* Provide clarity in the purpose and function of the Student Learning Objectives (SLOs) as a part of the APPR system * Describe procedures for using SLOs for Growth and for Locally Selected Growth or Achievement * Increase familiarity with the components of the SLOs * Outline steps on how to determine which courses need an SLO

20% Student Growth (State provided ELA/Math Grades 4-8 or SLO for Growth) 20% Locally Selected Achievement or Growth 60% Framework for Teaching Components of the Teacher Evaluation Process

60% Framework for Teaching Knowledge of Students & Student Learning Knowledge of Content & Instructional Planning Instructional Practice Learning Environment Assessment for Student Learning Professional Responsibilities and Collaboration Professional Growth Instruction and Observation: NYS Teaching Standards

Domain 1 Planning and Preparation Domain 2 Classroom Environment Domain 3 Instruction Domain 4 Professional Responsibilities 60% Framework for Teaching Instruction and Observation: Danielson Rubric

20% Student Growth 60% Framework for Teaching Growth over time Compared to Expected Growth Some Variables Considered SLOs Required in many cases 20% Student Growth or Ach. 20% Student Growth

* ( taken from “Guidance on the New York State District-wide Growth Goal-Setting Process: Student Learning Objectives” Revised, March 2012 ) * GROWTH IN SUBJECTS WITHOUT STATE-PROVIDED GROWTH MEASURES (20%): * SLOs will be used for teachers of subjects where there is no State-provided measure of student growth. The * Regulations call this the State-determined growth goal-setting process. Each SLO will be built around one of the following three assessment options as the evidence of student learning: 1. List of State-approved 3rd party, State, or Regents-equivalent assessments; 2. District- or BOCES-developed assessments, provided the District or BOCES verifies comparability and rigor; 3. School-or BOCES-wide, group, or team results based on State assessments.

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* ( taken from “Guidance on the New York State District-wide Growth Goal-Setting Process: Student Learning Objectives” Revised, March 2012 ) * LOCALLY SELECTED MEASURES (20%): * For the local 20%, Districts must choose from the four options listed below. For the local measure, the selected measure can measure achievement and/or growth. May use growth or achievement for these: 1. State assessments, Regents examination and/or Regent-equivalent assessments provided that they are different than the measure used for the Growth subcomponent; 2. List of State-approved 3rd party assessments; 3. District, regional, or BOCES-developed assessments, provided that the District or BOCES verifies comparability and rigor; 4. School-wide growth or achievement results based on: * State-provided school-wide growth score for all students in a school taking the State ELA or Math assessment in grades 4-8; * Locally-computed measure based on a State assessment or District, regional, or BOCES developed assessment for which the District or BOCES verifies comparability and rigor. 5. For teachers in a grade or subject without a State-approved Growth or Value- Added model: * Student Learning Objectives with any State, State-approved 3rd party, or District/BOCES developed assessment that is rigorous and comparable across classrooms.

* Follow these steps and refer to the documents listed. 1. Find out if you need an SLO for either or both the 20% Growth or the 20% Locally Selected APPR components. o Refer to the tables on the Teacher Portal to locate your course and grade – o Growth Measures per Grade and Content Area Table o Local Measures per Grade and Content Area Table. 2. Identify the course(s) for which you need an SLO. o Follow the steps below on the slides “For which courses do I need an SLO for the 20% Growth measure?” and “For which courses do I need an SLO for the 20% Locally Selected measure?” 3. Access your “Stage 1” SLO template. o Find your course(s) for which you need SLOs on the Teacher Portal. The courses are listed in pull down menus by content area. o Download the Stage 1 SLO template. (The Stage 1 SLO is pre-populated with Learning Content, Evidence, and HEDI bands. State regulations requires that the Learning Content and Evidence are comparable across grades and schools.) 4. Complete the remainder of the SLO template. o Follow the guidelines on the document “SLO Checklist Development and Review” that is on the Teacher Portal. o Access student academic histories through Infinite Campus. (Follow instructions on the webinar “ Custom Student Assessment Summary” on the Teacher Portal.

1. Courses that culminates in a Regents exam, the 3 rd grade ELA and Math exams, the NYSESLAT, and the 4 th and 8 th grade Science exams require an SLO for Growth. 2. SLOs are required to cover at least 50% of a teacher’s overall student population. 3. To determine your courses that need SLOs:  Rank courses by total student population (with the State test course as highest, despite the number of students)  If the first course (i.e., the course with the largest number of students or the course that ends in a State test) represents more than 50% of your overall student population, only this course needs an SLO (for all sections).  If this course (including all sections) does not represent more than 50% of your overall student population, select the next largest course and add the students in both. Both these courses require an SLO.  Continue down the list until you reach at least 50% of your overall number of students.

1. You DO NOT need an SLO for the Locally Selected 20% measure for courses that use a standardized assessment (e.g., the Terra Nova 3, NYS Regents, NYS 3 rd grade ELA and Math, NYS 4 th and 8 th grade Science). These courses will have a predetermined target that takes into account each student’s demographic background in a teacher’s course. 2. Courses in which the teacher and principal set the achievement (or growth) target for the Local 20% require SLOs. The same instrument (e.g., district-developed assessment) and student data may be used for the locally selected measure, but data must be used differently than the Growth 20%.

SLO components SLO Components

SLO components SLO Components

Follow these instructions for each component of the SLO. Teachers must complete and principals must approve the following components: Student Population Interval of Instructional Time Baseline Target(s) Rationale The Learning Content, Evidence, and HEDI scale are already established, as seen on the Stage 1 SLOs. Refer to “Crafting an Effective Student Learning Objective (SLO)” on the Teacher Portal for tips.

These are the students included in the SLO. (Teachers must include a roster of students for each section of each course covered by the SLO. )

* The Learning Content identifies the course name associated with the SLO, describes the course, and specifies the exact standards and performance indicators that will be taught, learned, and assessed. In most cases the Learning Content represents the most important learning – the “main ideas” – of the course. (The Learning Content for each course is established district-wide.)

* This is the timeframe within which the learning content will be taught. Measures of student growth begin after the pre-assessment. * Refer to “Crafting an Effective Student Learning Objective (SLO)” on the Teacher Portal for tips.

* Evidence includes the assessments used for determining students’ levels of learning. There are two parts: 1. Pre-assessment data that you gather and analyze at the beginning of the course. The pre-assessment should provide meaningful data from which teachers can make informed decisions and set justifiable, rigorous, and realistic goals. 2. Summative measures of the learning content at the end of the course. See the document “Crafting an Effective Student Learning Objective” on the Teacher Portal for an example of the description.

Baselines are composed of two parts: 1.Description of how students performed on the identified pre-assessment(s) for the learning content. (Baseline scores for students should be included on the roster and be reviewed by teacher and the Principal when setting the SLO at the beginning of the course.) 2.Description of historical achievement data and other data (if applicable) using multiple sources to enable the teacher to develop more informed targets for student growth. All SLOs are required to include at least 3 data points on each student – minimum of 2 from academic history.

This is the level of knowledge and skill that students are expected to achieve at the end point of the interval of instructional time. Target(s) represent the numerical goals for growth or achievement for student performance on identified summative assessments which measure student knowledge and skill in the learning content. (The targets are reviewed by the Principal at the start of the course. The acquired levels of student achievement or growth are reviewed by the teacher and Principal at the end of the course.)

30 * Training SLO Target Approach 1: Set a common growth target. * 80% of students, including special populations, will grow by 60 percentage points or more on their summative assessment compared to their pre-test for the standards. (e.g., Student E’s target is 60 more than 30, or 90.) StudentPre-Test ScoreSummative Target Student A1070 Student B2080 Student C565 Student D060 Student E3090 Student F1070

31 * Training SLO Target Approach 2: Set a growth to mastery target. This can also be an achievement target. * 80% of students, including special populations, will grow to score 75% or higher on the summative assessment for the selected standards. StudentPre-Test ScoreSummative Target Student A1075 Student B2075 Student C575 Student D075 Student E3075 Student F1075

32 Training SLO Target Approach 3: Set differentiated growth targets by student. 85% of students, including special populations, will meet or exceed their individualized target. StudentPre-Test ScoreSummative Target Student A1080 Student B2080 Student C575 Student D070 Student E3085 Student F1080

This is how different levels of student growth will translate into one of four rating categories. The HEDI is determined by NYSED. Highly effective (20-18) Effective (17-9) Developing (8-3) Ineffective (2-0)

20% Growth scores: 80% of students meeting target = Effective, 13 points * 20% Locally Selected achievement or growth scores: 75% of students meeting target = Effective, 15 points

* This describes the reasoning behind the choices regarding evidence, baseline data, and targets. The rationale should explain how the multiple measures were used in establishing targets.

20% Student Growth 60% Framework for Teaching Moment in time or growth Local or standardized Some Variables Considered SLOs Optional Could be school- wide measure 20% Locally Selected Achievement or Growth 20% Locally Selected Achievement or Growth

Achievement or growth goals 3 rd party assessments (e.g., TerraNova) or NYS tests SLOs using the same assessment measure but setting achievement targets different than the Growth SLOs.

“Stage 1” SLOs are SLO templates that have been populated with the Learning Content, Evidence, and HEDI scales for each course in the district. All teachers build their SLOs from the Stage 1 SLOs that are available on the Teacher Portal. The pre-assessments for each course come with the Stage 1 SLOs. Each course’s Stage 1 SLO will be available on the Teacher Portal as it is completed and approved. Teachers use the content of the Stage 1 SLOs for the foundation of their course specific SLOs.

TimeEvent May-Sept. Teachers build curriculum maps Teachers create first draft of Stage 1 SLOs District committee reviews SLOs and provides feedback Stage 1 SLOs are finalized and posted on Teacher Portal (along with pre- assessments and administration/scoring guidelines) Sept Teachers are trained in SLO development Teachers determine which courses require SLOs Teachers begin to collect baseline data on students Stage 1 SLOs continue to be drafted, reviewed, approved by district Teachers access finalized Stage 1 SLOs and pre-assessments from Teacher Portal Schools determine schedule of assessments as/if needed Teachers administer the pre-assessment and record student scores Oct. Teachers develop their SLOs Teachers meet with Principal to approve/modify SLOs Curriculum maps continue to be developed Teacher committees begin review of pre-assessments and summative assessments Approval of all SLOs is completed District reviews selected SLOs for rigor and comparability