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Overview for School Leaders

Pennsylvania’s Student Learning Objective Process. Overview for School Leaders. Session Objectives. Review Teacher Effectiveness System Define SLO process Exploring SLO Templates -Assessment Literacy- Identifying Key P oints for School Leaders Action Planning.

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Overview for School Leaders

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  1. Pennsylvania’sStudent Learning Objective Process Overview for School Leaders

  2. Session Objectives • Review Teacher Effectiveness System • Define SLO process • Exploring SLO Templates -Assessment Literacy- • Identifying Key Points for School Leaders • Action Planning

  3. I. Teacher Effectiveness System

  4. (B) FOR PROFESSIONAL EMPLOYES AND TEMPORARY PROFESSIONAL • EMPLOYES WHO SERVE AS CLASSROOM TEACHERS, THE FOLLOWING SHALL APPLY: • (1) BEGINNING IN THE 2013-201 4 SCHOOL YEAR, THE EVALUATIO N • OF THE EFFECTIVENESS OF PROFESSIONAL EMPLOYES AND TEMPORARY • PROFESSIONAL EMPLOYES SERVING AS CLASSROOM TEACHERS SHALL GIVE • DUE CONSIDERATION TO THE FOLLOWING: • (I) CLASSROOM OBSERVATION AND PRACTICE MODELS THAT ARE • RELATED TO STUDENT ACHIEVEMENT IN EACH OF THE FOLLOWING AREAS: • (A) PLANNING AND PREPARATION. • (B) CLASSROOM ENVIRONMENT. • (C) INSTRUCTION. • (D) PROFESSIONAL RESPONSIBILITIES. • (II) STUDENT PERFORMANCE, WHICH SHALL COMPRISE FIFTY PER • CENTUM (50%) OF THE OVERALL RATING OF THE PROFESSIONAL EMPLOYE • OR TEMPORARY PROFESSIONAL EMPLOYE SERVING AS A CLASSROOM TEACHER • AND SHALL BE BASED UPON MULTIPLE MEASURES OF Race to the Top House Bill 1901 Act 82

  5. Educator Effectiveness Prezi • http://prezi.com/2wjeukgle6ja/?utm_campaign=share&utm_medium=copy&rc=ex0share

  6. Observation/Evidence (50%) Charlotte Danielson’s Framework for Teaching 4 Domains, 22 Components Principal/Evaluator Observes

  7. 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)

  8. II. SLO Process

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

  10. 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.

  11. The SLO in PA is written to a specific teacher and a specific class/course/content area for which that teacher provides instruction in the area they are certified to teach.

  12. Many factors can influence the size of an SLO, Time Frame Course Content Important LearningNeeds but the process remains the same………..

  13. SLO Process Design • Goal-Standards • Performance Measures • Indicators • Indicator #1 • Assessment #1a • Indicator #2 • SLO Goal • Assessment #1b • Assessment #2

  14. SLO Process Criteria SLOs should: • Represent the diversity of students and courses/content areas taught. • Align to a set of approved indicators/targets related to selected academic content standards. • Be based upon two time-bound events/data collection periods and/or performance defined levels of “mastery”. • Be supported by verifiable data that can be collected and scored in a standardized manner. • Include a set of independent performance measures.

  15. SLO Process Steps: Teacher Identify subject and students Select the “big idea” from the content standards Establish a goal Identify indicators associated with the goal Select and/or create performance measures for each indicator Create performance expectations across all indicators

  16. III. SLO Template

  17. SLO Template A process tool used to identify goals, indicators, and performance measures for use in the greater Teacher Effectiveness System Handouts: SLO Template, Help Desk, & Performance Task Framework

  18. SLO Template Design Expectations

  19. SLO Template Criteria • 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.

  20. SLO Template Steps: Teacher

  21. Spanish 1 • Students will be able demonstrate effective communication in the target language by speaking and listening, writing, and reading. • 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. • Grade 5 Library • Students will demonstrate the ability to use online D.P.S. databases and search engines, Britannica Elementary, Culture Grams, and Nettrekker toward support real world experiences and determining which is the best source for specific information. 2a. The SLO Goal Statement: What’s the Important Learning?

  22. 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?

  23. Explains why the SLO is important and how students will demonstrate learning of the standards through this objective. 2c. Rationale statement: Why is this Learning Important? 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.

  24. SLO Template Steps: Teacher

  25. Many things must be considered when choosing or building quality assessments.

  26. Choosing or Building Performance Measures and Tasks What does a Teacher do to administer a performance measure? What must a Student know and do to complete a performance measure? How does a Teacher score a performance measure?

  27. SLO Template Steps: Teacher

  28. Describes individual student performance expectation • 4a. • 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? • 4b. • 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?

  29. Performance Indicator Statement HS Choral Individual Vocal Assessment Task Students will achieve proficient or advanced levels in 6 out of 8 criteria of the second scoring rubric. 5th Grade ELA DRA text gradient chart Students will demonstrate one year of reading growth

  30. A Temporary Detour…

  31. Foundational Knowledge Basic Assessment Literacy

  32. Test Specifications When developing test specifications consider: • Sufficient sampling of targeted content standards • Aim for a 3:1 items per standard ratio • Developmental readiness of test-takers • Type of items • Multiple Choice (MC) • Short Constructed Response (SCR) • Extended Constructed Response (ECR)/Complex Performance tasks • Time burden imposed on both educators and students

  33. Test Specifications (cont.) When developing test specifications consider: • Cognitive load • Aim for a balance of DoK levels • Objectivity of scoring • Each constructed response item/task will need a well-developed rubric • Weight of items (point values) • Measures (tests) should consist of 25-35 total points; 35-50 points for high school • Item cognitive demand level/DoK level • Measures should reflect a variety of DoKlevels as represented in the targeted content standards

  34. Test Specifications Example

  35. Test Specifications Example (cont.)

  36. Multiple Choice Items • Stem (question) with four (4) answer choices • Typically worth one (1) point towards overall score • On the new PSSA there are MC questions with two answers • Generally require about one (1) minute to answer, depending on rigor/DoK Pros • Easy to administer • Objective scoring Cons • Students can guess the correct answer • No information can be gathered on the process the student used to reach answer (error analysis)

  37. Short Constructed Response Items • Requires students to apply knowledge, skills, and critical thinking abilities to real-world performance tasks • Entails students "constructing" or developing their own answers in the form of a few sentences or bullet points, a graphic organizer, or a drawing/diagram with explanation • Worth 1-3 points Pros • Allows for partial credit • Provides more details about a student’s cognitive process • Reduces the likelihood of guessing Cons • Greater scoring subjectivity • Requires more time to administer and score

  38. Extended Constructed Response Items • Requires students to apply knowledge, skills, and critical thinking abilities to real-world performance tasksby developing their own answers in the form of narrative text with supporting graphic organizers and/or illustrations • Worth 4 or more points • Entails more in-depth explanations than SCR items Pros • Allows for partial credit • Provides more details about a student’s cognitive process • Reduces the likelihood of guessing Cons • Greater scoring subjectivity • Requires more time to administer and score

  39. Depth of Knowledge is… • The complexity of mental processing that must occur in order to construct an answer • A critical factor in determining item/task rigor

  40. Depth of Knowledge Chart

  41. Process Steps • Review content standards from completed Targeted Content Standards Template and insert content strand(s) into specification table. • Determine the number of items by item type (i.e., Multiple Choice, Short Constructed Response, Extended Constructed Response) for each content strand. • Ensure item type and cognitive level (I, II, III)/depths of knowledge (DoK) are assigned. • Assign item weights to each item type. • Assign number of passages (by type) when using literary works.

  42. QA Checklist • There is a sufficient sampling of targeted standards. • The specifications reflect a balance between developmental readiness and time constraints. • Time is considered for both educators and students. • The cognitive demands reflect those articulated in the targeted standards. • The measure allows for both objective and subjective scoring procedures. • The measure consists of 35-50 points with the Level I/DoK I limited to one-third of the items/tasks.

  43. Blueprints • Content ID # • Content Statement • Item Depth of Knowledge (DoK) • Performance measures should reflect a variety of DoKlevels. • Sufficient sampling of content standards • Aim for a 3:1 item to standard ratio (3 items for every standard). • Cognitive load • Aim for a balance of DoKlevels among standards. • Design measures with at least 50% DoK 2 or higher.

  44. Blueprint Example

  45. Process Steps • List the standards by number and statement in the appropriate columns. Remember to aim for a 3:1 item to standard ratio. • Decide on the item count for each standard and fill in the appropriate column. • Determine the number of DoKs for each standard following the specified guidelines for “rigor.” • Repeat Steps 1-3 ensuring that item and DoK counts meet the specification requirements.

  46. QA Checklist • The blueprint lists the content standard ID number. • The blueprint lists or references the targeted content standards. • The blueprint designates item counts for each standard. • The blueprint reflects a range of DoK levels. • The blueprint item/task distribution reflects that in the specification tables.

  47. QA Checklist • All items/tasks articulated on the blueprint are represented within the Scoring Key. • MC items have been validated to ensure only one correct answer among the possible options provided exists. • MC answers do not create a discernible pattern. • MC answers are “balanced” among the possible options. • Scoring Key answers are revalidated after the final operational form reviews are complete.

  48. Scoring Rubrics

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