 70%
Number Students: 60
Students who scored 70% or higher on the Performance Measure
Students who scored 69% or lower on the Performance Measure
50 10
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Performance Measure: 7th Grade Classification Assessment
Performance Indicator: 70%Number Students: 60
Students who scored 70% or higher on the Performance Measure
Students who scored 69% or lower on the Performance Measure
5010
50/60 = 83.3%
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Performance Measure: 7th Grade Classification Assessment Performance Indicator: 70%Number Students: 60
Students who scored 70% or higher on the Performance Measure
Students who scored 69% or lower on the Performance Measure
50 10
50/60 = 83.3%
Teacher Expectations
Needs Improvement (50 – 69)
Proficient (70 – 89)
Distinguished (90 – 100)
Failing (0 – 49)
_______________________________________________________________
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Performance Measure: 7th Grade Classification Assessment
Performance Indicator: 80%Number Students: 60
Students who scored 70% or higher on the Performance Measure
Students who scored 69% or lower on the Performance Measure
50 10
50/60 = 83.3%
Teacher Expectations:
Failing (0 – 49) Needs Improvement (50 – 69) Proficient (70 – 89) Distinguished (90– 100)
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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%
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Teacher Expectation
At what level should we set the lower end of Proficiency in the Teacher Expectation section? 70%
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“Teacher Expectation” Scenarioswith Performance Indicator set at 70%
Teacher A:0-49% 50%- 69% 70% - 89% 90%- 100%Failing Needs Imp Proficient Distinguished ______________________________________________________________
Teacher B:0-69% 70%- 79% 80% - 93% 94%- 100%Failing Needs Imp Proficient Distinguished
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Teacher Expectation Scenarioswith 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%