Student Learning Objectives NYS District-Wide Growth Goal Setting Process December 1, 2011 EVOLVING

What are SLOs? A SLO is an academic goal for students set at the start of the course Represents the most important learning of the year (course). Based on available prior student learning data. Specific and measurable. Aligned to CCLS and NYS Learning Standards

SLO: Two Applications REQUIRED: Growth when there is no state growth score All teachers other than 4-8 ELA and mathematics OPTIONAL: Locally selected measures of student achievement (encouraged)

SLOs… ARE NOT: The same as district goals The same as data- driven instruction Not an opportunity for free choice amongst a teacher’s favorite unit tests Easy BUT Are informed by district goals and priorities Reinforce DDI Require the use of evidence robust enough to match the scope of the content If set with rigor can contribute to higher student achievement

Coverage If less than 50% growth State-provided Growth Measure (including none) If any course has a NYS growth measure, at least 1 SLO must use it SLOs must cover the courses taught with the most students, combining until at least a majority of students covered If any of the largest courses have a State (non- growth) assessments, it must be used

Components Student population Learning Content Time Interval Evidence/Student Work Baseline Target HEDI point determination Rationale for choosing this target

Student Learning Objectives Decision Process

State Determines SLO process Identifies required elements Requires use of State test Provides training to NTs prior to Provides guidance, webinars & videos SLOs

State Determines SLO process Identifies required elements Requires use of State test Provides training to NTs prior to Provides guidance, webinars & videos SLOs District District goals & priorities Match requirements to teachers Define processes for before & after Identify expectations

State Determines SLO process Identifies required elements Requires use of State test Provides training to NTs prior to Provides guidance, webinars & videos SLOs District District goals & priorities Match requirements to teachers Define processes for before & after Identify expectations School LE & teacher collaborate LE approval Ensure security LE monitor and evaluation

State Determines SLO process Identifies required elements Requires use of State test Provides training to NTs prior to Provides guidance, webinars & videos SLOs District District goals & priorities Match requirements to teachers Define processes for before & after Identify expectations School LE & teacher collaborate LE approval Ensure security LE monitor and evaluation Teacher Works with colleagues & LE

Student Learning Objectives Grade by Grade

K-2 Teachers Might someday have a State-provided growth measure In the meantime SLO for ELA (literacy and writing) SLO for math Unless teacher focuses on a single subject area

Grade 3 Teachers Might someday have a State-provided growth measure In the meantime SLO for ELA (literacy and writing) SLO for math Must use state assessment Unless teacher focuses on a single subject area

4-8 ELA & Math Teachers Has a State-provided growth measure In the meantime SLOs not applicable

4-8 Science & SS Teachers Will likely have a State- provided growth measure in the future In the meantime SLO for each subject/assessment SLO must cover classes with the largest numbers of students until majority covered 4 & 8 science use State assessment Others must choose 3 rd Party test from list

To clarify: Must use a State- approved 3 rd party assessment 6-7 science 6-8 social studies 9-12 ELA, math, science & SS w/o Regents Must use State assessment 4 & 8 science Course w/ Regents NOT CLEAR

4-8 Other Subject Teachers Will not have a State growth measure Therefore, SLO for each subject/assessment SLO must cover classes with the largest numbers of students until majority covered

9-12 Regents Teachers Some will have a State-provided growth measure in the future as available In the meantime SLO for each subject/assessment SLO must cover classes with the largest numbers of students until majority covered Use Regents exam

9-12 Other “Core” Teachers Some will have a State-provided growth measure in the future as available In the meantime SLO for each subject/assessment SLO must cover classes with the largest numbers of students until majority covered

9-12 Other Teachers Will not have a State growth measure Therefore, SLO for each subject/assessment SLO must cover classes with the largest numbers of students until majority covered

Self-Contained Teachers Will use State-provided growth if more than 50% of students are covered by growth measure If <50% growth, SLO for ELA (literacy and writing) SLO for math Unless teacher focuses on a single subject area Use State assessment if available

Co-Teachers As applicable and possible, NYSED will track multiple teachers of record Common Branch SLO for ELA (literacy and writing) SLO for math Other subjects Set SLO for relevant area (use State assessment if available)

Push-In, Pull-Out Teachers As applicable and possible, NYSED will track multiple teachers of record with dosage If no State-provided measure SLO for subject area focus Or use group/team measure on State assessment Or collaborate with classroom teacher

Resource Teachers If aligned to a content area, SLO would be for that content area If no State-provided measure is appropriate Consider group measures Consider collaborative SLO goal-setting with a classroom teacher

NYSESLAT Teachers Use growth measures if 50% or more students in teachers load take State ELA assessment (or NYSED might have growth measures in future) If this is the ELA teacher and with 10 or more students, SLO with NYSESLAT as evidence Or Teacher is ESL specialist and NYSESLAT is most appropriate, use for SLO

NYSAA Teachers Use growth measures if 50% or more students in teachers load take State assessments IF SLO requires subject/grade, SLO using NYSAA performance assessment as evidence Additional SLOs for other subject areas taught

All Teachers SLOs an option (or use school-wide) Same SLO ingredients are required District must set targets in advance of administration (HEDI points) Ineffective (0-2 points) Developing (3-11 points) Effective (12-17 points) Highly Effective (18-20 points) Districts may align growth and local achievement

Lead Evaluator Role As defined by district, works with teachers on the setting of the SLOs Monitors, assesses Awards points within bands defined in the SLO

Population Honors Spanish II Class; all 30 Students Learning content New York State Learning Standards for Languages Other than English (LOTE) Interval School Year (1 year) Evidence 1.Spanish I summative assessment results from my students My district uses a district-wide diagnostic assessment, which will be administered at the beginning of the school year 3.My district uses a district-wide summative assessment, which will be administered at the end of the school year Baseline 1.All students had Spanish I results that demonstrated scores of proficient or higher in all basic vocabulary and grammar 2.Scores ranged from 6%-43% on the diagnostic assessment, which my district uses as a baseline for all Spanish II students Target(s) and HEDI scoring 1.80% of students will demonstrate mastery of at least 75% of the Spanish II learning standards, as measured by the district’s summative assessment in May 2011 Highly Effective (18-20 points) Effective (12-17 points) Developing (3-11points) Ineffective (0-2 points) % of students demonstrate mastery of 75% of the Spanish II learning standards 78-85% of students demonstrate mastery of 75% of the Spanish II learning standards 66-77% of students demonstrate mastery of 75% of the Spanish II learning standards 65% or less of students demonstrate mastery of 75% of the Spanish II learning standards Rationale Previous work in Spanish I focused on working with basic vocabulary and grammar, and building preliminary oral skills. The diagnostic assessment is heavily focused on more advanced writing and reading skills, which are essential components of the Spanish curriculum. Spanish II requires students to build on their learning from Spanish I in order to acquire mastery in these areas and to be prepared for Spanish III. Since all of my students completed Spanish I having achieved basic proficiency levels, I am confident they will achieve 80% mastery or above on at east 75% of the Spanish II materials.

Population 9-12 Living Environment (40 students) Learning content New York State Learning Standards for Living Environment Interval School Year (1 year) Evidence 1.My district uses a district-wide diagnostic assessment, which will be administered at the beginning of the school year 2.Living Environment Regents Exam results administered at the end of the school year Baseline 1.Class average was 65% on the pre-assessment. The lowest was 45% and the highest was 85%. Target(s) and HEDI scoring 1.75% of students, with 80% or greater attendance, will demonstrate mastery of at least 65% on the Living Environment Regents exam. Highly Effective (18-20 points) Effective (12-17 points) Developing (3-11points) Ineffective (0-2 points) % of students demonstrate mastery of 65% on the Living Environment Regents exam. 75% of students demonstrate mastery of 65% on the Living Environment Regents exam % of students demonstrate mastery of 65% on the Living Environment Regents exam. 49% or less of students demonstrate mastery of 65% on the Regents exam. Rationale Previous work in Spanish I focused on working with basic vocabulary and grammar, and building preliminary oral skills. The diagnostic assessment is heavily focused on more advanced writing and reading skills, which are essential components of the Spanish curriculum. Spanish II requires students to build on their learning from Spanish I in order to acquire mastery in these areas and to be prepared for Spanish III. Since all of my students completed Spanish I having achieved basic proficiency levels, I am confident they will achieve 80% mastery or above on at east 75% of the Spanish II materials.