Creating Student Learning Objectives (SLOs)

1. Creating Student Learning Objectives (SLOs)

2. Locally we will use SLOs for Student Growth (State Assessments or other equivalent) and Student Achievement (Local Assessments) 20% StudentGrowth 60% Evidence-based Classroom Observations 20% StudentAchievement

3. Growth over time Compared toexpected growth SLOs required for everyone (except grades 4-8 ELA and math) 20% StudentGrowth 20% StudentAchievement

4. Moment in time or growth 20% StudentAchievement Approved 3rd party assessment, locally developed, BOCES consortium planning and preparation SLOs will be used in 2012-13

5. Planning and Preparation 60% Evidence-Based Classroom Observation ClassroomEnvironment Instruction Professional Responsibilities

6. STUDENT LEARNING OBJECTIVES WHAT ARE SLOs? COMPONENTS OF AN SLO IMPLEMENTATION TIMELINE

7. WHAT ARE SLOs? A Student Learning Objective (SLO) is an academictarget based on student performance throughout a course of study. Teachers will set specific and measurable targets for student learning at the start of a course for students to strive to achieve by the end. The target represents the most important learning for the year (or semester, term where applicable) as defined within state or national standards for learning. UNDERSTANDING STUDENT LEARNING OBJECTIVES

8. WHO NEEDS AN SLO? • The State Student Learning Objective or SLO is a comparable measure for those teachers who will not receive a State Provided Growth Measure. Refer to the SLO Flowchart for Growth Score. UNDERSTANDING STUDENT LEARNING OBJECTIVES

9. WHO NEEDS AN SLO FOR STUDENT ACHIEVEMENT? • In the Niagara Falls City School District, the local portion of the composite Annual Professional Performance Review (APPR) score will use an SLO. UNDERSTANDING STUDENT LEARNING OBJECTIVES

11. NYS SLO Template

12. NYS SLO Template

13. Components of SLOs

14. STUDENT POPULATION Student population refers to the students who will be included in the SLO. • Course • Number of students/sections • Roster(s) with names or student ID # NOTE: Must start with largest course enrollment and work down until more than 50% of students are accounted for. COMPONENTS OF AN SLO

15. Student Population

16. LEARNING CONTENT The learning content identifies which standards you will be using for your SLO. • Name of course • Body of standards being used • Prioritized standards (if applicable) • Names of specific standards/performance indicators (where applicable) COMPONENTS OF AN SLO

17. Learning Content CCLS Anchor Standards

18. INTERVAL OF INSTRUCTION The interval of instruction is the amount of time from the pre-assessment to the summative assessment. • Date of pre-assessment • Date of summative assessment • Rationale for courses that are not year-long COMPONENTS OF AN SLO

19. Interval of Instructional Time

20. EVIDENCE Evidence refers to the assessments you will be using to serve as your pre and summative assessments. Refer to the NFCSD Assessment Grid. • List your pre-assessment. • List your summative assessment. COMPONENTS OF AN SLO

21. SUMMATIVE ASSESSMENT – GROWTH PORTION COMPONENTS OF AN SLO

22. SUMMATIVE ASSESSMENT – LOCAL PORTION • In the Niagara Falls City School District, the local portion of the composite APPR score will use the local assessment indicated on the NFCSD Assessment Grid. COMPONENTS OF AN SLO

23. Evidence Appendix B

24. BASELINE The baseline is intended to help the teacher make an informed decision when setting targets for students. • By the next professional development in mid-October, teachers will need to have collected the baseline data for each SLO. Refer to NFCSD Assessment Grid. COMPONENTS OF AN SLO

25. Baseline

26. TARGET The target is an academic achievement goal that articulates the amount that students will have to grow during the interval of instructional time. COMPONENTS OF AN SLO

27. Target(s)

28. SAMPLE GOAL STATEMENT 80% of students will score at least a 75% or higher on the end-of-year assessment.  Target  Assessment  District Goal COMPONENTS OF AN SLO Specified target, either growth or mastery, based on points for improvement on a static score. This is determined by the teacher based on the baseline data and grade/subject goals. This is simply the context for the growth. For example, some teachers will be required to use NYS mandated assessments (i.e. Regents), while others will be required to use a 3rd party vendor (i.e., NWEA or AIMsweb), regionallyor District-developed assessment. Percentage of students who will achieve the specified target. This part of the target relates to the HEDI scale, which is a District decision.

29. DIFFERENT TYPES OF TARGETS There are many different ways to determine student growth targets. • Growth to passing • Growth to mastery • Common growth (in points/by percent) • Banded approach • Individual student growth (formula) COMPONENTS OF AN SLO

30. HEDI CRITERIA HEDI criteria indicates the score a teacher will receive based on the percentage of students that meet their growth target. • Write a description for each level of HEDI • Include the HEDI scale COMPONENTS OF AN SLO

31. HEDI This is how different levels of student growth will translate into one of four rating categories: • Highly effective (20-18) • Effective (17-9) • Developing (8-3) • Ineffective (2-0) Niagara Falls City School District HEDI scale:

32. RATIONALE This describes the reasoning behind the choices regarding learning content, evidence, and target. Potential areas to highlight include: • Learning content • Selected assessments • Baseline data • Historical data • Student growth targets • College and career connections • District goals and priorities COMPONENTS OF AN SLO

33. Rationale

34. SLO IMPLEMENTATION TIMELINE SLO IMPLEMENTATION TIMELINE