student learning objectives slos april 3, 2012. ny state’s regulations governing teacher...
TRANSCRIPT
Student Learning
Objectives SLOs
April 3, 2012
NY State’s Regulations governing teacher evaluation call for a “State-determined District-wide growth goal setting process.”
60%
• Observations and other tools
20%
• Locally selected measure
20%
• State provided growth score
• SLO
What Are Student Learning Objectives (SLOs)?
SLOs are NOT… But…
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• SLOs are not the same as your District’s goals
• SLOs should be informed by District priorities and needs
• SLOs are not the interim assessments used for Data Driven Instruction (DDI)
• SLOs compliment the DDI model by focusing data meetings and action plans for re-teaching
• SLOs are not an opportunity for free choice amongst a teacher’s favorite unit tests
• SLOs require the use of evidence robust enough to match the scope of the content
• SLOs are not as complicated as they seem • If set with rigor, SLOs can lead to higher student achievement
May – JuneJanuarySeptember – October
• School reviews district academic priorities and district guidelines
•Teacher gathers baseline data
• Teacher proposes SLOs; principal approves SLO
• Discuss progress to date on SLOs including results from observation and DDI cycles
• Principal provides teacher with specific feedback and strategies
• Students take summative assessments for their courses
• Evaluator and teacher discuss results of multiple measures
• Principal provides teacher with final score for their SLOs
Assessments
AnalysisAction
Data Driven Culture
DD
I C
YC
LE
S5-
6 c
ycle
s/ye
arO
BSE
RV
ATIO
NC
YC
LE
S 1) Evaluator collects objective evidence2) Evaluator gives evidence-based feedback3) Reflective teacher adjusts instruction to better target specific student learning needs and increase achievement
SLO
PR
OC
ESS
SLOs: A Critical Component of the College and Career Readiness System
Common Core Instruction
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Note: this represents an example system
State
Who Decides What For Comparable Growth Measures?
STUDENT LEARNING OBJECTIVE
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The State determines the following:
o The overall SLO framework.o Which teachers must set SLOs and which teachers
must have State-provided growth measures.o Which assessments must be used, and which are
allowable options.o Requirements around scoring:
• The scoring ranges and categories.• Rules for scoring SLOs that include a State-
provided growth measure.• Rules for scoring multiple SLOs.
NYSED SLO Framework
All SLOs MUST include the following basic components:
Student
PopulationWhich students are being addressed?
Learning ContentWhat 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
Three types of teachers:
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If there is a State-provided growth measure for at least 50% of students
Will have State-provided growth measure (no SLOs)
If there is no State-provided growth measure for the course
Use only SLOs (no State-provided growth measure)
If there is a State-provided growth measure for less than 50% of students
Will have State-provided growth measure and will use SLOs
State Rules - How many SLOs and what assessments to use.
o SLOs must cover largest courses taught until ≥50% of students are included in a teacher’s SLOs.
State Rules - How many SLOs and what assessments to use.
o Teachers with multiple sections of the same course must create 1 SLO to cover all of these sections when the same final assessment is used.
Level Score DescriptionHighly Effective
18-20 Results are well-above state average for similar students (or district goals if no state test).
Effective 9-17 Results meet state average for similar students (or district goals if no state test).
Developing 3-8 Results are below state average for similar students (or district goals if no state test).
Ineffective 0-2 Results are well-below state average for similar students (or district goals if no state test).
State Rules - How many SLOs and what assessments to use.
o School-or-BOCES wide, group or team SLO based on State assessment growth may substitute or supplement except for any teachers of 6-8 science and social studies and any grade/subject that culminates in a State assessment.
State Rules - How many SLOs and what assessments to use.
o If a State assessment exists for any of the courses required to be included in the SLO, but there is no State-provided growth measure for that assessment, the State assessment must be used as evidence for the SLO.
Districts determine the following:
o Assess and identify priorities. o Expectations for scoring SLOs.o District-wide processes for setting, reviewing, and
assessing SLOs in schools.o Create processes to ensure that any assessments are
not scored by teachers and principals with a vested interest in the outcome of the assessment they score, and address assessment security issues.
o Establish which decisions are made at the District level versus in schools by principals, and/or principals with teachers.
Evidence – Considerations• How aligned and authentic are the assessment items to the
learning content?
• How valid and reliable are the assessments?
• Are the selected assessments from an approved list of allowable options?
• Are they verified as comparable and rigorous?
• What, if any, administration accommodations must legally be made for students?
• How are the assessments scored in terms of point values assigned per item and method of summarizing scores?
• Have procedures been established to ensure those with vested interest do not score students’ assessments?
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Schools determine the following:
o Make choices as needed when District leaves flexibility to schools.
o Ensure that lead evaluator approves each teacher’s goals and monitors/assesses results.
o Ensure all assessments are secure and that any assessments, including those used as evidence for SLOs, are not scored by teachers and principals with a vested interest in the outcome of the assessments they score.
Teachers determine the following:
o Propose, in consultation with lead evaluator, SLOs and targets based on District and school requirements.
o Obtain all possible data on students to best inform baseline, starting level of student learning.
o Reflect on student learning results and consider implications for future practice.
Approach 1: 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.
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Student Pre-Test Score
Summative Target
Final Score Met Target?
Student A 10 75 76 Yes
Student B 20 75 79 Yes
Student C 5 75 50 No
Student D 0 75 80 Yes
Student E 30 75 75 Yes
Student F 10 75 74 No
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Approach 1: Set ratings using the percent of students meeting a collective target (e.g., 80% mastery). 85% of students, including special populations, will grow to score 75% or higher on the summative assessment for the selected standards.
Highly Effective*(18-20 points)
Effective*(9-17 points)
Developing*(3-8 points)
Ineffective*(0-2 points)
91-100% of students grew to score 75% or higher on the summative assessment rubric measuring the selected standards98-100=20 points95-97=19 points91-94=18 points
85% -90% of students grew to score 75% or higher on the summative assessment rubric measuring the selected standards90=17 points89=16 points88=14-15 points87=12-13 points86=10-11 points85=9 points
79% - 84% of students grew to score 75% or higher on the summative assessment rubric measuring the selected standards84=8 points83=7 points82=6 points81=5 points80=4 points79=3 points
78% of students or less grew to score 75% or higher on the summative assessment rubric measuring the selected standards
70-78=2 points60-69=1 point0-59=0 points
*These scoring bands are based on proposed Executive Budget legislation.
Approach 2: Set a common growth target.
90% of students will grow by 60 percentage points or more on their post-test compared to their pre-test for the standards.
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Student Pre-Test Score
Summative Target
Final Score Met Target?
Student A 10 70 76 Yes
Student B 20 80 79 No
Student C 5 65 50 No
Student D 0 60 80 Yes
Student E 30 90 75 No
Student F 10 70 74 Yes
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Approach 2: Set ratings using the percent of students meeting individual targets. 90% of students will grow by 60 percentage points or more on their summative assessment compared to their pre-test for the standards.
Highly Effective*(18-20 points)
Effective*(9-17 points)
Developing*(3-8 points)
Ineffective*(0-2 points)
96-100% of students grew by 60 points or more on the standards addressed
98-100=20 points97=19 points96=18 points
90-95% of students grew by 60 points or more on the standards addressed
95=17 points94=15-16 points93=13-14 points92= 11-12 points91=10 points90=9 points
80-89% of students grew by 60 points or more on the standards addressed
89=8 points87-88=7 points85-86=6 points83-84=5 points81-82=4 points80=3 points
79% of students or less grew by 60 points or more on the standards addressed
70-79=2 points60-69=1 point0-59=0 points
*These scoring bands are based on proposed Executive Budget legislation.
Approach 3: Set individual targets using baseline data.
90% of students will reach their target.
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Student Pre-Test Score
Post-Test Score
Met Target?
Student A Level 1 Level 3 Yes
Student B Level 3 Level 3 Yes
Student C Level 2 Level 3 Yes
Student D Level 4 Level 3 Yes
Student E Level 3 Level 2 No
Student F Level 2 Level 2 Yes
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Approach 3: Set ratings using the percent of students meeting individual targets. 90% of students will reach their target.
Highly Effective*(18-20 points)
Effective*(9-17 points)
Developing*(3-8 points)
Ineffective*(0-2 points)
96-100% of students grew by 60 points or more on the standards addressed
98-100=20 points97=19 points96=18 points
90-95% of students grew by 60 points or more on the standards addressed
95=17 points94=15-16 points93=13-14 points92= 11-12 points91=10 points90=9 points
80-89% of students grew by 60 points or more on the standards addressed
89=8 points87-88=7 points85-86=6 points83-84=5 points81-82=4 points80=3 points
79% of students or less grew by 60 points or more on the standards addressed
70-79=2 points60-69=1 point0-59=0 points
*These scoring bands are based on proposed Executive Budget legislation.
Example of an SLO (Part 1)
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Population 20 Grade 2 Math Students
Learning Content
New York State Learning Standards for Languages Other Than English (LOTE)
Interval SY 2012-13 (1 year)
Evidence
1.Grade 2 pre-screening tool (based on Grade 1 standards)2.BOCES regional assessment
Baseline
Screening results…2 students at level 13 students at level 212 students at level 33 students at level 4
Example of an SLO (Part 2)
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Target(s)
and
HEDI Scoring
75% of students will demonstrate mastery of the prioritized second grade standards.
Highly Effective(18-20 points)
Effective(9-17 points)
Developing(3-8 points)
Ineffective(0-2 points)
86-100% of students demonstrate mastery.
75% -85% of students demonstrate mastery.
66% - 75% of students demonstrate mastery.
65% or less of students demonstrate mastery.
Rationale
%75 of the students showed proficiency of the Grade 1 standards as indicated by the prescreening tool. My goal is to maintain these proficiency levels when students are assessed on the Grade 2 standards at the end of the year.
