Presentation on theme: "Using Multiple Data Sources to Inform Target Setting in SLOs"— Presentation transcript:
1Using Multiple Data Sources to Inform Target Setting in SLOs Kate Gerson, Senior FellowDr. Julia Rafal-Baer, Assistant Commissioner**The models and information shared within this presentation are for informational purposes only. NYSED does not endorse or recommend any of the approaches described.
2Year 2 Implementation: A Leveraged Moment AssessAnalyzeAct
3Reducing the Number of Assessments The Department is working alongside districts to incorporate requested reductions in the number of assessments used in both the State Growth and Locally-Selected Measures subcomponents:removing the use of pre-assessments as a baseline measurement (not a requirement in SLOs) in favor of using past performance trends, historical data, and/or prior-year assessment results to inform the baseline used to set targets within SLOs (see: SLO 103 webinar:removing locally-developed and/or state-approved third party assessments in favor of using school-wide, group, or team measures based on State assessments, where allowable;using the same assessment in a different way between State Growth and the Locally-selected Measures subcomponents.
4This session will include: A review of how the learning standards, assessment design, and performance indicators can help an educator determine relevant data sources that can be used to establish a baseline of student performance.Discussion around the integral role data plays in SLOs, both in target setting and in driving classroom instruction throughout the year.Examples of how multiple data sources, including historical data, past performance trends, individual student scores, and student work samples can be used to establish patterns of performance that can help to inform appropriate targets for student growth.
5What are Student Learning Objectives (SLOs)? A Student Learning Objective, or SLO, is an academic goal set for an educator’s students at the start of a course.Remember that an SLO:represents the most important learning (aligned to Common Core, State, or national standards, as well as any other school and district/BOCES priorities)must be specific and measurable (based on available prior student learning data)should be created to be ambitious but achievable (using as much available student data as possible)The SLO Guidance Doc was updated on March 2, 2014 and should be considered whenever discussing SLOs.Resource: Guidance on Growth Goal Setting Process for Teachers: Student Learning Objectives
6What is the value in using SLOs? SLOs encourage educators to focus and align instruction with district/BOCES and school priorities, goals, and academic improvement plans.Many educators already set academic goals for students on a regular basis and see it as an integral part of their practice.Ultimately, setting SLOs can lead to more purposeful instruction, closer monitoring of student progress, and greater student growth.
7Baseline and Trend Data These data play two important roles in the development of SLOs.First, these data will be used as the basis for target setting for SLOs.Secondly, they frame the entire SLO and help shape teaching practice.
8A Closer Look Trend Data Baseline Data Baseline data can take a variety of forms.assessments based on the content in the class;grades from previous, related classes;anecdotal observations of student performance;standardized test results;surveys of students’ interests and experiences; orany number of other measures that are available at the individual level.Trend data is a longer term view of student performance.Results from a variety of measures can be plotted over time to determine trends in the data.BenefitsReduces the need for baseline testingIncreases reliability in performance settingPast performance is a good predictor of future performanceKeep in mind the goal is to collect and use as much information as possible to determine exactly what a student knows at the start of an SLO interval.
9Integral Role of Data in SLOs Teachers should use multiple sources of data when developing student growth targets.Baseline and Trend Data Can:Summarize student information (test scores from previous years, performance in similar courses, etc.);Help identify student strengths and weaknesses; andInform targets set, establishing the amount of growth expected.Keep in mind, the key to effectively using data sources is recognizing the value of the data available, or in other words, understanding what it can and cannot tell you about student performance in your current course.
10How can you help educators develop appropriate learning targets? What must students know and be able to do?Unpacking of standards and assessmentsWhat data should be used?Compilation of multiple sources of dataWhat targets are appropriate?Data-driven decisionsWhat does the summative data show?Data Review
11What data sources can be used to help inform targets? Grade 2 Regionally-Developed AssessmentKindergarten Report CardGrade 1 Report CardGrade 3 Report CardGrade 4 ELAKindergarten ReadinessGrade 1 Regionally- Developed AssessmentGrade 2 Report CardGrade 3 ELA State TestSome courses, like 4th grade ELA have antecedents that are quite clear, ranging from report card scores, to diagnostic screenings, to previous standardized tests.
12What data can be used when the course is not part of an instructional sequence? Prerequisite skills:drawingcomputerartgeometryEnglishCAD= Computer Aided Design/Drafting
13Identify Data Sources: The Baseline Data Source Review Sheet helps you to brainstorm the types of data available to you.1. List the types of data available, even if it is not directly aligned with the course. Do not restrict your thinking during this stage.2. Identify which sources of data are the most valuable source of information related to your specific course content.3. Don’t forget to consider prerequisite skills and other student related factors.
14More accurate picture of student performance Student Survey Results Triangulation of DataPerformance TaskTriangulation reduces the risk of false interpretations by strengthening conclusions about finding through the analysis of multiple streams of evidence.Findings can be corroborated and weaknesses in the data can be compensated for by the strengths of other data, thereby increasing the confidence we can have in the results.More accurate picture of student performanceStudent Survey ResultsWritten Test Data
16Step 1: Review the Learning Standards and the Course Summative Assessment Part I: 50 multiple-choice questionsPart II: One thematic essay questionPart III: Based on several documents:Part III A: One or more questions on each documentPart III B: One essay question based on the documents
17Step 2: Review Available Student Data Historical Trend Data: Global History and Geography compared to US History and Government ScoresScores on the RegentsStudents
18Review of Additional Data Sources Depending on the students in the class, there may be additional sources of data that should be examined:Historical trends on other summative assessments and report cardsConversations with previous grade-level/content-area teachers and service providers regarding strengths and weaknesses of studentsRelevant annual IEP goalsNYSESLAT scores
19US History and Government Sample Student Data Grade 8 ELA Achievement LevelBOCES- developed Assessment - English 9BOCES- developed Assessment English 10Global History and Geography Scale Score1265683707549598907257678679785
20Step 3: Set Targets Based On the Data Reviewed StudentGrade 8 ELA Achievement LevelBOCES- developed Assessment - English 9BOCES- developed Assessment English 10Global History and Geography Scale ScoreStudent growth target - US History Regents126568370754959890726057678679785
21Step 3: Target Setting Continued… StudentGrade 8 ELA Achievement LevelBOCES developed Assessment - English 9BOCES developed Assessment English 10Global History and Geography Scale ScoreStudent growth target - US History Regents12656837075495989072605767880679785
22Step 3: Target Setting Continued… StudentGrade 8 ELA Achievement LevelBOCES developed Assessment - English 9BOCES developed Assessment English 10Global History and Geography Scale ScoreStudent growth target - US History Regents12656837075495989085726057678806797
24Start With What You Have *Note that this list of students is abbreviated and is for illustrative purposes only
25Gather Additional Data When Necessary Alternative sources can include:prior class informationproject scoresresults from interest or experience surveysanecdotal recordsassessment scores in related subjectsstudent survey results
30Additional Thoughts A few general points: 1. If most students performed similarly on the baseline measures, it may be reasonable to set a common growth target for all students.2. If you review the data and determine that student performance falls into multiple groups, you may use a tiered or banded approach to targets.For example, imagine Mr. Garcia had 76 students across his multiple sections of Math 8 and he found the following distribution of scores on the baseline measure:Less than studentsstudentsstudents
31Additional Thoughts Continued… If there is no consistency in the baseline scores you might want to consider differentiating the targets for individual students.Finally, engaging students in the process of academic target setting can be a motivational tool in the classroom.