Carol

Bush Network Team Specialist Orleans/Niagara BOCES

 Scoring SLOs 4 Stages of the SLO Process

Team, Group, School-wide SLOs Principal SLOs State 20% VS. Local 20%

Review the Grade 7 Visual Arts SLO and its completed roster (where actual summative scores are now recorded) Note the number of students who achieved their targets In light of the established HEDI, this teacher earned 14 points for the State growth portion of the teacher evaluation

Count students in SLO

105 -8 97 78

Subtract number who did not take summative Find number of students with two points in time Count number of students making their targets (19 students did not make their targets)

Compute percent of students achieving targets (count those making target/number of students * 100) (78/97) * 100 = 80.41% Rounded = 80% Compare to HEDI structure: 80% = 14 points (Eective)

Activity:
Review the Grade 2 ELA and Global II SLOs and

their completed rosters. their targets.

Note the number of students who achieved In light of each established HEDI, determine

how many points earned for the State growth portion of each teachers evaluation.

Count students in SLO

23 2 21 15

Subtract number who did not take summative Find number of students with two points in time Count number of students making their targets (6 students did not make their targets)

Compute percent of students achieving targets (count those making target/number of students * 100) (15/21) * 100 = 71.4% Rounded = 71% Compare to HEDI structure: 71% = 4 points (Developing)

Count students in SLO

60 4 56 50

Subtract number who did not take summative Find number of students with two points in time Count number of students making their targets (6 students did not make their targets)

Compute percent of students achieving targets (count those making target/number of students * 100) (50/56) * 100 = 89.2% Rounded = 89% Compare to HEDI structure:89% = 18 points (Highly Eective)

Review the Grade 7 Visual Arts SLO Keeping in mind this SLO involved 97 students (with pre-and summative scores) and earned a HEDI point value of 14, lets change the scenario. The Grade 7 Visual Arts teacher now had a second SLO involving 29 students, which earned a HEDI of 18 points How many points has the teacher earned for the State growth portion of the evaluation

Add the number of students 97 + 29 = 126 Compute the proportion of students covered by each SLO 97/126 = .7698 (about 77%) 29/126 = .2302 (about 23%) Multiply the proportion by the HEDI points for two partial HEDIs that will be added together. (We are weighting the overall HEDI by the number of students.) .7698 * 14 = 10.7772 .2302 * 18 = 4.1436 Overall HEDI = sum of these partial HEDI values 10.7772 + 4.1436 = 14.9208 Rounded = 15 (Eective)

Activity: Review the Grade 2 ELA and Global II SLOs and their completed rosters.
Calculate the State 20% of each teachers evaluation

assuming the following new scenarios:

Grade 2 ELA Teacher: This teacher now has a

second SLO which earned 13 points (math) for the same group of students. second SLO which earned 9 points with 24 students, and a third SLO which earned 10 points with 23 students.

Global II Regents Teacher: This teacher now has a

Add the number of students 21 + 21 = 42 Compute proportion of students covered by each SLO 21/42 = .50 for each SLO Multiply the proportion by the HEDI points for two partial HEDIs that will be added together. .50 * 4 = 2 .50 * 13 = 6.5 Overall HEDI = sum of these partial HEDI values 2 + 6.5 = 8.5 Rounded = 9 (Eective)

Add the number of students 56+24+23 = 103 Compute proportion of students covered by each SLO 56/103 =.5437 24/103 =.2330 23/103 =.2233 Multiply the proportion by the HEDI points for three partial HEDIs that will be added together. .5437 * 18 = 9.7866 (SLO 1) .2330 * 9 = 2.0970 (SLO 2) .2233 * 10 = 2.2330 (SLO 3) Overall HEDI = sum of these partial HEDI values 9.7866 + 2.0970 + 2.2330 = 14.1166 Rounded = 14 (Eective)

 Preparation This is decision-making time

and should take place over the summer. (2012) Development This is when teachers are actually writing SLOs. (Fall 2012) Implementation This occurs throughout the year DDI, classroom observations etc. Results Analysis This is the actual scoring of the SLO and takes place at the end of the year. (Spring 2013)

 This is the decision-making phase of the SLO

process. The administrative team should currently be making decisions on the SLO.
SLO Implementation Issues Micro-Decisions Document

Take a few minutes to look over these two

documents and discuss with your colleagues.

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 result. Ensure the rationale for taking this approach with teacher groups is strong. Lets look at an SLO set for all arts teachers at Sample Middle School

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 years ELA assessments showed school prociency rates of 56%, 60%, and 62% for grades 5, 6, and 7 respectively (Grade 5 prociency rates calculated based on average of feeder schools)

Targets:

The average growth in ELA prociency for students in grades 6, 7, and 8 will increase by 5% HEDI: Highly eective: Eective: Developing: Ineective:
HIGHLY EFFECTIVE
20 19 18 17 16 15

Average growth is 6.5% or higher Average growth is 4.5% - 6.4% Average growth is 2.5% - 4.4% Average growth is 2.4% or less
EFFECTIVE
14 13 12 11 10 9 8 7

DEVELOPING
6 5 4 3

INEFFECTIVE
2 1 0 1.4 or less

7.5 7.0-7. 6.5-6. 6.3-6. 6.1-6. 5.9-6 5.7-5 5.3-5 5.1-5 4.9-5 4.7-4 4.5-4 4.3-4 4.1-4 3.5-4 2.9-3 2.7-2 2.5-2 2.0-2 1.5-1 and 4 9 4 2 .0 .8 .6 .2 .0 .8 .6 .4 .2 .0 .4 .8 .6 .4 .9 above

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

 Elementary School Principals (who do not

have at least 30% of their students covered by a state-provided growth score) (Special Education, CTE, etc.)

Principals of Special Population Schools

 First, include classes that have a state-

provided growth measure (4th and 5th grade) assessment (3rd grade)

Next, include classes that have a state

Finally, include largest classes

 Student Population Learning Content Interval of Instruction Time Evidence Baseline Target HEDI Rationale
NOTE: Much of this information will be taken directly from the teachers SLOs.

 Principals will write one SLO if assessments at

each grade level are similar

targets

80% of K-2 students will reach their individual

Principals will write multiple SLOs if the

assessments at each grade level are dierent

80% of students in K will reach their individual

targets 80% of students in 1 will reach their individual targets

 Review the principals SLO Apply the Quality Rating Rubric to the SLO

State 20% - Growth

4-8 ELA and Math = State Growth ALL Other Teachers = SLOs

Local 20% - Growth or Achievement

3rd Party Assessments District, BOCES, or Regionally Created Assessments (test, project, etc.) State Assessments (subset of standards or students) SLOs (subset of standards or students) (NOT allowed for grades 4-8) Common Interim Assessments (DDI) Group/Team, School-Wide Measure