Tully

September 17. 2012

Student Learning Objectives

SLOs

NYS Initiatives for Teaching and Learning

Renee Burnett & Auddie Mastroleo

OCM BOCES Network Team

Out

com

es

Student Learning

Objectives

What are they?

How do they fit into APPR?

Key Criteria

Race to the Top

CCLS

DDI

APPR

APPRPOINTS

60%Multiple

Measures

20%StudentGrowth

20%Student

Achievement

SLO Defined

Academic goal for a teacher’s students that is set at the start of a course

Represents the most important learning for the year (or, semester, where applicable).

Aligned to Common Core, State, or national standards, as well as any other school and district priorities

Specific and measurable, based on available prior student learning data

Teachers’ scores are based upon the degree to which their goals were attained

Provided to teachers whose students take ELA/Math Assessments in Grades 4-8

A teacher growth score compares the gain the teacher’s students made between two points in time

STATE-PROVIDED GROWTH MEASURE

Those who have a State

provided growth

measure and are not

required to have an SLO.

Teacher 1

Those who have a State provided

growth measure, and yet, are required

to have an SLO because less than

50% of their students are

covered by the State provided growth

measure.

Teacher 2

Those who are required to have

a SLO and do not have a State provided growth

measure.

Teacher 37

THREE TYPES OF TEACHERS

Key Points

4-8 ELA/Math teachers won’t

create SLOs (unless you fall

into Teacher Category 2)

State assessment (if one exists)

must be used as evidence for the

SLO

K-3 teachers must create SLOs for

ELA & Math(3rd grade teachers must use state assessment as

evidence)

Key Points

SLOs must cover 50% or more of

the total number of a teacher’s

students

Must start with the largest section/course of students you teach

SLOs must measure 2 points in time for same students

SLOs are not necessarily grade specific; they are course-specific

Lock-in date for student

population begins on BEDS day.

Key Points

You cannot score your own students’

summative assessments.

Once an SLO target is set, it cannot be

changed.

If an SLO is created for a

Regents course, then ALL of the

standards for that course apply.

Teachers with multiple SLOs will receive one HEDI score after the

SLOs have been weighted and combined.

SLO or No SLO?

•Two 2nd grade Art sections with 20 students each (40 total)

•Two 4th grade Art sections with 25 students each (50 total)

•One 5th grade Art section with 30 students (30 total)

Elementary Art Teacher

1 SLO for 4th grade

•Cover the largest course first

•Does this SLO cover 50% or more of the total number of students this teacher has?

1 SLO for 2nd grade

•Create an SLO for the next largest section of students

SLO or No SLO?

• One 8th grade Science section with 30 students (30 total)

• Four 8th grade Advanced Science sections with 28 students each (112 total)

8th

Grade Science Teacher

1 SLO for Advanced Science Sections

•Cover the largest course first•Does this SLO cover 50% or more of the

total number of students this teacher has?

8th Grade Science

Exam must be used as evidence

SLO or No SLO?

•Two 7th grade Math sections with 30 students each (60 total)

•Two 7th grade Science sections with 25 students each (50 total)

•One Advanced 7th grade Science section with 20 students (20 total)

7th

grade Math & Science Teacher

1 SLO for Math

•Cover the largest course first

•Does this SLO cover 50% or more of the total number of students this teacher has?

1 SLO for Science

•Create an SLO for the next largest section of students

Will receive a

State-provided-growth

measure for Math

What MUST be included

in a SLO?

Population Learning Content

EvidenceInterval of

Instructional Time

Baseline Targets

HEDI Criteria Rationale

17

POPULATION

Identify the course name

Identify the student

population being

addressed

19

POPULATIONELA 9

3 sections = 70 students

Heterogeneously grouped

20

LEARNING CONTENT

•CCLS•National Standards•State Standards•District Priorities

What is being

taught?

•Applicable to all standards in a course?

•Specific to priority standards?

How will this goal apply to the course?

22

LEARNING CONTENT

CCR Anchor Standard for Reading.10•Read and comprehend complex literary and

information texts independently and proficiently.

CCR Anchor Standard for Writing.1•Write arguments to support claims in an

analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

What is the instructional period covered (if not a

year, rationale for semester/quarter/etc.)?

23

INTERVAL OF INSTRUCTIONAL TIME

25

INTERVAL OF INSTRUCTIONAL TIME

2012-2013 School Year

What assessment(s) or student work product(s) will be used to measure

this goal?

Baseline or diagnosticdata that you gather and analyze at the

beginning of the course

Summative measures for the end of the

course

26

EVIDENCE

28

EVIDENCEBaseline/Diagnostic

• 8th Grade ELA results (previous year)

• 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 and developed over the course of the text.

Summative assessment

• Ten reading comprehension questions based on the selection from Things Fall Apart. 

• Ten reading comprehension questions based on “A Quilt of a Country” by Anna Quindlen,Newsweek September 27, 2001.

• Writing Prompt: 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.

29

What is the starting level of learning for students covered by 

this SLO?

BASELINE

31

BASELINEOn 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

32

What is the expected outcome (target) by

the end of the instructional period?

TARGET(S)

34

TARGET(S)

Eighty percent of all students will score 55 points or higher on the summative

assessment (out of a possible 64 points).

35

HEDI CRITERIAHow will evaluators determine

what range of student performance “meets” the goal (effective) versus “well-below”

(ineffective) , “below” (developing), and “well-above”

(highly effective)?

HEDI Highly effective (20-18)

Effective (17-9)

Developing (8-3)

Ineffective (2-0)

36

HEDI CRITERIA

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%

HEDI Highly effective (20-18)

Effective (17-9)

Developing (8-3)

Ineffective (2-0)

37

HEDI CRITERIA

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%

HIGHLY EFFECTIVE

20 19 18

99-100% 97-98% 95-96%

EFFECTIVE

17 16 15 14 13 12 11 10 9

92-94%

88-91%

85-87%

82-84%

79-81%

76-78%

73-75%

71-72%

68-70%

DEVELOPING

8 7 6 5 4 3

64-67% 60-63% 57-59% 53-56% 49-52% 45-48%

INEFFECTIVE

2 1 0

40-44% 30-39% <30%

43

RATIONALE

Why choose this learning content,

evidence and target?

Ms. Omentum’s SLO continued….

45

RATIONALEThe Learning Content is based on the most important CCLS anchor standards. The baseline evidence combines state test scores with an on-demand writing 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).

Resources

OCM BOCES WEBSITE

www.ocmboces.org

Click on tab For School Districts

Click on APPR

Click on State Growth 20% (including SLOs)

Resources

ENGAGENY WEBSITE

www.engageny.org

Click on tab Teacher/Leader Effectiveness

Click on SLO Resources (right hand side of the page)

Click on SLO models from NYS teachers