Measurement
of Student
Achievement
Measurement
of Educator
Effectiveness
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.
1. Know and understand the
Standards
0 PA Standards
0 Common Core Standards
0 Professional/Technical
Standards
2. Assessment Tasks
0 Authentic to the grade
or course
0 Aligned to Standards
3. Assessment Scoring
0 Can describe levels of student achievement
toward standards based learning objectives
THE PA SLO TEMPLATE &
PROCESS
What it is supposed to be:
What it is not supposed to be:
• A format to inform strong
instructional practice and
strong student
achievement
0 More paperwork for
• teachers
More paperwork
that for
has no
teachers that
has no
meaning
or purpose
meaning or purpose
0 More
testing
for
• A way to measure teacher
effectiveness based on
student achievement
• students
More testing for students
• An opportunity for
teachers to define,
describe and present data
on student achievement in
the content area that they
teach
• A weak substitute for
standardized
testing
PVAAS or other
data
standardized testing data
0 A weak substitute for
PVAAS
or
other
Educator Effectiveness: SLO
PA Educator
Challenge
To develop and implement an appropriately
rigorous measure of teacher effectiveness based
on student achievement in your content area
through the use of the PA SLO Template.
www.education.state.pa.us
>
Educator Effectiveness: SLO
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).
www.education.state.pa.us
>
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
Teacher Effectiveness Measure (Rating)
9
• Implementation Timeline
•
•
•
•
•
•
•
•
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 MComp 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 MComp 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).
Using the AIMSweb MComp assessment,
80%-89% of students
will meet or be above
benchmark (or green).
Using the AIMSweb
Early Numeracy
assessments, 80%90% of students will
meet or be above
benchmark (or green).
Using the AIMSweb MComp assessment,
90%-100% of
students will meet or
be above benchmark
(or green). Using the
AIMSweb Early
Numeracy
assessments, 90%100% 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 Objective
How 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 Math
Targeted 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 Art
Targeted 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.
7. Evidence of Student Achievement
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?
Data
Collection
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.
7. Evidence of Student Achievement
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?
Scoring
Student
Progress/
Sample Statements:
Preparation  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.
7. Evidence of Student Achievement
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.)?
Data
Presentation
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.
7. Evidence of Student Achievement
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
Guiding Questions:
 What formative assessment information lets you know if your
instructional practices will lead to successful completion of the
SLO?
Assessment
for
Sample Statements:
Learning
 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
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?
Alignment Sample Statements:
with the
 Grade 1 Math: Based on the formative assessment information
Danielson
provided by the AIMSweb probes, I will intentionally modify
Framework
groupings periodically to provide more targeted instructional process
for
and materials toward both remedial and deeper understanding
Teaching
(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)
Let’s look at an example and
some criteria
0 8th Grade Science SLO Sample Draft
0 Criteria for High-Quality Assessments
http://nassauboces.org/Page/1667
http://www.riseindiana.org/sites/default/files/files/RISE%201.0/Student%20Le
arning%20Objectives%20Handbook%201%200%20FINAL.pdf
http://www.ride.ri.gov/EducatorQuality/EducatorEvaluation/SLO.aspx
http://www.gadoe.org/School-Improvement/Teacher-and-LeaderEffectiveness/Documents/SLO%20Manual.pdf
WHAT DOES THIS ALL MEAN
FOR UPSD?
0 Focus of district In-Service Days
0 Incorporated into curriculum work and PLC work; “Begin with
0
0
0
0
the end in mind” – what do we expect all students to know,
understand, & be able to do? How can they demonstrate?
(Beyond state assessments or similar type assessments?)
Allow us to revisit/solidify Grading Policies & Procedures
Connect to Differentiated Supervision Options; SLO development
must be linked to Danielson Framework and must influence
growth in some aspect of professional practice.
Support teachers (Reading Specialists, Learning Support) – SLOs
for students served.
REMEMBER: Student performance on the assessments from
SLOs will be part of teacher evaluation – 20 %– 35%
HOW WILL WE MOVE
FORWARD?
0 State-assessed content areas– what part of overall
assessment is NOT represented in state assessments
that we do or will include in our assessment of
students?
0 Non-Assessed – what assessment do we want to use
for SLO; mastery or growth; all students or specific
population? mastery or growth; all students or
specific population?
0 Brainstorm and determine by grade/course; share
with Director of T & L and Building Administrator
0 Can this or how can this fit into supervision mode?
HOW WILL WE MOVE
FORWARD?
0 Begin brainstorming process this week
0 Curriculum Committee Groups – will incorporate into
curriculum work
0 In-Service Day – November 5th: Focus on developing draft
SLOs for each subject area and/or grade level (at the
elementary level, I do not believe SLOs need to be
developed for all core academic areas; more related to
Elective data piece for teachers).
0 Technology – how can we use to technology as part of this
process?
PLEAE REMEMBER
0 We are all in this together!
0 We have a choice on how we approach this
work!
0 We do no have all the information, but we do
know we cannot ignore it; it is not going
away.
0 We will use this to do what we have always
done – what is best for our students’
learning and growth!
QUESTIONS?