Student Learning Objectives

Student LearningObjectives Curriculum, Instruction & Technology August 28, 2012 Library SLO Workshop Created by Jane Boyd, Program Coordinator, Nassau BOCES Student Support Services

SLO Concerns! Overwhelmed with APPR? Have you realized all of the issues surrounding SLO’s?

Components of a SLO: 5 District Decisions • Assess and identify priorities and academic needs. • Identify who will have State-provided growth measures and who must have SLOs as “comparable growth measures.” • Determine District rules for how specific SLOs will get set. • Establish expectations for scoring SLOs and fordetermining teacher ratings for the growth component. • Determine District-wide processes for setting, reviewing, and assessing SLOs in schools. From NY DOE engageny.org Introduction to SLO Deck

Why SLO’s – NYS Teaching Standards • Knowledge of students and learning • SLO’s address factors impacting student learning to bring all students to higher levels of learning • Knowledge of content and instructional planning • SLO’s include selection and justification of learning content reflects a teacher’s depth of content knowledge • Instructional practice • SLO’s provide a trajectory for student learning, formative assessments provide ongoing feedback to teachers to guide instruction

Why SLO’s – NYS Teaching Standards • Learning environment • 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. • Assessment for student learning • The selection and justification of evidence for an SLO reveals how teachers use assessment tools. • Professional responsibilities • Teachers participation in and completion of the SLO process reflects the level of engagement in established practices and polices. • Professional growth – Professional learning Community

100-Point Evaluation System for Teachers Student Learning Objectives (focus of this training)

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 From NY DOE engageny.org Introduction to SLO Deck

New York State Student Learning Objective Template

Student LearningObjective: SLO • Behavioral Goal • Set at the end of the first grading period • Represents the most important learning • General and measurable • Based on current student learning • Aligned to my curriculum • Aligned to school or district priorities Something is wrong with some of these! Guidance on NYS Dist. Goal-Setting Process: SLO. March 2012

Student LearningObjective: SLO Definition: • Academic Goal • Set at the start of the course • Represents the most important learning • Specific and measurable • Based on prior student learning data • Aligned to standards • Aligned to school or district priorities Guidance on NYS Dist. Goal-Setting Process: SLO. March 2012

Student LearningObjective: SLO Today: • Go through this process, as best we can without seeing some actual data.. • Goal is for you to complete a draft of an SLO for the upcoming year. • Answer as many questions as possible as they arise.

Student LearningObjective: SLO • 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 LearningObjective: SLO • Who 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.* *p10 & 12 SLO Guidance March

Who Needs an SLO? • D43. How are SLOs for Library/Media Specialists established if these teachers do not have regular classes scheduled and only schedule on-demand/teacher-requested basis for specific topics and projects? • Districts/BOCES will need to determine their specific rules around which courses must have SLOs when contact time varies following the State’s rules and the general principle of including the courses with the most students first and making practical judgments about how to consider different course meeting schedules like those in this example.

Classroom Teaching Service Teacher of Record New Guidance - B12. When must school librarians be evaluated under Education Law § 3012-c? • "Classroom teacher" is defined as a teacher in the classroom teaching service who is a teacher of record. • Librarians who are certified as a library media specialist or school media specialist (library) are teachers in the classroom teaching service. For the 2012-2013 school year, teacher of record is defined as a teacher who is primarily and directly responsible for a student’s learning activities that are aligned to the performance measures of a course, consistent with guidance. • Therefore, a certified librarian who is not a teacher of record is not a "classroom teacher“ and therefore would not need to be evaluated under Education Law § 3012-c. However, if a certified librarian is a teacher of record, he/she would be considered a "classroom teacher" and therefore must be evaluated under Education Law § 3012-c.

Is a Librarian a Classroom Teacher? • Certified Library Media Specialist or School Media Specialist • Teacher of Record • APPR and SLO’s • Teachers in Classroom Teaching Service • Not a Teacher of Record • Other evaluation processes A teacher who is primarily and directly responsible for a student’s learning activities that are aligned to the performance measures of a course consistent with guidance M2. What kinds of data will districts and BOCES need to collect in order to determine who is the teacher of record for evaluation purposes? Districts and BOCES will need to collect additional data elements to support teacher of record determinations. (Teacher-Student Data Linkage)

Student LearningObjective: SLO • 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!

Student LearningObjective: SLO • Target: Level of growth and skill that students are expected to achieve at the end point of the interval of instructional time. • Numeric • Roster – 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 expectations • Includes all populations: “including special populations”

Student LearningObjective: SLO • HEDI Criteria: Translates different levels of student growth to the four categories, Highly Effective, Effective, Developing, Ineffective. • Allocates points clearly and objectively • It must be mathematically possible for a given teacher to obtain any point value in the scale • Description • Highly effective – exceeds district/BOCES expectations • Effective – meets district/BOCES expectations • Developing – below district/BOCES expectations • Ineffective – well-below district/BOCES expectations Guidance on NYS Dist. Goal-Setting Process: SLO. March 2012

Selecting a model: HEDI Scale • Who is HEDI and why is she bothering me now????

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.

Example: Science Teacher (SED Guidance document) 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.

Example: Science Teacher (SED Guidance document) • 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%????

Example: Science Teacher (SED Guidance document) No decision is more crucial than defining the target. A teacher’s overall evaluation is based on how this task is accomplished.

Example: Science Teacher (SED Guidance document) ? 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%?

Example: Science Teacher (SED Guidance document) 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 • 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 • 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 points • 16/19 students would be 84% or 8 HEDI points • What do you observe?

Translating SLO’s to the HEDI Scale 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.

Translating SLO’s to the HEDI Scale 9 + 9 + 45 (45/60 is 75% of available points) = 63

Translating SLO’s to the HEDI Scale 9 + 9 + 57 (57/60 is 95% of available points) = 75 P63 APPR Guidance June

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

Student LearningObjective: SLO • Student 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

Student LearningObjective: SLO • Population examples • Entire Third Grade – Rosters attached • 7th Grade Social Studies – Mr. Smith’s classes and Ms. Jones. Rosters attached which include 2 inclusion classes • 4 Fifth Grade classes includes 12 students with IEP’s. Roster attached. • 3 US History and Government classes – Rosters attached

Student LearningObjective: SLO • On your template record the course and section information that will be covered by the SLO • Include a statement about attaching the roster • Add 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!

Student LearningObjective: SLO • Learning Content: Content to be taught in the SLO • Identify the source for the standards: Common Core, State, National, 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

Student LearningObjective: SLO • Where can I find my standards? • http://engageny.org/resource/common-core-state-standards/ for Common Core Learning Standards • http://www.ala.org/aasl/guidelinesandstandards/learningstandards/standards American Association of School Librarians Standards for the 21st-Century Learner

Student LearningObjective: SLO • 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.

Student LearningObjective: SLO • 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

Student LearningObjective: SLO • Evidence: 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

Student Learning Objectives