RTTT

Administrator Training: Student Learning Objec8ves

Carol Bush Network Team Specialist Orleans/Niagara BOCES

Engaging T hrough D ierent L enses Engaging through Dierent Lenses

Throughout the session, we are engaging in the work at mul<ple levels: Learner: What is the content and ra<onale for an SLO?

Teacher: How does this work support and impact teachers? Administrator: What decisions need to be made and by whom? Trainer: How will I convey the importance and content of this work to the stakeholder groups?

Evalua8on System for Teachers

20% STATE
Student Learning Objec8ves

100 pt. Composite Score

[H.E.D.I.]

Student Growth Score

Growth or Achievement Score

20% LOCAL

60% MULTIPLE MEASURES

Evidence-based prac8ces inside and outside of the classroom

Changes to 3012(c)

The Purple Memo

In addition to the Green Memo Summarizes the revised APPR provisions anticipated from the enactment of the amendments to Education Law 3012-c

Student Learning Objec<ves (SLOs)

NYSED RRT Network Team Training Recommendations for Now:

Understand State Ed deni<on of Student Learning Objec<ves Determine who needs an SLO Cri<cally examine SLO components, their integra<on, and their rela<onship to teacher prac<ce Gain direct experience with craWing SLOs

NYSED RRT Network Team Training Recommendations before the end of the school year:
Assessing the quality of SLOs Implementa<on of the SLO Process

NYSED SLO Framework

A student learning objec8ve is an academic goal for students that is set at the start of a course. It represents the most important learning for the year (or, semester, where applicable). It must be specic and measurable, based on available prior student learning data, and aligned to Common Core, State, or na<onal standards, as well as any other school and district priori<es. Teachers scores are based upon the degree to which their goals were a\ained.
Source: Page 4 of Guidance on the New York State District-Wide Growth Goal Se8ng Process: Student Learning Objec<ves

NYSED SLO Framework

DECISION 1: ASSESS AND IDENTIFY PRIORITIES AND NEEDS

5 District Decisions
What are the Districts overall priori8es, needs, and long-term goals?
HINT: refer to your district strategic plans, and ensure alignment to the Common Core. HINT: remember that principals and teachers will be held accountable to goals aligned with the districts stated priori<es. HINT: the more prescrip<ve district level goals are, the less varia<on you will see in (content and rigor of) school/ classroom goals.

5 District Decisions

What are your district priori8es? What are your school priori8es? What are the expecta8ons of teachers?

Establishing District Priori8es

Illustrative Alignment of Annual Goals: District, School, Teacher

District Goal: by the end of 2014-2015 school year, increase the percentage of students who meet the Aspira<onal Performance Measures, which are indicators of College and Career Readiness, from 35% to 50%. High School Goal: by the end of 2012-13 school year, increase the percentage of students who score a procient on end of course State assessments by at least 5%, as compared to 2011-12; increase those scoring advanced by at least 3%. Teacher Goal: by the end of 2012-13 school year, 90% of students, including special popula<ons, will reach their growth target (65 points/85 points) on their summa<ve assessment compared to their pre-test for the standards

DECISION 2: WHO NEEDS AN SLO FOR GROWTH MEASUREMENT?

3 Types of Teachers
In determining who needs an SLO, teachers will fall into one of the categories below:
If there is a State-provided growth measure for at least 50% of students If there is no State-provided growth measure for the course Will have State-provided growth measure (no SLOs) Use only SLOs (no Stateprovided growth measure) Will have State-provided growth measure and will use SLOs *SPG is evidence piece in SLO

If there is a State-provided growth measure for less than 50% of students

Required SLOs: Reference Guide

Please see the Required SLOs: Reference Guide for NYSEDs rules for teachers who have SLOs for State Growth

17

For those with SLOs, Districts must follow these NYSED rules for how many SLOs:
Teachers by Grade and Subject: K-2 Teachers Growth is State-provided SGP/VA NO Growth is SLO

1 SLO for ELA (literacy and wri<ng) 1 SLO for Math - (unless teacher focuses on single subject area) 1 SLO for ELA (literacy and wri<ng) 1 SLO for Math - (unless teacher focuses on single subject area) Not applicable unless <50% of students are covered by SGP/VA. If so, then same as below (4-8 Science/Social Studies/Other) SLO for each subject/assessment (SLOs must cover classes with largest numbers of students un<l a majority of students are covered) 1 SLO for each subject/assessment - (SLOs must cover classes with largest numbers of students un<l a majority of students are covered) 1 SLO for each subject/assessment - (SLOs must cover classes with largest numbers of students un<l a majority of students are covered) - If <50% covered by SGP/VA, then SLOs will be used. - First, SLOs must use SGP/VA where available; then create SLOs for largest sec<ons without SGP/VA un<l majority of students are covered.

3 Teachers

NO

4-8 Common Branch/ ELA/ Math Teachers 4-8 Science and Social Studies Subject Teachers 4-8 Other Subject Teachers

YES NO NO

9-12 Core Subjects, Regents As available Subjects and Regents Equivalents 9-12 Other Subject Teachers Teachers with a Mix of Sec8ons/Courses With/ Without State-Provided Growth Measures NO

YES, if 50% of sec<ons/ students are covered by SGP/ VA

For those with SLOs, Districts must follow these NYSED rules for how many SLOs:
Teachers by Seeng: Growth is State- provided SGP/VA Growth is SLO If <50% covered by SGP/VA, then SLOs will be used: -1 SLO for ELA (literacy and wri<ng) -1 SLO for Math -(unless teacher focuses on another subject area)

Self-Contained Teachers Yes, if 50% of (ESL/Bilingual, students students are with disabili8es) covered by SGP/VA

Any Co-Teachers - Both teachers must have the same growth measures

As applicable, and as NYSED can track mul<ple teachers of record

If District cannot track mul<ple teachers of record, then SLOs will be used: -For Common Branch teachers:1 SLO for ELA (literacy and wri<ng) and 1 SLO for Math - For other subject area focus teachers: set SLO for relevant area If no State-provided measure, then SLOs will be used: -1 SLO for subject area focus -Or consider using group/team growth on State assessment; collabora<ve goal-seong with classroom teachers

Any Push-In, Pull-Out (AIS, SWD, ESL, etc)

As applicable, NYSED has teacher of record rules for dosage

For those with SLOs, Districts must follow these NYSED rules for how many SLOs:
Teachers with Students Taking These Assessments: NYSESLAT Growth is State-provided SGP/VA if: 50% or more of students in teachers course load take State ELA assessment OR If NYSED develops a growth measure from NYSESLAT (in the future) Growth is SLO if:

If this is an ELA teacher required to set SLOs, and 10 or more students take NYSESLAT, then teacher will set 1 of their SLOs using NYSESLAT as evidence. (Addi<onal SLOs are s<ll also set for ELA (literacy and wri<ng) and must use State assessment where applicable.) Teacher is ESL specialist and NYSESLAT is most appropriate measure of student learning.

NYSAA

50% or more of students in teachers course load take State assessments

If this is a teacher required to set SLOs, then teacher will set 1 of their SLOs using NYSAA performance assessment as evidence. Addi<onal SLOs are also set based on subject area taught (e.g., ELA, Regents, Math).

20

Determine who gets an SLO

Use the provided templates to start making determinations about who will get an SLO. You may also need the following:
SLO Reference Guide NYSED Rules for Assessments (at end of this document) SLO Development Guide, Guidance Document, and/or the SLO Road Map

DECISION 3: HOW WILL SLOs GET SET?

Determining Rules for SLOs

Review the NYSED Assessment Decision Chart to assist in planning for district support How might you best advise a district to decide on assessments to be used with SLOs? Consider how a districts context aects such decisions in terms of
available assessments funds for purchasing and/or developing assessments, etc.

Developing a nd p roviding r esources Resources for SLO Development for teachers to write SLOs
Review and make decisions about learning content Collect historical data related to course, student cohorts, etc. Iden<fy district and school level goals for establishing the SLO target Outline assessment criteria (standards, construc<on, <meline)

Student Popula8on, Baseline, and Target(s) Essen8al Components of the SLO

Student Popula8on These are the students included in the SLO. Baseline This is the level of students knowledge and skill in the targeted learning content at the beginning of the interval of instruc<onal <me. Target(s) This is the level of knowledge and skill that students are expected to achieve at the end point of the interval of instruc<onal <me.

Student Popula8on, Baseline, and Target(s)

Set a common growth target 90% of students, including special popula<ons, will grow by 60 percentage points or more on their summa<ve assessment compared to their pre-test for the standards. (e.g., Student Es target is 60 more than 30, or 90.) Student Student A Student B Student C Student D Student E Student F Pre-Test Score 10 20 5 0 30 10 Summative Target 70 80 65 60 90 70

Student Popula8on, Baseline, and Target(s)

Growth to Mastery Target 85% of students, including special popula<ons, will grow to score 75% or higher on the summa<ve assessment for the selected standards. Student Student A Student B Student C Student D Student E Student F Pre-Test Score 10 20 5 0 30 10 Summative Target 75 75 75 75 75 75

Student Popula8on, Baseline, and Target(s)

Set dieren8ated growth targets by student 85% of students, including special popula<ons, will meet or exceed their individualized target. Student Student A Student B Student C Student D Student E Student F Pre-Test Score 10 20 5 0 30 10 Summative Target 80 80 75 70 85 80

Establishing District Priori8es

Illustrative Alignment of Annual Goals: District, School, Teacher

District Goal: by the end of 2014-2015 school year, increase the percentage of students who meet the Aspira<onal Performance Measures, which are indicators of College and Career Readiness, from 35% to 50%. High School Goal: by the end of 2012-13 school year, increase the percentage of students who score a procient on end of course State assessments by at least 5%, as compared to 2011-12; increase those scoring advanced by at least 3%. Teacher Goal: by the end of 2012-13 school year, 90% of students, including special popula<ons, will reach their growth target (65 points/85 points) on their summa<ve assessment compared to their pre-test for the standards

DECISION 4: ESTABLISH EXPECTATIONS FOR SCORING SLOs and TEACHER RATINGS

www.engageNY.org

HEDI Calcul8ng the HEDI Score

This is how dierent levels of student growth will translate into one of four ra8ng categories: Highly eec8ve Eec8ve Developing Ineec8ve

Working Example - Target

Training SLO Target Approach 1: Set a common growth target. 90% of students, including special popula<ons, will reach their growth target (65 points/85 points) on their summa<ve assessment.

15/20

Training SLO HEDI Approach 1: Set ra<ngs using the percent of students mee<ng individual targets.

90% of students will achieve their individual growth

target (65 or 85) on the summa8ve assessment compared to their pre-test for the standards.

*These scoring bands are based on proposed Executive Budget legislation.

HEDI Pueng it all together

Lets take these elements that weve iden8ed and put them together into a complete SLO Spanish Example

Your Turn!
Create an SLO for a teacher that needs one. (Based on your chart from earlier.) Use any of the documents or samples youve been given to help you. Identify all of the components on the template and recreate on Poster Paper so that we can share them. Dont forget to determine how you will set your target, be it common growth, growth to mastery, or individualized. The point spreads for setting the HEDI criteria are: 0-2 Ineffective 3-8 Developing 9-17 Effective 18-20 Highly Effective *The highest number of points should be given in the effective range for meeting the goal.

Assessments

For those with SLOs, Districts must follow these NYSED rules for which assessments:

Teachers by Grade and Subject:

K-2 Teachers

Growth is SLO
1 SLO for ELA (literacy and wri<ng) 1 SLO for Math - (unless teacher focuses on single subject area)

Assessment Requirements and Op8ons

Must use one of the following op<ons: 1. State approved 3rd party assessment 2. District, regional, or BOCES developed assessment 3. School-or BOCES-wide, group, or team results based on state assessments Must use 3rd grade State assessment (ELA and Math)

3 Teachers

1 SLO for ELA (literacy and wri<ng) 1 SLO for Math - (unless teacher focuses on single subject area) Not applicable unless <50% of students are covered by SGP/VA. If so, then same as below (4-8 Science/Social Studies/Other)

4-8 Common Branch/ ELA/ Math Teachers

State provided growth SGP/VA

For those with SLOs, Districts must follow these NYSED rules for which assessments:

Teachers by Grade and Subject:

4-8 Science and Social Studies Subject Teachers

Growth is SLO
SLO for each subject/ assessment (SLOs must cover classes with largest numbers of students un<l a majority of students are covered)

Assessment Requirements and Op8ons

Grade 4 and Grade 8 Science must use Science State assessment as evidence. Grades 6-7 Science and 6-8 Social Studies must use one of the following op<ons as evidence: 1. State approved 3rd party assessments 2. District, regional or BOCES developed assessments All other 4-8 must use one of the following op<ons as evidence: 1. State approved 3rd party assessments 2. District, regional or BOCES developed assessments 3. School- or BOCES-wide, group, or team results based on State assessments

4-8 Other Subject Teachers

For those with SLOs, Districts must follow these NYSED rules for which assessments:
Teachers by Grade and Subject:
9-12 Regents Subjects and Regents Equivalents

Growth is SLO
1 SLO for each subject/assessment - (SLOs must cover classes with largest numbers of students un<l a majority of students are covered)

Assessment Requirements and Op8ons

Must use a State assessment or Regents as evidence (or Regents equivalents). If course is not associated with a State assessment or Regents, must use one of the following op<ons as evidence: 1. State approved 3rd party assessments 2. District, regional or BOCES developed assessments 3. School- or BOCES-wide, group, or team results based on State assessments

9-12 Other Subject Teachers

Teachers with a Mix of SecKons/ Courses With/ Without State- Provided Growth Measures

- If <50% covered by SGP/VA, then SLOs will be used. - First, SLOs must use SGP/VA where available; then create SLOs for largest sec<ons without SGP/VA un<l majority of students are covered.

- Must use SGP/VA where available - SLOs use requirement/op<on associated with grade/subject teacher

For those with SLOs, Districts must follow these NYSED rules for which assessments:

Teachers by Seeng:
Self-Contained Teachers (ESL/ Bilingual, students with disabiliKes)

Growth is SLO
If <50% covered by SGP/VA, then SLOs will be used: -1 SLO for ELA (literacy and wri<ng) -1 SLO for Math -(unless teacher focuses on another subject area) If District cannot track mul<ple teachers of record, then SLOs will be used: -For Common Branch teachers:1 SLO for ELA (literacy and wri<ng) and 1 SLO for Math - For other subject area focus teachers: set SLO for relevant area If no State-provided measure, then SLOs will be used: -1 SLO for subject area focus -Or consider using group/team growth on State assessment; collabora<ve goal- seong with classroom teachers

Assessment Requirements and Op8ons

If State assessment exists, use State assessment as evidence If there is not a State or Regents assessment, must use one of the following op<ons as evidence of student learning within the SLO: 1. State approved 3rd party assessments and 2. District, regional or BOCES developed assessments 3. School- or BOCES-wide, group, or team results based on State assessments (cannot use this opAons for teachers of 6-7 Science or 6-8 Social Studies)

Any Co-Teachers - Both teachers must have the same growth measures

Any Push-In, Pull- Out (AIS, SWD, ESL, etc)

41

For those with SLOs, Districts must follow these NYSED rules for which assessments:

Teachers by Seeng:
NYSESLAT

Growth is SLO
If ELA teacher, and <50% students in teachers course load take State assessment, then SLOs will be used: - 1 SLO for ELA (literacy and wri<ng) - 1 SLO using NYSESLAT (as applicable) Teacher is ESL specialist and NYSESLAT is most appropriate measure of student learning.

Assessment Requirements and Op8ons

If ELA teacher required to set SLOs, and 10 or more students take NYSESLAT, then teacher will set 1 of their SLOs using NYSESLAT as evidence. Addi<onal SLOs are s<ll also set for ELA (literacy and wri<ng) and must use State assessment where applicable.

NYSAA

If <50% students in teachers course load take State assessment then SLOs will be used: - 1 SLO using NYSAA - Addi<onal SLOs based on subject area taught

SLO using NYSAA performance assessment as evidence Addi<onal SLOs are also set based on subject area taught (e.g., ELA, Regents, Math)
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HEDI rd Party A Changes t o 3 ssessments Changes to NYSED Approved List

AIMSweb has been approved Dont HAVE to use a 3rd Party vendor BUT if you use a 3rd Party, it HAS to be on the list S<ll an<cipa<ng changes, par<cularly around SLOs for Special Area Teachers and Special Educa<on

Determine District-Wide Processes for seong, reviewing & assessing SLOs in Schools.
www.engageNY.org

DECISION 5: