central columbia school district. multiple measures of student achievement multiple measures of...
TRANSCRIPT
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Pennsylvania’sTeacher Effectiveness
SystemCentral Columbia School District
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Building Level Data, 15%
Teacher Specific Data, 15%
Elective Data, 20%
Observation/ Practice, 50%
Teacher Observation & PracticeEffective 2013-2014 SYDanielson Framework DomainsPlanning and PreparationClassroom EnvironmentInstructionProfessional Responsibilities
Building Level Data/School Performance ProfileEffective 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
Teacher Specific DataPVAAS / Growth 3 Year Rolling Av-erage2013-2014 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 Require-mentsStudent Portfolios Pursuant to Local Re-quirements
Teacher Effectiveness System in Act 82 of 2012
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Multiple Measures of Student Achievement
1. Building Level Data (School Performance Profile)
Academic Achievement, Graduation/Promotion Rate, Attendance, AP-IB Courses offered, PSAT, Building Level PSSA and Keystone Assessment Data
2. Correlation Data Based on Teacher Level Measures PSSA, Keystone Data
3. Elective Data (SLOs)
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Building Level Data, 15%
Observation/ Practice, 50%
Teacher Observation & Practice Effective 2013-2014Danielson Framework Do-mainsPlanning and PreparationClassroom EnvironmentInstructionProfessional Responsibilities
Building Level Data/School Performance ProfileEffective 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/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
Elective Data, 35%
Teacher Effectiveness System in Act 82 of 2012
Next Year…
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Observation/Practice
50%
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A Framework for TeachingObservation
Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Contributing to the School and District•Growing and Developing Professionally•Showing Professionalism
Domain 3: Instruction•Communicating Clearly and Accurately•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and Responsiveness
Domain 1: Planning and Preparation•Demonstrating Knowledge of Content
and Pedagogy•Demonstrating Knowledge of Students•Selecting Instruction Goals•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Assessing Student Learning
Domain 2: The Classroom Environment•Creating an Environment of Respect
and Rapport•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space
Off Stage On Stage
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Differentiated Supervision-Timeline of Activity
• September: Individual Action Plan Submission by
Teacher to Supervisor
• October: Supervisor Approval/Revision Requirements
• October – May: Action Plan Implementation
• October – May: Supervisory Contacts Continue as Necessary
• January, February: Status Review Conference (Amend action plan, if necessary) **District Website
• April, May: End of Year Conference/Assessment
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Today…
• Introduce SLOs – Listen and Take Notes
• 11:00 – 11:30: Answer questions and discussion with Teacher Leaders/Administrators about SLOs in Central Columbia
• 11:30 – 12:30: Lunch on Your Own
• 12:45 – SLO Writing
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Pennsylvania’sStudent Learning Objective Process
Central Columbia School District
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What is an SLO?
A process to document a
measure of educator effectiveness
based on student achievement of
content standards.
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The SLO Process: Creating a Relationship
Measurement of Student
Achievement
Measurement of Educator
Effectiveness
Standards Based Education
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THE PA SLO TEMPLATE & PROCESS What it is supposed to be:
What it is not supposed to be:
• More paperwork for teachers that has no meaning or purpose
• More testing for students
• A weak substitute for PVAAS or other standardized testing data
• A format to inform strong instructional practice and strong student achievement
• A way to measure teacher effectiveness based on student achievement
• An opportunity for teachers to define, describe and present data on student achievement in the content area that they teach
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The SLO in PA is written to a specific teacher and a
specific class/course/content area for which that teacher
provides instruction.
The SLO: It’s Yours!
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1 Set of Students + 1 Subject = 1 SLOEach teacher will choose ONE set of students and ONE subject area that they teach to write ONE Student Learning Outcome.
• Think of it as providing a water sample of your teaching or a show and tell about what you do as an educator.
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Many factors can influence the size of an SLO,
but the process remains the same………..
Time Frame
Course Content
Important Learning Needs
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SLO Process Design
Performance MeasuresIndicatorGoal-
Standards
SLO Goal
Indicator #1
Assessment #1a
Assessment #1b
Indicator #2
Assessment #2
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C R I T E R I A• Goals are based upon the “big ideas” within the
content standards.
• Performance indicators are specific, measureable, attainable, and realistic.
• Performance measures should be valid, reliable, and rigorous assessments.
• Data should be collected, organized, and reported in a consistent manner.
• Teacher expectations of student achievement should be demanding.
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SLO Template 10.0
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SLO Template 10.0 Process
A tool used to identify goals, indicators, and performance
measures for use in the greater Teacher
Effectiveness System
Handout: SLO Template
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SLO Template Design
Context
Goal
Indicators
Measures
Expectations
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SLO Template Steps: Teacher
1. Classroom Context
1a. Name 1b. School 1c. District
1d. Class/ Course Title
1e. Grade Level
1f. Total # of Students
1g. TypicalClass Size
1h. Class Frequency
1i. Typical Class Duration
2. SLO Goal
2a. Goal Statement
2b. PA Standards
2c. Rationale
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Spanish 1Students will be able demonstrate effective communication in the target language by speaking and listening, writing, and reading. 8th Grade ArtStudents will demonstrate the ability to manipulate visual art materials and tools to create works based on the ideas of other artists and to evaluate the processes and products of themselves and other artists.
2a. The SLO Goal
Statement:
What’s the Important Learning?
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Help for the Big Ideas -- SAS: Curriculum Framework**ELA/Math – Use PA Core
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Targeted content standards used in developing the SLO.
Arts and Humanities:
9.1, 9.2, 9.3, 9.4
http://pdesas.org/
2b. Standards selection:
What Standards Match the
Goal Statement?
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What standards match the goal statement?
• Targeted content standards used in developing the SLO
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Explains why the SLO is important and how students will demonstrate learning of the standards through
this objective.
Grade 8 Art:Developing the ability to manipulate visual art materials and tools are important to the artistic creation process, as is the ability to evaluate the process and product created by oneself and others.
Child Development (FCS)Understanding how children grow and develop will prepare individuals and families to meet challenges associated with raising children.
2c. Rationale
statement: Why is this
Learning Important?
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LET’S DO PERFORMANCE
MEASURESFIRST!!
#4
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SLO Template Steps: Teacher
4. Performance Measures (PM)
4a. Name
PM #1 PM #2 PM #3 PM #4 PM #5
4b. Type
____District-designed Measures and Examinations____Nationally Recognized Standardized Tests____Industry Certification Examinations____Student Projects ____Student Portfolios____ Other:______________________________
4c. Purpose
PM #1 PM #2 PM #3 PM #4 PM #5
4d. Metric
Growth (change in student performance across two or more points in time)
Mastery (attainment of a defined level of achievement)
Growth and Mastery
4e. AdministrationFrequency
PM #1 PM #2 PM #3 PM #4 PM #5
4f. Adaptations/Accommodations
IEP
ELL Gifted IEP
Other
4g. Resources/Equipment
PM #1 PM #2 PM #3 PM #4 PM #5
4h. Scoring Tools
PM #1 PM #2 PM #3 PM #4 PM #5
4i. Administration & Scoring Personnel
PM #1 PM #2 PM #3 PM #4 PM #5
4j. Performance Reporting
PM #1 PM #2 PM #3 PM #4 PM #5
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Many things must be considered when building quality
assessments.
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Building Performance Measures and Tasks
What must a Student know and do to complete a
performance measure?
What does a Teacher do to administer a performance
measure?
How does a Teacher score a
performance measure?
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PULL OUT HELP DESK
FOR SECTIONS 1, 2, AND 4**REVIEW
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SLO Template Steps: Teacher
3. Performance Indicators (PI)
3a. PI Targets: All Student Group
PI Target #1 PI Target #2 PI Target #3 PI Target #4 PI Target #5
3b. PI Targets: Subset Student Group(optional)
PI Target #1 PI Target #2 PI Target #3 PI Target #4 PI Target #5
3c. PI Linked(optional)
3d. PI Weighting(optional)
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Describes individual studentperformance expectation
3a. What performance measure(s) –
tests, assessments– will be used to measure student achievement of the standards, and what’s the expected student achievement level based on the scoring system for those measures?
3b.What’s the expected achievement
level for unique populations? (IEP, students who did not do well on a pre-test, etc.)
3: Performance
Indicator: What does
Student Performance
Look Like?
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Performance Indicator Statement
HS ChoralIndividual Vocal Assessment TaskStudents will achieve proficient or advanced levels in 6 out of 8 criteria of the second scoring rubric.
5th Grade ELADRA text gradient chart Students will demonstrate one year of reading growth
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SLO Template Steps: Teacher
5. Teacher Expectations
5a. Level
Failing0% 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.
5b. Elective Rating
Distinguished (3) Proficient (2) Needs Improvement (1) Failing (0)
Notes/Explanation
.Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______
.Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______
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Describes the number of students expected to meet the performance indicator criteria.
5a: Proficient80% to 92% of students meet
the performance indicator.
5a: Teacher
Effectiveness Measure
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Proficie
nt!5a: Proficient
80% to 92% of this audience can explain the SLO process to
their stakeholders!
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CCSD SLO Guidelines
• Classroom Context: SLO must be written to a specific teacher and a specific class/course/content area
• SLO Goal:– Must use www.pdesas.org– Must include 1-3 grade level, specific PA
standards (KUD and MAP)– Must include Big Idea from SAS– Must be, at least, 6 weeks in length– Can do individually or work with a group
• Performance Indicators:– Options Optional– Goal must include entire grade, class or
caseload– Each Performance Measure needs a target
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• Performance Measures:– Must have more than one– Must be valid
• Teacher Expectations:– 93-100% = Distinguished– 80-92% = Proficient– 70-79% = Needs Improvement– 0-69% = Failing
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Your Questions?
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LET’S REVIEW THE PAPERWORK IN YOUR
FOLDER…
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After lunch, let’s work!!If you need more examples,
Go to the SAS Website and log into Homeroom
(student learning objective on the right-cheat sheets)
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More SLO Support....
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REPORT TO YOURBUILDINGS
AFTER LUNCH!!
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