1. Student Learning Objectives
Curriculum, Instruction & Technology
July 2012
K-12 District SLO Workshop
Created by Jane Boyd, Program Coordinator, Nassau BOCES Student Support Services

2. SLO Concerns! Have you realized all Overwhelmed with APPR?
of the issues
surrounding SLO’s?

3. Components of a SLO: 5 District Decisions
Assess and identify priorities and academic needs.
Identify who will have State-provided growth measures and who must have SLOs as “comparable growth measures.”
Determine District rules for how specific SLOs will get set.
Establish expectations for scoring SLOs and for determining teacher ratings for the growth component.
Determine District-wide processes for setting, reviewing, and assessing SLOs in schools.
From NY DOE engageny.org Introduction to SLO Deck

4. Why SLO’s – NYS Teaching Standards
Knowledge of students and learning
SLO’s address factors impacting student learning to bring all students to higher levels of learning
Knowledge of content and instructional planning
SLO’s include selection and justification of learning content reflects a teacher’s depth of content knowledge
Instructional practice
SLO’s provide a trajectory for student learning, formative assessments provide ongoing feedback to teachers to guide instruction
There are strong instructional connections and good practices aligned to creating course Student Learning Objectives.
The down-side is that it is also tied to teacher evaluation – that we acknowledge. But for a moment let’s just highlight some good instructional benefits of thinking holistically for courses and students you teach.
Comment on key words that stand out to you.

5. Why SLO’s – NYS Teaching Standards
Learning environment
The level of intellectual challenge and stimulation needed in the classroom for a successful SLO is implied through the selection of learning content, evidence, and targets.
Assessment for student learning
The selection and justification of evidence for an SLO reveals how teachers use assessment tools.
Professional responsibilities
Teachers participation in and completion of the SLO process reflects the level of engagement in established practices and polices.
Professional growth – Professional learning Community
There are strong instructional connections and good practices aligned to creating course Student Learning Objectives.
The down-side is that it is also tied to teacher evaluation – that we acknowledge. But for a moment let’s just highlight some good instructional benefits of thinking holistically for courses and students you teach.
Comment on key words that stand out to you.

6. 100-Point Evaluation System for Teachers60
EBOP, etc. 20
Growth
Local
100
EBOP is “Evidence based observation practice “
Student Learning Objectives (focus of this training)

7. Translating SLO’s to the HEDI Scale
This table illustrates the relationship between the Growth or Comparable Measure component to the Overall Composite Score.

8. Components of a SLO: NYSED SLO Framework
All SLOs MUST include the following eight basic components:
Student Population
Which 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)?
Rationale
Why choose this learning content, evidence and target?
SLO is the State-determined District-wide growth goal-setting process for situations when there is no State-provided measure of growth.
From NY DOE engageny.org Introduction to SLO Deck

9. New York State Student Learning Objective Template
All SLOs MUST include the following basic components:
Population
These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO. (Full class rosters of all students must be provided for all included course sections.)
Learning Content
What is being taught over the instructional period covered? Common Core/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 specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the course.
Baseline
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
Actual Template you will use to create your SLO.

10. Target(s)
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period.
HEDI Scoring
How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing), and “well-above” (highly effective)? 
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
Rationale
Describe the reasoning behind the choices regarding learning content, evidence, and target and how they will be used together to prepare students for future growth and development in subsequent grades/courses, as well as college and career readiness.

11. Student Learning Objective: SLO
Definition:
Academic Goal
Set at the start of the course
Represents the most important learning
Specific and measurable
Based on prior student learning data
Aligned to standards
Aligned to school or district priorities
For the teacher’s students
Set
For the course – year, semester
Must be
Available data
Common core – national – state
Other – school or district goals
Guidance on NYS Dist. Goal-Setting Process: SLO. March 2012

12. Student Learning Objective: SLO
Today:
Go through this process, as best we can without seeing some actual data. You can think about using information from this past year to formulate an SLO.
Goal is for you to complete a draft of an SLO for the upcoming year.
Answer as many questions as possible as they arise.

13. Student Learning Objective: SLO
For the purpose of creating an SLO draft, think in terms of information from the school year to help guide your thoughts
Keep in mind things like:
the number of students traditionally in each class,
the content of your course,
evidence of learning – baseline (possible and already in place) and summative assessments (final performance, task, final),
how students have traditionally done (outcome) in your course

14. Student Learning Objective: SLO
Who needs an SLO?
Right now, it is anyone that is not receiving a state-provided growth measure which is 4-8 ELA and Math. See “Purple Memo” and “Assessment Options for SLO’s”
More than one SLO?
Maybe
How do you know what you need?
50% or more of your students must be covered under your SLO’s. That might mean you need two or maybe even three.
Begin with the courses taught that have the largest number of students, combining sections with common assessments.*
What SLO will you be writing today?
Click on blue links for actual documents
*p10 & 12 SLO Guidance March

15. Minimum Group Size Who needs an SLO? Another situation -
When the minimum number of students is not met.
Who might this situation apply to?
Other situations?
Click on Mean Adjusted SGP box to link to Ira Schwartz’ power point
Click on “Other Situations” for an additional document that includes unique situations

16. Student Learning Objective: SLO
What is “your” greatest concern when it comes to writing an SLO? Why?
Population?
Learning Content?
Interval of Instructional Time?
Evidence?
Baseline?
Target?
HEDI Criteria?
Rationale?
From here we are going to work backwards!

17. Student Learning Objective: SLO
Target: Level of growth and skill that students are expected to achieve at the end point of the interval of instructional time.
Numeric
Roster – actual scores for each student
Written in the form of a statement on the SLO
Different formats consider the individual students growth, might connect baseline to summative, might be a “ n percent of students will ____________.”
Aligned to school/district expectations
Includes all populations: “including special populations”
It has become evident that thinking about Target Setting and the related HEDI Scale frames decision making processes.

18. Student Learning Objective: SLO
HEDI Criteria: Translates different levels of student growth to the four categories, Highly Effective, Effective, Developing, Ineffective.
Allocates points clearly and objectively
It must be mathematically possible for a given teacher to obtain any point value in the scale
Description
Highly effective – exceeds district/BOCES expectations
Effective – meets district/BOCES expectations
Developing – below district/BOCES expectations
Ineffective – well-below district/BOCES expectations
Always think about Targets and HEDI Ratings together.
Guidance on NYS Dist. Goal-Setting Process: SLO. March 2012

19. Selecting a model: HEDI Scale
Who is HEDI and why is she bothering me now????
HEDI Scoring
How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing), and “well-above” (highly effective)?
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
This chart was taken directly from the NYS S.L.O. template

20. The HEDI Scale and the Overall Composite Score
This is where you can see how the S.L.O fits into the overall composite score for the teacher.
We are going to explore this relationship further as we go on. Go
Remember the relationship.

21. Example: Science Teacher (SED Guidance document)
Here is the description of the course and the number of students.

22. Example: Science Teacher (SED Guidance document)
Student Roster
Every student must have a baseline score that will be on the Roster.
Based upon this information and any other data the teacher will propose a target.

23. Example: Science Teacher (SED Guidance document)
Where does the target come from?
Look at your patterns. What has student achievement been in the past? What are the patterns for a number of years?
The data warehouse may be your best source from some of this data – state assessment trends.
Not sure why this target was selected – Does it make sense that you would go from 50% to 90%????
Selecting the target is a matter of “art.”

24. Example: Science Teacher (SED Guidance document)
Read Go
No decision is more crucial than defining the target. A teacher’s overall evaluation is based on how this task is accomplished.

25. Example: Science Teacher (SED Guidance document)?
Now we see the actual results.
If the target was 90% and the actual results are 91%, what HEDI score would you give a 91%?

26. Example: Science Teacher (SED Guidance document)
Where did this evaluator’s score come from?
Who was consulted?
On what logic, formula, or experience was it based?

27. Middle School Physical Education Example
How do you correlate the percent and the 9-17 points on the HEDI scale?
Notice that the evaluator assigned 80% to 13 points. You might ask, “What is the logic?”

28. Middle School Physical Education Example
How would this teacher score a 14, 15, 16 or 17
(since 80% = 13 points and 81% = 18 points)?

29. Example: 7th Grade Social Studies
SLO Subject
Baseline
TARGET (As Approved by Evaluator
Actual Results
Evaluator SLO Score
7R Social Studies classes with 23 & 27 students
A district created pre-test.
75% of students will score at least a 65% on the post-test
83% of the students including special populations (ISP)
If this were the SLO, what HEDI score would you assign? What is your rationale?
Be prepared to defend your answer to the head union rep in your district and to the State Education Commissioner as well.
Record your decision to be used later in the presentation.
Read through it
Notice that the target is set for a “regular” class of 7th graders.
Turn and talk! Record your decision. We will play with it later.

30. Example: 7 Honors Social Studies
SLO Subject
Baseline
TARGET (As Approved by Evaluator
Actual Results
Evaluator SLO Score
7H Social Studies with 18 & 22 students
A district created pre-test.
85% of students will score at least a 85% on the post
92% of the students including special populations (ISP) scored at least 85%
Notice there is a different target for the honors class.
What would this HEDI score look like?
Record your decision to be used later in the presentation.

31. Important to Consider: The Number of Students
Look at Co-taught Living Environment SLO example
How many students are in this class?
Describe what you see in the baseline component. What is the target statement?
What HEDI rating is aligned to the target?
Click on Blue Link to the document.

32. Important to Consider: The Number of Students
90% of all students = 90% of 19, which is aligned to 14 points on the HEDI scale
Do the math. 18/19 would be 95% or 18 points
17/19 students would be 89% or 13 points
16/19 students would be 84% or 8 HEDI points
What do you observe?
25 out of 26 is 96% and 18 points. Notice how one students achievement can make a significant difference in a teachers rating. That must be considered as you look at the whole evaluation system.

33. Translating SLO’s to the HEDI Scale9 + 9 +
45 (45/60 is 75% of available points) = 63
A minimally effective score in all three categories will not equate to an effective overall rating.

34. Translating SLO’s to the HEDI Scale
63 is “ineffective” even though each score by itself is minimally effective. 9 + 9 +
45 (45/60 is 75% of available points) = 63

35. Translating SLO’s to the HEDI Scale
Click on red circle to link to the APPR Guidance document to see the recommendation by the state for 57 points. 9 + 9 +
57 (57/60 is 95% of available points) = 75
P63 APPR Guidance June

36. Translating SLO’s to the HEDI Scale
Here is another example – just playing with this a little more so you see the variety of possibilities related to choices made regarding the Target and HEDI correlation.
In this one – 13 was actually earned, 45 or 75% of possible 60 points was earned and the result is a teacher rated as Developing!
One more 13 + 13 +
45 (45/60 is 75% of available points) = 71

37. Translating SLO’s to the HEDI Scale
By the way 15 is 75% of the 20.
This is what must be in the back of your mind as you are thinking about setting your target and the equivalent HEDI Scale Score. 15 + 15 +
45 (45/60 is 75% of available points) = 75

38. Selecting a Model: The HEDI Scale and the Overall Composite Score
Assessment scores of 9 do not equate to a composite score of 75.
They actually represent only 45% of the available HEDI points and equate to an “Ineffective” rating when combined with 75% (45 points) of the “Other Measures of Effectiveness” points.

39. How should HEDI results inform your target setting?
No decision is more crucial than defining the target. A teacher’s overall evaluation is based on how this task is accomplished.

40. Student Learning Objective: SLO
Student Population: Students included in the SLO
There is no minimum number of students
The population is set on BEDS day
Even if the class enrollment changes it is not abandoned. D27
Addresses the growth of “each student” (A ROSTER IS REQUIRED) but then it is the aggregate growth of all the students that determines whether or not the target is met.
If 50% or more of the students are not covered by the original SLO’s another may need to be added.
BEDS day is the second Wednesday in October.
P37, Section D. APPR Guidance April 2012

41. Student Learning Objective: SLO
Population*
These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO. (Full class rosters of all students must be provided for all included course sections.)
Population examples
Health and Occupations Technology 11th Grade; 24 students, including 2 with learning disabilities on attached roster
18 Kindergarten Students listed on the attached roster
23 8th grade Math AIS students from 3 sections of the course. See roster
All ___ students enrolled in 2 sections of AP Calculus. See attached roster
All ___ students in 10th Grade English. See attached rosters which includes course sections, student names, and ID numbers
11th and 12th grade students enrolled in Fitness for Life, see attached roster which includes students with disabilities
Think about the course you are writing an SLO for today. Does it cover 50% or more of your students? Are their multiple sections?

42. Student Learning Objective: SLO
On your template record the course and section information that will be covered by the SLO
Include a statement about attaching the roster
Add any information that might be relevant for a supervisor to understand about the make up of the class and that might be important in establishing rationale for choices.
Turn and Talk!

43. Student Learning Objective: SLO
Learning Content: Content to be taught in the SLO
Identify the source for the standards: Common Core, State, National, College Board, Industry, AASL Standards, etc.
Include any relevant Common Core Literacy/Math standards with NYS standards (Literacy in History/SS or Science & Technical subjects) – might include district decisions
Name the exact standards and performance indicators
As appropriate, choose the “most important learning” or a “subset of power standards.” What do you traditionally assess and does it give you a picture of the year?
Align to district or school goals and vertically align
Students should be thoroughly prepared for the next level when they leave a course of study
Give out examples!
Learning Content*
What is being taught over the instructional period covered? Standards? Will this goal apply to all standards applicable to a course or just to specific priority standards?
SLO Development Checklist OCMBOCES *SLO Template

44. Student Learning Objective: SLO
Where can I find my standards?
for Common Core
for Arts, MST, Social Studies, Science, Health, PE, Family & Consumer Science, etc.
for Career Development and Occupational Studies
for Business and Marketing
Where else?

45. Student Learning Objective: SLO
Turn and Talk!
Look at the examples provided. Make observations as to how they are written.
Discuss and list what the “most important learning” might be for this course and what it is you assess.
On your template record the course, the source of your standards or the curriculum, and cut and paste your decisions regarding standards.

46. Student Learning Objective: SLO
Interval of Instructional Time: Timeframe within which the learning content is being taught
One academic year, a semester? a quarter?
Every other day? - Describe
Start and end date
Fill that in on your template
SLO Development Checklist OCMBOCES, SLO Guidance March 2012, APPR Guidance April 2012

47. Student Learning Objective: SLO
Evidence: Assessments used to determine students’ level of learning
List the specific baseline assessments (pre-assessment) and summative assessment(s) that will be used to provide baseline and summative data for the SLO.
If the course ends in a NYS assessment or a Regents exam, it must be used as the summative assessment
List of 3rd party assessments and Regents equivalents - FLACS
District, Regional, or BOCES developed. Districts or BOCES must verify comparability and rigor.
What could the other option have been?
(School-or BOCES-wide, group, or team results based on State assessments)
Rigor – aligned to standards. Comparability – used across the course, school, district
Authentic – real world – higher order – constructed response and performance measures.
3rd party assessments – linked to Race to the Top site with actual assessments listed
New York SLO Development Guide SLO Development Checklist OCMBOCES

48. Student Learning Objective: SLO
What if the third option was chosen?
District, Regional, or BOCES developed.
Align tightly to learning content
Include components of good assessment practices
Scoring procedures – “vested interest”

49. Baselines Vested Interest
G4: Does vested interest rule apply to pre-tests given to establish a baseline for a SLO?
Answer: To the extent practicable, districts or BOCES should ensure that any assessments or measures, including those used for performance-based or performance task assessments that are used to establish a baseline for student growth are not disseminated to students before administration and that teachers and principals do not have a vested interest in the outcome of the assessments they score.
What are the implications and problems your foresee with this requirement?
How could you minimize the influence of vested interest?
CIT, Lupinskie Center, One Merrick Ave. Westbury, NY 11590

50. Baselines Vested Interest
G4: Does vested interest rule apply to pre-tests given to establish a baseline for a SLO?
Answer continued: If it is impracticable to comply with this requirement for pre-tests, such as in certain cases when using a performance-based or performance task assessment, the district or BOCES must have adequate procedures in place to ensure that the security of such assessments is not compromised (i.e., as with all SLOs the principal and/or supervisor must ensure the rigor and fairness of the targets and set the goals based on the assessment that is used as the baseline and ensure that such goals are adequately met based on summative data).
Note that tied to vested interest is the rigor of the target based upon the baseline.
CIT, Lupinskie Center, One Merrick Ave. Westbury, NY 11590

51. Performance Tasks?

52. Performance Tasks
How do SLO’s meet the requirement for comparability? “Specify priority learning standards in a grade or subject around which assessments or performance tasks for students will be constructed by District Teams” (SLO Guidance March, Page 14)
Includes a “standards-based” rubric (SLO Guidance March, Page 30)

53. Student Learning Objective: SLO
OR – other baseline options!
Algebra 2/Trig for Physics
Grade 8 NYS English Assessment for 9th grade English
Second Grade Math Summative for Third grade

54. CIT, Lupinskie Center, One Merrick Ave. Westbury, NY 11590
BASELINES
D28: Question
Response
The SLO documents state that SLOs “must be specific and measurable, based on available prior student learning data" – what is meant by prior? APPR Guidance June 2012, p37-38
Teachers are encouraged to use a variety of student historical academic data, if available. This historical academic data might include prior course results, or it might only include the current baseline data from the course taken at the beginning of the interval of instruction.
CIT, Lupinskie Center, One Merrick Ave. Westbury, NY 11590

55. CIT, Lupinskie Center, One Merrick Ave. Westbury, NY 11590
BASELINES
D29: Question
Response
. . .it will be important for teachers to see what other courses they can draw on to provide other historical data. Any information about what entering students understand from other subject areas based on academic history in other courses, can give a teacher a wealth of information as to where the students may struggle or thrive.
The teacher may want to also collect other baseline information (e.g., collect a writing sample) in order to more broadly assess the student's skills that may impact instruction for the year.
What should teachers use as a pre-assessment for establishing a baseline when students enter a sequence for the very first time and have little to no background information of a subject?
APPR Guidance June 2012, p38
When thinking about setting an SLO for a course where students come in with no knowledge (or little) of the learning content, (for example, the first year of global studies or Spanish 1), it will be important for teachers to see what other courses they can draw on to provide other historical data. Any information about what entering students understand from other subject areas based on academic history in other courses, can give a teacher a wealth of information as to where the students may struggle or thrive. Further, SLOs look at growth, so if students come in knowing very little (as evidenced by the pre-assessment, baseline data) you will still want to know how much they learned of the critical content of the course (as evidenced by the summative assessment) in order to assess whether the teacher added instructional value as expected. The teacher may want to also collect other baseline information (e.g., collect a writing sample) in order to more broadly assess the student's skills that may impact instruction for the year.
CIT, Lupinskie Center, One Merrick Ave. Westbury, NY 11590

56. CIT, Lupinskie Center, One Merrick Ave. Westbury, NY 11590
BASELINES
D47: Question
Response
The target for students in any SLO may be differentiated because of the baseline (starting point of learning) and historical academic data.
It is important to keep in mind that targets for all students, regardless of any special education classification, should be differentiated because of baseline data and not because of any special education classification.
Can SLOs for students with disabilities have a different target for growth?
APPR Guidance June 2012, p43
CIT, Lupinskie Center, One Merrick Ave. Westbury, NY 11590

57. Summative – Vested Interest
This can be an issue.
Teachers may not score the summative assessment.
Talk of scoring guidelines for Regents exams to become more rigorous
Performance task issues
Questions regarding teachers’ involvement in the creation of summative assessments
CIT, Lupinskie Center, One Merrick Ave. Westbury, NY 11590

58. Student Learning Objective: SLO
Turn and Talk!
Discuss your content and the best way to establish evidence – baseline (initial – formative) and summative. Think about the “most important learning” and what it is you assess.
Look at the examples to see how evidence has been stated
On your template record a description of the baseline and summative assessment
If the course ends in a regents exam, that exam must be your summative.
Does a performance task make sense? DBQ with a rubric.
Is there more than one source for baseline data

59. Student Learning Objective: SLO
Baseline: Level of students’ knowledge and skill in the targeted learning content at the beginning of the interval of instructional time.
Describes how students performed on the pre-assessment or other previous summative assessment
Include any other data sources being considered – that may impact your “target”
Roster
Actual baseline scores for each student are required
This will take some pretending. You did collect some data this year on your students. There were things you uncovered very quickly about your students skill sets and prior knowledge
Pretend with me. What might you have said about your students?
Look at the Global and the Visual Arts example.

60. Student Learning Objective: SLO
Turn and Talk!
What do you anticipate?
What other district data might you look at to include in the baseline data?
Look at a variety of examples.
Summarize the results. Put it in parentheses to indicate it is not actual. The actual baseline results will be recorded on the roster.
If the course ends in a regents exam, that exam must be your summative.
Does a performance task make sense? DBQ with a rubric.
Is there more than one source for baseline data

61. Student Learning Objective: SLO
Target: Level of growth and skill that students are expected to achieve at the end point of the interval of instructional time.
Numeric
Roster – actual scores for each student
Written in the form of a statement on the SLO
Different formats consider the individual students growth, might connect baseline to summative, might be a “ n percent of students will ____________.”
Aligned to school/district expectations
Includes all populations: “including special populations”
Back to actual Target Writing!

62. Student Population, Baseline, and Target(s)
Training SLO Target Approach 1: Set a common growth target. 90% 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.)
Student
Pre-Test Score
Summative Target
Student A 10 70
Student B 20 80
Student C 5 65
Student D 60
Student E 30 90
Student F
Common growth – all students grow by a common amount. E.g. 60 points

63. Student Population, Baseline, and Target(s)
Training SLO Target Approach 2: 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.
Student
Pre-Test Score
Summative Target
Student A 10 75
Student B 20
Student C 5
Student D
Student E 30
Student F
Growth to mastery – proficiency or even passing
Mastery does not mean the same thing as it does in relation to Mastery level for Regents exams.

64. Student Population, Baseline, and Target(s)
Training SLO Target Approach 3: Set differentiated growth targets by student. 85% of students, including special populations, will meet or exceed their individualized target.
Student
Pre-Test Score
Summative Target
Student A 10 80
Student B 20
Student C 5 75
Student D 70
Student E 30 85
Student F
Differentiated growth approach – might be appropriate for self-contained or resource room teachers.
Look at your examples. What do you notice about targets?

65. Selecting a model: with Percent Mastery - “Target”
80% of students will increase by 50 points from pre- to post-test.
75% of students will score at least 65% on the post-test
85% of students will progress half way from the pre-test to 100%
There are other models - rating the number of students that increase levels on assessments when using a Level 1, 2, 3, & 4 scale.

66. Student Learning Objective: SLO
HEDI Criteria: Translates different levels of student growth to the four categories, Highly Effective, Effective, Developing, Ineffective.
Allocates points clearly and objectively
It must be mathematically possible for a given teacher to obtain any point value in the scale
Description
Highly effective – exceeds district/BOCES expectations
Effective – meets district/BOCES expectations
Developing – below district/BOCES expectations
Ineffective – well-below district/BOCES expectations
Always set Targets with the HEDI alignment in mind.
Guidance on NYS Dist. Goal-Setting Process: SLO. March 2012

67. Translating SLO’s to the HEDI Scale
There is a clear need for a tool that can create a HEDI scale for any target, a Rosetta Stone that translates any “target” language into a HEDI scale.
This proposed BOCES Translation Scale (template) is effective when an SLO uses percent of students as the descriptor for the target (as shown earlier).
It is just one of any number of possible templates and allows supervisors and teachers to focus efforts on appropriate target setting.
Appropriate target setting should, in accordance with SED guidelines, align “effective” teachers with the “effective” band on the HEDI scale (but with which score—9, 13, 17?).
Fred Cohen, Data Warehouse Consultant

68. Translating Targets to the HEDI Scale
Link to the actual HEDI Translation Template – Refer back to earlier examples where workshop participants were asked to give HEDI scores for two social studies classes.
Put in the 7R-SS target and actual and watch the calculations. Do the same for the 7Honors and eliminate the third row and watch the calculator. (Discuss briefly how multiple S.L.O.’s will be handled.)
Make all changes on the ac
Go back to what they thought the HEDI score should be and find them on the table.
Fred Cohen, Data Warehouse Consultant

69. Translating Targets to the HEDI Scale
Make all changes in the Variable SLO Calculator in the green boxes.
Enter the target selected and observe the change in the table.
Now change the HEDI Anchor point and make observations.
The HEDI Anchor Point is a district decision.

70. Translating Targets to the HEDI Scale
To calculate a final HEDI rating when more than one SLO is created:

71. Translating Targets to the HEDI Scale
Delete the contents under “Number of Students” through the HEDI Score.
There is a formula in the last column.
Enter the new informa tion. Use the Social Studies example.
Observe the effect on the last column and the final score.

72. How should HEDI results inform your target setting?
No decision is more crucial than defining the target. A teacher’s overall evaluation is based on how this task is accomplished.

73. Student Learning Objective: SLO
Turn and Talk!
How do the sample SLO’s address targets and align to a HEDI rating?
What format will you use to address setting the target?
On your template, propose a target given current information about how students traditionally done.
District decisions include how the target will be aligned to the HEDI criteria. At this point, you can propose an alignment and what you see as a fair distribution based upon past information.

74. Student Learning Objective: SLO
Rationale – Include reasoning behind decisions. Particularly targets and HEDI alignment. That rationale could include
Reference to the population and content
Baseline data recorded on the roster
Other data considered – historical, cohort
National
Any information that will help the reader grasp the rigor of the SLO
Rate your SLO! – using the Annotated SLO Rubric Form

75. Resources From NY DOE engageny.org Introduction to SLO
APPR Guidance Document, June, 2012
SLO Guidance Document, March, 2012
From NY DOE engageny.org Introduction to SLO
Assessment Options for SLO’s on engageny.org
Nys-eval-plans-guidance-Purple memo.pdf
Ira Schwartz Update on Accountability DATAG July 2012
SLO Connections to NYS Teaching Standards.pdf