Student Learning Objectives (SLOs) for Academic Growth and Alignment

1. FEH BOCES 2015-2016 Student Learning Objectives 3012-c

2. What is an SLO? •The SLO is an academic goal for a teacher’s students that is set at the start of a course. It measures the ability to show one year’s worth of growth-growthiness •It measures the most important learning for the year/ semester •It must be specific and measurable • It is based on available prior student learning data •It is aligned to Common Core, State, or national standards, as well as any other school and District priorities. Teachers’ scores are based upon the degree to which their goals were attained.

3. Why SLOs? • Setting SLOs encourages educators to focus and align instruction with District and school priorities, goals, and academic improvement plans. There is evidence that setting rigorous and ambitious learning goals, combined with the purposeful use of data through both formal (interim) and informal (formative) assessments, leads to higher academic performance by students. • Additionally, when learning objectives are set as a grade/team, the process can help determine, and bring greater focus to, particular areas of need and allow for targeted, differentiated professional development to support ongoing success for the overall grade/team.

4. Who Needs to Write an SLO? Any teacher not receiving a State-Provided Growth Score must write an SLO. Student Learning Objectives (SLOs) are a State-determined process. Teachers of grades 4-8 will receive a State Growth Score provided they have a minimum of 16 scores.

5. STATE SLO State Provided Growth Score Locally (Provided) Growth Score K- 3 TeachersMusic, Art, PreK, Physical Education, LOTE, Health, ……Anyone not covered 4-8 ELA / Math TeachersNYSTP * 9-12 Teachers of Regents

7. Components of an SLO New York State Student Learning Objectives (SLOs) must include the following basic elements: Student Population: Which students are being addressed? • Each SLO will address all students in the teacher’s course (or across multiple course sections) who take the same final assessment. Learning Content: What is being taught? CCSS/national/State standards? Will specific standards be focused on in this goal or all standards applicable to the course? Interval of Instructional Time: What is the instructional period covered (if not a year, rationale for semester/quarter/etc.)? Evidence: What assessment(s) or student work product(s) will be used to measure this goal? Baseline: What is the starting level of learning for students in the class? Target and HEDI Criteria: 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). These ranges translate into HEDI categories to determine teachers’ final rating for the growth subcomponent of evaluations. Districts and BOCES must set their expectations for the HEDI ratings and scoring. Rationale: Why choose this learning content, evidence and target?

8. STUDENT POPULATION • Number of students • FULL ROSTER MUST BE INCLUDED • Grade Level • Number of classes • Demographic possibilities • Attendance issues • Gender split • Repeaters • SWD’s – IEP/ 504 • Any other district priorities

9. LEARNING CONTENT • Content Area • Grade Level • Standards – should be listed • Common Core • National Standards • State Standards • Emphasis on any specific standards

10. INTERVAL of INSTRUCTIONAL TIME • Sept 3, 2015 – June 15, 2016 • 2015-2016 school year • BEDS Day – Date of summative assessment • Number of times the class meets • Length of class

11. EVIDENCE • What assessment will you be using? • SR, SM, SEL • Pre-assessment = ************, Post-assessment = Regents • District created ….. • Regional assessment ….. • Time frame for assessments to be given • IEP & 504 accommodations will be in place as applicable • Attach any rubrics, if necessary

12. BASELINE • STARTING Point • What DATA was used (besides assessment) to set goal? • Where did student scores fall (ranges)? • Historical data is ALWAYS important!! • MULTIPLE, many, LOTS of data

13. TARGET and HEDI Criteria • What is the expected outcome for your students? • Options: • Percentage, will meet or exceed • Scoring bands or ranges • HEDI scales are set by district (DISTRICT DECISION) • HEDI scales must be attached to SLOs (state and local)

14. RATIONALE • Describe the reasoning regarding: • Content • Evidence • Target • Other things to include: • Concerns • Influencing factors

15. CUSTOM Goals • Case by case • NOT AN ENTIRE Class • Custom goals need multiple historical data points from multiple years • Running records, NYS test scores, historical STAR data • Reasoning detailed in Rationale • GOALS for SWD should be created by both the Gen Ed AND Spec Ed teacher • Consensus should be reached • Both names listed in rationale

16. SLO Resources – www.engageny.org • This website provides important information that can assist you in preparation and writing your SLO

17. Enrolled on BEDS Day

20. Things to Remember: • An SLO is a tool used to set goals for the year. • An SLO guides a conversation between teacher and evaluator. • Refer to the rubric when writing your SLO to ensure that all of the pieces are there.

21. Virginia Bond from NERIC Mary Jones, Rhonda Shorette- Peets & Keri Keeler from FEH BOCES Rick Swanston. Mary Jo Dickerson & Denise Luka from FEH BOCES Technical Support Team from NERIC & FEH BOCES Tina Hammill from FEH BOCES