Performance Measures

Report
STUDENT LEARNING
OBJECTIVES (SLOs)
Heather Brown
Denise Kaminski
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Expectations and Norms:
1. Please actively participate
2. Ask questions
3. Recognize that there are still unknowns
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Check In
What have you done to address the SLO at your
district/schools?
What are you hoping to accomplish today?
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Agenda
• History
• SLO Process
• SLO Template and Performance Task
Framework
• Review
• Implementation Planning
• Resources – Homeroom - Design – Build – Review
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History
• Meets the requirements of the Elective
Portion of the Educator Effectiveness
mandated under Act 82 of 2012.
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Student Learning Objective
PDE’s Definition: A process to
document a measure of educator
effectiveness based on student
achievement of content standards.
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SLO Process Components
The SLO process contains three (3) action
components:
1. Design (ing): thinking, conceptualizing,
organizing, discussing, researching
2. Build (ing): selecting, developing, sharing,
completing
3. Review (ing): refining, checking, updating,
editing, testing, finalizing
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SLO Process Template
Overview
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Section 1: Classroom Context
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
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Section 2: SLO Goal
General Description
• Contains a statement about the
“enduring understanding” or “big
idea”
• Provides the specific PA standards
associated with the goal
• Articulates a rationale about the
Goal Statement
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Section 3: Performance Indicators
General Description
• Articulates targets for each
Performance Measure
• Includes all students in the identified
SLO group
• May include a focused student group
• Affords opportunity to link indicators
and/or weighting
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Section 4: Performance Measures
General Description
• Identifies all performance measures,
including name, purpose, type, and
metric
• Articulates the administration and
scoring details, including the reporting
Note: Section 4 is based upon high-quality performance
measures aligned to the targeted content standards
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Section 5: Teacher Expectations
General Description
• Identifies each level (Failing, Needs
Improvement, Proficient,
Distinguished) students are meeting
the PI targets.
• Selects the overall SLO rating.
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SLO IN PRACTICE
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SLO Handouts
www.ciu20.org
- Departments
- Curriculum
- SLO for Administrators
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Section 1: Classroom Context
Element
1a. Name
Definition
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
1g. Typical Class Size
1h. Class Frequency
Aggregate number of students (estimated, across multiple sections) for which data will be
collected and applied to this SLO.
The “average” number of students in a single session of the class/course identified in
Element 1d.
The frequency and time frame in which the class/course identified in Element 1d is
delivered.
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1i. Typical Class Duration
The average number of minutes allocated to deliver a “session” of the class/course
identified in Element 1d.
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Section 1: Art Example
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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.
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Section 2: Art Example
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Goal Considerations
• Big idea?
• Measurable?
• Realistic?
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Goal Statement: Big Idea
• Definition: Narrative articulation of the “big idea”
upon which the SLO is based
• 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)
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Sample Goal Statement
“Apply the concepts and the
competencies of nutrition, eating habits,
and safe food preparation techniques to
overall health and wellness throughout
the life cycle at individual, family, and
societal levels.”
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World Language
Conjugating verbs provides clarity in
communicating.
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Physical Education
Apply basic movement and manipulative
skills and concepts.
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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
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Your Turn
•Goal Statement Activity
•Use big ideas from SAS or
district curriculum to
complete Section 2 of the
SLO template.
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Section 3: Performance Indicators
Element
3a. Performance Indicator (PI)
Targets: All Student Group
(5 entry spaces are
provided, but 5 are
not required)
3b. Performance Indicator (PI)
Targets: Focused Student Group
(optional)
(5 entry spaces are provided, but 5
are not required)
3c. PI Linked
(optional)
3d. PI Weighting (optional)
Definition
A description of the expected level of achievement for each student in the
SLO population (as defined in Element 1f) based on the scoring tool(s) used
for each Performance Measure (as listed in Element 4a).
A description of the expected level of achievement for each student in a
subset of the SLO population (as defined in Element 1F) based on the scoring
tool(s) used for each Performance Measure (as listed in Element 4a).
Subset populations can be identified through prior student achievement data
or through content-specific pre-test data.
A description of any Performance Measures for which a student must meet a
specific achievement level in order to meet achievement levels on additional
Performance Measures.
An assignment of proportional values among PIs prior to aggregation32and
application to Section 5. Weighting can be applied when there is more3than
one Performance Indicator.
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Section 3: Art Example
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Section 4: Performance Measures
Element
Definition
4a. Name
List the name of each Performance Measure for which a Performance Indicator is
(5 entry spaces are provided
established in Section 3a.
throughout Section 4, but 5
are not required)
4b. Type
Identify the type(s) of Performance Measure(s) listed in 4a. From the given list, select
all types that are applicable.
4c. Purpose
The purpose statement for each Performance Measure that addresses who, what,
why.
4d. Metric
The metric used by the Performance Measure to evaluate the Performance Indicator.
4e. Administration
Frequency
The timeframe during the school year that the Performance Measures are
administered to students. For Performance Measures administered more than one
time, the frequency (e.g., quarterly) is annotated.
4f. Adaptation /
Accommodations
34for IEP,
Identifies and lists any unique adaptations or special accommodations needed
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ELL, Gifted IEP, or Others to complete the tasks within each Performance Measure.
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SLO Process Design Example
Goals/
Standards
Performance
Indicator
Performance
Measures
Assessment
#1a
a #1
Indicator
Assessment
#1b
SLO Goal
Indicator #2
Assessment #2
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Section 4: Art Example
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Section 4: Art Example
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Section 4: Art Example
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Performance Measures
• What assessments do you use in your classroom/school?
• Why do you use them?
• How could they work in your SLO?
• If your assessments do not work, what will you use to measure growth and/or
mastery?
• Will you need to design an assessment?
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Your Turn
• SLO 10.0 Template
• Based on your Goal Statement and
Content Standards, determine
Performance Indicators and
Performance Measures that will
accomplish your goal.
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Your Turn
• SLO Performance Task Framework
• Choose 1 Performance Measure
• Consider the purpose for the measure
• Describe the administration of the
measure
• Determine the implementation process
of the measure
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Section 5: Teacher Expectations
Element
Definition
Four levels of projected performance regarding the PI, reflecting a continuum established
by the educator prior to the evaluation period.
5a. Level
Each performance level (i.e., Failing, Needs Improvement, Proficient, and Distinguished) is
populated with a percentage range such that 0% to 100% meeting expectations is
distributed among the levels.
Given the actual performance regarding the PI, the principal or evaluator identifies one of
four performance levels.
5b. Elective Rating
This section is not completed until after performance data are collected, reviewed, and
evaluated against each Performance Indicator, and in the aggregate, against 5a criteria.
Notes/
Explanation
Provides space for the educator to articulate influences, factors, and other conditions
associated with the assigned rating as well as to reflect on purposeful review of the data.
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This section is not completed until after performance data are collected, reviewed, and
evaluated against each Performance Indicator, and in the aggregate, against 5a criteria.
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Section 5: Art Example
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Table Talk
• What percentage of students will meet the
Performance Indicator targets?
• What factors should you consider?
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Design Coherency
RATING
• SLO Goal
Statement
• Indicators
• All Students
• Targeted
Students
• Measures
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STUDENT LEARNING
OBJECTIVE
REVIEW PROCESS
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SLO Process Components
The SLO process contains three (3) action
components:
1. Design (ing): thinking, conceptualizing,
organizing, discussing, researching
2. Build (ing): selecting, developing, sharing,
completing
3. Review (ing): refining, checking, updating,
editing, testing, finalizing
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SLO Review
1. Completeness
• SLO Process Template
2. Comprehensiveness
• Performance Measures
3. Coherency
• Alignment
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Review Workflow
SLO Template and
Performance Task
Framework
Identify Areas for
Revision
Evaluate Performance
Measure Quality
Review for
Completeness
Evaluate SLO Template for
Comprehensiveness
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Evaluate Performance Measure
Quality
Item Bias:
•Bias-free items/tasks provide an equal opportunity for all
students to demonstrate their knowledge and skills.
Fairness and Sensitivity:
• Ensure items are sensitive to different cultures, religions,
ethnic and socio-economic groups, and disabilities.
• Ensure there is a balance of gender roles.
• Ensure that positive language, situations, and images are
used for performance measures.
• Ensure that items avoid text that may elicit strong
emotions in specific groups of students and prevent those
students from accurately demonstrating their skills and 51
knowledge.
Review
Educator Groups will:
Conduct a quality assurance review for:
a. Completeness
b. Comprehensiveness
c. Coherency
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Areas of Caution
1. The SLO is based upon small numbers of
students/data points.
2. Goals and indicators are not linked to
standards.
3. Indicators are vague without specific
performance criteria.
4. Growth and/or mastery are not clearly
defined
5. Performance measures are not well
designed or lack rigor.
6. Overall student achievement expectations
are extreme.
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SLO Work
Select one SLO
• Individually review the selected
SLO using the Quality Assurance
Checklist and Guiding Questions,
writing comments as appropriate.
• As a table discuss your finding
and/or comments.
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Action Planning
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Broad Process Steps:
Leader
1. Establish SLO template completion
timeline at beginning of year
2. Review complete template
3. Conduct review meeting with
teacher
4. Agree on any revisions; submit
materials
5. Establish “mid-cycle” spot review
6. End-of-Year review with supporting
data
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Implementation Planning
Suggestions
Who:
•
•
•
Implementation (TOT) team disseminates
information to all district level administrators
Administrators train Department chairs
Department chairs train department teachers and
grade level teachers
When:
•
•
•
Faculty meetings
Grade level meetings
In-service day
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Implementation Planning
Suggestions
What:
•
•
•
•
SLO template and Performance Task Framework
Goal Statements
Blueprints
Review checklists
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Considerations for Action Steps
• Provide small portions of the training modules and materials at
faculty meetings, with follow-up discussions at department
meetings
• Have departments work on common goal statements and
rationales as a part of department meetings
• Have teachers review district-level content curriculum and its
alignment with the state standards and state curriculum
framework
• Share assessment models at department and faculty meetings
• Utilize district in-service time to develop SLO and Performance
Measure templates
• Assign curriculum coaches to assist in developing SLO and
Performance Measure templates.
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Resources
- RIA Website: Access
from SAS homepage
- Go through each of the modules
on the RIA website
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Content Organization
Videos
•Describe the procedures within each of the
three phases (i.e., Design, Build, & Review)
Guides
•Provide examples and information about a
process
Templates
•Assist in developing customized material
“Other Stuff”
•Supplements the core training materials 4
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Summary
SLO evaluation focused on:
•
Applying a set of customized quality assurance
tools to ensure the SLO, along with its
applicable performance measures, were
complete, comprehensive, and coherent.
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SLO Expectations
1.Goals are based upon the “big ideas” within PA’s
curriculum framework for the content standards.
2.Performance indicators are specific, measureable,
attainable, and realistic.
3.Performance measures should be valid, reliable,
and rigorous.
4.Performance data should be collected, organized,
summarized, and reported in a consistent manner.
5.Teacher expectations of student achievement
should be demanding.
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Parking Lot Questions
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