1. SLOs for Group/Team, School, BOCES Results
Review Page 1 of the Purple Memo
In the absence of assessments, certain teachers may earn up to 20 points for State growth via group-, team-, school-, or BOCES-level results.
Ensure the rationale for taking this approach with teacher groups is strong.
Let’s look at an SLO set for all arts teachers at Sample Middle School

2. SLOs for Group/Team, School, BOCES Results
Population: All students in the 6th, 7th, and 8th grade ELA courses at Sample Middle School
Learning Content: All NYS P12 CCLS for ELA and Literacy in grades 6, 7, and 8
Evidence: The NYS ELA assessment for grade 6, 7, and 8
Baseline: Student performance on last year’s ELA assessments showed school proficiency rates of 56%, 60%, and 62% for grades 5, 6, and 7 respectively (Grade 5 proficiency rates calculated based on average of feeder schools)

3. SLOs for Group/Team, School, BOCES Results
Targets: The average growth in ELA proficiency for students in grades 6, 7, and 8 will increase by 5%
HEDI:
Highly effective: Average growth is 6.5% or higher
Effective: Average growth is 4.5% - 6.4%
Developing: Average growth is 2.5% - 4.4%
Ineffective: Average growth is 2.4% or less
GENERAL INFORMATION
To clarify the HEDI structure – see below:
Percent increase in proficiency = HEDI rating points
7%=11
6%=10
5%=9
4%=8
3%=7
2%=6
1%=5
At 4 points there is a break and change in format
If 2 of 3 grades increase by 5% = 4 HEDI points
If 2 of 3 grades increase by 4% = 3 HEDI points
If 2 of 3 increase by 3% = 2 HEDI points
If 2 of 3 increase by 2% = 1 HEDI points
If 2 of 2 increase by 1% = 0 HEDI points
HIGHLY EFFECTIVE
EFFECTIVE
DEVELOPING
INEFFECTIVE 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
7.5 and above
1.4 or less

4. SLOs for Group/Team, School, BOCES Results
Interval: September 4, 2012 through April 19, 2013
Rationale:
Students enrolled in the arts courses at Sample Middle School will engage in literacy-infused instruction and be exposed to ELA standards through the arts
The evidence of the State assessment is directly tied to the students’ ongoing work and learning in the arts by way of assessing ELA skills taught in the arts
The targets are rigorous, as our school ELA performance usually only climbs 1 or 2 percentage points a year
Students will read about artists studied, record text-based responses, and engage in other ELA activities which will be recorded in their learning folios