curriculum, instruction & technology july 2012 k-12 district slo workshop student learning...

CURRICULUM, INSTRUCTION & TECHNOLOGY

JULY 2012K-12 DISTRICT SLO WORKSHOP

Student LearningObjectives

Created by Jane Boyd, Program Coordinator, Nassau BOCES Student Support Services

SLO Concerns!

1. Assess and identify priorities and academic needs.

2. Identify who will have State-provided growth measures and who must have SLOs as “comparable growth measures.”

3. Determine District rules for how specific SLOs will get set.

4. Establish expectations for scoring SLOs and for determining teacher ratings for the growth component.

5. Determine District-wide processes for setting, reviewing, and assessing SLOs in schools.

Components of a SLO: 5 District Decisions

From NY DOE engageny.org Introduction to SLO Deck

Why SLO’s – NYS Teaching Standards

1. Knowledge of students and learninga. SLO’s address factors impacting student learning to

bring all students to higher levels of learning

2. Knowledge of content and instructional planning

a. SLO’s include selection and justification of learning content reflects a teacher’s depth of content knowledge

3. Instructional practicea. SLO’s provide a trajectory for student learning,

formative assessments provide ongoing feedback to teachers to guide instruction

Why SLO’s – NYS Teaching Standards

4. Learning environmenta. 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.

5. Assessment for student learninga. The selection and justification of evidence for an SLO

reveals how teachers use assessment tools.

6. Professional responsibilitiesa. Teachers participation in and completion of the SLO

process reflects the level of engagement in established practices and polices.

7. Professional growth – Professional learning Community

6

Student Learning Objectives (focus of this

training)

100-Point Evaluation System for Teachers

Translating SLO’s to the HEDI Scale

This table illustrates the relationship between the Growth or Comparable Measure component to the Overall Composite Score.

Components of a SLO: NYSED SLO Framework

All SLOs MUST include the following eight basic components:

Student

PopulationWhich 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)?

EvidenceWhat assessment(s) or student work product(s) will be used to measure this goal?

BaselineWhat 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?8

From NY DOE engageny.org Introduction to SLO Deck

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 Instruction

al 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?

New York State Student Learning Objective Template

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 DEVELOPINGINEFFECTIV

E

20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

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.

Student Learning Objective: SLO

Academic GoalSet at the start of the courseRepresents the most important learningSpecific and measurableBased on prior student learning dataAligned to standardsAligned to school or district priorities

Guidance on NYS Dist. Goal-Setting Process: SLO. March 2012

Definition:

Student Learning Objective:

SLOToday: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.


For the purpose of creating an SLO draft, think in terms of information from the 11-12 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

Student Learning Objective: SLOWho 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?

*p10 & 12 SLO Guidance March

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?


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!


SLOTarget: Level of growth and skill that

students are expected to achieve at the end point of the interval of instructional time.

NumericRoster – 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 expectationsIncludes all populations: “including special

populations”

Student Learning Objective: SLOHEDI Criteria: Translates different levels of

student growth to the four categories, Highly Effective, Effective, Developing, Ineffective.

Allocates points clearly and objectivelyIt must be mathematically possible for a given

teacher to obtain any point value in the scaleDescription

Highly effective – exceeds district/BOCES expectations

Effective – meets district/BOCES expectations Developing – below district/BOCES expectations Ineffective – well-below district/BOCES expectations


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 DEVELOPINGINEFFECTIV

E20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

The HEDI Scale and the Overall Composite Score

Remember the relationship.

Example: Science Teacher (SED Guidance document)

Here is the description of the course and the number of students.


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.


• 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%????


No decision is more crucial than defining the target. A teacher’s overall evaluation is based on how this task is accomplished.


?

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%?


Where did this evaluator’s score come from?

Who was consulted?

On what logic, formula, or experience was it based?

Middle School Physical Education Example

• How do you correlate the 55-80 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?”

Middle School Physical Education Example

How would this teacher score a 14, 15, 16 or 17 (since 80% = 13 points and 81% = 18 points)?

Example:7th Grade Social Studies

SLO Subject BaselineTARGET (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.

Example:7 Honors Social Studies

SLO Subject BaselineTARGET (As

Approved by Evaluator

Actual ResultsEvaluator 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.

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?

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 points16/19 students would be 84% or 8 HEDI

pointsWhat do you observe?


9 + 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.



= 63



= 75

P63 APPR Guidance June



= 71



= 75

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.

How should HEDI results inform your target setting?



SLOStudent 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.

P37, Section D. APPR Guidance April 2012


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

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.)


On your template record the course and section information that will be covered by the SLO

Include a statement about attaching the rosterAdd 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!


SLOLearning 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

SLO Development Checklist OCMBOCES *SLO Template

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?

Student Learning Objective: SLOWhere can I find my standards?http://engageny.org/resource/common-core-state-

standards/ for Common Corehttp://www.p12.nysed.gov/ciai/cores.html for Arts,

MST, Social Studies, Science, Health, PE, Family & Consumer Science, etc.

http://www.p12.nysed.gov/cte/cdlearn for Career Development and Occupational Studies

http://www.nbea.org/newsite/curriculum/standards/marketing.html for Business and Marketing

Where else?


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.


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

SLO Development Checklist OCMBOCES, SLO Guidance March 2012, APPR Guidance April 2012


SLOEvidence: 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)

New York SLO Development Guide SLO Development Checklist OCMBOCES


What if the third option was chosen? District, Regional, or BOCES developed.

Align tightly to learning contentInclude components of good

assessment practicesScoring procedures – “vested interest”

BASELINESVESTED 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.

CIT, Lupinskie Center, One Merrick Ave. Westbury, NY 11590

BASELINESVESTED 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).


Performance Tasks?

Performance TasksHow 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)


SLO

OR – other baseline options!

Algebra 2/Trig for PhysicsGrade 8 NYS English Assessment for 9th

grade EnglishSecond Grade Math Summative for Third

grade

BASELINES

D28: Question

• 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

Response

• 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.


BASELINES

D29: Question

• 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

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.


BASELINES

D47: Question

• Can SLOs for students with disabilities have a different target for growth?

APPR Guidance June 2012, p43

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.


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


Student Learning Objective: SLOTurn 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

Student Learning Objective: SLOBaseline: 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


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.


SLOTarget: Level of growth and skill that

students are expected to achieve at the end point of the interval of instructional time.

NumericRoster – 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 expectationsIncludes all populations: “including special

populations”

www.engageNY.orgwww.engageNY.org

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.)

62

Student Pre-Test Score Summative Target

Student A 10 70

Student B 20 80

Student C 5 65

Student D 0 60

Student E 30 90

Student F 10 70


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.

63


Student A 10 75

Student B 20 75

Student C 5 75

Student D 0 75

Student E 30 75

Student F 10 75


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.

64


Student A 10 80

Student B 20 80

Student C 5 75

Student D 0 70

Student E 30 85

Student F 10 80

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%

Student Learning Objective: SLOHEDI Criteria: Translates different levels of

student growth to the four categories, Highly Effective, Effective, Developing, Ineffective.

Allocates points clearly and objectivelyIt must be mathematically possible for a given

teacher to obtain any point value in the scaleDescription

Highly effective – exceeds district/BOCES expectations

Effective – meets district/BOCES expectations Developing – below district/BOCES expectations Ineffective – well-below district/BOCES expectations



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

Translating Targets to the HEDI Scale

Fred Cohen, Data Warehouse Consultant


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.

HEDI Anchor Point - 9 to 17 13

SLO Target Percent - as % 80%


To calculate a final HEDI rating when more than one SLO is created:

HEDI Calculator

Number of

students

SLO Target or Percent Mastery Selected

Percent Mastery Achieve

dHEDI score

HEDI Points

Awarded

SLO 1 30 90% 92 14 5.7

SLO 2 21 65% 70 14 4.0

SLO 3 23 80% 78 12 3.7SLO 4 0.0SLO 5 0.0

SLO 6 0.0

Total 74 13.4Calculated values are printed in red.

HEDI Calculator


Delete the contents under “Number of Students” through the HEDI Score.

There is a formula in the last column.

Enter the new information. Use the Social Studies example.

Observe the effect on the last column and the final score.

HEDI Calculator

Number of

students

SLO Target or Percent Mastery Selected

Percent Mastery Achieve

dHEDI score

HEDI Points

Awarded

SLO 1 #DIV/0!

SLO 2 #DIV/0!

SLO 3 #DIV/0!SLO 4 #DIV/0!SLO 5 #DIV/0!

SLO 6 #DIV/0!

Total 0 #DIV/0!Calculated values are printed in red.

HEDI Calculator

How should HEDI results inform your target setting?



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.


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

Resources

APPR Guidance Document, June, 2012SLO Guidance Document, March, 2012From NY DOE engageny.org Introduction to SLO Assessment Options for SLO’s on engageny.orgNys-eval-plans-guidance-Purple memo.pdfIra Schwartz Update on Accountability DATAG July

2012http://www.ocmboces.org/teacherpage.cfm?

teacher=1518 SLO Connections to NYS Teaching Standards.pdf

curriculum, instruction & technology july 2012 k-12 district slo workshop student learning...

Documents

selection of learning

learning environment

slo deck slide

specific slos

translating slos

scoring slos

slo concerns

slo process