1 Overview of Teacher Evaluation 60% Multiple Measures of Teacher Performance At least 31 points based on “at least 2” observations At least one observation unannounced All 60 points must be allocated using an approved rubric 20% Growth or Comparable Measures Growth Score comes from SED, currently for grades 4-8 ELA & math State assessments. For comparable measures, Student Learning Objectives must be developed. 20% Locally Selected Measures of Growth or Achievement

2 What is Decided by NYS? The STATE determines: The framework and required elements of SLOs Which teachers receive SLOs and which receive State-provided measures Assessment options for use with SLOs Scoring requirements: Scoring bands for growth subcomponent Procedures for weighting where teacher have multiple SLOs Teachers cannot score the assessments they use for evaluation purposes

3 The Big Idea of SLOs Provide a pre- and post-assessment Determine student growth – the change in student performance A B Pre assessment Post assessment

4 What is a Student Learning Objective? A student learning objective is an academic goal for a teacher’s students that is set at the start of a course. It represents the most important learning for the year (or, semester, where applicable). It must be specific and measureable, based on available prior student learning data, and aligned to Common Core, State or national standards, as well as any other school and district priorities. Teachers’ scores are based upon the degree to which their goals were attained.

5 NYS Student Learning Objectives (SLOs) Must Include the Following Basic Elements: Student Population: which students are being addressed? Each SLO will address all students in the teacher’s course (or across multiple course sections) who take the same final assessment. Learning Content: what is being taught? CCSS/national/State standards? Will specific standards be focused on in this goal or all standards applicable to the course? 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 in the class? Target and HEDI Criteria: 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). These ranges translate into HEDI categories to determine teachers’ final rating for the growth subcomponent of evaluations. Districts must set their expectations for the HEDI ratings and scoring: HEDI criteria can be determined at the time of target-setting or districts can choose to let principal judgment apply. Rationale: why choose this learning content, evidence and target?

6 Student Learning Objective (SLO) Worksheet Population Learning Content Interval Evidence Baseline Target(s) and HEDI Scoring Rationale

7 Student Learning Objective (SLO) Example 1 Population (212) Grade 3 students at the Wampus School Learning Content Grade 3 Common Core Standards for Mathematics Interval October - March Evidence In , 43% of Grade 3 students achieved a 4 on the Grade 3 Math Assessment. 49% in Grade 4 and 46% in Grade 5. Baseline A pre-assessment of Grade 3 students indicated that on a mock Grade 3 State assessment, currently 26% of the students scored a 4 on the pre-assessment. Target(s) and HEDI Scoring On the Math 3 State assessment, 43% of students will achieve at performance level 4. Rationale Students at Wampus have historically scored well above the State population on State assessments. Our Growing With Math program has demonstrated students are able to achieve at this level, demonstrating a higher level of conceptual understanding. Ineffective 2 points - 25% 1 point - 24% 0 points - 23% or below Developing 3-8 points 26-31%, 1 point for each percent Effective 9-17 points 32%-40%, 1 point for each percent Highly Effective 20 points - 43% 19 points - 42% 18 points - 41% HEDI Scoring

8 Student Learning Objective (SLO) Example 2 Population Spanish III - Grade 10 Students Learning Content Learned vocabulary – culturally appropriate. Writing multi-paragraphed essays. Units: Community and Neighborhood services; Entertainment; Food, Shopping. Interval October – March Evidence The students will be required to complete a Spanish brochure as a local performance assessment using complex themes and expressing opinions. Baseline In a pretest using a multi-paragraph essay, 90% of the students scored 75% or better on this task. Target(s) and HEDI Scoring 90% of the students will score 85% or higher on the post-test. Rationale The District has placed an emphasis on mastery of written materials at the Spanish 3 level. Ineffective 0-2 points 2 – 70-72% 1 – 65-69% 0 – below 65% Developing 3-8 points 73% - 78% of students score an 85% or better, 1 point for each percent increase Effective 9-17 points 79%-87% of students score an 85% or better, 1 point for each percent increase Highly Effective points 20 – 90% or more 19 – 89% 18 – 88% HEDI Scoring

9 Who receives SLOs? Teacher by grade/subject Requirement for SLO as Comparable Growth Score Required or Optional Assessments K – 2 Teachers1 SLO for ELA (literacy & writing) 1 SLO for math (unless teacher focuses on a single subject area) List of State-approved 3 rd party assessments District, regional, or BOCES- developed assessments provided that the District or BOCES verifies comparability and rigor School- or BOCES-wide, group, or team results based on State assessments Grade 3 Teachers 1 SLO for ELA (literacy & writing) 1 SLO for math (unless teacher focuses on a single subject area) Must use grade 3 State assessments in ELA and math

10 Who receives SLOs? Teacher by grade/subject Requirement for SLO as Comparable Growth Score Required or Optional Assessments Grades4 – 8 “Common Branch” or ELA/Math subject teachers No SLO if majority of students covered by State assessment. If less than 50% of students covered by State assessment, then 1 SLO for each subject to cover majority of students. SED provides score using State assessment growth model If SLO needed, must use state assessment if one exists Grades 4 – 8 science and social studies teachers 1 SLO for each course starting with the course with largest number of students until a majority of students are covered. Must use State assessment if one exists and covers the largest courses reaching majority of students. See core and non-core options

11 Who receives SLOs? Teacher by grade/subject Requirement for SLO as Comparable Growth Score Required or Optional Assessments Grades 4 – 8 other subject teachers 1 SLO for each course starting with the course with largest number of students until a majority of students are covered. State assessment (or Regents equivalents) List of State-approved 3 rd party assessments District, regional, or BOCES- developed assessments provided that the District or BOCES verifies comparability and rigor School- or BOCES-wide, group, or team results based on State assessments

12 Who receives SLOs? Teacher by grade/subject Requirement for SLO as Comparable Growth Score Required or Optional Assessments Grades 9 – 12 Core Subjects, Regents Subjects, or Regents Equivalents 1 SLO for each course starting with the course with largest number of students until a majority of students are covered. Core subjects: high school ELA, math, science and social studies associated with Regents exam in State assessment if one exists (or Regents equivalents) If no state assessment exists: District-determined assessment from list of State-approved 3 rd party assessment; OR District, regional, or BOCES- developed assessments provided that the District or BOCES verifies comparability and rigor.

13 Who receives SLOs? Teacher by grade/subject Requirement for SLO as Comparable Growth Score Required or Optional Assessments Grades 9 – 12 Other Subject Teachers 1 SLO for each course starting with the course with largest number of students until a majority of students are covered. State assessment (or Regents equivalents) List of State-approved 3 rd party assessments District, regional, or BOCES- developed assessments provided that the District or BOCES verifies comparability and rigor School- or BOCES-wide, group, or team results based on State assessments

14 SLO Rules and Considerations for Comparable Growth Measures Which teachers will have state-provided growth measures and which teachers must have SLOs as “comparable growth measures?” % Students Covered by State-Provided Growth Measures 0-49% Students Covered by State-Provided Growth Measures These teachers will receive a Growth Score from the State These teachers MUST have SLO: 1. If any course/selection has State-provided growth measures, at least 1 SLO MUST use it. 2. SLOs MUST cover the courses taught with the largest number of students, combining sections with common assessments, until a majority of students are covered. 3. If any of the largest courses have a State assessment (but do not have State-provided growth measures), the State assessment MUST be used as evidence in the SLO.

Ardsley Sample 15