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Pennsylvania’s S tudent L earning O bjective Process

Pennsylvania’s S tudent L earning O bjective Process. SLO Process. A process to document a measure of educator effectiveness based on student achievement of content standards. Implementation: 2013-2014 is a pilot training year.

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Pennsylvania’s S tudent L earning O bjective Process

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  1. Pennsylvania’sStudent Learning Objective Process

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

  3. Implementation: 2013-2014 is a pilot training year. LEAs will be expected to implement SLOs in school year 2014-2015. First year teachers will not be expected to implement SLOs.

  4. All teachers create an SLO Tested: Teachers with Eligible PVAAS Score (20% Elective) A PA certified educator with full or partial responsibility for content specific instruction of the assessed eligible content as measured by a Grade 4-8 PSSA or Keystone Exam. Non-tested: Teachers without Eligible PVAAS score(35% Elective) Teachers who do not teach courses assessed by Grade 4-8 PSSA or Keystone exams. Recommendation: Coaches should consider partnering with a teacher to share the SLO.

  5. Multiple Measures of Student Achievement • Building Level Data (School Performance Profile) Academic Achievement, Graduation/Promotion Rate, Attendance, AP-IB Courses offered, PSAT, Building Level PSSA and Keystone Assessment Data • Correlation Data Based on Teacher Level Measures PSSA, Keystone Data 3.Elective Data (SLOs)

  6. SLO Process Steps: Teacher Identify a subject or course and which students you will assess 2. Identify the “big idea” or enduring understanding from the standards or your curriculum Ask: “What do I want my students to know when they leave my class?” 3. Establish a goal 4. Select and/or create performance measures

  7. SLO Criteria • Goals are based upon the “big ideas” within the content standards/curriculum • Performance indicators are specific, measureable, attainable, and realistic. • Your indicator should answer the question:how will you know they learned it? • Data should be collected, organized, and reported in a consistent manner. • Teacher expectations of student achievement should be rigorous.

  8. Spanish 1: • Students will demonstrate effective communication in Spanish by successfully holding a conversation • 8thGrade Art: • Students 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. Examples of Goal Statements: What’s the Important Learning?

  9. Performance Indicator Statements • (describes the assessment & scoring) • HS Choral: Individual Vocal Assessment • Students will achieve at proficient or advanced levels in 6 out of 8 criteria of the scoring rubric. • Third grade ELA: Oral Reading Fluency • Students will demonstrate at least one year of reading growth as evidenced by fluency data recorded on the benchmark graph. 11

  10. Areas of Caution • The SLO is based upon small numbers of students/data points. • Goals and indicators are linked to standards. • Indicators are vague without specific performance criteria. • Growth and/or mastery is not clearly defined • Performance measures are not well designed or lack rigor. • Overall student achievement expectations are extreme.

  11. Section 5 13

  12. Who develops the SLO? Is this an individual effort or a collaborative effort? Each educator will be responsible to develop an SLO Collaborative development of SLOs is encouraged (e.g., similar content area or grade level teachers, interdisciplinary groups of educators) A Template is provided to help guide educators and administrators through the process. There will be a uniform process to determine an SLO “score” that can be applied to the 20% or 35% of a teacher’s evaluation?

  13. SLO Template and Process SLOs can be written to address the entire length of a grade or course, but could be tailored to a focused time period. A template has been created to record the steps in the SLO process.

  14. Generic Process Steps: Principal • Establish SLO template completion timeline at the beginning of the year • Review completed template • Conduct review meeting with each teacher or team • Agree on any revisions; submit materials • Establish “mid-year” spot review • End-of-Year review with supporting data

  15. How will the SLO process be monitored? The principal monitors the SLO process, including the timeline for development, approval for the SLO to be implemented and verification of the measure of educator effectiveness based on the completion of the SLO.

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