Student Learning Objectives

1. Student LearningObjectives Curriculum, Instruction & Technology July 2012 K-12 District SLO Workshop Created by Jane Boyd, Program Coordinator, Nassau BOCES Student Support Services

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

3. 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

4. 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

5. 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

6. 100-Point Evaluation System for Teachers Student Learning Objectives (focus of this training)

7. Translating SLO’s to the HEDI Scale This table illustrates the relationship between the Growth or Comparable Measure component to the Overall Composite Score.

8. Components of a SLO: NYSED SLO Framework From NY DOE engageny.org Introduction to SLO Deck

9. New York State Student Learning Objective Template

11. 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

12. Student LearningObjective: SLO Today: • 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.

13. 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

14. 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.* • What SLO will you be writing today? *p10 & 12 SLO Guidance March

15. 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?

16. 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!

17. 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”

18. 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

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

20. The HEDI Scale and the Overall Composite Score Remember the relationship.

21. Example: Science Teacher (SED Guidance document) Here is the description of the course and the number of students.

22. 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.

23. 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%????

24. 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.

25. 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%?

26. 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?

27. 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?”

28. Middle School Physical Education Example How would this teacher score a 14, 15, 16 or 17 (since 80% = 13 points and 81% = 18 points)?

29. 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.

30. 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.

31. 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?

32. 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?

33. 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.

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

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

36. Translating SLO’s to the HEDI Scale 13 + 13 + 45 (45/60 is 75% of available points) = 71

37. Translating SLO’s to the HEDI Scale 15 + 15 + 45 (45/60 is 75% of available points) = 75

38. 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.

39. 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.

40. 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

41. Student LearningObjective: SLO • 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

42. 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!

43. Student LearningObjective: SLO • Learning 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

44. Student LearningObjective: SLO • Where can I find my standards? • http://engageny.org/resource/common-core-state-standards/ for Common Core • http://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?

45. 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.

46. 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

47. 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

48. Student LearningObjective: SLO • What if the third option was chosen? • District, Regional, or BOCES developed. • Align tightly to learning content • Include components of good assessment practices • Scoring procedures – “vested interest”

49. 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

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