1. Student Learning Objectives SLOs April 3, 2012

2. NY State’s Regulations governing teacher evaluation call for a “State-determined District-wide growth goal setting process.” 60% Observations and other tools 20% Locally selected measure 20% State provided growth score SLO

3. What Are Student Learning Objectives (SLOs)?

7. The State determines the following: o The overall SLO framework. o Which teachers must set SLOs and which teachers must have State-provided growth measures. o Which assessments must be used, and which are allowable options. o Requirements around scoring: The scoring ranges and categories. Rules for scoring SLOs that include a State- provided growth measure. Rules for scoring multiple SLOs.

8. NYSED SLO Framework All SLOs MUST include the following basic components: Student PopulationWhich students are being addressed? Learning Content What is being taught? CCSS/National/State standards? Will this goal apply to all standards applicable to a course or just to specific priority standards? 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? 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? 8

9. Three types of teachers: 9

10. State Rules - How many SLOs and what assessments to use. o SLOs must cover largest courses taught until ≥50% of students are included in a teacher’s SLOs.

11. State Rules - How many SLOs and what assessments to use. o Teachers with multiple sections of the same course must create 1 SLO to cover all of these sections when the same final assessment is used.

15. LevelScoreDescription Highly Effective 18-20Results are well-above state average for similar students (or district goals if no state test). Effective9-17 Results meet state average for similar students (or district goals if no state test). Developing3-8 Results are below state average for similar students (or district goals if no state test). Ineffective0-2Results are well-below state average for similar students (or district goals if no state test).

17. State Rules - How many SLOs and what assessments to use. o School-or-BOCES wide, group or team SLO based on State assessment growth may substitute or supplement except for any teachers of 6-8 science and social studies and any grade/subject that culminates in a State assessment.

18. State Rules - How many SLOs and what assessments to use. o If a State assessment exists for any of the courses required to be included in the SLO, but there is no State-provided growth measure for that assessment, the State assessment must be used as evidence for the SLO.

19. Districts determine the following: o Assess and identify priorities. o Expectations for scoring SLOs. o District-wide processes for setting, reviewing, and assessing SLOs in schools. o Create processes to ensure that any assessments are not scored by teachers and principals with a vested interest in the outcome of the assessment they score, and address assessment security issues. o Establish which decisions are made at the District level versus in schools by principals, and/or principals with teachers.

20. Evidence – Considerations How aligned and authentic are the assessment items to the learning content? How valid and reliable are the assessments? Are the selected assessments from an approved list of allowable options? Are they verified as comparable and rigorous? What, if any, administration accommodations must legally be made for students? How are the assessments scored in terms of point values assigned per item and method of summarizing scores? Have procedures been established to ensure those with vested interest do not score students’ assessments? 20

26. Schools determine the following: o Make choices as needed when District leaves flexibility to schools. o Ensure that lead evaluator approves each teacher’s goals and monitors/assesses results. o Ensure all assessments are secure and that any assessments, including those used as evidence for SLOs, are not scored by teachers and principals with a vested interest in the outcome of the assessments they score.

27. Teachers determine the following: o Propose, in consultation with lead evaluator, SLOs and targets based on District and school requirements. o Obtain all possible data on students to best inform baseline, starting level of student learning. o Reflect on student learning results and consider implications for future practice.

29. Approach 1: Set a growth to mastery target. 85% of students, including special populations, will grow to score 75% or higher on the summative assessment for the selected standards. 29 StudentPre-Test Score Summative Target Final ScoreMet Target? Student A107576Yes Student B207579Yes Student C57550No Student D07580Yes Student E3075 Yes Student F107574No

30. 30 Approach 1: Set ratings using the percent of students meeting a collective target (e.g., 80% mastery). 85% of students, including special populations, will grow to score 75% or higher on the summative assessment for the selected standards. Highly Effective* (18-20 points) Effective* (9-17 points) Developing* (3-8 points) Ineffective* (0-2 points) 91-100% of students grew to score 75% or higher on the summative assessment rubric measuring the selected standards 98-100=20 points 95-97=19 points 91-94=18 points 85% -90% of students grew to score 75% or higher on the summative assessment rubric measuring the selected standards 90=17 points 89=16 points 88=14-15 points 87=12-13 points 86=10-11 points 85=9 points 79% - 84% of students grew to score 75% or higher on the summative assessment rubric measuring the selected standards 84=8 points 83=7 points 82=6 points 81=5 points 80=4 points 79=3 points 78% of students or less grew to score 75% or higher on the summative assessment rubric measuring the selected standards 70-78=2 points 60-69=1 point 0-59=0 points *These scoring bands are based on proposed Executive Budget legislation.

31. Approach 2: Set a common growth target. 90% of students will grow by 60 percentage points or more on their post-test compared to their pre-test for the standards. 31 StudentPre-Test Score Summative Target Final ScoreMet Target? Student A107076Yes Student B208079No Student C56550No Student D06080Yes Student E309075No Student F107074Yes

32. 32 Approach 2: Set ratings using the percent of students meeting individual targets. 90% of students will grow by 60 percentage points or more on their summative assessment compared to their pre-test for the standards. Highly Effective* (18-20 points) Effective* (9-17 points) Developing* (3-8 points) Ineffective* (0-2 points) 96-100% of students grew by 60 points or more on the standards addressed 98-100=20 points 97=19 points 96=18 points 90-95% of students grew by 60 points or more on the standards addressed 95=17 points 94=15-16 points 93=13-14 points 92= 11-12 points 91=10 points 90=9 points 80-89% of students grew by 60 points or more on the standards addressed 89=8 points 87-88=7 points 85-86=6 points 83-84=5 points 81-82=4 points 80=3 points 79% of students or less grew by 60 points or more on the standards addressed 70-79=2 points 60-69=1 point 0-59=0 points *These scoring bands are based on proposed Executive Budget legislation.

33. Approach 3: Set individual targets using baseline data. 90% of students will reach their target. 33 StudentPre-Test Score Post-Test Score Met Target? Student ALevel 1Level 3Yes Student BLevel 3 Yes Student CLevel 2Level 3Yes Student DLevel 4Level 3Yes Student ELevel 3Level 2No Student FLevel 2 Yes

34. 34 Approach 3: Set ratings using the percent of students meeting individual targets. 90% of students will reach their target. Highly Effective* (18-20 points) Effective* (9-17 points) Developing* (3-8 points) Ineffective* (0-2 points) 96-100% of students grew by 60 points or more on the standards addressed 98-100=20 points 97=19 points 96=18 points 90-95% of students grew by 60 points or more on the standards addressed 95=17 points 94=15-16 points 93=13-14 points 92= 11-12 points 91=10 points 90=9 points 80-89% of students grew by 60 points or more on the standards addressed 89=8 points 87-88=7 points 85-86=6 points 83-84=5 points 81-82=4 points 80=3 points 79% of students or less grew by 60 points or more on the standards addressed 70-79=2 points 60-69=1 point 0-59=0 points *These scoring bands are based on proposed Executive Budget legislation.

35. Example of an SLO (Part 1) 35 Population 20 Grade 2 Math Students Learning Content New York State Learning Standards for Languages Other Than English (LOTE) IntervalSY 2012-13 (1 year) Evidence 1.Grade 2 pre-screening tool (based on Grade 1 standards) 2.BOCES regional assessment Baseline Screening results… 2 students at level 1 3 students at level 2 12 students at level 3 3 students at level 4

36. Example of an SLO (Part 2) 36 Target(s) and HEDI Scoring 75% of students will demonstrate mastery of the prioritized second grade standards. Highly Effective (18-20 points) Effective (9-17 points) Developing (3-8 points) Ineffective (0-2 points) 86-100% of students demonstrate mastery. 75% -85% of students demonstrate mastery. 66% - 75% of students demonstrate mastery. 65% or less of students demonstrate mastery. Rationale %75 of the students showed proficiency of the Grade 1 standards as indicated by the prescreening tool. My goal is to maintain these proficiency levels when students are assessed on the Grade 2 standards at the end of the year.

37. www.engageny.org Cheryl Covell ccovell@tstboces.org