2. • History
• SLO Process
• SLO Template
• Collaborate: Find Data
• Sections 1 & 2
• Classroom Context
• Goal Statement
• Standards
• Rational
2
Agenda
3. PDE’s Definition: A process to
document a measure of educator
effectiveness based on student
achievement of content standards.
3
Student Learning Objective
4. •Meets the requirements of the Elective
Portion of the Educator Effectiveness
mandated under Act 82 of 2012.
4
History
5. •Development of SLO process, template
and training modules were developed by
state practitioners
•PDE Partnership with J.P. Beaudoin of
Research In Action (RIA)
•Development of content specific SLO
examples 5
History
10. 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. Typical
Class Size
1h. Class
Frequency
1i. Typical
Class Duration
2. SLO Goal
2a. Goal Statement
2b. PA Standards
2c. Rationale
11. 11
Section 1: Classroom Context
Element Definition
1a. Name Educator’s full name
1b. School Name of school(s) to which the educator is assigned during the current year.
1c. District Name of district to which the educator is assigned during the current year.
1d. Class/Course Title Name of the class/course upon which the SLO is based.
1e. Grade Level Grade level(s) for those students included within class/course identified in Element 1d.
1f. Total # of Students
Aggregate number of students (estimated, across multiple sections) for which data will be
collected and applied to this SLO.
1g. Typical Class Size
The “average” number of students in a single session of the class/course identified in
Element 1d.
1h. Class Frequency
The frequency and time frame in which the class/course identified in Element 1d is
delivered.
1i. Typical Class Duration
The average number of minutes allocated to deliver a “session” of the class/course
identified in Element 1d.
13. 13
Section 2: SLO Goal
Element Definition
2a. Goal
Statement
Narrative articulating the “big idea” upon which the SLO is based.
2b. PA
Standards
References the PA Standards that align with the Goal Statement.
Numeric references to PA Standards are found at:
http://www.pdesas.org/standard/views
References additional professional organization standards that align to the
Goal Statement.
2c. Rationale
Narrative providing reasons why the Goal Statement and the aligned
standards address important learning for this class/course.
15. Goal Statement: Big Idea
• Definition: Narrative articulation of the “big idea”
upon which the SLO is based
• Use Data to write goal
• Characteristics:
• Encompasses the “enduring understanding” of
the standard
• Central to the content area
• Foundational concepts for later subjects/courses
(it is what the students need to know before they
can move on)
17. 17
Collaborative development of an SLO is
encouraged (e.g., similar content area or
grade level teachers, interdisciplinary
groups of educators)
Working Together to Create an
SLO
19. Junior/Senior High School
Focus by Department
19
Let’s Practice - Set your Goal
1. What is a weakness for your students?
• Weakness Must be based on DATA
• Example: Onhand School Data, SAT Data, CDT
Data, 4Sight, Study Island, etc.)
2. Select at least one PA Academic Content Standard that
addresses this weakness and at least one PA CORE
Writing Standard
• We are focusing on a content standard that integrates
writing, as this has been identified as a building
weakness (Math & Science will only focus on Content
for this practice exercise)
20. Big Idea
In Pennsylvania, there is a location that
we find our “big ideas” for curriculum
www.pdesas.org
• Curriculum
Frameworks Tab
• At bottom of the page
• Select a subject
area
• Select grade level
21. Tips While Collaborating
• Look on SAS for examples
•Look on OnHand Schools for
Data
•Refer to PA Academic & PA
Core Standards 21
22. Your Turn
DESIGN
Complete Section 1 & 2
• Using data where do you see a weakness?
• This weakness will formulate your Goal
Statement? (2A)
• What is the rationale for focusing on
this? (2C)
• What standards match this goal? (2B)
• Complete Classroom Context(1A-1I)
22
Notas del editor
Introductions
Background
Housekeeping
Review agenda
This is the state’s definition
Read
Key word is process
Not just a template that is completed by a process by which an educators effectiveness of student achievement can be measured
SLO is mandated under Act 82 as part of the PA Educator Effectiveness System
History Cont’d
State has partnered with JP Beaudoin of Research in Action to design the SLO process and training materials
J.P’s expertise is in the area of assessment literacy
Our state lead is David Deitz
He has worked with teams of teachers across the state in developing SLO examples for special area teachers.
As of 2016-17 school year
50% of a teachers evaluation will be based on observation/evidence from Danielson Framework
15% will be based on School Building Data – SPP
For Teachers of tested content – PSSA and Keystone –15% of their evaluation will be based on teacher specific data which comes from PVAAS
20% will be based on elective data…which is the SLO
For teachers of non-tested content (70% of all teachers) 35 % their evaluation will be based on elective data
Every teacher is expected to create an SLO
For example: not only English, Science, and Math teacher…even elective teachers must complete at least 1 SLO per school year
There are three stages to the SLO Process
The first two are completed by the teacher
The third is completed by the teacher and a building principal
The first stage is design – this is where the teacher conceptualizes what the SLO might look like. It involves deep thinking about the students, what their needs are, what their data tells you. This deep thinking helps you determine what area to focus on as part of the SLO
During the build stage the teacher completes the SLO template
During review the teacher and administrator perform quality checks to make sure the SLO is accurate is measuring what it is intended to measure.
It will be up to each district to determine timelines for each stage; but, it is suggested that all three stages occur prior to the beginning or at the beginning of the school year, with the exception of the review stage which will continue throughout the school year.
Parts 1 & 2 of template
Focus for today
Teachers will have paper copy of complete template (Refer to handout #2)
At this time ask them to reference it to get a whole picture of what is going on
General Description
Contains demographic information about the educational setting
Articulates the course, grade(s), and students the SLO is based on
Provides class size, frequency, and duration data
This information with an example is found on handout #3 HELP DESK
ART EXAMPLE HANDOUT
The SLO is written for a specific course or class for which that teacher provides instruction.
** Not for every class but could be if LEA determines.
(Ex. Music teacher working across multiple grade levels. They could choose a class or grade level)
1F - Is the total number of the students in the SLO – Max. 100 – Min. whatever one class might be.
If you are using a focus group in your class for the SLO, use the number of students in the Focus group
General Description
Contains a statement about the “enduring understanding” or “big idea”
You develop these statements by looking at your data (data can be found on Ohand Schools)
Provides the specific PA standards associated with the goal
Articulates a rationale about the Goal Statement
Refer to Handout #4 to review goal statements
Compare to SMART goals
Specific
Measureable
Attainable
Realistic
Timely
Data, Data, Data
Possibly take the ‘Big Idea’ and put into language that reflects the goal.
Is it ‘Big’ enough? Broad enough
The Goal language does not need to be measurable, but the PM and PI will be used to measure the goal.
Art Example SLO
(At this time, every building principal will clarify the expectations for creating SLOs in each building)
High School:
You have a choice for creating your SLO today:
Work by yourself to create an SLO for one of the courses you teach
Work with one or more people that teach a common course as you to create an SLO
Each teacher must compete an SLO template even if you are working with someone. Multiple names can not go on the same template
Just a note, if you decide to work with someone, your SLO does not have to be exactly the same
For example: you can share the same goal; however, the way you measure that goal and/or the indicators can differ from your colleagues . We will learn more about this at our next SLO training
Complete 1a – 1i
Give time to discuss as a team and complete one for the team of teachers and admin working together.
