student learning objectives measuring teacher effectiveness based on student achievement of content...

Student Learning Objectives

Measuring Teacher Effectiveness Based on Student Achievement of Content Standards

Presenters

Pam Kastner, Jen Lillenstein, Ana Sainz Dela Pena- PaTTAN Harrisburg

Amy Lena, Michelle Virtue-Cumberland Valley SD >

Educator Effectiveness: SLO

http://www.youtube.com/watch?v=M3hge6Bx-4w

Please write your questions on the WHITE cards found on the table.

Questions?

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 Data

Effective 2016-2017 SYPVAAS / Growth 3 Year Rolling Average2013-2014 SY2014-2015 SY2015-2016 SY

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

Teacher Effectiveness System in Act 82 of 2012

3

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%

4

SLO Concepts• Student achievement can be measured in ways

that reflect authentic learning of content standards.

• Educator effectiveness can be measured through use of student achievement measures.


>www.education.state.pa.us

Standards Based Education

Measurement of Student

Achievement

Measurement of Educator

Effectiveness

What knowledge and skills might be

needed to develop an SLO?

1. Know and understand the Standards• PA Standards• Common Core Standards• Professional/Technical Standards

2. Assessment Tasks • Authentic to the grade or course• Aligned to Standards

3. Assessment Scoring• Can describe levels of student achievement toward

standards based learning objectives

THE PA SLO TEMPLATE & PROCESSWhat 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

• 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

PA Educator Challenge

To develop and implement an appropriatelyrigorous measure of teacher effectiveness based

on student achievement in your content areathrough the use of the PA SLO Template.



Getting Acquainted with the SLO Template

1. Independent Activity Jot down notes beside areas of the template

where you have questions

2. Brief table discussion

3. Guided Review of the SLO Template, using sample

statements

Tour the SLO Templatefrom the viewpoint of two diverse types of assessment

Grade 1 Math (AIMSweb)• Elementary Level• Nationally known tasks

(probes) with embedded assessments

• Descriptive statements are often very short

• Mode of delivery is long (180 days)

• “Grain Size” is written to address one component of the entire course

Grade 8 Visual Art• Secondary Level• Individual teacher-

developed authentic project-based tasks and assessments

• Descriptive statements are often very long

• Mode of delivery is short (35 days)

• “Grain Size” is written to address the entire course

Don’t be frightened!

I will not be afraid.I will not be afraid.I will not be afraid.I will not be afraid.

Reasons I will not be afraid:1._____________________2._____________________3._____________________4._____________________5._____________________

STUDENT LEARNING OBJECTIVE TEMPLATE

A format to provide a measure of teacher effectiveness based on student achievement of

content standards, as applicable to the “Elective Data” portion of the Teacher

Effectiveness System in Act 82 (HB 1901).



Looking at the Components of PA’s SLO Template

• Teacher Information• Content Area• Student Learning Objective• Data and Targets Used to Establish the SLO• Assessment/Performance Task• Administration of the Assessment/Performance Task• Evidence of Individual Student Achievement• Strategies/Actions to Achieve the SLO

• Implementation Timeline15

Teacher Effectiveness Measure (Rating)

9. Teacher Effectiveness Measure

Classroom Objective How will the aggregated scores of the “Evidence of Individual Student Achievement” results be used to define teacher effectiveness?

Failing: few students achieve content mastery or growth

Needs Improvement: less than a significant number of students achieve content mastery or growth

Proficient: A significant number of students achieve content mastery or growth

Distinguished: An exceptional number of students achieve content mastery or growth

Grade 1 Math

Using the AIMSweb M-Comp assessment, less than 64% of students will meet or be above benchmark (or green). Using the AIMSweb Early Numeracy assessments, less than 64% of students will meet or be above benchmark (or green).

Using the AIMSweb M-Comp assessment, 65%-79% of students will meet or be above benchmark (or green). Using the AIMSweb Early Numeracy assessments, 65%-79% of students will meet or be above benchmark (or green).



Grade 8 Art

Fewer than 70% of students achieve proficient or advanced levels (holistically) on two out of three project rubrics.

70% to 85% of students achieve proficient or advanced levels (holistically) on two out of three project rubrics.

85% of students achieve proficient or advanced levels (holistically) on two out of three project rubrics.

85% of students achieve proficient or advanced levels (holistically) on all three project rubrics.

Targeted ObjectiveHow will the mastery or growth of targeted student populations be described and used to define teacher effectiveness?Failing: Did not meet goal, little to no student mastery or growth

Needs Improvement: Did not fully meet goal but showed some student mastery or growth

Proficient: Met goal or otherwise demonstrated significant student mastery or growth

Distinguished: Surpassed goal or otherwise demonstrated significant student mastery or growth

Grade 1 MathTargeted Population: Students who did not enter at grade level.

Mastery and/or growth goal: Students will maintain or improve their performance level as assessed using the AIMSweb M-Comp and TEN probes.

Grade 8 ArtTargeted Population: : Four students who demonstrated an inability to remain engaged and complete projects during their prior courses in middle school art, resulting in no projects receiving proficient rating.

Mastery and/or growth goal: To complete a minimum of one of the three projects to a proficient level, with the other two projects completed to no less than the basic level.

Student Learning Objective

Guiding Questions: Why is this objective important and meaningful to your students?

Sample Statements: Grade 1 Math: Students develop strategies for adding and subtracting whole

numbers in a variety of models, including discrete objects and length-based models to model add-to, take-from, put-together, take-apart, and compare situations to develop meaning for the operations of addition and subtraction, and to develop strategies to solve arithmetic problems with these operations.

Grade 8 Art: Students are expected to develop the ability to manipulate visual art materials and tools to create works based on the ideas of other artists; as well as to evaluate the processes and products of themselves and other artists.

3. SLO (Student Learning Objective)Learning objectives that can be validly measured to document student learning over

a defined period of time.

SLO Rationale

Guiding Questions: How is your student learning objective measurable and clearly

understood by students in this grade/course? Based upon this objective, how will students independently

demonstrate their learning?

Sample Statements: Grade 1 Math: This objective is measured using the AIMSweb M-

Comp and TEN (Test of Early Numeracy) probes. Grade 8 Art: Student works of arts can be evaluated through rubrics

that describe process, product and understanding of the formal, informal and interpretive qualities of visual art.

3. SLO (Student Learning Objective)Learning objectives that can be validly measured to document student learning over a

defined period of time.

Student Preparedness/Baseline Data

Guiding Questions: What, if any, are the course or grade prerequisites? What do you know about the students in this class at the

beginning of the learning process? What may typical and not-so-typical student progress look like on

the way to achieving the learning objective?Sample Statements: Grade 1 Math: Most students will have experienced Kindergarten

math and AIMSweb protocols. Prior data shows that 80% of the students met the end-of-year Kindergarten AIMSweb TEN math benchmarks.

Grade 8 Art: There are no course pre-requisites. It is expected that all students will be in 8th grade. Most students will have gone through the 6th and 7th grade curriculum in art. Most students will be able to handle the physical materials provided, create appropriate artworks, and self-assess based on rubrics and guidelines provided.

4. Data and Targets Used to Establish the SLO

4. Data and Targets Used to Establish the SLO

Targets

Guiding Questions: What is the expected outcome or goal by the end of the designated

instructional period (i.e., year, semester, course length, etc.)? Using student baseline data, are differentiated targets/goals needed? If

yes, what are those targets/goals? Are the targets ambitious yet realistic, and how will you monitor progress

along the way?

Sample Statements: Grade 1 Math: Students should be at benchmark by the end of first grade

as demonstrated through the AIMSweb M-COMP and TEN assessment probe scores.

Grade 8 Art: Students will create three works of art based on specific guidelines and evaluative criteria. No baseline data is needed for mastery achievement. Some students require an extended time period to complete all of the processes involved in each project.

Confer, Compare, and Clarify (Himmele & Himmele, 2009)

5. Assessment/Performance Task

Name of the Assessment/Performance Task

Sample Statements: Grade 1 Math: AIMSweb M-COMP and TEN

Grade 8 Art: 1. Mood Portrait2. DeMuth Oil-Pastel Project3. Clay Architectural Structure


Description of the Assessment/Performance Task

Guiding Questions: Who is the developer of the assessments/performance task used (e.g.,

teacher-made, district-developed, commercial, etc.)? What is a description of the assessment/performance task that will be used

to measure the student learning objective (SLO)? Are there any products or artifacts that will be gathered as part of the data

collection process?Sample Statements: Grade 1 Math: The AIMSweb assessment protocols are commercially

designed benchmark assessments. Grade 8 Art: DeMuth Oil-Pastel Project

The concept of visual harmony is explored through DeMuth’s “Figure 5 in Gold,” as is the connection between the DeMuth artwork and William Carlos Williams’ poem “The Figure Five.” Students then write a minimalist poem about an everyday object, after which they create an artwork in the DeMuth style that includes an unusual perspective of the object and a numeral that reflects an understanding of the qualities involved in creating visual harmony. An assessment rubric for student and teacher is utilized throughout the process. This lesson plan can be found on the PDE Standards Aligned Systems portal at http://www.pdesas.org/module/content/resources/19454/view.ashx.

http://www.pdesas.org/module/content/resources/19454/view.ashx


Assessment/Performance Task Objectives Rationale

Guiding Questions: Describe how the assessment/performance task authentically reflects the

student learning objective (SLO). How does this assessment/performance task measure student mastery

and/or growth toward the PA standards? How do the assessment/performance task outcomes inform instruction?

Sample Statements: Grade 1 Math: The tasks inherent in the probes relate to skills found in

both the PA and Common Core Standards for first grade math. Mastery is assessed, and additional probes are available to monitor progress and inform focused instruction.

Grade 8 Art: Artworks created provide students the opportunity to manipulate visual art materials and tools to create works based on the ideas of other artists; as well as to evaluate the processes and products of themselves and other artists. Rubrics assess each project based on PA Standards and provide well organized and scaffolded instruction.

Growth or MasteryDoes this assessment/performance task align with the student achievement goals for the SLO?

Check one: Growth (change in student achievement across two or more points in time) Mastery (attainment of a defined level of achievement) Growth and Mastery



6. Administration of the Assessment/Performance Task

Frequency of Assessment/Performance Task Administration

Guiding Questions: How often and when is this assessment/performance task

administered? If measuring growth, are multiple assessment windows in place?

Sample Statements: Grade 1 Math: Probes for both the M-COMP and TEN assessments

are done in the fall and spring, with a mid-year and several progress monitoring probes available.

Grade 8 Art: Students have the opportunity to self-assess throughout each project learning module, and the teacher provides both formative and summative assessments for each project.


Resources Required

Guiding Questions: What unique or specific equipment, technologies, or resources are

needed to complete this assessment/performance task?

Sample Statements: Grade 1 Math: School districts must purchase the AIMSweb

materials. Grade 8 Art: Art materials and tools for each project are provided by

the school.

All Classes: IEP and 504 accommodations will be implemented.


Adaptations for Diverse Learners and/or Students with Disabilities

Guiding Questions: What assessment/performance task adaptations are needed to

assist diverse learners and/or students with disabilities?

Sample Statements: Grade 1 Math: Adaptations found in student IEP or 504

accommodations will be administered. Grade 8 Art: Additional time out of class is offered for students

who need more time to complete projects. All other adaptations will be developed based on IEP or other specified district adaptation policies.

Most Classes: The assessments can be administered by an equivalent peer.

Some Classes: Student use of equipment needed to complete the authentic assessment could be monitored by an equivalent peer, but should probably be monitored by the class instructor (i.e. athletic, career tech, chemistry, biology equipment).


Personnel

Guiding Questions: Can this assessment/performance task be administered by an

equivalent peer (educator in a similar content area)? If not, please explain.

Does a district policy exist with regard to assessment/performance task administration?

Sample Statements: Grade 1 Math: This assessment can be administered by an equivalent

peer. Grade 8 Art: An equivalent peer could administer a summative form of

the assessment.

Quick Write

Take Ten Steps

Pair- Discuss:

Think-Ink-Link-ShareSummarize the key ideas from the components of the SLO we have just shared with you: Assessment Performance Task, Growth or Mastery, Administration of the Assessment/Performance Task…

Then take your summary and walk ten steps to someone you do not know and discuss your summaries.

David

7. Evidence of Student Achievement

Rubrics/ Scoring Scales

Guiding Questions: How will individual student growth or mastery be determined (defined

and scored) using this assessment/performance task? Include the specific rubric/scoring scale that will be used.

Does the rubric and/or scoring scale correlate with the assessment/performance task?

Sample Statements: Grade 1 Math: Scores from the probes are compared to the benchmark

score for that probe and assigned a “color” to describe proficiency in achieving that benchmark.


Grade 8 Art: DeMuth Oil Pastel Project Assessment Rubric Advanced Proficient Basic In Progress

Poem

Poem is presented following a minimalist design and text relates to the shape, color, function and sounds of the

selected object

Poem design has minimalist qualities and most of the text

relates to the shape, color, function and sounds of the

selected object

Poem design lacks minimalist qualities and only some of the

text relates to the shape, color, function and sounds of

the selected object

Poem lacks a sense of minimalist design and/or the

text relationship to the shape, color, function and sounds of the selected object is vague

Preliminary Sketches

Three sketches of a selected object are completed from three unique and diverse different perspectives

Three sketches of a selected object are completed from three different perspectives

Three sketches of a selected object are completed from similar perspectives

Fewer than three sketches of a selected object are completed

Final Project

Initials are incorporated three times, demonstrating mastery of one point perspective

Oil pastel techniques reflect a strong understanding of contour as it relates to analogous color mixing

Project has all miscellaneous pieces swept off and all of the objects are outlined (demonstrating line quality) with permanent marker

Initials are incorporated three times but perspective needs sense of depth

Oil pastel techniques reflect a consistent understanding of analogous color mixing

Project has all miscellaneous pieces swept off and most of the objects are outlined with permanent marker

Initials are incorporated fewer than three times and/or lack perspective

Oil pastel techniques reflect an inconsistent understanding of analogous color mixing

Project has all miscellaneous pieces swept off and some of the objects are outlined with permanent marker

Initials are incorporated fewer than three times and/or are portrayed only in a linear fashion

Oil pastel techniques reflect little understanding of analogous color mixing techniques, or are incomplete

Project does not have all miscellaneous pieces swept off and not all of the objects are outlined with permanent marker

Work HabitsEngagement in the project included whole class time and beyond

Engagement in the project included whole class time

Engagement in the project included a majority of class time

Engagement in the project was minimal


Data Collection

Guiding Questions: In what format will data be collected (e.g., database, graphed,

portfolio, etc.) Is a pre-post test being used? (If so, please describe.) How frequently will data be collected?

Sample Statements: Grade 1 Math: Probes are teacher scored, and data from all probes

administered will be put input into a database. Grade 8 Art: The scores from student rubrics will be into entered into

a database format. Data is collected at the conclusion of each project.


Scoring Student Progress/Preparation

Guiding Questions: How was baseline data collected? (If baseline data was not

collected, please explain.) Can baseline data be compared with the results of this

assessment/performance task?

Sample Statements: Grade 1 Math: Since the assessments describe mastery, no baseline

data is required. However, the design of the assessment system is one of ongoing assessment, data collection and subsequent progress monitoring.

Grade 8 Art: As this is a mastery assessment, no baseline data is collected.


Data Presentation

Guiding Questions: What evidence will be presented to principal/evaluator to support

the teacher effectiveness measure? How will data be presented to the principal/evaluator (e.g.,

database, graphed, portfolio, individual student artifacts, etc.)?

Sample Statements: Grade 1 Math: Evidence will be presented through aggregated

scores from the database. Grade 8 Art: Results of the database will be presented to the

principal. Student artwork exemplars will also be available if requested.

All Grades and Courses: The assessment can be scored by an equivalent peer.

All Grades and Courses: The assessment is a commercially produced assessment that has a history of validity and reliability.

Data Analysis and Interpretation

Guiding Questions: How can the assessment/performance task results be

interpreted in the same way across equivalent peers? Is there a reliable and valid scoring and interpretive process (i.e.,

state developed, district-based, commercial, standardized, etc.) that is associated with the assessment/performance task? If so, please describe.

Sample Statements: Grade 1 Math: AIMSweb M-COMP and TEN are valid and reliable

commercially developed assessments. Grade 8 Art: An equivalent peer can use the rubrics to assess the

projects.


8. Strategies/Actions to Achieve the SLO

Assessment for Learning

Guiding Questions: What formative assessment information lets you know if your

instructional practices will lead to successful completion of the SLO?

Sample Statements: Grade 1 Math: AIMSweb is a progress-monitoring process that

includes benchmark assessments. Grade 8 Art: Students will use the project assessment rubrics as a

part of the ongoing process. The teacher will work with students to develop strength in formative self-assessment.

8. Strategies/Actions to Achieve the SLO

Alignment with the Danielson Framework for Teaching

Guiding Questions: Based upon reflection, what instructional practices would you like to

change or strengthen? What professional learning and/or other type of support will help you

to achieve this SLO?

Sample Statements: Grade 1 Math: Based on the formative assessment information

provided by the AIMSweb probes, I will intentionally modify groupings periodically to provide more targeted instructional process and materials toward both remedial and deeper understanding (based on Webb’s Depth of Knowledge). (Danielson 3C)

Grade 8 Art: In an effort to link higher achievement with engagement in art beyond the classroom, I will work to provide students with content related yet diverse project options that have computer processes embedded, giving more access for students to identify and create their own learning materials. (Danielson 3C)


SLO Resourceshttp://nassauboces.org/Page/1667

http://www.riseindiana.org/sites/default/files/files/RISE%201.0/Student%20Learning%20Objectives%20Handbook%201%200%20FINAL.pdf

http://www.ride.ri.gov/EducatorQuality/EducatorEvaluation/SLO.aspx

http://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/SLO%20Manual.pdf

Assessment Development Resource:beta.ctcurriculum.org

http://nassauboces.org/Page/1667



http://www.ride.ri.gov/EducatorQuality/EducatorEvaluation/SLO.aspx




Three Sentence Wrap Up(Himmele & Himmele, 2009)

Question CardsGraphic Organizer


Contact:

O. David DeitzSLO Project Lead, Educator Effectiveness

[email protected]

THANK YOU!

mailto:[email protected]

student learning objectives measuring teacher effectiveness based on student achievement of content...

Documents

slo slide

strong student achievement

levels of student achievement

entire course slide

student learning objectives

teacher effectiveness

pa slo template process

pa educator challenge