Presentation on theme: "Fall 2o12. Guiding Questions for SLO’s What are the goals for student learning? How will we know that they were met?"— Presentation transcript:
Guiding Questions for SLO’s What are the goals for student learning? How will we know that they were met?
If you don’t know where you are going, you will probably end up somewhere else. --Lawrence Peter
Teacher Evaluation Formula 4 60 Evalua- tion 20 Growth 20 Local 100 Student Learning Objectives
What is a Student Learning Objective? A goal statement for students’ learning Measured by predetermined evidence That results in a growth score for the teacher.
Who Needs an SLO? 4-8 ELA & Math Teachers will have their Growth Score provided by the State ALL other teachers need SLO’s to be created
Who is a Teacher? Anyone whose subject requires teacher certification Includes all subject areas, Media specialists & librarians Speech teachers- new clarification on this one, No unless a class is assigned to the teacher AIS, ESL, Special Ed. Does NOT include: Guidance PT/OT/Counselors/School Psychologists
What Is an SLO Based On? Teachers of subjects culminating in a State Assessment must use that assessment within their SLO All other subjects have assessment options Some teachers will need to have multiple SLO’s
How Many SLO’s? If teachers teach more than one group or class, their SLO’s must cover: 50% or more of their students Starting with their largest sections Including every student in each class included Teachers of multiple classes/subjects will need multiple SLO’s until they meet the 50% rule K-3 teachers will need an SLO for both Literacy & Math
Guidance from NYSED
Teacher Category Growth Score Provided by State Growth Score from SLO K-2 TeachersFuture Possibility 1 SLO for ELA 1 for Math Grade 3 TeachersFuture Possibility 1 SLO for ELA 1 for Math (unless teacher teaches a single subject only) Grade 4-8 ELA & Math Teachers YESN/A Grade 4-8 Science & Social Studies Teachers Future Likely 1 SLO for each subject/assessment SLO’s must cover courses with highest enrollment until over 50% of students are included Grades 4 & 8 Science must use State Assessments 4-8 Other Subject Area Teachers NO Librarians & Media Specialists NOYes. May have individual SLO, or may participate in team SLO with school ELA or other results
Teacher Category State Provided Growth Score SLO-Provided Growth Score 9-12 Regents SubjectsNO 1 SLO for each area until 50% rule satisfied Must use Regents as the assessment 9-12 Other SubjectsNO1 SLO for each area until 50% rule satisfied Teachers with a Mix of Subjects/Courses NO Create SLO’s for largest courses until 50% rule met Self-Contained Teachers (ESL, Special Ed, Bilingual) YES, if > 50% of students take 4-8 ELA or Math If fewer than 50% take 4-8 ELA or Math, 1 SLO for ELA 1 SLO for Math (Unless teacher teaches a single subject area) Any Co-Teachers Must share the same Growth Measure YES, as applicable, and as State can track teacher of record Otherwise, for Common Branch teachers: 1 SLO for ELA 1 SLO for Math (unless teacher teaches single subject) For other subject areas: Set SLO for relevant subject area Any Push-In, Pull-Out Teachers (AIS, ESL, SWD, Speech) As applicable; State has record rules of dosage If no State-provided measure: 1 SLO for subject area focus OR use team approach for State Assessment
Teachers with Students Taking these Assessments State Provided Growth Measure Growth is SLO if… NYSESLAT YES if > 50% take State ELA assessment Future possibility of State Growth measure using NYSESLAT If this is an ELA teacher, teacher will have an SLO if > 10 students take the NYSESLAT. Teacher must still have an SLO using the ELA assessment. Teacher is ESL specialist & NYSESLAT is most appropriate measurement of student learning NYSAAOnly if > 50% take State Assessment with growth score If this is a teacher required to set SLO’s, then: 1 SLO will use the NYSAA for evidence 1 SLO will be on subject area(s) taught
Test Your Knowledge: State Provided Growth Measure or SLO? 14 State Provided Growth TeacherState ProvidedGrowth Measure or SLO? 5 th Grade Common Branch Teacher 8 th GradeELA TeacherState Provided Growth ElementaryArt Teacher -Two 2 nd grade Art sections with 20 students each; -Two 4 th grade Art sections with 25 students each; -One 5 th grade Art section with 30 students. SLO: 1 SLO for 4 th grade Art sections 1 SLO for 2 nd grade Art sections 7 th Grade Math and Science Teacher -Two 7 th grade Math sections with 30 students each; -Two 7 th grade Science sections with 25 students each; -One Advanced 7 th grade Science section with 20 students. HighSchool CTE Teacher -150 students across 5 sections of Cosmetology (all use same final assessment) SLO: 1 SLOfor Cosmetology sections 8 th Grade Science Teacher -One 8 th grade Science section with 30 students; -Four 8 th grade Advanced Science sections with 28 students each. SLO: 1 SLO for 8 th grade Advanced Science sections SLO: 1 SLO for 7 th grade math (will receive State provided growth SGP) 1 SLO for 7 th grade Science Test Your Knowledge: State Provided Growth Measure or SLO?
HOW SLO’s ARE SET District Office: Has final authority over SLO’s Determines guidelines for SLO development (e.g. may require a writing portion; may stipulate that all SLO’s have a target of 85% students reaching proficiency) Determines the assessments to be used for SLO’s Determines HEDI bands
How SLO’s Are Set, cont. Teachers: Pre-assess their students (in fall, or spring the year before) Propose their SLO’s based on their pre-assessment results Principals: Approve &/or revise teachers’ SLO’s Ensure comparability across content areas & grades
Assessment Options 3 rd party purchased assessments – must be from the NYSED-approved list, OR Regionally or district-created assessments & May include performance tasks, products, as well as traditional examinations
Pre-Assessments The purpose of the pre-assessment is to give enough information to set a proficiency target for each class It does not need to be identical to the post-assessment The teacher (& district) chooses the pre-assessment Pre-assessments are delivered in September-October (or at beginning of semester for semester-length courses)
Post-Assessments The same post-assessment must be used by every teacher of a particular course & level Post-Assessments must be scored by someone other than the teacher of record
What do SLO’s look like
NYSED SLO Framework 21 All SLOs MUST include the following basic components: Student PopulationWhich students are being addressed? Learning Content What is being taught? CCSS & Other standards? Should include the most important learning outcomes. Interval of Instructional Time What is the instructional period covered (if not a year, rationale for semester/quarter/etc)? Evidence What assessment(s) or student work product(s) will be used to measure this goal? Baseline What is the starting level of learning for students covered by this SLO? Based on assessment data (which can include performance.) Target(s) What is the expected outcome (target) by the end of the instructional period? HEDI Criteria How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing), and “well-above” (highly effective)? RationaleWhy choose this learning content, evidence and target?
22 1 st GRADE – ELA SAMPLE StudentsAll students in Class (roster attached) Learning Content CCLS Reading # 1,2,4,10 CCLS Writing #2,4,7-9 CCLS Foundation #1-4 CCLS Language #1,2,3, 6 Interval of Instruction September, 2012 – May 2013 Evidence District-developed F and P benchmarking (including 1 fiction & 1 nonfiction text) with comprehension questions District Writing Benchmark for Grade 1 Baseline Running records & writing samples from September, 2012 indicated average Reading Level of C with 80% comprehension & a 2 on the Writing Rubric. Target(s) 85% of all students will achieve at least 80 points (Points awarded by combination F and P score & writing benchmark) HEDI Criteria points = H = E = D 0-65 = I
SLO’s are SMART Goals Specific Measureable Attainable Realistic Timebound
SLO Elements Student Population Must address all students in the class Must have roster with names/ID’s attached Learning Content Should include most important learning outcomes Specific and measureable Addresses content area standards Common Core Standards? National Standards?
SLO Elements, cont. Evidence Describe assessment task(s) or reference specific assessment Attach or reference rubric or scoring criteria Baseline Reference & submit student scores on specified pre- assessment Rationale Describes WHY for this Learning Content, Evidence & Target
Targets Are set collaboratively by teachers & principals After pre-assessment data has been reviewed (typically in the fall) For each SLO
Target Approach 1 - Growth Target Example: 85% of students will grow by 60 percentage points or more on their post-test compared to their pre-test for the standards. 27 StudentPre-Test ScoreSummative Target Student A1070 Student B2080 Student C565 Student D060 Student E3090 Student F1070 This kind of target only works if the pre-test is the same as the post-test
Target Approach 2 - Mastery Example: 85% of students, including special populations, will score 75% or higher on the summative assessment. 28 StudentPre-Test ScoreSummative Target Student A1075 Student B2075 Student C575 Student D075 Student E3075 Student F1075
Target Approach 3: Individualized Target(s) Example: 85% of students, including special populations, will meet or exceed their individualized target. 29 StudentPre-Test ScoreSummative Target Student A1080 Student B2080 Student C575 Student D070 Student E3085 Student F1080 Individualized targets are set based on multiple sources of baseline DATA. Cannot be based just on an IEP.
Other Kinds of Targets Bands, e.g.: Those with baseline scores of 0-24 have targets of 65 Those with baseline scores of will have target of 75+ Those with baseline scores of 36+ have target of 85+
Matching HEDI Score to Targets 31 Highly Effective* (18-20 points) Effective* (9-17 points) Developing* (3-8 points) Ineffective* (0-2 points) Student results well above the target set in September. Student results meet the target. Student results below the target. Student results substantially below the target. Districts create rules for HEDI scores. The target set by the teacher & principal in September describes Effective Performance.
Example: Teacher with 3 SLO’s for 75 Students Overall SLO 1 (30 Students) SLO 2 (25 Students) SLO 3 (20 Students) Step 1: Assess results of each SLO separately. 17/20 points Effective. 15/20 points Effective 19/20 points Highly Effective Step 2: Weight each SLO proportionately. 30 Students/75 Total = 40% 25 students/75 = 33% 20 students/75 = 27% Step 3: Calculate proportional points for each SLO. 17 points x 40 = 7 points 15 points x 33 = 5 points 19 points x 27 = 5 points OVERALL GROWTH COMPONENT SCORE: = 17 points/ Effective. (round to the nearest whole number.)
What’s Next Districts set guidelines for SLO development Districts identify assessments for each subject area & grade level Regional work will take place this fall to create assessments for: Music K-12 Art K-12 Physical Education K-12 Foreign Language Social Studies 6-9 and all other subject areas
The SLO Timeline for Teachers September/October: Verify students in your roster(s) Administer & score pre-assessments Set targets for each class & subject Meet with principal for revision/approval Midyear: Meet collaboratively to analyze progress towards targets Spring (or end of semester): Administer post-assessment Growth score is calculated Meet with principal about results
Keeping the Purpose In Sight: What are the goals for student learning? How will we know that they were met?