Student Learning Objectives SLOs TST BOCES January 6, 2012.

 Student Learning

Objectives SLOs

TST BOCES  January 6, 2012

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

60%

• Observations and other tools

20%

• Locally selected measure

20%

• State provided growth score

• SLO

What Are Student Learning Objectives (SLOs)?

Principles That Support Effective SLOs

SLOs are NOT… But…

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• SLOs are not the same as your District’s goals

• SLOs should be informed by District priorities and needs

• SLOs are not the interim assessments used for Data Driven Instruction (DDI)

• SLOs compliment the DDI model by focusing data meetings and action plans for re-teaching

• SLOs are not an opportunity for free choice amongst a teacher’s favorite unit tests

• SLOs require the use of evidence robust enough to match the scope of the content

• SLOs are not as complicated as they seem • If set with rigor, SLOs can lead to higher student achievement

What Does the District Determine?

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District Steps to Plan and Implement SLOs for theGrowth Component of Teacher Evaluation

1.Assess and identify priorities and needs.

Alignment of Annual Goals: District, School, Teacher

District Goal: by the end of 2014-2015 school year, increase the percentage of students who meet the Aspirational Performance Measures, which are indicators of College and Career Readiness, from 35% to 50%.

Middle School Goal: by the end of 2012-13 school year, increase the percentage of 8th grade students who score a proficient on end of course State assessments by at least 10%, as compared to 2010-11; increase those scoring advanced by at least 5%.

8th Grade Social Studies Teacher Goal: by the end of 2012-13 school year, 85% of students will demonstrate growth on 8th grade Social Studies district-determined assessment (from the State-approved list  of 3rd party assessments) compared to their 7th grade performance.

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Illustrative Goals

District Steps to Plan and Implement SLOs for theGrowth Component of Teacher Evaluation

1.Assess and identify priorities and needs.2.Identify who will have State-provided growth 

measures and who must have SLOs as “comparable growth measures”.

0%

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50%

60%

70%

80%

90%

100%

Teacher % in These Assignments

Teacher Coverage

Other 36%

(CTE; Arts, Foreign Language, Music, Theatre, Dance, Humanities; Phsyical 

Education/Health; Library; Pre-K; Reading 4-12; Combined Courses; 

Literacy & Math K - 3 15%

Social Studies 6-8, Regents - 4% Science 6-8. Regents - 4%

ELA 9 - 11 2%

Special Education, ESL, Bilingual 21%

Math & ELA 4 - 8

Regents Math 2%

Who Will Have SLOs in 2012-13?

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SGP/VA as Data Allow;

otherwise SLOs

SGP/VA

SLOs

District Steps to Plan and Implement SLOs for theGrowth Component of Teacher Evaluation

1.Assess and identify priorities and needs.2.Identify who will have State-provided growth 

measures and who must have SLOs as “comparable growth measures”.

3.Determine District rules for how specific SLOs will get set.

State

Who Decides What For Comparable Growth Measures?

STUDENT LEARNING OBJECTIVE

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Assessments for SLOs

HAVE NEED SPECIAL CASE TEACHERS

Elementary School

Middle School

High School

District Steps to Plan and Implement SLOs for theGrowth Component of Teacher Evaluation

1.Assess and identify priorities and needs.2.Identify who will have State-provided growth 

measures and who must have SLOs as “comparable growth measures”.

3.Determine District rules for how specific SLOs will get set.

4.Establish expectations for scoring SLOs and for determining teacher ratings for the growth component.

Example of an SLO (Part 1)

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Population Spanish II Class; all 30 students

 Learning Content

New York State Learning Standards for Languages Other Than English (LOTE)

 Interval SY 2012-13 (1 year)

 Evidence

1.Spanish I summative assessment results from students in 2011-12.2.District-wide pre-assessment administered at the beginning of the school year.3.District-wide summative assessment administered at the end of the school year.

Baseline

1.All students had 2011-12 Spanish I results that demonstrated scores of proficient or higher in all basic vocabulary and grammar. 2.Scores ranged from 6% - 43% on the Spanish II District-wide diagnostic assessment.

Example of an SLO (Part 2)

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 Target(s)

and

HEDI Scoring

1.80% of students will demonstrate mastery of at least 75% of the Spanish II performance indicators, as measured by the district’s summative assessment in May 2012.

Highly Effective(18-20 points)

Effective(12-17 points)

Developing(3-11 points)

Ineffective(0-2 points)

86-100% of students demonstrate mastery of 75% of the Spanish II performance indicators.

78% -85% of students demonstrate mastery of 75% of the Spanish II performance indicators.

66% - 77% of students demonstrate mastery of 75% of the Spanish II performance indicators.

65% or less of students demonstrate mastery of 75% of the Spanish II performance indicators.

 Rationale

Previous work in Spanish I focused on working with basic vocabulary and grammar, and building preliminary oral skills. The diagnostic assessment is heavily focused on more advanced writing and reading skills, which are essential components of the Spanish curriculum. Spanish II requires students build on their learning from Spanish I in order to acquire mastery in these areas and to be prepared for Spanish III. Since all students completed Spanish I having achieved basic proficiency levels, I am confident they will achieve 80% mastery or above on at least 75% of the Spanish II materials.

District Steps to Plan and Implement SLOs for theGrowth Component of Teacher Evaluation

1.Assess and identify priorities and needs.2. Identify who will have State-provided growth measures 

and who must have SLOs as “comparable growth measures”.

3.Determine District rules for how specific SLOs will get set.

4.Establish expectations for scoring SLOs and for determining teacher ratings for the growth component.

5.Determine District-wide processes for setting, reviewing, and assessing SLOs in schools.

May – JuneJanuarySeptember – October

• School reviews district academic priorities and district guidelines

•Teacher gathers baseline data

• Teacher proposes  SLOs; principal approves SLO

• Discuss progress  to date on SLOs  including results from observation and DDI cycles

• Principal provides teacher with specific feedback  and strategies 

• Students take summative assessments  for their courses

• Evaluator and teacher discuss results of multiple measures

• Principal provides teacher with final score for their SLOs

Assessments

AnalysisAction

Data Driven Culture

DD

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YC

LE

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ycle

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arO

BSE

RV

ATIO

NC

YC

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S 1) Evaluator collects  objective  evidence2) Evaluator gives evidence-based  feedback3) Reflective  teacher  adjusts  instruction  to better  target  specific student  learning  needs  and increase  achievement

SLO

PR

OC

ESS

SLOs: A Critical Component of the College and Career Readiness System

Common Core Instruction

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Note: this represents an example system