Educator Effectiveness: SLO
Student Learning Objectives
Measuring Teacher Effectiveness Based on
Student Achievement of Content Standards
Presenters
Pam Kastner, Jen Lillenstein, Ana Sainz Dela PenaPaTTAN Harrisburg
Amy Lena, Michelle VirtueCumberland Valley SD
>
Questions?
Please write
your questions
on the WHITE
cards found on
the table.
http://www.youtube.com/watch?v=M3hge6Bx-4w
Teacher Effectiveness System in Act 82 of 2012
School Building Data
Effective 2013-2014 SY
Observation/Evidence
Effective 2013-2014 SY
Danielson Framework Domains
1. Planning and Preparation
2. Classroom Environment
3. Instruction
4. Professional Responsibilities
Indicators of Academic Achievement
Indicators of Closing the Achievement Gap, All Students
Indicators of Closing the Achievement Gap, Subgroups
Academic Growth PVAAS
Other Academic Indicators
Credit for Advanced Achievement
School Building
Data, 15%
Teacher Specific
Data, 15%
Observation/
Evidence,
50%
Teacher Specific Data
Effective 2016-2017 SY
PVAAS / Growth 3 Year Rolling Average
1. 2013-2014 SY
2. 2014-2015 SY
3. 2015-2016 SY
Elective Data/SLOs
Elective
Data, 20%
Piloting 2013-2014 SY
Effective 2014-2015 SY
District Designed Measures and Examinations
Nationally Recognized Standardized Tests
Industry Certification Examinations
Student Projects Pursuant to Local Requirements
Student Portfolios Pursuant to Local Requirements
3
Observation/Evidence
Building Level Data
Danielson Framework Domains
1. Planning and Preparation
2. Classroom Environment
3. Instruction
4. Professional Responsibilities
Indicators of Academic Achievement
Indicators of Closing the Achievement Gap, All Students
Indicators of Closing the Achievement Gap, Subgroups
Academic Growth PVAAS
Other Academic Indicators
Credit for Advanced Achievement
Effective 2013-2014
Effective 2013-2014 SY
Building Level
Data, 15%
Elective Data/SLOs
Observation/
Evidence,
50%
Elective Data,
35%
Piloting 2013-2014 SY
Effective 2014-2015 SY
District Designed Measures and Examinations
Nationally Recognized Standardized Tests
Industry Certification Examinations
Student Projects Pursuant to Local Requirements
Student Portfolios Pursuant to Local Requirements
4
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.
Educator Effectiveness: SLO
Measurement
of Student
Achievement
Measurement
of Educator
Effectiveness
www.education.state.pa.us
>
1. Know and understand the
Standards
• PA Standards
• Common Core Standards
• Professional/Technical
Standards
2. Assessment Tasks
• Authentic to the grade
or course
• Aligned to Standards
3. Assessment Scoring
• Can describe levels of student achievement
toward standards based learning objectives
THE PA SLO TEMPLATE & PROCESS
What it is supposed to be:
• A format to inform strong
instructional practice and
strong student achievement
• A way to measure teacher
effectiveness based on
student achievement
• An opportunity for teachers
to define, describe and
present data on student
achievement in the content
area that they teach
What it is not supposed to be:
• More paperwork for
• More
paperwork
teachers
that for
has no
teachers
that
no
meaning
or has
purpose
meaning or purpose
• More
testing
for
students
• More
testing for students
• A weak substitute for
PVAAS
or
other
• A weak substitute for
standardized
testing
PVAAS or other
data
standardized
testing data
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
>
Getting Acquainted with the SLO Template
1. Independent Activity
Jot down notes beside
areas of the template
where you have
questions
2. Brief table discussion
3. Guided Review of the SLO
Template, using sample
statements
Tour the SLO Template
from the viewpoint of two diverse types of assessment
Grade 1 Math (AIMSweb)
• Elementary Level
• Nationally known tasks
(probes) with embedded
assessments
Grade 8 Visual Art
• Secondary Level
• Individual teacher-developed
authentic project-based tasks
and assessments
• Descriptive statements are
often very short
• Mode of delivery is long (180
days)
• “Grain Size” is written to
address one component of the
entire course
• Descriptive statements are
often very long
• Mode of delivery is short (35
days)
• “Grain Size” is written to
address the entire course
Don’t be
frightened!
I will not be afraid.
I will not be afraid.
I will not be afraid.
I will not be afraid.
Reasons I will not be afraid:
1._____________________
2._____________________
3._____________________
4._____________________
5._____________________
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)
• Implementation Timeline
15
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.
3. SLO (Student Learning Objective)
Learning objectives that can be validly measured to document student learning over
a defined period of time.
Guiding Questions:
 Why is this objective important and meaningful to your students?
Student
Learning
Objective
Sample Statements:
 Grade 1 Math: Students develop strategies for adding and subtracting whole
numbers in a variety of models, including discrete objects and length-based
models to model add-to, take-from, put-together, take-apart, and compare
situations to develop meaning for the operations of addition and
subtraction, and to develop strategies to solve arithmetic problems with
these operations.
 Grade 8 Art: Students are expected to develop the ability to manipulate
visual art materials and tools to create works based on the ideas of other
artists; as well as to evaluate the processes and products of themselves and
other artists.
3. SLO (Student Learning Objective)
Learning objectives that can be validly measured to document student learning over a
defined period of time.
Guiding Questions:
 How is your student learning objective measurable and clearly
understood by students in this grade/course?
 Based upon this objective, how will students independently
demonstrate their learning?
SLO
Rationale
Sample Statements:
 Grade 1 Math: This objective is measured using the AIMSweb MComp and TEN (Test of Early Numeracy) probes.
 Grade 8 Art: Student works of arts can be evaluated through rubrics
that describe process, product and understanding of the formal,
informal and interpretive qualities of visual art.
4. Data and Targets Used to Establish the SLO
Guiding Questions:
 What, if any, are the course or grade prerequisites?
 What do you know about the students in this class at the
beginning of the learning process?
 What may typical and not-so-typical student progress look like on
the way to achieving the learning objective?
Sample Statements:
Student
Preparedness/
Baseline Data
 Grade 1 Math: Most students will have experienced Kindergarten
math and AIMSweb protocols. Prior data shows that 80% of the
students met the end-of-year Kindergarten AIMSweb TEN math
benchmarks.
 Grade 8 Art: There are no course pre-requisites. It is expected
that all students will be in 8th grade. Most students will have
gone through the 6th and 7th grade curriculum in art. Most
students will be able to handle the physical materials provided,
create appropriate artworks, and self-assess based on rubrics
and guidelines provided.
4. Data and Targets Used to Establish the SLO
Guiding Questions:
 What is the expected outcome or goal by the end of the designated
instructional period (i.e., year, semester, course length, etc.)?
 Using student baseline data, are differentiated targets/goals needed? If
yes, what are those targets/goals?
 Are the targets ambitious yet realistic, and how will you monitor progress
along the way?
Targets
Sample Statements:
 Grade 1 Math: Students should be at benchmark by the end of first grade
as demonstrated through the AIMSweb M-COMP and TEN assessment
probe scores.
 Grade 8 Art: Students will create three works of art based on specific
guidelines and evaluative criteria. No baseline data is needed for mastery
achievement. Some students require an extended time period to
complete all of the processes involved in each project.
Confer, Compare, and Clarify
(Himmele & Himmele, 2009)
5. Assessment/Performance Task
Name of the
Assessment/
Performance
Task
Sample Statements:
 Grade 1 Math:
AIMSweb M-COMP and TEN

1.
2.
3.
Grade 8 Art:
Mood Portrait
DeMuth Oil-Pastel Project
Clay Architectural Structure
5. Assessment/Performance Task
Description
of the
Assessment/
Performance
Task
Guiding Questions:
 Who is the developer of the assessments/performance task used (e.g.,
teacher-made, district-developed, commercial, etc.)?
 What is a description of the assessment/performance task that will be used
to measure the student learning objective (SLO)?
 Are there any products or artifacts that will be gathered as part of the data
collection process?
Sample Statements:
 Grade 1 Math: The AIMSweb assessment protocols are commercially
designed benchmark assessments.
 Grade 8 Art: DeMuth Oil-Pastel Project
The concept of visual harmony is explored through DeMuth’s “Figure 5 in
Gold,” as is the connection between the DeMuth artwork and William
Carlos Williams’ poem “The Figure Five.” Students then write a minimalist
poem about an everyday object, after which they create an artwork in the
DeMuth style that includes an unusual perspective of the object and a
numeral that reflects an understanding of the qualities involved in creating
visual harmony. An assessment rubric for student and teacher is utilized
throughout the process. This lesson plan can be found on the PDE Standards
Aligned Systems portal at
http://www.pdesas.org/module/content/resources/19454/view.ashx.
5. Assessment/Performance Task
Guiding Questions:
 Describe how the assessment/performance task authentically reflects the
student learning objective (SLO).
 How does this assessment/performance task measure student mastery
and/or growth toward the PA standards?
 How do the assessment/performance task outcomes inform instruction?
Assessment/
Performance
Task Objectives
Rationale
Sample Statements:
 Grade 1 Math: The tasks inherent in the probes relate to skills found in
both the PA and Common Core Standards for first grade math. Mastery is
assessed, and additional probes are available to monitor progress and
inform focused instruction.
 Grade 8 Art: Artworks created provide students the opportunity to
manipulate visual art materials and tools to create works based on the
ideas of other artists; as well as to evaluate the processes and products of
themselves and other artists. Rubrics assess each project based on PA
Standards and provide well organized and scaffolded instruction.
Educator Effectiveness: SLO
Growth or Mastery
Does this assessment/
performance task align
with the student
achievement goals for
the SLO?
Check one:
Growth (change in student achievement
across two or more points in time)
Mastery (attainment of a defined level of
achievement)
Growth and Mastery
www.education.state.pa.us
>
6. Administration of the Assessment/Performance Task
Frequency of
Assessment/
Performance
Task
Administration
Guiding Questions:
 How often and when is this assessment/performance task
administered?
 If measuring growth, are multiple assessment windows in place?
Sample Statements:
 Grade 1 Math: Probes for both the M-COMP and TEN assessments
are done in the fall and spring, with a mid-year and several
progress monitoring probes available.
 Grade 8 Art: Students have the opportunity to self-assess
throughout each project learning module, and the teacher
provides both formative and summative assessments for each
project.
6. Administration of the Assessment/Performance Task
Guiding Questions:
 What unique or specific equipment, technologies, or resources are
needed to complete this assessment/performance task?
Resources
Required
Sample Statements:
 Grade 1 Math: School districts must purchase the AIMSweb
materials.
 Grade 8 Art: Art materials and tools for each project are provided by
the school.
6. Administration of the Assessment/Performance Task
All Classes: IEP and 504 accommodations will be implemented.
Adaptations for
Diverse
Learners
and/or
Students with
Disabilities
Guiding Questions:
 What assessment/performance task adaptations are needed to
assist diverse learners and/or students with disabilities?
Sample Statements:
 Grade 1 Math: Adaptations found in student IEP or 504
accommodations will be administered.
 Grade 8 Art: Additional time out of class is offered for students
who need more time to complete projects. All other adaptations
will be developed based on IEP or other specified district
adaptation policies.
6. Administration of the Assessment/Performance Task
Most Classes: The assessments can be administered by an equivalent peer.
Some Classes: Student use of equipment needed to complete the authentic
assessment could be monitored by an equivalent peer, but should probably be
monitored by the class instructor (i.e. athletic, career tech, chemistry, biology
equipment).
Personnel
Guiding Questions:
 Can this assessment/performance task be administered by an
equivalent peer (educator in a similar content area)? If not, please
explain.
 Does a district policy exist with regard to assessment/performance task
administration?
Sample Statements:
 Grade 1 Math: This assessment can be administered by an equivalent
peer.
 Grade 8 Art: An equivalent peer could administer a summative form of
the assessment.
Quick Write
Take Ten Steps
Pair- Discuss:
Think-Ink-Link-Share
Summarize the key ideas from the components of the SLO
we have just shared with you: Assessment Performance
Task, Growth or Mastery, Administration of the
Assessment/Performance Task…
Then take your summary and walk ten steps to someone
you do not know and discuss your summaries.
7. Evidence of Student Achievement
Rubrics/
Scoring
Scales
Guiding Questions:
 How will individual student growth or mastery be determined (defined
and scored) using this assessment/performance task? Include the
specific rubric/scoring scale that will be used.
 Does the rubric and/or scoring scale correlate with the
assessment/performance task?
Sample Statements:
 Grade 1 Math: Scores from the probes are compared to the benchmark
score for that probe and assigned a “color” to describe proficiency in
achieving that benchmark.
7. Evidence of Student Achievement
 Grade 8 Art: DeMuth Oil Pastel Project Assessment Rubric
Poem
Preliminary
Sketches
Final Project
Advanced
Proficient
Poem is presented following a Poem design has minimalist
minimalist design and text
qualities and most of the text
relates to the shape, color,
relates to the shape, color,
function and sounds of the
function and sounds of the
selected object
selected object
Three sketches of a selected
Three sketches of a selected
object are completed from
object are completed from
three unique and diverse
three different perspectives
different perspectives
Initials are incorporated three
times, demonstrating mastery Initials are incorporated three
times but perspective needs
of one point perspective
sense of depth
Oil pastel techniques reflect a
strong understanding of
Oil pastel techniques reflect a
consistent understanding of
contour as it relates to
analogous color mixing
analogous color mixing
Project has all miscellaneous
pieces swept off and all of the
objects are outlined
(demonstrating line quality)
with permanent marker
Work Habits
Project has all miscellaneous
pieces swept off and most of
the objects are outlined with
permanent marker
Engagement in the project
Engagement in the project
included whole class time and
included whole class time
beyond
Basic
Poem design lacks minimalist
qualities and only some of the
text relates to the shape,
color, function and sounds of
the selected object
In Progress
Poem lacks a sense of
minimalist design and/or the
text relationship to the shape,
color, function and sounds of
the selected object is vague
Three sketches of a selected
Fewer than three sketches of a
object are completed from
selected object are completed
similar perspectives
Initials are incorporated fewer
than three times and/or are
Initials are incorporated fewer
portrayed only in a linear
than three times and/or lack
fashion
perspective
Oil pastel techniques reflect
Oil pastel techniques reflect
little understanding of
an inconsistent understanding
analogous color mixing
of analogous color mixing
techniques, or are incomplete
Project has all miscellaneous
Project does not have all
pieces swept off and some of
miscellaneous pieces swept off
the objects are outlined with
and not all of the objects are
permanent marker
outlined with permanent
marker
Engagement in the project
Engagement in the project was
included a majority of class
minimal
time
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
Scoring
Student
Progress/
Preparation
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?
Sample Statements:
 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 Learning
Sample Statements:
 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 groupings
Framework
periodically to provide more targeted instructional process and
for
materials toward both remedial and deeper understanding (based on
Webb’s Depth of Knowledge). (Danielson 3C)
Teaching
 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)
Educator Effectiveness: SLO
SLO Resources
http://nassauboces.org/Page/1667
http://www.riseindiana.org/sites/default/files/files/RISE%201.0/Student%20Learning%
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
Assessment Development Resource:
beta.ctcurriculum.org
Educator Effectiveness: SLO
Three Sentence Wrap Up
(Himmele & Himmele, 2009)
Question Cards
Graphic Organizer
Educator Effectiveness: SLO
Contact:
O. David Deitz
SLO Project Lead, Educator Effectiveness
oddeitz@comcast.net
THANK YOU!