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Administrative Debrief: SLOs Continued

Carol Bush Network Team Specialist Orleans/Niagara BOCES

Answers to prior SLO questions Any new questions?

A quick look at the five key district decisions

Decision #1: What are your districts priorities? CDEP Scope of Work Strategic plans Broad priorities allow for more flexibility in content and rigor at the building and teacher levels

Example of Decision #1
District Goal: by the end of 2014-2015 school year, increase the percentage of students who meet the Aspirational 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 proficient 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 populations, will reach their growth target (65 points/85 points) on their summative assessment compared to their pre-test for the standards

Decision #2: Who needs an SLO for growth measurement? Everyone other than 4-8 ELA and math teachers

Pre-K-3 teachers 4-8 content area teachers that do not teach ELA or math All high school teachers

NOTE: 4-8 ELA and math teachers need an SLO if their sections of ELA/math do not equal 50% of their total students

Decision #3: How will SLOs get set? Common growth? Growth to mastery? Individualized targets? Banded approach? Hybrid or other approaches?

Common Growth
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 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

Growth to Mastery
85% of students, including special populations, will grow to score 75% or higher on the summative 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

Individual Targets
85% of students, including special populations, 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

Banded Approach
90% of students, including special populations, will reach their growth target (65 points/85 points) on their summative assessment.

Decision #4: Establish expectations for scoring SLOs and teacher ratings HEDI criteria

Should all teachers have the same HEDI criteria?


Equity does not necessarily mean everyone receives the same expectation. Keep in mind that different teacher groups have different dosages of instruction. While promoting fairness, keep in mind two aspects: Reality of fairness. Perception of fairness.

What will constitute effective in light of the target(s)?


Achieving the target exactly earns the bottom of the point value range for effective Achieving the target exactly earns the top of the point value range for effective Achieving the target exactly earns the middle of the point value range for effective How much spread should exist within the highly effective category? What is the least acceptable standard for ineffective?

Decision #5: Determine District-Wide Processes for setting, reviewing, and assessing SLOs in Schools.
Determine procedures
Individual meetings Department meetings Faculty meetings Superintendents Conference Days District-wide calendar Building-wide calendar

Establish a timeline

A quick look at the eight elements of an SLO

Eight Elements of an SLO


1. Student Population 2. Learning Content 3. Interval of Instruction Time 4. Evidence 5. Baseline 6. Target(s) 7. HEDI Criteria 8. Rationale

Introducing the SLO rubric

Used to determine the quality of the SLO Intended to ensure comparability and rigor within and across schools Three-stage rubric Broken down by the eight elements of an SLO
Stage 1 = unacceptable Stage 2 = acceptable Stage 3 = high quality

SLO Rubric

Implementation Issues for Learning Content


Who should decide which learning content is the most important? How will you advance the inclusion of the Common Core Learning Standards? To what extent will data analysis play a role in determining the learning content?

Implementation Issues for Evidence How will you decide on pre-assessments? Who will decide? How will you decide on summative assessments (for those without a state exam)? Who will decide?

Implementation Issues for Baseline


How readily available are data reports? What additional data will you use?

What growth targets will you expect (common growth, growth to mastery, etc.)? How will you blend the ideas of growth and proficiency in stage 3 (bullets 2 and 3)? On what will you base your target?

Implementation Issues for Target

What constitutes effective? Is effective the same for everyone? Is it mathematically possible to earn every point?

Implementation Issues for HEDI Criteria

Implementation Issues for Rationale


What key features will you look for in exemplary rationales? How much writing and specificity will you require ?

Lets practice! Using the Global II SLO example 1. Determine the stage of each element in the SLO. 2. Then determine an overall stage for the SLO.

A quick look at the Tri-State Rubrics for ELA and Math

Questions / Discussion