Transcript Grade 1 Math
Educator Effectiveness: SLO
Student Learning Objectives Measuring Teacher Effectiveness Based on Student Achievement of Content Standards
Presenters Pam Kastner, Jen Lillenstein, Ana Sainz Dela Pena PaTTAN Harrisburg Amy Lena, Michelle Virtue Cumberland 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
Observation/Evidence Effective 2013-2014 SY
Danielson Framework Domains 1. Planning and Preparation 2. Classroom Environment 3. Instruction 4. Professional Responsibilities
School Building Data Effective 2013-2014 SY
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
Observation/ Evidence, 50% School Building Data, 15% Teacher Specific Data, 15% 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, 20% Elective Data/SLOs 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 Effective 2013-2014
Danielson Framework Domains 1. Planning and Preparation 2. Classroom Environment 3. Instruction 4. Professional Responsibilities
Observation/ Evidence, 50% Building Level Data Effective 2013-2014 SY
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
Building Level Data, 15% Elective Data, 35% Elective Data/SLOs 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 &
What it is supposed to be:
PROCESS
What it is not 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 • • • • More paperwork for teachers that has no meaning or purpose meaning or purpose More testing for • • A weak substitute for PVAAS data or A weak substitute for standardized other testing
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 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 • • • • •
Grade 8 Visual Art
Secondary Level Individual teacher-developed authentic project-based tasks and assessments 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
Using the AIMSweb M Comp 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).
Grade 1 Math
Using the AIMSweb M Comp assessment, 65% Using the AIMSweb M Comp assessment, 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).
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 M Comp 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).
Fewer than 70% of students achieve proficient or advanced levels (holistically) on two out of three project rubrics.
Grade 8 Art
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 M Comp 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 Student Preparedness/ Baseline Data 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:
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 8 th grade. Most students will have gone through the 6 th and 7 th 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.
Targets 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?
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
Grade 8 Art: 1. Mood Portrait 2. DeMuth Oil-Pastel Project 3. 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 Guiding Questions:
What assessment/performance task adaptations are needed to assist diverse learners and/or students with disabilities?
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 Poem Preliminary Sketches Final Project Work Habits
Grade 8 Art: DeMuth Oil Pastel Project Assessment Rubric
Advanced Poem is presented following a minimalist design and text relates to the shape, color, function and sounds of the selected object Three sketches of a selected object are completed from three unique and diverse different perspectives Proficient Poem design has minimalist qualities and most of the text relates to the shape, color, function and sounds of the selected object Three sketches of a selected object are completed from three different perspectives Basic Poem design lacks minimalist qualities and only some of the text relates to the shape, color, function and sounds of the selected object Three sketches of a selected object are completed from similar perspectives 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 Fewer than three sketches of a selected object are completed Initials are incorporated three times, demonstrating mastery of one point perspective Oil pastel techniques reflect a strong understanding of contour as it relates to analogous color mixing Initials are incorporated three times but perspective needs sense of depth Oil pastel techniques reflect a consistent understanding of analogous color mixing Initials are incorporated fewer Initials are incorporated fewer than three times and/or lack than three times and/or are portrayed only in a linear perspective fashion Oil pastel techniques reflect an inconsistent understanding of analogous color mixing Oil pastel techniques reflect little understanding of analogous color mixing techniques, or are incomplete Project has all miscellaneous Project has all miscellaneous pieces swept off and all of the pieces swept off and most of objects are outlined (demonstrating line quality) with permanent marker the objects are outlined with permanent marker Engagement in the project included whole class time and beyond Engagement in the project included whole class time Project has all miscellaneous pieces swept off and some of Project does not have all miscellaneous pieces swept off the objects are outlined with permanent marker and not all of the objects are outlined with permanent marker Engagement in the project included a majority of class time Engagement in the project was minimal
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 Data Presentation 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.)?
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?
Alignment with the Danielson Framework for Teaching
What professional learning and/or other type of support will help you to achieve this SLO?
Sample Statements:
Grade 1 Math: Based on the formative assessment information provided by the AIMSweb probes, I will intentionally modify groupings periodically to provide more targeted instructional process and materials toward both remedial and deeper understanding (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)
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-Leader Effectiveness/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