* Provide clarity in the purpose and function of the Student Learning Objectives (SLOs) as a part of the APPR system * Describe procedures for using

*Provide clarity in the purpose and function of the Student Learning Objectives (SLOs) as a part of the APPR system

*Describe procedures for using SLOs for Growth and for Locally Selected Growth or Achievement

*Increase familiarity with the components of the SLOs

*Outline steps on how to determine which courses need an SLO

20%

Student

Growth (State provided

ELA/Math Grades 4-8 or SLO for

Growth)

20%

Locally

Selected

Achievement or

Growth

60%

Framework for

Teaching

Components of the Teacher Evaluation Process

60%

Framework for

Teaching

Knowledge of Students &

Student Learning

Knowledge of Content &

Instructional PlanningInstructional

Practice

Learning

Environment

Assessment for

Student Learning

Professional Responsibilitie

s

and Collaboration

Prof

essi

onal

Gro

wth

Instruction and Observation: NYS Teaching Standards

Domain 1Planning and

Preparation

Domain 2

Classroom

Environment

Domain 3

Instruction

Domai

n 4

Profe

ssio

nal

Responsi

bilitie

s

60%

Framework for

Teaching

Instruction and Observation: Danielson Rubric

20%

Student

Growth60%

Framework for

Teaching

Gro

wth

ove

r tim

eCom

pare

d to

Expec

ted

Gro

wth

Some Variables

Considered

SLOs Required in many cases

20%

Student

Growth or

Ach.

20% Student Growth

*(taken from “Guidance on the New York State District-wide Growth Goal-

Setting Process: Student Learning Objectives” Revised, March 2012)

*GROWTH IN SUBJECTS WITHOUT STATE-PROVIDED GROWTH MEASURES (20%):

*SLOs will be used for teachers of subjects where there is no State-provided measure of student growth. The

*Regulations call this the State-determined growth goal-setting process. Each SLO will be built around one of the following three assessment options as the evidence of student learning:

1. List of State-approved 3rd party, State, or Regents-equivalent assessments;

2. District- or BOCES-developed assessments, provided the District or BOCES verifies comparability and rigor;

3. School-or BOCES-wide, group, or team results based on State assessments.

11

*(taken from “Guidance on the New York State District-wide Growth Goal-Setting Process: Student Learning Objectives” Revised, March 2012)

*LOCALLY SELECTED MEASURES (20%):

*For the local 20%, Districts must choose from the four options listed below. For the local measure, the selected measure can measure achievement and/or growth. May use growth or achievement for these:1.State assessments, Regents examination and/or Regent-equivalent assessments

provided that they are different than the measure used for the Growth subcomponent;

2.List of State-approved 3rd party assessments;

3.District, regional, or BOCES-developed assessments, provided that the District or BOCES verifies comparability and rigor;

4.School-wide growth or achievement results based on:* State-provided school-wide growth score for all students in a school taking the State ELA or

Math assessment in grades 4-8;

* Locally-computed measure based on a State assessment or District, regional, or BOCES developed assessment for which the District or BOCES verifies comparability and rigor.

5.For teachers in a grade or subject without a State-approved Growth or Value-Added model:* Student Learning Objectives with any State, State-approved 3rd party, or District/BOCES

developed assessment that is rigorous and comparable across classrooms.

*Follow these steps and refer to the documents listed.

1.Find out if you need an SLO for either or both the 20% Growth or the 20% Locally Selected APPR components.

o Refer to the tables on the Teacher Portal to locate your course and grade –

o Growth Measures per Grade and Content Area Tableo Local Measures per Grade and Content Area Table.

2.Identify the course(s) for which you need an SLO.o Follow the steps below on the slides “For which courses do I need an

SLO for the 20% Growth measure?” and “For which courses do I need an SLO for the 20% Locally Selected measure?”

3.Access your “Stage 1” SLO template.o Find your course(s) for which you need SLOs on the Teacher Portal.

The courses are listed in pull down menus by content area. o Download the Stage 1 SLO template. (The Stage 1 SLO is pre-

populated with Learning Content, Evidence, and HEDI bands. State regulations requires that the Learning Content and Evidence are comparable across grades and schools.)

4.Complete the remainder of the SLO template.o Follow the guidelines on the document “SLO Checklist Development

and Review” that is on the Teacher Portal.o Access student academic histories through Infinite Campus. (Follow

instructions on the webinar “ Custom Student Assessment Summary” on the Teacher Portal.

1. Courses that culminates in a Regents exam, the 3rd grade ELA and Math exams, the NYSESLAT, and the 4th and 8th grade Science exams require an SLO for Growth.

2. SLOs are required to cover at least 50% of a teacher’s overall student population.

3. To determine your courses that need SLOs: Rank courses by total student population (with the State test

course as highest, despite the number of students) If the first course (i.e., the course with the largest number of

students or the course that ends in a State test) represents more than 50% of your overall student population, only this course needs an SLO (for all sections).

If this course (including all sections) does not represent more than 50% of your overall student population, select the next largest course and add the students in both. Both these courses require an SLO.

Continue down the list until you reach at least 50% of your overall number of students.

1. You DO NOT need an SLO for the Locally Selected 20% measure for courses that use a standardized assessment (e.g., the Terra Nova 3, NYS Regents, NYS 3rd grade ELA and Math, NYS 4th and 8th grade Science). These courses will have a predetermined target that takes into account each student’s demographic background in a teacher’s course.

2. Courses in which the teacher and principal set the achievement (or growth) target for the Local 20% require SLOs. The same instrument (e.g., district-developed assessment) and student data may be used for the locally selected measure, but data must be used differently than the Growth 20%.

All SLOs MUST include the following basic components:

Population

These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO. (Full class rosters of all students must be provided for all included course sections.)

Three sections of ELA 9, heterogeneously grouped, 70 students.

Learning Content

What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to al l standards applicable to a course or just to specific priority standards?

Read and comprehend complex literary and information texts independently and proficiently. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

Interval of Instructional

Time

What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?

2012-2013 school year.

Evidence

What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the cours e.

Baseline assessment: 8th Grade ELA results. Common writing prompt: Students provide an objective summary of Frederick Douglass’s Narrative. They analyze how the central idea regarding the evils of slavery is conveyed through supporting ideas a nd developed over the course of the text. Summative assessment: Ten reading comprehension questions based on the selection rom Things Fall Apart. Ten reading comprehension questions based on Quindlen, Anna. “A Quilt of a Country.” Newsweek September 27, 2001. Students determine the purpose and point of view in Martin Luther King, Jr.’s, “I Have a Dream” speech and analyze how King uses rhetoric to advance his position (in writing).

Baseline

What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?

On last year’s ELA 8: 4% scored 1; 18% scored 2; 67% scored 3, 11% scored 4. On the four-point district-wide writing rubric: 15% scored 1; 40% scored 2; 30% scored 3, 15% scored 4.

Target(s)

What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?

Eighty percent of all students will score 55 points or higher on the summative assessment (out of a possible 64 points).

SLO

components

SLO Components

Target(s)


Eighty percent of all students will score 55 points or higher on the summative assessment (out of a possible 64 points).

HEDI Scoring

How will evaluators determine what range of student performance “meets” the goal (effective) versus “well -below” (ineffective), “below” (developing), and “well-above” (highly effective)?

See ranges as specified.

HIGHLY EFFECTIVE

EFFECTIVE DEVELOPING INEFFECTIVE

20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

99-100%

97-98%

95-96%

92-94%

88-91%

85-87%

82-84%

79-81%

76-78%

73-75%

71-72%

68-70%

64-67%

60-63%

57-59%

53-56%

49-52%

45-48%

40-44%

30-39%

<30%

Rationale

Describe the reasoning behind the choices regarding learning content, evidence, and target and how they will be used together to prepare students for future growth and development in subsequent grades/courses, as well as college and career readiness.

The Learning Content is based on the most important CCLS anchor standards. The baseline evidence combines state test scores with an on-demand assessment taken from the 8th grade performance tasks in Appendix B. Similarly, the summative assessment is based on the performance tasks for 9th grade in Appendix B. The summative score is calculated by adding twice of the number of comprehension questions answered correctly with the total score on the district -wide writing rubric (which has 6 elements on a 1-2-3-4 scale which translates to a maximum 24 points).

SLO

components

SLO Components

Follow these instructions for each component of the SLO. Teachers must complete and principals must approve the following components:

• Student Population• Interval of Instructional Time• Baseline• Target(s)• Rationale

The Learning Content, Evidence, and HEDI scale are already established, as seen on the Stage 1 SLOs.

Refer to “Crafting an Effective Student Learning Objective (SLO)” on the Teacher Portal for tips.


Population


22 students in a 2nd grade co-teach classroom. ( 5 students have IEP’s; 6 students receive AIS reading support)

Learning Content


These are the students included in the SLO. (Teachers must include a roster of students for each section of each course covered by the SLO. )

*The Learning Content identifies the course name associated with the SLO, describes the course, and specifies the exact standards and performance indicators that will be taught, learned, and assessed. In most cases the Learning Content represents the most important learning – the “main ideas” – of the course. (The Learning Content for each course is established district-wide.)


Population



Learning Content


Course: 2nd grade English Language Arts

New York State Common Core Learning Standards for ELA and Literacy Reading Standards: Foundational Skills (K-5)

Phonics and Word Recognition: 3. Know and apply grade-level phonics and word analysis skills in decoding words

a. Distinguish long and short vowels when reading regularly spelled one-syllable words. b. Know spelling-sound correspondence for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade-appropriate irregularly spelled words. Fluency: 4. Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

*This is the timeframe within which the learning content will be taught. Measures of student growth begin after the pre-assessment.

*Refer to “Crafting an Effective Student Learning Objective (SLO)” on the Teacher Portal for tips.


Population



Learning Content


Course: 2nd grade English Language Arts

New York State Common Core Learning Standards for ELA and Literacy Reading Standards: Foundational Skills (K-5)

Phonics and Word Recognition: 3. Know and apply grade-level phonics and word analysis skills in decoding words

a. Distinguish long and short vowels when reading regularly spelled one-syllable words. b. Know spelling-sound correspondence for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade-appropriate irregularly spelled words. Fluency: 4. Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Interval of Instructional

Time

What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?

2012-2013 School Year

*Evidence includes the assessments used for determining students’ levels of learning. There are two parts:

1. Pre-assessment data that you gather and analyze at the beginning of the course. The pre-assessment should provide meaningful data from which teachers can make informed decisions and set justifiable, rigorous, and realistic goals.

2. Summative measures of the learning content at the end of the course.

See the document “Crafting an Effective Student Learning Objective” on the Teacher Portal for anexample of the description.

Evidence


Baseline: A district-generated running record assessment will be conducted during September, employing running records to assess instructional reading level (should be @ Level J for beginning 2nd grade); a word assessment (students should know 220 ‘service words’ by the end of 1st grade); and a phonics inventory (students should have mastered CVC, CVCE, blends, & digraphs by the end of 1st grade). Summative Assessment: A district-generated running record assessment will be conducted in June, employing running records to assess instructional reading level (will be scored for words per minute and accuracy %) and a phonics inventory (including long/ short vowels, vowel teams, 2 syllable words w/ long vowels, words w/ prefixes and suffixes). IEP testing accommodations will be used (extended time, alternate location)

Baseline


Baselines are composed of two parts:

1.Description of how students performed on the identified pre-assessment(s) for the learning content. (Baseline scores for students should be included on the roster and be reviewed by teacher and the Principal when setting the SLO at the beginning of the course.) 2.Description of historical achievement data and other data (if applicable) using multiple sources to enable the teacher to develop more informed targets for student growth.

All SLOs are required to include at least 3 data points on each student – minimum of 2 from academic history.

Evidence


Baseline: A district-generated running record assessment will be conducted during September, employing running records to assess instructional reading level (should be @ Level J for beginning 2nd grade); a word assessment (students should know 220 ‘service words’ by the end of 1st grade); and a phonics inventory (students should have mastered CVC, CVCE, blends, & digraphs by the end of 1st grade). Summative Assessment: A district-generated running record assessment will be conducted in June, employing running records to assess instructional reading level (will be scored for words per minute and accuracy %) and a phonics inventory (including long/ short vowels, vowel teams, 2 syllable words w/ long vowels, words w/ prefixes and suffixes). IEP testing accommodations will be used (extended time, alternate location)

Baseline


1. The students (5) with IEP’s are reading on an early 1st grade instructional level. They identify all letters and consonant sounds. They are inconsistent in reading blends and digraphs. They can identify short vowel sounds in isolation, but are inconsistent in applying that knowledge when reading. They are reading less than 5 words per minute on beginning 2nd grade selections (Level J).

2. The students (6) receiving AIS instruction are reading on a mid-1st grade level. They identify all letters and consonant sounds, read cvc, ccvc, and cvcc words. They are inconsistent when reading v-c-e words in isolation. They are reading between 9 and 15 words per minute on beginning 2nd grade selections (Level J).

3. The remaining students are reading an average of 20 words per minute with an accuracy rate of 87% (Level J). They can identify vowel teams in isolation but are inconsistent in applying this to unfamiliar words in context.

4. Knowledge of sight words is highly variable.

Target(s)


• This is the level of knowledge and skill that students are expected to achieve at the end point of the interval of instructional time.

• Target(s) represent the numerical goals for growth or achievement for student performance on identified summative assessments which measure student knowledge and skill in the learning content. (The targets are reviewed by the Principal at the start of the course. The acquired levels of student achievement or growth are reviewed by the teacher and Principal at the end of the course.)

Target(s)


All students will have individual goals based on the pre-assessment; the target for the teacher is based on the aggregation of the individual growth.

Students will increase sight words by at least 1 word per week. (30 words)

Fluency will increase at least 20 words per minute at an accuracy rate of 90% Instructional Reading Level will increase by 3 levels

85% of students will reach their individual goals.

HEDI Scoring


HIGHLY EFFECTIVE


20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

Rationale


30

*Training SLO Target Approach 1: Set a common growth target.

* 80% of students, including special populations, will grow by 60 percentage points or more on their summative assessment compared to their pre-test for the standards. (e.g., Student E’s target is 60 more than 30, or 90.)

Student Pre-Test Score Summative Target

Student A 10 70

Student B 20 80

Student C 5 65

Student D 0 60

Student E 30 90

Student F 10 70

31

*Training SLO Target Approach 2: Set a growth to mastery target. This can also be an achievement target.

* 80% of students, including special populations, will grow to score 75% or higher on the summative assessment for the selected standards.


Student A 10 75

Student B 20 75

Student C 5 75

Student D 0 75

Student E 30 75

Student F 10 75

32

Training SLO Target Approach 3: Set differentiated growth targets by student.

85% of students, including special populations, will meet or exceed their individualized target.


Student A 10 80

Student B 20 80

Student C 5 75

Student D 0 70

Student E 30 85

Student F 10 80

This is how different levels of student growth will translate into one of four rating categories. The HEDI is determined by NYSED.

• Highly effective (20-18)

• Effective (17-9)

• Developing (8-3)

• Ineffective (2-0)HIGHLY

EFFECTIVE EFFECTIVE DEVELOPING INEFFECTIVE

20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

Target(s)






HEDI Scoring


Highly effective = 89% of students or more will meet or exceed their target goal on the summative assessment Effective = 80-88% of students or more will meet or exceed their target goal on the summative assessment Developing = 68-79% of students or more will meet or exceed their target goal on the summative assessment Ineffective = 67% or fewer students will meet or exceed their target goal on the summative assessment

HIGHLY EFFECTIVE


20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

97-100%

93-96%

90-92%

89% 88% 87% 86% 85% 83% 82% 81% 80% 78-

79% 76-

77% 74-

75% 72-

73% 70-

71% 68-

69% 57-

67% 46-

56% 0-

45%

Rationale


20% Growth scores:•80% of students meeting target = Effective, 13 points

*20% Locally Selected achievement or growth scores:•75% of students meeting target = Effective, 15 points

HIGHLY EFFECTIVE


20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

*This describes the reasoning behind the choices regarding evidence, baseline data, and targets. The rationale should explain how the multiple measures were used in establishing targets.

Target(s)






HEDI Scoring


Highly effective = 89% of students or more will meet or exceed their target goal on the summative assessment Effective = 80-88% of students or more will meet or exceed their target goal on the summative assessment Developing = 68-79% of students or more will meet or exceed their target goal on the summative assessment Ineffective = 67% or fewer students will meet or exceed their target goal on the summative assessment

HIGHLY EFFECTIVE


20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

97-100%

93-96%

90-92%

89% 88% 87% 86% 85% 83% 82% 81% 80% 78-

79% 76-

77% 74-

75% 72-

73% 70-

71% 68-

69% 57-

67% 46-

56% 0-

45%

Rationale


Research supports the need for students to be fluent readers to comprehend what they are reading. This is necessary across all content areas When they are unable to read selections fluently, they spend too much effort in decoding word by word and loose the meaning o f what they are reading. Reading fluency is impacted by automaticity with sight words and phonetic decoding.

Adequate phonemic awareness skill should have been mastered in kindergarten and 1st grade. Students who did poorly on the phonics assessment (pre-assessment) will need remedial work/ reteaching in this area.

20%

Student

Growth

60%

Framework for

Teaching

Moment in time

or growth

Local or standardizedSome Variables

ConsideredSLOs Optional

Could be school-wide measure

20%

Locally Selected

Achievement or

Growth

20% Locally Selected Achievement or Growth

•Achievement or growth goals •3rd party assessments (e.g., TerraNova) or NYS tests•SLOs using the same assessment measure but setting

achievement targets different than the Growth SLOs.

• “Stage 1” SLOs are SLO templates that have been populated with the Learning Content, Evidence, and HEDI scales for each course in the district.

•All teachers build their SLOs from the Stage 1 SLOs that are available on the Teacher Portal.

•The pre-assessments for each course come with the Stage 1 SLOs.

•Each course’s Stage 1 SLO will be available on the Teacher Portal as it is completed and approved.

•Teachers use the content of the Stage 1 SLOs for the foundation of their course specific SLOs.

Time Event

May-Sept.

• Teachers build curriculum maps• Teachers create first draft of Stage 1 SLOs• District committee reviews SLOs and provides feedback• Stage 1 SLOs are finalized and posted on Teacher Portal (along with pre-

assessments and administration/scoring guidelines)

Sept. 6 -28

• Teachers are trained in SLO development• Teachers determine which courses require SLOs• Teachers begin to collect baseline data on students• Stage 1 SLOs continue to be drafted, reviewed, approved by district• Teachers access finalized Stage 1 SLOs and pre-assessments from Teacher

Portal • Schools determine schedule of assessments as/if needed• Teachers administer the pre-assessment and record student scores

Oct.

• Teachers develop their SLOs• Teachers meet with Principal to approve/modify SLOs• Curriculum maps continue to be developed• Teacher committees begin review of pre-assessments and summative

assessments• Approval of all SLOs is completed• District reviews selected SLOs for rigor and comparability

Documents

* Provide clarity in the purpose and function of the Student Learning Objectives (SLOs) as a part of the APPR system * Describe procedures for using