Student Learning Objectives

1. Student Learning Objectives SLOs April 3, 2012

2. NY State’s Regulations governing teacher evaluation call for a “State-determined District-wide growth goal setting process.”

3. What Are Student Learning Objectives (SLOs)?

7. The State determines the following: • The overall SLO framework. • Which teachers must set SLOs and which teachers must have State-provided growth measures. • Which assessments must be used, and which are allowable options. • Requirements around scoring: • The scoring ranges and categories. • Rules for scoring SLOs that include a State-provided growth measure. • Rules for scoring multiple SLOs.

8. NYSED SLO Framework

9. Three types of teachers:

10. State Rules - How many SLOs and what assessments to use. • SLOs must cover largest courses taught until ≥50% of students are included in a teacher’s SLOs.

11. State Rules - How many SLOs and what assessments to use. • 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.

17. State Rules - How many SLOs and what assessments to use. • 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.

18. State Rules - How many SLOs and what assessments to use. • 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.

19. Districts determine the following: • Assess and identify priorities. • Expectations for scoringSLOs. • District-wide processes for setting, reviewing, and assessing SLOs in schools. • 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. • Establish which decisions are made at the District level versus in schools by principals, and/or principals with teachers.

20. 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?

26. Schools determine the following: • Make choices as needed when District leaves flexibility to schools. • Ensure that lead evaluator approves each teacher’s goals and monitors/assesses results. • 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.

27. Teachers determine the following: • Propose, in consultation with lead evaluator, SLOs and targets based on District and school requirements. • Obtain all possible data on students to best inform baseline, starting level of student learning. • Reflecton student learning results and consider implications for future practice.

29. 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.

30. 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. *These scoring bands are based on proposed Executive Budget legislation.

31. 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.

32. 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. *These scoring bands are based on proposed Executive Budget legislation.

33. Approach 3: Set individual targets using baseline data. 90% of students will reach their target.

34. Approach 3: Set ratings using the percent of students meeting individual targets. 90% of students will reach their target. *These scoring bands are based on proposed Executive Budget legislation.

35. Example of an SLO (Part 1)

36. Example of an SLO (Part 2)

37. www.engageny.org Cheryl Covell ccovell@tstboces.org