Post on 09-Oct-2015
description
1
NEW YORK STATE EDUCATION DEPARTMENT
GUIDANCE ON THE NEW YORK STATE DISTRICT-WIDE GROWTH GOAL-SETTING PROCESS
FOR TEACHERS: STUDENT LEARNING OBJECTIVES
Revised March 2, 2014
2
SLORESOURCES: SLOResourcesPageonEngageNY:http://www.engageny.org/resource/studentlearningobjectives/SLOSamples:
ThesearesampleSLOsfromthefield,representingawidearrayofgradesandcontentareas.Understandingthathighqualityimplementationisachievedthroughmodelingandfeedback,thesesampleshavebeenannotated,indicatingnotesofalignmenttobestpracticeineachSLO.
UsingtheNYSESLATintheDevelopmentofSLOs:
TheseexamplesaremeanttoprovidemodelsofhowtodevelopanSLOthatusestheNYSESLATasthesummativeassessment.
SLOwebinars: SLO101forTeachers:AnIntroductiontoSLOComponents:
ThisvideoprovidesanintroductiontoSLOs.Bywatchingthevideo,youwillbothlearntheelementsofanSLOandunderstandtheavailableresources.
SLO102forTeachers:TheUseoftheMultiStateSLORubric:ThisvideoprovidesanintroductiontothenewMultiStateSLOrubrictomeasureSLOquality.
SLO103forTeachers:UsingPastPerformanceTrendsandHistoricalData:ThisvideocovershowtodevelopanSLOusingpastperformancetrendsandstudenthistoricaldata.
StudentLearningObjectives:The50%RuleforTeachers:ThisvideoexplainshowtodeterminewhetherornotyouwillwriteSLOsandwhenneeded,forwhichcourses.
SchoolWideSLOs:ThisvideocovershowtodevelopaschoolwideSLOforthoseeducatorswhoneedtousethisoptionaccordingtotheirdistrictdecisions.
SLOsforLibrarians:ThisvideodescribesSLOdevelopmentforlibrarians.
SLO101forPrincipals:AnIntroductiontoSLOComponents:ThisvideoexplainsthebasicsofSLOsforprincipals,andwhatmightbedifferentfromtheSLOsthatteachersaredeveloping.
SLO102forPrincipals:The30%RuleforPrincipals:ThisvideoexplainshowprincipalsdeterminehowmanySLOsarerequiredforthemtomeetthe30%rule.
SLOResultsAnalysisI:TheSLOResultsAnalysiswebinarprovidespracticalstepsforsuccessfullyclosingoutSLOsandconsiderationsforreflectionandstrategicplanningfortheupcomingschoolyear.IncludedwiththiswebinarisaSLOcalculatortoolfordistricts/BOCEStodownloadandadaptforuse.
SLOResultsAnalysisII:ThiswebinarprovidespracticalstepsforutilizingandunderstandingtheHEDIcalculator'scapabilities.IncludedwiththiswebinarisaHEDIcalculatorforIndividualStaffMembersandaHEDIcalculatorwithSummaryReportGenerator.
LeadingtheSLOProcesswithinYourSchool:Thiswebinarbuildsupontheexperiencesandreflectionsgainedfromthe201213schoolyearandprovidesadditionaltools,specificallyinregardtothepreparationanddevelopmentofSLOs.
CriticalDecisionswithinSLOs:TargetSettingModels:
3
Thiswebinarwalksthrough5targetsettingmodelsanddiscusseshoweachmodelmayhelptosupportvariousdistrict/BOCESgoalsand/orstudentoutcomes.
AlternativeTargetSettingModelswithinSLOs:Thiswebinarismeanttoprovidemodelsoftargetsettingthatmaybeparticularlyusefulinclassroomsettingswithsmallpopulationsofstudents(smallnsize).
UsingtheNYSAAintheDevelopmentofSLOs:Thiswebinarismeanttoprovide examples of how to develop an SLO that uses the NYSAA as the summative assessment. Included in this webinar is a sample SLO and class roster.
AssessmentsinAnnualProfessionalPerformanceReview(APPR):Thiswebinarismeanttoprovideexamplesofdistrict/BOCESdecisionsaroundtheuseofassessment.DistrictsandBOCES,withinthecontextofStateRegulationsandframeworks,shouldlocallydeterminethemostappropriateassessmentswithintheAPPRsystemafteranalyzingtheiruniqueprioritiesandneeds.
EarlyElementaryAssessments:ThisdocumentisintendedfordistrictsandBOCESseekingopportunitiestoreduceand/orrefineassessmentsusedinearlyelementarygradesandsubjects.DistrictsandBOCESareencouragedtoreflectupondecisionsmadewithinGradesK2toensuretestingistheminimumnecessaryforeffectivedecisionmakingattheclassroom,school,anddistrictlevel.
SLOImplementationResources: SLOTemplate:
ThistemplateistherequiredNewYorkStateSLOtemplatetobeusedbyallteachersandprincipalsforAPPRpurposes.
ReformSupportNetworkStudentLearningObjectivesToolkit:Thetoolkitconsistsofanarrativedocumentthatoutlinesafourstagequalitycontrolframework,describeshowStatesanddistrictsareaddressingcommonchallengesrelatedtoqualitySLOimplementation,andfeatureslinkstotemplates,guidancedocumentsandothertools.
DraftMultiStateSLORubric:EvaluatorsandeducatorsareencouragedtousethisrubrictomeasurethequalityoftheinformationprovidedbyeducatorsontheNYSSLOTemplate.
4
TableofContents
SECTIONONE:BACKGROUNDANDBASICS................................................................................................................................5BACKGROUND.........................................................................................................................................................................5WHATISASTUDENTLEARNINGOBJECTIVE?..........................................................................................................................6WHATARETHEBENEFITSOFTHESTUDENTLEARNINGOBJECTIVEPROCESSANDWHATISTHEPURPOSE?........................8HOWDOSTUDENTLEARNINGOBJECTIVESFACTORINTONEWYORKSTATESTEACHEREVALUATIONSYSTEM?................8WHATISDECIDEDBYTHESTATEVERSUSDISTRICTLEVELAND/ORSCHOOL/TEACHERLEVELSFORCOMPARABLEGROWTHMEASURES?............................................................................................................................................................9
SECTIONTWO:SLORULESANDCONSIDERATIONSFORCOMPARABLEGROWTHMEASURES................................................11WHICHTEACHERSWILLHAVESTATEPROVIDEDGROWTHMEASURESANDWHICHTEACHERSMUSTHAVESLOsASCOMPARABLEGROWTHMEASURES?................................................................................................................................11WHATTYPEOFASSESSMENTMUSTBEUSEDASEVIDENCEWITHANSLOASACOMPARABLEGROWTHMEASURE?.......14HOWMAYSCHOOLORBOCESWIDE,GROUPORTEAMMEASURESBEUSEDASCOMPARABLEGROWTHMEASURESWITHSLOs?...........................................................................................................................................................................15HOWDOSLOsMEETREQUIREMENTSFORCOMPARABILITYINTHEGROWTHCOMPONENTOFTEACHEREVALUATION?15
SECTIONTHREE:SCORINGSLOsANDDETERMININGFINALRATINGSFORCOMPARABLEGROWTHMEASURES....................16ESTABLISHINGEXPECTATIONSFORSCORINGSLOsANDDETERMININGFINALRATINGSASCOMPARABLEGROWTHMEASURES............................................................................................................................................................................16
STANDARDSFORRATINGCATEGORIES:...........................................................................................................................16TRANSLATINGRESULTSINTOHEDIRATINGS/SCORESWHENANSLOINCORPORATESASTATEPROVIDEDGROWTHMEASURE..........................................................................................................................................................................16SETTINGTARGETSWHENCOMPARABLEGROWTHSLOsDONOTINCORPORATEASTATEPROVIDEDGROWTHMEASURE..........................................................................................................................................................................17TRANSLATINGRESULTSOFMULTIPLESLOsINTOONEOVERALLSCORE/RATINGFORTHEGROWTHCOMPONENT......19
SECTIONFOUR:MAJORDISTRICTSTEPSTOPLANANDIMPLEMENTSLOsASCOMPARABLEGROWTHMEASURES...............20SECTIONFIVE:SLOsASANOPTIONFORLOCALLYSELECTEDMEASURESOFSTUDENTACHIEVEMENT..................................22
STANDARDSFORRATINGCATEGORIESFORLOCALLYSELECTEDMEASURES:.................................................................23SECTIONSIX:PUTTINGITALLTOGETHER:SAMPLESLOSCORINGMODELSFORCOMPARABLEGROWTHMEASURES.......24SECTIONSEVEN:APPENDIX......................................................................................................................................................41
KEYTERMSDEFINED........................................................................................................................................................41Note:ThisStudentLearningObjectives(SLO)guidancedocumentappliestobothDistrictsandBOCES.ThisdocumentprovidesDistrictswithguidanceastheyimplementSLOsastheStatedeterminedDistrictwidegoalsettingprocessforteachersofsubjectswherethereisnoStateprovidedmeasureofstudentgrowth.WhileSLOsarealsoanoptionasalocallyselectedmeasureforparticulareducators,thisguidance(exceptasotherwisenoted)appliestoSLOsascomparablegrowthmeasures.Nothinghereinismeanttoabrogateanycollectivebargainingrightsprovidedunderanapplicablelaw,existingcollectivebargainingagreement,orjudicialruling.
5
SECTIONONE:BACKGROUNDANDBASICSBACKGROUNDTheNewYorkStateBoardofRegentshascommittedtothetransformationofthepreparation,supportandevaluationofallteachersandschoolleadersinNewYorkState,andtheNewYorkStateLegislaturehasenactedhistoriclegislation(EducationLaw3012c)thatfundamentallychangesthewayteachersandprincipalsareevaluated.
Underthenewlaw,NewYorkStatewilldifferentiateteacherandprincipaleffectivenessusingfourratingcategoriesHighlyEffective,Effective,Developing,andIneffective.EducationLaw3012c(2)(a)requiresannualprofessionalperformancereviews(APPRs)toresultinasinglecompositeteacherorprincipaleffectivenessscorethatincorporatesmultiplemeasuresofeffectiveness.Theresultsoftheevaluationsshallbeasignificantfactorinemploymentdecisions,includingbutnotlimitedtopromotion,retention,tenuredetermination,termination,andsupplementalcompensation,aswellasteacherandprincipalprofessionaldevelopment(includingcoaching,inductionsupport,anddifferentiatedprofessionaldevelopment).Thelawspecifiesthatstudentperformancewillcomprise40%ofteacherandprincipalevaluations.The40%ofteacherandprincipalevaluationsconnectedtostudentperformanceisbrokendownintotwosubcomponents:
In20112012,classroomteachersinELAandmathematicsingrades48onlyandschoolprincipalsinbuildingsinwhichtheseteachersareemployed:20%onstudentgrowthonStateassessmentsorcomparablemeasures,and20%onotherlocallyselectedmeasuresthatarerigorousandcomparableacrossclassroomsinaccordancewithstandardsprescribedbytheCommissioner.
In20122013andsubsequentyearsbeforeRegentsapprovalofavalueaddedmodelforanygradeandsubjectforallteachersandprincipals:20%onstudentgrowthonStateassessmentsorcomparablemeasures,and20%onotherlocallyselectedmeasuresthatarerigorousandcomparableacrossclassroomsinaccordancewithstandardsprescribedbytheCommissioner.
Subsequentyearsforteachersorprincipalswithanygrade/subjectinwhichtheBoardofRegentshave
approvedavalueaddedmodel(proposalwillberevisitedforthe201415schoolyear):25%onstudentgrowthonStateassessmentsorcomparablemeasures,and15%otherlocallyselectedmeasuresthatarerigorousandcomparableacrossclassroomsinaccordancewithstandardsprescribedbytheCommissioner.
ForteacherswherethereisnoStateprovidedmeasureofstudentgrowth,comparablemeasuresaretheStatedeterminedDistrictwidegrowthgoalsettingprocess.StudentLearningObjectives(SLOs)aretheStatedeterminedprocess.Foranygrade/subjectthatculminatesinaStateassessment,DistrictsmustusetheStatedeterminedgrowthgoalsettingprocess(SLOs)with:
Stateassessmentifoneexists(orRegentequivalents).
6
Forgrade8science,highschoolEnglishLanguageArts,math,science,andsocialstudiescoursesthatleadtoaRegentsexaminationinthe20102011schoolyearoraStateassessmentinthe20122013schoolyearorthereafter,districtsmustusetheStatedeterminedgrowthgoalsettingprocess(SLOs)withaStateassessment(orRegentsexamorRegentsequivalents).Forallothergrades/subjectsthatdonothaveaStateassessment:DistrictsmustusetheStatedeterminedgrowthgoalsettingprocess(SLOs)withanyofthefollowingthreeoptions/assessments:
(1) ListofStateapproved3rdpartyassessments*;(2) District,regional,orBOCESdevelopedassessments,providedtheDistrictorBOCESverifies
comparabilityandrigor;(3) SchoolorBOCESwide,group,orteamresultsbasedonStateassessments.
*Pleasenotethat,effectiveMarch2,2014,noAPPRplanshallbeapprovedbytheCommissionerforuseinthe201415schoolyearorthereafterthatprovidesfortheadministrationoftraditionalstandardizedassessmentstostudentsinkindergartenthroughgradetwothatarenotbeingusedfordiagnosticpurposesorarerequiredtobeadministeredbyfederallaw,includingbutnotlimitedtoassessmentsdevelopedbyanyvendor,thirdparty,orothercomparableentity;exceptthisshallnotprecludetheuseofschoolorBOCESwide,grouporteamresultsusingStateassessmentsthatareadministeredtostudentsinhighergradesintheschoolordistrict,regionalorBOCESdevelopedstudentassessmentsthataredevelopedincollaborationwithavendor,ifotherwiseauthorizedbytheCommissioner(see:http://www.engageny.org/resource/guidanceontheapprovedregulatoryamendmentstoapprtohelpreducelocaltestingforfurtherinformation).WHATISASTUDENTLEARNINGOBJECTIVE?AStudentLearningObjectiveisanacademicgoalforateachersstudentsthatissetatthestartofacourse.Itrepresentsthemostimportantlearningfortheyear(or,semester,whereapplicable).Itmustbespecificandmeasurable,basedonavailablepriorstudentlearningdata,andalignedtoCommonCore,State,ornationalstandards,aswellasanyotherschoolandDistrictpriorities.Teachersscoresarebaseduponthedegreetowhichtheirgoalswereattained.
NewYorkStateStudentLearningObjectives(SLOs)mustincludethefollowingbasicelements:
StudentPopulation:whichstudentsarebeingaddressed? EachSLOwilladdressallstudentsintheteacherscourse(oracrossmultiplecoursesections)who
takethesamefinalassessment. LearningContent:whatisbeingtaught?CCSS/national/Statestandards?Willspecificstandardsbe
focusedoninthisgoalorallstandardsapplicabletothecourse? IntervalofInstructionalTime:whatistheinstructionalperiodcovered(ifnotayear,rationalefor
semester/quarter/etc.)? Evidence:whatassessment(s)orstudentworkproduct(s)willbeusedtomeasurethisgoal? Baseline:whatisthestartingleveloflearningforstudentsintheclass? TargetandHEDICriteria:whatistheexpectedoutcome(target)bytheendoftheinstructionalperiod?
7
HEDICriteria:howwillevaluatorsdeterminewhatrangeofstudentperformancemeetsthegoal(effective)versuswellbelow,(ineffective),below(developing),andwellabove(highlyeffective).TheserangestranslateintoHEDIcategoriestodetermineteachersfinalratingforthegrowthsubcomponentofevaluations.DistrictsandBOCESmustsettheirexpectationsfortheHEDIratingsandscoring.
Rationale:whychoosethislearningcontent,evidenceandtarget?SLOTemplatethatIncludesalloftheBasicElements:
New York State Student Learning Objective Template All SLOs MUST include the following basic elements:
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.)
Learning Content
What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to all standards applicable to a course or just to specific priority standards?
Interval of Instructional
Time
What is the instructional period covered (if not a year, rationale for semester/quarter/etc.)?
Evidence
What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the course.
Baseline
What is the starting level of students knowledge of the learning content at the beginning of the instructional period?
Target(s)
What is the expected outcome (target) of students level of knowledge of the learning content at the end of the instructional period?
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)?
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
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.
8
FormoreSLOexamples,aswellasadownloadabletemplate,pleaseseeourSLOresourcesonEngageNYatthefollowinglink:http://www.engageny.org/resource/studentlearningobjectives/WHATARETHEBENEFITSOFTHESTUDENTLEARNINGOBJECTIVEPROCESSANDWHATISTHEPURPOSE?SettingSLOsencourageseducatorstofocusandaligninstructionwithDistrictandschoolpriorities,goals,andacademicimprovementplans.Thereisevidencethatsettingrigorousandambitiouslearninggoals,combinedwiththepurposefuluseofdatathroughbothformal(interim)andinformal(formative)assessments,leadstohigheracademicperformancebystudents.Additionally,whenlearningobjectivesaresetasagrade/team,theprocesscanhelpdetermine,andbringgreaterfocusto,particularareasofneedandallowfortargeted,differentiatedprofessionaldevelopmenttosupportongoingsuccessfortheoverallgrade/team.Manyeducatorsuseastudentgoalsettingprocessasanintegralpartoftheirpractice,andwhileDistrictsandStatesacrossthecountryhaveadoptedsimilargoalsettingapproaches,NewYorkStatesSLOprocessistailoredtothespecificrequirementsofourteacherandprincipalevaluationsystem.Weexpectourapproachwillhavesignificantinstructionalbenefitbyencouragingteacherstobesystematicandstrategicintheirinstructionaldecisions,andleadtoimprovedteacherandstudentperformance.HOWDOSTUDENTLEARNINGOBJECTIVESFACTORINTONEWYORKSTATESTEACHEREVALUATIONSYSTEM?First,itsimportanttonotethatNewYorkStaterequiresmeasuresofstudentperformancefortwocomponentsofeachteachersevaluation:
Initially,20%ofeachteachersevaluationisbasedonstudentgrowthonStateassessmentsorcomparablemeasures(risingto25%withanapprovedvalueaddedmodel).
20%ofeachteachersevaluationisbasedonotherlocallyselectedassessments(decreasingto15%withanapprovedvalueaddedmodel).
InsubjectswherethereisnoStateprovidedmeasureofstudentgrowthonStateassessments(i.e.,subjectswithoutaStateassessmentandsubjectswhereaStateprovidedmeasurehasnotyetbeencreatedbasedontheStateassessment,suchastheRegentsexamortheNYSESLAT),DistrictsmustadheretoRegulationsaboutwhatmeasurescanbeusedasothercomparablegrowthmeasuresfortheState20%.
GROWTHINSUBJECTSWITHOUTSTATEPROVIDEDGROWTHMEASURES(20%):SLOswillbeusedforteachersofsubjectswherethereisnoStateprovidedmeasureofstudentgrowth.TheRegulationscallthistheStatedeterminedgrowthgoalsettingprocess.EachSLOwillbebuiltaroundoneofthefollowingassessmentoptionsastheevidenceofstudentlearning:
(1) ListofStateapproved3rdparty,State,orRegentsequivalentassessments;(2) DistrictorBOCESdevelopedassessments,providedtheDistrictorBOCESverifiescomparability
andrigor;(3) SchoolorBOCESwide,group,orteamresultsbasedonStateassessments.
9
Keepinmindthatteacherswhoteachcoresubjects,whicharedefinedinsection302.5oftheRulesoftheBoardofRegentsasteachersineighthgradescienceandhighschoolcoursesinELA,math,scienceandsocialstudiesthatleadtoaRegentsexaminationinthe20102011schoolyear,oraStateassessmentinthe20122013schoolyearorthereaftermaynotuseSLOswithschoolorBOCESwide,group,orteamresults.
LOCALLYSELECTEDMEASURES(20%):Forthelocal20%,Districtsmustchoosefromtheoptionslistedbelow.Forthelocalmeasure,theselectedmeasurecanmeasureachievementand/orgrowth.
Mayusegrowthorachievementforthese:(1) Stateassessments,Regentsexaminationand/orRegentequivalentassessmentsprovidedthat
theyaredifferentthanthemeasureusedfortheGrowthsubcomponent;(2) ListofStateapproved3rdpartyassessments;(3) District,regional,orBOCESdevelopedassessments,providedthattheDistrictorBOCESverifies
comparabilityandrigor;(4) Schoolwidegrowthorachievementresultsbasedon:
StateprovidedschoolwidegrowthscoreforallstudentsinaschooltakingtheStateELAorMathassessmentingrades48;
LocallycomputedmeasurebasedonaStateassessmentorDistrict,regional,orBOCESdevelopedassessmentforwhichtheDistrictorBOCESverifiescomparabilityandrigor.
(5) ForteachersinagradeorsubjectwithoutaStateapprovedGrowthorValueAddedmodel:StudentLearningObjectiveswithanyState,Stateapproved3rdparty,orDistrict/BOCESdevelopedassessmentthatisrigorousandcomparableacrossclassrooms.
Note:SeethesectionofthisdocumentaddressingtheuseofSLOsaslocallyselectedmeasures(StudentLearningObjectivesasLocallySelectedMeasureOption)forfurtherinformationtoconsider.
WHATISDECIDEDBYTHESTATEVERSUSDISTRICTLEVELAND/ORSCHOOL/TEACHERLEVELSFORCOMPARABLEGROWTHMEASURES?TheStatedeterminesthefollowingforcomparablegrowthmeasures:
TheoverallSLOframework,includingrequiredelements. RequirementsinthecontextofRegulations:
o RequirementsforwhichteachersmustsetSLOsandwhichteachersmusthaveStateprovidedgrowthmeasures.
o Requirementsforwhichassessmentsmustbeused,andwhichareallowableoptions,undertheRegulations.
o Requirementsaroundscoring: Thescoringrangesandcategoriesforthemeasuresofstudentgrowthsubcomponent. RulesforscoringSLOsthatincludeaStateprovidedgrowthmeasure.
10
RulesforscoringmultipleSLOs. ProvidestrainingtoNetworkTeamsandNetworkTeamEquivalentsonSLOspriorto201213school
year.Districts(inthecontextofStateRegulationsandframeworks)determinethefollowing:
Assessandidentifytheiruniqueprioritiesandneeds. IdentifywhointheDistrictwillhaveStateprovidedgrowthmeasuresandwhomusthaveSLOsas
comparablegrowthmeasuresaspertheStatesrules. Districtwiderulesandprocessesforsetting,reviewing,andassessingSLOsinschools. EstablishwhichdecisionsaremadeattheDistrictlevelversusattheschoollevel(e.g.,byprincipals,by
principalswithteachers,byotherschoolleaderssuchascoachesordepartmentchairs). ExpectationsforscoringSLOsandfordeterminingfinalteacherratingsforthegrowthcomponent,
withinStaterules. Createprocessestoensurethatanyassessmentsarenotscoredbyteachersandprincipalswithavested
interestintheoutcomeoftheassessmenttheyscore,andaddressassessmentsecurityissues. Providetrainingtoleadevaluators.
Schools(inthecontextofStateRegulationsandframeworks,andDistrictdecisions)determinethefollowing:
ImplementStateandDistrictdeterminedprocesses. MakechoicesasneededwhenDistrictleavesflexibilitytoschools. EnsurethatleadevaluatorapproveseachteachersSLO(s)andmonitors/assessesresults. Ensureallassessmentsaresecureandthatanyassessments,includingthoseusedasevidenceforSLOs,
arenotscoredbyteachersandprincipalswithavestedinterestintheoutcomeoftheassessmentstheyscore.
Teachers(inthecontextofStateRegulationsandframework,Districtdecisions,andschooldecisions)determinethefollowing:
SetSLOsandtargetsbasedonDistrictrequirementssetforthintheapprovedAPPRplan(see:http://usny.nysed.gov/rttt/teachersleaders/plans/home.htmlforallapprovedAPPRplans)andanyschoolrequirements.
Obtainallpossibledataonstudentstobestinformbaseline,startinglevelofstudentlearning. Reflectonstudentlearningresultsandconsiderimplicationsforfuturepractice.
11
SECTIONTWO:SLORULESANDCONSIDERATIONSFORCOMPARABLEGROWTHMEASURESWHICHTEACHERSWILLHAVESTATEPROVIDEDGROWTHMEASURESANDWHICHTEACHERSMUSTHAVESLOsASCOMPARABLEGROWTHMEASURES?TherearetwocategoriesofteachersinNewYorkStatesevaluationsystem:
50100%StudentsCoveredby
TheseteacherswillreceiveaGrowthScore
fromtheState (2025evaluationpoints).
E.g.,48ELA,Math, CommonBranchteachers
049%StudentsCoveredby
TheseteachersMUSThaveSLOs(20evaluationpoints).
1.Ifanycourse/sectionhasStateprovidedgrowthmeasures,atleast1SLOMUSTuseit. 2.SLOsMUSTcoverthecoursestaughtwiththelargestnumberofstudents,combiningsectionswithcommonassessments,untilamajorityofstudentsarecovered. 3.IfanyofthelargestcourseshaveaStateassessment(butdonothaveStateprovidedgrowthmeasures),theStateassessmentMUSTbeusedasevidenceintheSLO.
E.g.,Manyhighschoolteachers,K3teachers,teacherswithmixofsectionswith/withoutStateprovidedgrowth
measures(e.g.,twograde7mathclassesandthreescienceclasses)
12
ForthoseteacherswhomusthaveSLOsascomparablegrowthmeasures,Districtsmustusetheserules(seetablebelow)forhowmanySLOsbasedonwhatassessments:
GrowthisStateprovidedGrowthorValueaddedMeasure
ComparableSLOforGrowthRequirements(Musts)
AllTeachers
Stateprovidedgrowth/VAappliesif: Numberofstudentswith
Stateprovidedgrowthscore/VAgrowthmeasureis50%ofclass;andis>minimumNsizerequiredforvalidresult
SLOsmustmeasure2pointsintimeforsamestudents. SLOsmustcoverlargestcoursestaughtuntil50%of
studentsareincludedinateachersSLOs. IfanycourserequiresanSLOandhasaStateprovided
growthmeasure,atleast1SLOmustusetheStateprovidedgrowthscoreforthesestudents.
IfaStateassessmentexistsforanyofthecoursesrequiredtobeincludedintheSLO,butthereisnoStateprovidedgrowthmeasureforthatassessment,theStateassessmentmustbeusedasevidencefortheSLO(e.g.,3rdgradeELA(literacyandwriting),Math;ScienceGrade4andGrade8;GlobalHistoryRegents,NYSAA).
Teacherswithmultiplesectionsofthesamecoursemustcreate1SLOtocoverallofthesesectionswhenthesamefinalassessmentisused.
K2Teachers 1SLOforELA(literacyandwriting) 1SLOforMath(unlessteacherfocusesonsinglesubjectarea)
3Teachers 1SLOforELA(literacyandwriting) 1SLOforMath(unlessteacherfocusesonsinglesubjectarea)Mustuse3rdgradeStateassessmentasevidence
48CommonBranchorELA/MathsubjectTeachers
Stateprovidedgrowth/VAappliesif:Numberofstudentswithstateprovidedgrowthscore/VAgrowthmeasureis50%ofclass;andis>minimumNsizerequiredforvalidresult
NYSEDrecommendsthatalleducatorswithstudentsclosetotheminimumnsizealsosetSLOsforcomparablegrowthmeasures,incasetherearenotenoughstudents,notenoughscoresorareunforeseenissueswiththedatatogenerateaStateprovidedgrowthscore.
48ScienceandSocialStudiesTeachers(notCommonBranch)
1SLOforeachsubject/assessmentSLOsmustcovercourseswithlargestnumbersofstudentsuntilamajorityofstudentsarecoveredMustusethegrade4or8StateScienceassessmentasevidenceingrades4or8respectivelyGrades67Scienceand68SocialStudiesmustuseaStateapproved3rdpartyassessment,orRegentsequivalents;aDistrict,regional,orBOCESdevelopedassessmentasevidence;
13
oraschoolorBOCESwide,group,orteamresultbasedonStateassessments(seeAPPRGuidanceD21)
48OtherSubjectTeachers
1SLOforeachsubject/assessmentSLOsmustcovercourseswithlargestnumbersofstudentsuntilamajorityofstudentsarecovered
912CoreSubjects,RegentsSubjectsandRegentsEquivalents
1SLOforeachsubject/assessmentSLOsmustcovercourseswithlargestnumbersofstudentsuntilamajorityofstudentsarecoveredMustuseRegentsassessmentorRegentequivalentsasevidencewhereapplicable
912OtherSubjectTeachers
1SLOforeachsubject/assessmentSLOsmustcovercourseswithlargestnumbersofstudentsuntilamajorityofstudentsarecovered
TeacherswithaMixofCoursesWith/WithoutStateProvidedGrowthMeasures
Stateprovidedgrowth/VAappliesif:Numberofstudentswithstateprovidedgrowthscore/VAgrowthmeasureis50%ofclass;andis>minimumNsizerequiredforvalidresult
IfminimumNsizerequiredforvalidresult
If
14
minimumNsizerequiredforvalidresult
IfNYSEDdevelopsagrowthmeasurefromNYSESLAT(inthefuture)
IfthisisanESLspecialistthen1SLOusingNYSESLATifthisisthemostappropriatemeasureofstudentlearning
ForfurtherguidanceusetheSLORoadmapforESLandBilingualEducationTeachersoraccesssampleSLOsfoundhere:UsingtheNYSESLATintheDevelopmentofSLOs.
AnyteacherwithstudentswhotaketheNYSAA
Stateprovidedgrowth/VAappliesif:Numberofstudentswithstateprovidedgrowthscore/VAgrowthmeasureis50%ofclass;andis>minimumNsizerequiredforvalid
IfthisisateacherrequiredtosetSLOs,thenteacherwillset1ofhis/herSLOsusingNYSAAperformanceassessmentasevidence.AdditionalSLOsarealsosetbasedonsubjectareataught(e.g.,ELA(literacyandwriting),Regents,Math).
ForfurtherguidanceviewtheUsingtheNYSAAintheDevelopmentofSLOswebinar.
SpecialCases:Generaleducationstudentsintestedsubjects(notELLorSWD)whodontcontributetoSGP/VA(nopretestorunexpectedlackofposttest)
Willbeincludedifdataisavailableanddosageallows IfteacherdoesnothaveStateprovidedmeasures,newarrivalsshouldbeincludedinanewSLOifthepreviousSLOs
nolongercoveramajority(50%)ofthestudents.PleaseseeQuestionD27oftheAPPRGuidancedocument.
WHATTYPEOFASSESSMENTMUSTBEUSEDASEVIDENCEWITHANSLOASACOMPARABLEGROWTHMEASURE?
EachSLOneedsatleastonesourceofbaselineevidence,butmultiplesourcesareallowable. EachSLOmustutilizeonesummativeassessment. IfacourserequiringanSLOhasaStateprovidedgrowthscore,theSLOmustusetheStateprovided
growthscoreforthesestudents. Stateassessments(includingRegentsexaminations,Regentsequivalents,and/oranyNYSEDapproved
equivalents)mustbeusedasevidenceifoneofthecoursesrequiredtohaveanSLOhasaStateassessment.(Forexample,ifthecourseendsinaRegentsexamandthereisnoStateprovidedgrowthorvalueaddedmeasureforthatexamination,anditisacoursethatrequiresanSLO,thentheSLOmustusetheRegentsExamasevidence.)
Forallothergrades/subjectsthatarenotassociatedwithaStateassessment:DistrictsmustusetheStatedeterminedgrowthgoalsettingprocess(SLOs)withanyofthefollowingthreeoptions/assessments:
o ListofStateapproved3rdpartyassessments. o District,regional,orBOCESdevelopedassessmentsprovidedtheDistrictorBOCESverifies
comparabilityandrigor.o SchoolorBOCESwide,group,orteamresultsbasedonStateassessments.
15
HOWMAYSCHOOLORBOCESWIDE,GROUPORTEAMMEASURESBEUSEDASCOMPARABLEGROWTHMEASURESWITHSLOs?
SchoolorBOCESwide,group,orteammeasuresareanoptionasacomparablegrowthmeasureSLOforsomeeducators,buttheymustbebasedonStateassessments.
Providesameansofprovidingmeasuresofstudentlearningforteacherswhodonothaveacommon,DistrictwideorStateassessmentthatcoverstheircontentarea.
Examplesinclude:1. ADistrictmaydecidetosetanSLObasedonschoolwidegrowthontheStateELAtestsasa
measureofstudentgrowthforallartsteachers,sincegrowthinthevariousartsisdifficulttomeasure,andELAskillscouldbeenhancedbycourseworkinthearts.Inthiscase,allartsteachersinaschoolwouldearnthesamescoreforthegrowthcomponentoftheirevaluations.
2. ADistrictmaydecidetomeasureallelementaryschoolpushinandpulloutteachersonschoolwidegrowthonELAand/orMathbecausetheDistrictbelievesitwillhelppromotecollaboration,anditisdifficultatthispointtodeterminetheteachersindividualcontributionstospecificstudentsgrowth.PleasenotethatthisdependsonhowaDistricthascodedtheseproviderswithintheStudentManagementSystem.
HOWDOSLOsMEETREQUIREMENTSFORCOMPARABILITYINTHEGROWTHCOMPONENTOFTEACHEREVALUATION?
UsingSLOswithanyallowableassessmenttypeintheRegulationswillmeettheminimumrequirementsforacomparablegrowthmeasureinsubjectswithoutaStateprovidedgrowthmeasure.
ItisimportanttokeepinmindthatDistrictsmaystrengthencomparabilityandrigorofthegoalsettingprocessinavarietyofways,forexample:
Increasethenumberofhighqualityassessmentsthatareusedacrossgrades/subjects; Specifyprioritylearningstandardsinagradeorsubjectaroundwhichassessmentsor
performancetasksforstudentswillbeconstructedbyDistrictteams;and DesignDistrictwideguidancefortargetsettingandscoringofeducatorsresults.
16
SECTION THREE: SCORING SLOs AND DETERMINING FINAL RATINGS FOR COMPARABLE GROWTH MEASURES ESTABLISHINGEXPECTATIONSFORSCORINGSLOsANDDETERMININGFINALRATINGSASCOMPARABLEGROWTHMEASURESSTANDARDSFORRATINGCATEGORIES:
Level GrowthorComparableMeasuresHighlyEffective
ResultsarewellaboveStateaverageforsimilarstudents(ordistrictgoalsifnoStatetest).
Effective ResultsmeetStateaverageforsimilarstudents(ordistrictgoalsifnoStatetest).
Developing ResultsarebelowStateaverageforsimilarstudents(ordistrictgoalsifnoStatetest).
Ineffective ResultsarewellbelowStateaverageforsimilarstudents(ordistrictgoalsifnoStatetest).
CommissionerwillreviewspecificscoringrangesannuallybeforethestartofeachschoolyearandrecommendanychangestotheBoardofRegents1.For201213andfor201314,thescoringrangesforeducatorsforwhomthereisnoapprovedvalueaddedmeasureofstudentgrowthareasfollows:
Level GrowthorComparableMeasuresHighlyEffective
1820Effective
917Developing
38Ineffective
02
TRANSLATINGRESULTSINTOHEDIRATINGS/SCORESWHENANSLOINCORPORATESASTATEPROVIDEDGROWTHMEASURE
ForanySLOthatincorporatesaStateassessmentwithaStateprovidedgrowthmeasure,itmustutilizethesameHEDIexpectationsastheStateprovidedgrowthmeasuresforthatStateassessment.
HEDImustbebasedontheStateprovidedscale.
ExampleofateachersettinganSLOwithaStateprovidedgrowthmeasure: 1BasedontheargumentspresentedintheNYCarbitrationproceedingheldonMay30and31andpursuanttohisauthorityinEducationLaw3012c(2)(a),theCommissionerimposednewproportionalscoringrangesforuseinNYCforthe20132014,20142015,20152016and20162017schoolyears.Pleaseseethelinkbelowforadescriptionofthesescoringranges:http://usny.nysed.gov/rttt/teachersleaders/plans/docs/newyorkcityapprplan.pdf.
17
7thgradeELAanddramateacherwith
18
PleaseseeourEngageNYSLOResourcesPagesforfurtherinformationonvarioustargetsettingmodelsfordistricts/BOCEStoconsider,includingourwebinarsCriticalDecisionswithinSLOs:TargetSettingModelsandAlternativeTargetSettingModelswithinSLOs.HowwillresultstranslateintoHEDIratings/scoreswhentheSLOdoesnotincorporateaStateprovidedgrowthmeasure?TwoExamples(ofmanypossibleapproaches)usingthescoringbands:(ThechartsbelowrepresentexamplesofhowaDistrictorBOCESmaywanttotranslateresultsintoratings/scores.DistrictsorBOCESarenotrequiredtousetheseexamplesalthoughthepointsassignedtotheHEDIlevelsarerequiredbyRegulation3.)Example1:Generic:couldapplyacrossgrades/subjects
LEVEL POINTS DESCRIPTIONHighlyEffective
1820 EvidenceindicatesexceptionalstudentlearninggainacrossSLO(s),includingspecialpopulations.ExpectationsdescribedinSLO(s)arewellaboveDistrictexpectations.85100%ofstudentsmettheirtargets.
Effective 917 EvidenceindicatessignificantstudentlearninggainacrossSLO(s),includingspecialpopulations.ExpectationsdescribedinSLO(s)meetDistrictexpectations.7084%ofstudentsmettheirtargets.
Developing 38 ExpectationsdescribedinSLO(s)arenearlymet.Theeducatormayhavedemonstratedanimpactonstudentlearning,butoverallresultsarebelowDistrictexpectations.3069%ofstudentsmettheirtargets.
Ineffective 02 EvidenceindicateslittletonostudentlearninggainacrossSLO(s).ExpectationsdescribedinSLO(s)arenotmet.ResultsarewellbelowDistrictexpectations.Lessthan29%ofstudentsmettheirtargets.
Example2:Quantified:couldapplyacrossgrades/subjectsorcouldbecoursespecific ILLUSTRATIVEHIGHLY
EFFECTIVE EFFECTIVE DEVELOPING INEFFECTIVE
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 095100%
9194%
8590%
84%
83%
82%
81%
80%
7879%
7677%
7475%
7073%
6469%
5763%
5056%
4349%
3742%
3036%
2129%
1120%
010%
3BasedontheargumentspresentedintheNYCarbitrationproceedingheldonMay30and31andpursuanttohisauthorityinEducationLaw3012c(2)(a),theCommissionerimposednewproportionalscoringrangesforuseinNYCforthe20132014,20142015,20152016and20162017schoolyears.Pleaseseethelinkbelowforadescriptionofthesescoringranges:http://usny.nysed.gov/rttt/teachersleaders/plans/docs/newyorkcityapprplan.pdf.
19
TRANSLATINGRESULTSOFMULTIPLESLOsINTOONEOVERALLSCORE/RATINGFORTHEGROWTHCOMPONENTHowwillresultsofmultipleSLOstranslateintooneoverallscore/ratingforateacher?
1. District/evaluatorwillassesstheresultsofeachSLOseparately,arrivingataHEDIratingandpointvaluebetween020points.
2. EachSLOmustthenbeweightedproportionatelybasedonthenumberofstudentsincludedinallSLOs.Thiswillprovideforoneoverallgrowthcomponentscorebetween020points.
Alwaysroundtothenearestwholenumber;.5roundsupand
20
SECTIONFOUR:MAJORDISTRICTSTEPSTOPLANANDIMPLEMENTSLOsASCOMPARABLEGROWTHMEASURES
1. Districtswillfirstneedtoassessandidentifytheiroverallprioritiesandacademicneeds. StartwithcommitmentsandfocusareasinDistrictstrategicplans. GivenStatedeterminedSLOrequirements,considerhowtoconstructgrowthmeasuresthat
advanceDistrictwideprioritiesandneeds. DecidehowprescriptivetheDistrictwillbewithintheGrowthComponentSLOprocess(e.g.,
setspecificgoalsforgroupsofteachers,providemetrics,setspecificorgenericHEDIexpectations)andwheredecisionswillbemadebyprincipals,orprincipalswithteachers.
2. DistrictswillthenneedtoidentifywhichteachersmustuseSLOsandwhichteacherswillhaveStateprovidedgrowthmeasures(seepages1114).
3. DetermineDistrictrulesforhowspecificSLOswillgetset.
WilltheDistrictrequiretheuseofexisting,commonDistrictwideassessmentsforaspecificgrade/subject?
Districtsareencouragedtoincreasethequalityofassessmentsthatareusedacrossgrades/subjects
Aretheregrades/subjectswheretheDistrictwantstoprioritizebuildingorbuyingadditionalDistrictwideassessments?
AretheregroupsofteacherswheregrouporteamresultsbasedonStateassessmentsareappropriate?
AretheregradesorsubjectswheretheDistrictcanidentifyprioritylearningstandardsorotherDistrictwideguidanceforschoolsandteachers?
WhatwilltheDistrictrequireforanyremainingteachersnotcoveredbytheabove?
4. DistrictswillestablishexpectationsforscoringSLOsandfordeterminingteacherratingsforthegrowthcomponent(seescoringsectionaboveforsamplemodelsandexamples).
Foreachgroupofgrade/subjectteacherswithsimilargrowthgoalapproaches,DistrictsmustdetermineandcommunicatetheDistrictsexpectationsforstudentlearninggrowthrelativetobaselinesandspecifyhowteacherswillbeawardedHEDIratingsandearnfrom020pointsbasedontheresultsobtained,consistentwithStateRegulationsandguidance.
DistrictsmaywishtoprovidedescriptivebenchmarkdatatohelpguidetheSLOprocessandtoensurereasonablegoalsaresetforcertainsubjectareas.
Forexample,aDistrictmaywishtodevelopgrowthnormsonhowstudentswithdifferentbaselinesdoonparticularassessments(e.g.,howastudentscoresonthe8thgradetestandisthenexpectedtoscoreontheChemistryRegents).
DistrictsthathavetheirownstudentgrowthpercentileorvalueaddedscoresfromDistrictwideassessmentsmayrequirethattheybeusedwiththeSLOforthatsubject.
21
Patternscouldbedevelopedforstudentswithdifferentcharacteristics,suchasELLs,studentswithdisabilities(varyingseveritylevels),etc.
DistrictsmustspecifywhatdecisionsaboutspecificSLOs,evidence,andtargetswillbemadebytheDistrictorattheschoollevel(e.g.,byprincipals,byprincipalswithteachers,byotherschoolleaderssuchascoachesordepartmentchairs).
Districtsmaychoosetobemoreprescriptivewithsomegrades/subjectsthanwithothersgivenlocalprioritiesandcapacity.
5. DistrictswillneedtodeterminetheirDistrictwideprocessesforsetting,reviewing,andassessingSLOsinschools.
Whattoolswillprincipalsusetoassesstherigorofteacherdeterminedtargets? WillDistrictsreviewallgoalsorspotcheckgoalsandtargetssetbyschoolsandteachersin
anywaytoensurerigorandcomparability? HowwillprocedurestomonitorprogressofstudentsonSLOtargetsandfinalresults
reviewsbehandled? Districtsmaywanttoconsiderotherteacherevaluationprocedureslikeevaluator/teacher
conferences,andproceduresaroundclassroomobservationsaswellasDistrictprocessesfordatadriveninquirymeetingstobesurethatsufficienttimeandcoordinationisprovided.
DistrictsmaywanttoaligntheirprocessesforreviewingandassessingSLOsinschoolsforbothgrowthandlocal,asapplicable.
6. Districtswillneedtoprovidetrainingtoevaluatorsonhowtoset,approve,monitor,andscoreSLOs
includingtrainingonnorming,andcalibrationofscoringforinterratercomparability. StatewillprovidetrainingtonetworkteamsonSLOspriortothe201213schoolyear.Many
oftheseresourcescanbefoundonwww.engageny.org.
7. Districtswillneedtodeterminewheredatagetsstored. Districtsmaywishtocreateadatabaseand/ordashboardforSLOssoprincipalscanupload
theirreportsandteacherscanuploadtheirSLOs,evidence,etc.forreview. AdatabasecanbeusedbyDistrictstocollectevidenceandtolookfortrendsindata.
8. Districtswillneedtoaddressassessmentsecurityissuesandcreateprocessestoensurethat
assessmentsarenotscoredbyteachersandprincipalswithavestedinterestintheiroutcome. Districtswillneedtocreatestructuresthatwillensureassessmentsaresecure. Asnotedin30.2.3(b)(3),eachDistricts/BOCESsannualprofessionalperformancereview
planmust,forallassessmentsregardlessofwhetherornottheassessmentisusedinconjunctionwithastudentgrowthgoalsettingprocess,describetheassessmentdevelopment,security,andscoringprocessesutilizedbytheschoolDistrictorBOCES.Suchprocessesshallensurethatanyassessmentsand/ormeasuresusedtoevaluateteachersandprincipalsunderthissectionarenotdisseminatedtostudentsbeforeadministrationandthatteachersandprincipalsdonothaveavestedinterestintheoutcomeoftheassessmentstheyscore.
22
SECTIONFIVE:SLOsASANOPTIONFORLOCALLYSELECTEDMEASURESOFSTUDENTACHIEVEMENT
STUDENTLEARNINGOBJECTIVESASLOCALLYSELECTEDMEASUREOPTION StudentLearningObjectives(SLOs)areoneoftheoptionsavailableforlocallyselectedmeasuresofstudentachievementforteachersinagradeorsubjectwithoutaStateapprovedGrowthorValueAddedmodel(e.g.,teachersoutsideofgrades48ELA/Math).Selectionoflocalmeasuresissubjecttocollectivebargaining.LocalmeasuresmustbedifferentfromthegrowthmeasuresusedinthegrowthsubcomponentalthoughlocalmeasuresmaybebasedonthesameState,Stateapproved,orDistrict,regional,orBOCESdevelopedassessment.Therefore,ifDistrictsuseSLOsasalocallyselectedmeasureforteachersinagradeorsubjectwithoutaStateapprovedGrowthorValueAddedmodel,theSLOmustmeasuresomethingdifferentfromtheteachersSLOsusedascomparablegrowthmeasures.Thiswouldinclude,butnotbelimitedto,measuringresultsfromdifferentcoursesorstudents,usingdifferentassessmentsand/orusingthesameassessmentinadifferentway(achievementinsteadofgrowthorasubgroupofstudents,forexample).ItisimportanttonotethatwhendeterminingSLOsforlocallyselectedmeasures,theSLOsmustbebasedonthefollowingbasiccomponents:
StudentPopulation:whichstudentsarebeingaddressed? LearningContent:whatisbeingtaught?CCSS/national/Statestandards?Willspecificstandardsbe
focusedoninthisgoalorallstandardsapplicabletothecourse? IntervalofInstructionalTime:whatistheinstructionalperiodcovered(ifnotayear,rationalefor
semester/quarter/etc.)? Evidence:whatassessment(s)orstudentworkproduct(s)willbeusedtomeasurethisgoal? Baseline:whatisthestartingleveloflearningforstudentsintheclass? TargetandHEDICriteria:whatistheexpectedoutcome(target)bytheendoftheinstructionalperiod? HEDICriteria:howwillevaluatorsdeterminewhatrangeofstudentperformancemeetsthegoal
(effective)versuswellbelow,(ineffective),below(developing),andwellabove(highlyeffective).TheserangestranslateintoHEDIcategoriestodetermineteachersfinalratingforthegrowthsubcomponentofevaluations.DistrictsmustsettheirexpectationsfortheHEDIratingsandscoring.
Rationale:whychoosethislearningcontent,evidenceandtarget?DistrictsmustalsosetclearexpectationsfortargetsandscoringforthelocalmeasuresofstudentachievementwithintheparametersfromRegulations,andDistrictsmustcollectivelybargaintheprocesstoassignpointstoeducatorswithinthelocallyselectedmeasures:
23
STANDARDSFORRATINGCATEGORIESFORLOCALLYSELECTEDMEASURES:
Level GrowthorComparableMeasures LocallySelectedMeasuresofStudentgrowthorachievement
HighlyEffective
ResultsarewellaboveStateaverageforsimilarstudents(orDistrictgoalsifnoStatetest).
ResultsarewellaboveDistrictorBOCESadoptedexpectationsforgrowthorachievement.
Effective ResultsmeetStateaverageforsimilarstudents(orDistrictgoalsifnoStatetest).
ResultsmeetDistrictorBOCESadoptedexpectationsforgrowthorachievement.
Developing ResultsarebelowStateaverageforsimilarstudents(orDistrictgoalsifnoStatetest).
ResultsarebelowDistrictorBOCESadoptedexpectationsforgrowthorachievement.
Ineffective ResultsarewellbelowStateaverageforsimilarstudents(orDistrictgoalsifnoStatetest).
ResultsarewellbelowDistrictorBOCESadoptedexpectationsforgrowthorachievement.
CommissionerwillreviewspecificscoringrangesannuallybeforethestartofeachschoolyearandrecommendanychangestotheBoardofRegents5.For201213andfor201314,thescoringrangesforeducatorsforwhomthereisnoapprovedvalueaddedmeasureofstudentgrowthareasfollows:Level
GrowthorComparableMeasures LocallySelectedMeasuresofStudentgrowthorachievement
HighlyEffective 1820 1820Effective 917 917Developing 38 38Ineffective 02 02
Additionally,DistrictsandtheircollectivebargainingagentsmaywishtoconsiderthefollowingwhenusingSLOsinthelocallyselectedmeasuressubcomponent:
DistrictsmaywanttoconsidertheiroverallDistrictwideprioritiesandacademicneedsastheyconsidertheirlocallyselectedmeasures.
Districtsmaywanttodeterminelocalmeasuresinthecontextofwhatgrowthmeasureswillexistforeachteacher.
Districtsareencouragedtoensurethatallstudentsareincludedineitheragrowthmeasureoralocallyselectedmeasure.
DistrictsmaywanttoaligntheirprocessesforreviewingandassessingSLOsinschoolsforbothgrowthandlocal.
5BasedontheargumentspresentedintheNYCarbitrationproceedingheldonMay30and31andpursuanttohisauthorityinEducationLaw3012c(2)(a),theCommissionerimposednewproportionalscoringrangesforuseinNYCforthe20132014,20142015,20152016and20162017schoolyears.Pleaseseethelinkbelowforadescriptionofthesescoringranges:http://usny.nysed.gov/rttt/teachersleaders/plans/docs/newyorkcityapprplan.pdf.
24
SECTIONSIX:PUTTINGITALLTOGETHER:SAMPLESLOSCORINGMODELSFORCOMPARABLEGROWTHMEASURESNote:ThissectionincludesanumberofdifferentsamplescoringmodelsandcorrespondingillustrativeexamplesusingtheStatedeterminedscoringbands6.Theseareonlyasmallnumberofsuchsamples,andtherearemanyotherpossibleapproachesthatDistrictsmaywishtoconsider.SAMPLEMODEL1(ClasswideMinimumRigorTarget):
EachSLOhasabaselineandtargetforwhatwouldreflecttheMeetslevelofperformance. Individualstudentseithermeet/donotmeettheclasswideSLOtarget. EvaluatorweightsSLOsproportionatelybasedonthenumberofstudentsincludedinallSLOstoprovidefor
oneoverallgrowthcomponentscorebetween020points.
6 BasedontheargumentspresentedintheNYCarbitrationproceedingheldonMay30and31andpursuanttohisauthorityinEducationLaw3012c(2)(a),theCommissionerimposednewproportionalscoringrangesforuseinNYCforthe20132014,20142015,20152016and20162017schoolyears.Pleaseseethelinkbelowforadescriptionofthesescoringranges:http://usny.nysed.gov/rttt/teachersleaders/plans/docs/newyorkcityapprplan.pdf.
25
ExampleModel1(A):Scienceteacherwith110totalstudentsacross5sections:2LivingEnvironment(Regents)sectionswith20studentseach;2LivingEnvironment(nonRegents)sectionswith25studentseach;1ForensicScienceelectivewith20students.ApplyingrulesaboutwhichSLOsmustbecreatedforthisteacher:
NoStateprovidedgrowthmeasureforLivingEnvironmentRegents Largestcourse/assessmentcombinationisnonRegentsLivingEnvironmentsothefirstSLOcoversthose
sections/students;however50studentsislessthanamajorityofthisteachers110totalstudents. AsecondSLOmustbeincludedforthenextlargestcourse/assessment,whichisRegentsLiving
Environment.Thiscovers40morestudentsandamajorityofstudentsarenowcovered(50+40=90and90/110=approx.82%ofstudentscovered).
HIGHLYEFFECTIVE EFFECTIVE DEVELOPING INEFFECTIVE
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 095100%
9194%
8590%
84%
83%
82%
81%
80%
7879%
7677%
7475%
7073%
6469%
5763%
5056%
4349%
3742%
3036%
2129%
1120%
010%
SLOSUBJECT BASELINE TARGET (AsApprovedby
Evaluator)ACTUALRESULT EVALUATORSLOSCORE
2LivingEnvironment(nonRegents)sectionswith25studentseach
50%acrossbothsectionsscoredproficientorbetteron8thgradesciencetest60%masteredstandardscoveredinfirstchaptertestinSeptember
90%studentswill meetthedistrictminimumrigorexpectationofascoreofproficientorhigher(65orhigher)ontheDistrictcreatedLivingEnvironmentassessmentfornonregentscourses
92%passed,includingallstudentswithdisabilities
Meets19,HighlyEffective
2LivingEnvironment(Regents)sectionswith20studentsineach
Historically88%ofRegentsstudentspassthetestthefirsttimetheytakeit80%ofstudentsacrossbothsectionsscoredproficientorbetteron8thgradesciencetest90%masteredstandardscoveredinfirstchaptertestinSeptember
80%ofstudentswillgrowtoscore65orbetteronLivingEnvironmentRegents
80%scored65orbetter
Meets13,Effective
26
OverallGrowthComponentRating Effective:16 points(inrangeof917points) SLOsareweightedproportionatelybasedonthenumberofstudents
includedinallSLOs.Thiswillprovideforoneoverallgrowthcomponentscorebetween020points.
SLO1 SLO2Step1:(assessresultsofeachSLOseparately)
19/20points HighlyEffective
13/20points Effective
Step2:(weighteachSLOproportionately)
50students/90TOTALstudents=56%ofoverall
40students/90TOTALstudents=44%ofoverall
Step3:(calculateproportionalpointsforeachSLO)
19 pointsx56%=10.64points
13pointsx44%=5.72points
OVERALLGROWTHCOMPONENTSCORE:16.36points;roundedto16points
ExampleModel1(B):TeacherwithmultipleSLOsincludinganSLOwithaStateprovidedgrowthmeasure7thgradeMathandScienceteacherwith130studentsacross5sections:two7thgradeMathsectionswith30studentseach;two7thgradeSciencesectionswith25studentseach;oneAdvanced7thgradeSciencesectionwith20students.ApplyingrulesaboutwhichSLOsmustbecreatedforthisteacher:
ThereisaStateprovidedgrowthmeasurefor7thgradeMathsoitmustbeused. Fewerthan50%ofthisteachersstudentsarecoveredbytheStateprovidedmeasure,soSLOsare
created. First,thisteacherwillhaveanSLOusinghis/herstudentsgrowthonStateprovidedmeasuresin7th
gradeMath.ThesameStateprovidedmeasureandHEDIscoreswillapplytothisSLOthatwouldapplyiftheteacherhadONLYStateprovidedmeasures.ThisSLOwillcover60students;howeverthisisnotamajorityoftheteachers130students.
AsecondSLOmustbeincludedforthenextlargestcourse/assessment,whichis7thgradeScience.Thiscovers50morestudentsandamajorityofstudentsarenowcovered.(60+50=110and110/130=approx85%ofstudentscovered).
HIGHLYEFFECTIVE EFFECTIVE DEVELOPING INEFFECTIVE
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 095100%
9194%
8590%
84%
83%
82%
81%
80%
7879%
7677%
7475%
7073%
6469%
5763%
5056%
4349%
3742%
3036%
2129%
1120%
010%
27
SLOSUBJECT
BASELINE TARGET ACTUALRESULT EVALUATORSLOSCORE
Two7thgradeMathsectionswith30studentsineach
Studentsscoreson6thgradeMathassessment
(SameasanyteacherwiththisStateprovidedmeasure)Allofmy7thgradeMathstudentswilldemonstrategrowthatleastequaltotheaverageofsimilarstudentsStatewideonthe7thgradeMathStateassessment
Stateprovidedmeasure:scoreof16points,Effective
N/A
Two7thgradeSciencesectionswith25studentsineach
80%ofstudentsacrossbothsectionsscoredproficientorbetterontheDistrictdeveloped6thgradesciencetestAllstudentstooktheDistrictdevelopedpreassessmentandscoredintheLevel2or3range
(Approvedbyevaluator)80%ofstudentswillgrowonelevelfromtheirdistrictdevelopedpreassessmentscore.
76%ofstudentsgrewonelevelontheirdistrictdevelopedsummativeassessment
Meets11,Effective
OverallGrowthComponentRating Effective:14 points(inrangeof917points) SLOsareweightedproportionatelybasedonthenumberofstudents
includedinallSLOs.Thiswillprovideforoneoverallgrowthcomponentscorebetween020points.
SLO1 SLO2Step1:(assessresultsofeachSLOseparately)
16/20points Effective
11/20points Effective
Step2:(weighteachSLOproportionately)
60students/110TOTALstudents=55%ofoverall
50students/110TOTALstudents=45%ofoverall
Step3:(calculateproportionalpointsforeachSLO)
16pointsx55%=8.8points
11pointsx45%=4.95points
OVERALLGROWTHCOMPONENTSCORE:13.75;roundedto14points,Effective
28
SAMPLEMODEL2:(ClassTargets,HEDICriteriaIncludedinTargets): Settargetsaroundstudentmasteryofallstandards,orasubsetofpowerstandardsforacourse.
Yearendresultisbasedonwhatpercentageofstudentsmasteredstandardsorasubsetofpowerstandardsasevidencedbytheselectedyearendassessment.Addallofthepercentagesanddividebythenumberofstudentstodetermineclass/sectionaveragepercentmastery.
DistrictsdetermineHEDIusingpastexperience,ownexpectations,anyvendorprovidedbenchmarkcharts,etc.
RatingPoints
Ineffective02Points
Developing38Points
Effective917Points
HighlyEffective1820Points
%Mastery
029% 3069% 7084% 85%+
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 095100%
9194%
8590%
84%
83%
82%
81%
80%
7879%
7677%
7475%
7073%
6469%
5763%
5056%
4349%
3742%
3036%
2129%
1120%
010%
Note:Levelsareillustrative DistrictsmaydecidetohavetieredHEDIratingexpectationsdependingonstudentsbaselineknowledgeof
standards.ThetieredratingswillneedtobeaveragedintoonecompositefinalHEDIscore.
Note:Levelsareillustrative
29
ExampleModel2(A):Middleschoolphysicaleducationteacherwith5sectionsand140studentstotal:2sectionsof6thgradephysicaleducation(60studentstotal);2sectionsof7thgradephysicaleducationandhealth(50studentstotal);1sectionof8thgradephysicaleducation(30studentstotal).ApplyingrulesaboutwhichSLOsmustbecreatedforthisteacher:
Largestcourse/assessmentcombinationis6thgradephysicaleducationsothefirstSLOcoversthosesections/students;however60studentsislessthanamajorityofthisteachers140totalstudents.
AsecondSLOmustbeincludedforthenextlargestcourse/assessment,whichis7thgradephysicaleducation.Thiscovers50morestudentsandamajorityofstudentsarenowcovered(110studentsoutof140totalstudents,whichisapproximately79%ofstudentscovered).
DistrictdeterminesHEDIbasedon:previousstandardsmasteryresultsfromotherstudentstakingthesecourses.
Attheendoftheyear,determinewhatpercentageofstudentsshowedgrowthtomasteryall3IntermediateLearningStandardsforHealth,PhysicalEducation,andConsumerSciencesusingyearendassessmentsfor6thand7thgradephysicaleducationcoursesthatwascreatedbyaconsortiumofBOCES/Districts.
DistrictDeterminedRatingScaleforThisSLO:RatingPoints
Ineffective02points
Developing38points
Effective917points
HighlyEffective1820points
Percentageofstudentswhomeetmasterytarget 029% 3069% 7084% 85%+
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 095100%
9194%
8590%
84%
83%
82%
81%
80%
7879%
7677%
7475%
7073%
6469%
5763%
5056%
4349%
3742%
3036%
2129%
1120%
010%
TARGET(AsApprovedbyEvaluator) ACTUALRESULTS EVALUTORRATINGAND
PROPORTIONALWEIGHT80%of6thgradestudentswilldemonstrategrowthtomasteryof75%ormore6thgradehealth,physicaleducation,andconsumersciencecoursestandardsasmeasuredbytheconsortiumyearendassessment.
80%mettargetof75%+mastery 13points,Effective 60students/110TOTAL
students=55%ofoverall
80%of7thgradestudentswilldemonstrategrowthtomasteryof75%ormore7thgradehealth,physicaleducation,andconsumersciencescoursestandardsasmeasuredbytheconsortiumyearendassessment.
96%mettargetof75%+mastery 20points,HighlyEffective 50students/110TOTAL
students=45%ofoverall
OVERALLGROWTHCOMPONENTSCORE: 16points:Effective(inrangeof917 points) SLOsareweightedproportionatelybasedonthenumberof
studentsincludedinallSLOs.Thiswillprovideforoneoverall
30
growthcomponentscorebetween020points.
SLO1 SLO2Step1:(assessresultsofeachSLOseparately)
13/20points Effective
20/20points Highly
EffectiveStep2:(weighteachSLOproportionately)
60students/110TOTALstudents=55%ofoverall
50students/110TOTALstudents=45%ofoverall
Step3:(calculateproportionalpointsforeachSLO)
13 pointsx55%=7.15points
20pointsx45%=9points
OVERALLGROWTHCOMPONENTSCORE:16.15;roundedto16points
ExampleModel2(B):2ndgradeCommonBranchteacherwith30students,including12whotaketheNYSESLAT.ApplyingrulesaboutwhichSLOsmustbecreatedforthisteacher:
ThereisnoStateprovidedgrowthmeasurefor2ndgradeELA/Math. Thisteacherwillhave1SLOinELAtocoverall30ofhis/herstudents.ThisDistricthasdecidedthatall
2ndgradeteacherswillusealocallydevelopedELAassessment. Thisteacherwillhave1SLOinMathtocoverall30ofhis/herstudents.ThisDistricthasdecidedthatall
2ndgradeteacherswillusealocallydevelopedmathassessment. ThisteacherwillALSOhave1SLOusingNYSESLATasevidence.ThisSLOcoversthe12studentswhotake
theNYSESLAT.ItisrequiredbecausethereisnoStateprovidedgrowthmeasureforthisteacher,and10ormoreofthisteachersstudentstaketheNYSESLAT.
ForfurtherguidanceusetheSLORoadmapforESLandBilingualEducationTeachersoraccessresourcesonEngageNY.orgonUsingtheNYSESLATintheDevelopmentofSLOs.
DistrictDeterminedRatingScaleforSLO1andSLO2:RatingPoints
Ineffective02points
Developing38points
Effective917points
HighlyEffective1820points
PercentageofstudentswhomeetorexceedDistrictaverage 029% 3069% 7084% 85%+
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 095100%
9194%
8590%
84%
83%
82%
81%
80%
7879%
7677%
7475%
7073%
6469%
5763%
5056%
4349%
3742%
3036%
2129%
1120%
010%
31
DistrictDeterminedRatingScaleforSLO3:
RatingPoints
Ineffective02points
Developing38points
Effective917points
HighlyEffective1820points
PercentageofstudentswhodemonstrategrowthofatleastoneperformancelevelonNYSESLAT 040% 4169% 7089% 90%+
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 098100%
9497%
9093%
8889%
8687%
8485%
8283%
8081%
7879%
7677%
7475%
7073%
6569%
6064%
5559%
5054%
4549%
4144%
3140%
2130%
020%
TARGET(AsApprovedbyEvaluator) ACTUALRESULT EVALUATORRATINGAND
PROPORTIONALWEIGHTStudentswilldemonstrategrowthatleastequaltotheaverageintheDistrictontheDistrictdevelopedELAassessment.
70%ofstudentsresultsmetDistrictaverage.
9points,Effective 30students/72TOTAL
students=42%ofoverall
StudentswilldemonstrategrowthatleastequaltotheaverageintheDistrictontheDistrictdevelopedmathassessment.
50%ofstudentsresultsmetDistrictaverage.
5points,Developing 30students/72TOTAL
students=42%ofoverall
StudentswhotaketheNYSESLATwilldemonstrategrowthofatleastoneperformancelevel(beginnertointermediate;intermediatetoadvanced;advancedtoproficient).
75%ofstudentswhotooktheNYSESLATdemonstratedgrowthofatleastoneperformancelevel.
10points,Effective 12students/72TOTAL
students=17%ofoverall
32
OVERALLGROWTHCOMPONENTRATING Developing:8 points(inrangeof38 points) SLOsareweightedproportionatelybasedonthenumberof
studentsincludedinallSLOs.Thiswillprovideforoneoverallgrowthcomponentscorebetween020points.
SLO1 SLO2 SLO3Step1:(assessresultsofeachSLOseparately)
9/20 Effective
5/20 Developing
10/20 Effective
Step2:(weighteachSLOproportionately)
30students/72TOTALstudents=42%ofoverall
30students/72TOTALstudents=42%ofoverall
12students/72TOTALstudents=17%ofoverall
Step3:(calculateproportionalpointsforeachSLO)
9 pointsx42%=3.78points
5 pointsx42%=2.1points
10 pointsX17%=1.7points
OVERALLGROWTHCOMPONENTSCORE:7.58roundedto8 points
ExampleModel2(C):HighschoolEnglishteacherwith5sectionsof9thgradeEnglishand140totalstudents.ApplyingrulesaboutwhichSLOsmustbecreatedforthisteacher:
NoEnglishGrade9Stateprovidedgrowthmeasure ThisteacherwillhaveoneSLOtocoverallofthestudentsinallsections.He/shemayusetieredHEDI
ratingexpectationsbecausestudentshavedifferentbaselineknowledgeofEnglish9standards.ThetieredratingswillstillbeaveragedintoonecompositefinalHEDIscore.
DistrictDeterminedRatingScaleforOverallScoreforoverallSLO:RatingPoints
Ineffective02points
Developing38points
Effective917points
HighlyEffective1820points
PercentageofstudentsacrossbothSLOswhomeetSLOtargetexpectations
029% 3069% 7084% 85%+
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 095100%
9194%
8590%
84%
83%
82%
81%
80%
7879%
7677%
7475%
7073%
6469%
5763%
5056%
4349%
3742%
3036%
2129%
1120%
010%
TARGET(AsApprovedbyEvaluator) ACTUAL
RESULTSEVALUATORRATINGANDPROPORTIONALWEIGHT
549thgradestudentswithabaselinemasteryof30%ofstandardswilldemonstratemasteryof75%ormore9thgradeELAstandardsasmeasuredbythedistrictdevelopedperformancetaskandstandardsbasedrubric.
83%mettargetof75%+mastery
16points,Effective 54students/140TOTALstudents=
39%ofoverall
33
869thgradestudentswithabaselinemasteryof>30%ofstandardswilldemonstratemasteryof85%ormore9thgradeELAstandardsasmeasuredbytheDistrictdevelopedperformancetaskandstandardsbasedrubric.
67%mettargetof85%+mastery
8points,Developing 86students/140TOTALstudents=
61%ofoverall
OVERALLGROWTHCOMPONENTSCORE: Effective:11points(inrangeof917points) SLOsareweightedproportionatelybasedonthenumber
ofstudentsincludedinallSLOs.Thiswillprovideforoneoverallgrowthcomponentscorebetween020points.
SLO1 SLO2Step1:(assessresultsofeachSLOseparately)
16/20 Effective
8/20 Developing
Step2:(weighteachSLOproportionately)
54students/140TOTALstudents=39%ofoverall
86students/140TOTALstudents=61%ofoverall
Step3:(calculateproportionalpointsforeachSLO)
16pointsx39%=6.24points
8pointsx61%=4.88points
OVERALLGROWTHCOMPONENTSCORE:11.12roundedto11points
34
SAMPLEMODEL3(StudentSpecificTargets):
UsingperformancelevelssimilartothoseforStatetests(14where3isproficient),Districtsorschoolsdecidewhatendinglevelofperformancemeetsorexceedsexpectationsforstudentsateachstartinglevel.(Note:manydifferentgradesandsubjectscanutilizesimilar14performancelevelsevenwithdifferentkindsofassessments.)
Teachersclassifyeachstudentinastartinglevelusingwhateverbaselineassessmentinformationisavailable(ideallymultiplesources).Evaluatorapprovesbaselinecategorization.
Districtsand/orprincipalsdeterminewhatpercentageofstudentsmustmeetexpectationsforeachHEDIrating.Thischartmaydifferdependingonthestartinglevelsofthecourse.
ItisrecommendedthattheHEDIlevelsbesetsothatEffectiveisonlyattainableifallLevel3+stay3+andsomeproportionofLevel1andLevel2moveup.
Eachstudenteithermeetsordoesnotmeetexpectationsatyearend.PercentageofstudentswhomeetexpectationsdeterminesHEDIrating.
MatrixcanbecreatedwithaYes/No(Meets/DoesNotMeet)orwithaPointSystemthatgivesmorepointstolargergains:
WhatStudentProgressMeetsExpectationsPerformanceLevel
END:1 END:2 END:3 END:4
START:1
NO YES YES YES
START:2
NO NO YES YES
START:3
NO NO YES YES
START:4
NO NO YES YES
Note:Levelsareillustrative
WhatStudentProgressMeetsExpectationsPerformanceLevel
END:1 END:2 END:3 END:4
START:1
0 1 2 3
START:2
0 .5 2 3
START:3
0 0 1.5 3
START:4
0 0 1 2
Note:Levelsareillustrative
RatingPoints
Ineffective02points
Developing38points
Effective917points
HighlyEffective1820points
Percentageofstudentswhoseprogressmeetsexpectations 029% 3069% 7084% 85%+
RatingPoints
Ineffective02points
Developing38points
Effective917points
HighlyEffective1820points
AveragePoints .59 .60.90 .912.4 2.5+
35
ExampleModel3(A):Highschoolbandteacherwith135totalstudentsacross5sections:3sectionsofIntroductoryBand(75studentstotal);1sectionofConcertBand(30students);1sectionofConcertChoir(30students).ApplyingrulesaboutwhichSLOsmustbecreatedforthisteacher:
ThisteacherwillhaveanSLOforhis/herIntroductoryBandsections,asthiscoversthemajorityofhis/herstudents(75studentsoutof135totalstudentsisapproximately56%ofstudents).TargetsaresetbasedonwhattheDistrictdefinesastheexpectationforstudentgrowthinthisteacherscourseforstudentsthatbeginataperformancelevelofa1,2,3,and4.
Theteacherfirstdeterminesthestartinglevelforallofthestudentsacrossthethreesections(baseline)usingaBOCESdevelopedperformancetask.TheDistrictprovidedmatrixdeterminestheexpectedgrowthforeachstudent.Attheendoftheyear,studentsperformanceisagainratedusingtheBOCESdevelopedperformancetasktodeterminestudentgrowth.Theperformancetaskwillnotbescoredbyateacherwithvestedinterest.Theteachersratingisdeterminedbasedupontheaveragepointsreceivedacrosshis/herSLOs.
DistrictProvidedMatrixforSLO1andSLO2:WhatStudentProgressMeetsExpectations
PerformanceLevel
END:1 END:2 END:3 END:4
START:1
NO YES YES YES
START:2
NO NO YES YES
START:3
NO NO YES YES
START:4
NO NO YES YES
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 095100%
9194%
8590%
84%
83%
82%
81%
80%
7879%
7677%
7475%
7073%
6469%
5763%
5056%
4349%
3742%
3036%
2129%
1120%
010%
TARGET(AsApprovedbyEvaluator) ACTUALRESULT FINALRATINGAllstudentsinIntroductoryBandwilldemonstrategrowthonaBOCESdevelopedperformancetaskofatleastoneperformancelevel.PerformancewillbeassessedusingaBOCESdevelopedrubricthatfocusesonaccuracy,dynamics,pitch,rhythm,andtonequality.
1)5beganLevel1,endedonaLevel2.2)30studentsbeganonaLevel1andendedonaLevel3.3)5beganLevel2,endedonaLevel2.4)15beganLevel2,endedonaLevel4.5)15beganLevel3,endedLevel46)5beganLevel4,endedLevel4.
70/75Studentsmettargets%Meets=93.3%roundedto93%ThisteachersratingisthenHIGHLYEFFECTIVE,19points(1820pointrange).
RatingPoints
Ineffective02points
Developing38points
Effective917points
HighlyEffective1820points
Percentageofstudentswhoseprogressmeetsexpectations 029% 3069% 7084% 85%+
36
ExampleModel3(B):3rdgradespecialeducationteacherwith19students7,including7studentswhotaketheNYSAA.ApplyingrulesaboutwhichSLOsmustbecreatedforthisteacher:
ThereisnoStateprovidedgrowthmeasurefor3rdgradeELA/Math. Thisteacherwillhave1SLOtocoverall12studentswhotakethe3rdgradeELAStateassessment. Thisteacherwillhave1SLOtocoverall12studentswhotakethe3rdgradeMathStateassessment. Thisteacherwillhave1SLOusingtheNYSAAperformanceassessmentasevidence.ThisSLOwillcover
the7studentswhotaketheNYSAA.ItisrequiredbecausethisteacherdoesnothaveaStateprovidedgrowthmeasure.
ForfurtherguidanceviewtheUsingtheNYSAAintheDevelopmentofSLOswebinar.
DistrictProvidedMatrixforSLO1andSLO2:WhatStudentProgressMeetsExpectations
PerformanceLevel
END:1 END:2 END:3 END:4
START:1
0 1 2 3
START:2
0 .5 2 3
START:3
0 0 1.5 3
START:4
0 0 1 2
DistrictProvidedMatrixforSLO3:
7PleaseseeourAlternativeTargetSettingModelswithinStudentLearningObjectives(SLOs)webinaronEngageNYforalternativetargetsettingapproachesforuseinSLOs,inparticularforteachersofclasseswithsmallclasssizes.
RatingPoints
Ineffective02points
Developing38points
Effective917points
HighlyEffective1820points
AveragePoints .59 .60.90 .912.4 2.5+
WhatStudentProgressMeetsExpectationsPerformanceLevel
END:1 END:2 END:3 END:4
START:1
1 1.5 2 3
START:2
0 1 2 3
START:3
0 0 1.5 3
START:4
0 0 1 2
HIGHLYEFFECTIVE EFFECTIVE DEVELOPING INEFFECTIVE
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 02.93.0
2.72.8
2.52.6
2.32.4
2.12.2
1.92.0
1.71.8
1.51.6
1.31.4
1.11.2
.951.0
.91.94
.86
.90.80.85
.76.79
.70.75
.66.69
.60.65
.40.59
.20.39
0.19
37
TARGET(AsApprovedby
Evaluator)ACTUALRESULT POINTS FINALRATING
Allstudentswilldemonstratethefollowinggrowthonthe3rdgradeStateELAassessment: Level1swillincreaseat
least1Level. Level2swillincreaseat
least1Level. Level3swillincreaseat
least1Leveland/orNoLevel3swilldecrease.
NoLevel4swilldecrease.
1)1Level1increasedtoaLevel2.2)1Level1remainedaLevel13)2Level2sincreasedtoaLevel3.4)1Level2remainedaLevel2.5)4Level3sremainedatLevel3.6)2Level3sincreasedtoaLevel47)1level4remainedaLevel4
1) Total=1studentx1pointeach=1point
2) Total=1studentx0pointseach=0points
3) Total=2studentsx2pointseach=4points
4) Total=1studentx.5pointseach=.5points
5) Total=4studentsx1.5pointseach=6points
6) Total=2studentsx3pointseach=6points
7) Total=1studentx2pointseach=2points
AveragePoints=19.5points/12students=1.625points.1.6pointsisintheEffectiverangeontheDistrictprovidedmatrix.
Allstudentswilldemonstratethefollowinggrowthonthe3rdgradeStateMathassessment: Level1swillincreaseat
least1Level. Level2swillincreaseat
least1Level. Level3swillincreaseat
least1Leveland/orNoLevel3swilldecrease.
NoLevel4swilldecrease.
1)2Level1sincreasedtoaLevel2.2)3Level2sincreasedtoaLevel3.3)1Level2remainedaLevel24)1Level3decreasedtoaLevel25)4Level3sremainedatLevel3.6)1Level4remainedatLevel4.
1) Total=2studentsx1pointeach=2points
2) Total=3studentsx2pointseach=6points
3) Total=1studentx.5pointseach=.5points
4) Total=1studentx0pointseach=0points
5) Total=4studentsx1.5pointseach=6points
6) Total=1studentx2pointseach=2points
AveragePoints=16.5points/12students=1.375points.1.4pointsisintheEffectiverangeontheDistrictprovidedmatrix.
All7studentswhotaketheNYSAAforELAandMathematicswilldemonstrategrowthofatleastoneLevelasmeasuredbytheNYSAAperformanceassessment.Studentsatthehighestlevelwillmaintainthislevel.
1)4studentswhobeganonaLevel2endedonaLevel3.2)2studentswhobeganonaLevel3endedonaLevel4.3)1studentwhobeganonaLevel4endedonaLevel4.
1) Total=4studentsx2pointseach=8points
2) Total=2studentsx3pointseach=6points
3) Total=1studentx2pointseach=2points
AveragePoints=16points/7students=2.29points.2.3pointsisintheEffectiverangeontheDistrictprovidedmatrix.
OVERALLGROWTHCOMPONENTRATING
Effective:14points(inrangeof917points) SLOsareweightedproportionatelybasedonthenumber
ofstudentsincludedinallSLOs.Thiswillprovideforoneoverallgrowthcomponentscorebetween020points.
SLO1 SLO2 SLO3Step1:(assessresultsofeachSLOseparately)
13/20points
Effective 12/20points
Effective 17/20points
EffectiveStep2:(weighteachSLOproportionately)
12 students/31TOTALstudents=38.7%of
12students/31TOTALstudents=38.7%of
7students/31TOTALstudents=22.6%of
38
overall overall overallStep3:(calculateproportionalpointsforeachSLO)
13 pointsx38.7%=5.03points
12pointsx38.7%=4.64points
17 pointsX22.6%=3.84points
OVERALLGROWTHCOMPONENTSCORE:13.51roundedto14
SAMPLEMODEL4(Halfto100orClosingtheGap):
Teacherswhouseafinalassessmentwitha100pointscalewillusethefollowingminimumgrowthtargetformula:
RequiredGrowth=(100Preassessmentscore)/2 Eachstudentcountsaseitherayesoranoastowhetherhe/shemetthegoalsetinthegrowth
target.
TocalculatethepercentageofstudentswhomettheSLOtarget,thetotalnumberofstudentsincludedintheSLOisdividedbythenumberofstudentswhometthetarget(theyesstudents).Thefollowingformulacanbeused:
FinalpercentageofstudentswhometSLO=#ofstudentswhometspecifiedgrowth/total#ofstudentsinSLO
Tieredgrowthtargetscanbeused;however,thetieredtargetswillneedtoresultinoneoverallscore
thatcanbetranslatedintoaHEDIrating. DistrictsdetermineHEDIratingsbasedonthepercentageofstudentswhomadehalfthegrowth
requiredtoscore100.
Note:Levelsareillustrative
RatingPoints
Ineffective02points
Developing38points
Effective917points
HighlyEffective1820points
%studentswhometgoalingrowthtarget 029% 3064% 6584% 85%+
39
ExampleModel4:Kindergartenteacherwith30studentsinhis/herclass.ApplyingrulesaboutwhichSLOsmustbecreatedforthisteacher:
ThisteacherwillhavetwoSLOs:1forELA(literacyandwriting)and1forMathematics. Theteacherwouldfirstusea100pointperformancebasedpreassessmenttodeterminethebaselineof
eachstudent(inELAandinMathematics).Allstudentswouldbeexpectedtomakehalfthegrowthrequiredtoscore100;tieredgrowthgoalsmaybeused.A100pointperformancebasedpostassessment(forELAandforMathematics)wouldbeusedtodeterminewhetherstudentsmetthetargetornot(yes/no).ThepercentageofstudentswhometthetargetwoulddeterminetheteachersfinalHEDIrating.
SLOsareweightedproportionatelybasedonthenumberofstudentsincludedinallSLOsDistrictDeterminedRatingScaleforTheseSLOs:
HIGHLYEFFECTIVE EFFECTIVE DEVELOPING INEFFECTIVE
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 095100%
9194%
8590%
84%
83%
82%
81%
80%
7879%
7677%
7475%
7073%
6469%
5763%
5056%
4349%
3742%
3036%
2129%
1120%
010%
Individualstudentgrowthtargetsexample:
TARGET(AsApprovedbyEvaluator) ACTUALRESULTS
FINALRATING
ELA/LiteracyAllstudentswillmakehalfthegrowthrequiredtoscore100withaminimumrigorexpectationthatallstudentswillscoreatleasta65ontheperformancebasedpostassessment:Examplesofindividualstudentgrowthtargets:
1) Astudentwhoscoreda30ontheperformancebasedpreassessmentwouldhaveatargetof65ontheperformancebasedpostassessment.(Minimumrigorexpectationtarget)
2) Astudentwhoscoreda48ontheperformancebasedpreassessmentwouldhaveatargetof74ontheperformancebasedpostassessment.
3) Astudentwhoscoreda76ontheperformancebasedpre
87%met SLO1=18pointsSLO2=9points(18points+9points)/2=13.5pointsFinalRating:EFFECTIVE,14points(inrangeof917points)
RatingPoints
Ineffective02points
Developing38points
Effective917points
HighlyEffective1820points
Percentageofstudentswhometgoalingrowthtarget 029% 3064% 6584% 85%+
40
assessmentwouldhaveatargetof88ontheperformancebasedpostassessment.
MathematicsAllstudentswillmakehalfthegrowthrequiredtoscore100withaminimumrigorexpectationthatallstudentswillscoreatleasta65ontheperformancebasedpostassessment:Examplesofindividualstudentgrowthtargets:
1) Astudentwhoscoreda20ontheperformancebasedpreassessmentwouldhaveatargetof65ontheperformancebasedpostassessment.(Minimumrigorexpectationtarget)
2) Astudentwhoscoreda68ontheperformancebasedpreassessmentwouldhaveatargetof84ontheperformancebasedpostassessment.
3) Astudentwhoscoreda85ontheperformancebasedpreassessmentwouldhaveatargetof96ontheperformancebasedpostassessment.
70%met
Tieredgrowthtargetsexample:
TARGET(AsApprovedbyEvaluator) ACTUALRESULTS
FINALRATING
ELA/LiteracyAllstudentswillmakehalfthegrowthrequiredtoscore100:
1) Scoreatleastan80ontheperformancebasedpostassessmentiftheyscored5060ontheperformancebasedpreassessment
2) Scoreatleastan84iftheyscoredfrom61703) Scoreatleastan88iftheyscoredfrom71784) Scoreatleasta90iftheyscoreda79orhigher
80%met SLO1=13pointsSLO2=9points(13points+9points)/2=11points FinalRating: EFFECTIVE,11points(inrangeof917points)
MathematicsAllstudentswillmakehalfthegrowthrequiredtoscore100:
1) Scoreatleastan80ontheperformancebasedpostassessmentiftheyscored5060ontheperformancebasedpreassessment
2) Scoreatleastan84iftheyscoredfrom6170 3) Scoreatleastan88iftheyscoredfrom7178 4) Scoreatleasta90iftheyscoreda79orhigher
70%met
41
SECTIONSEVEN:APPENDIX
KEYTERMSDEFINED
Baseline:Ameasureofthelevelofknowledgethatstudentsinaclassarebeginningwithatthestartoftheyear/semester.Usedwhensettingagrowthgoalthatinvolvesprogress.Foreachsourceofevidence,thenumericalquantitythatrepresentsstudentlearningpriortoinstructionisthebaseline;itisthestartingpointusedintheSLO.Growthisdeterminedbystudentlearningasthestudentprogressesoveraperiodoftimefrombaselineperformance.
Evidence:Theassessmentofstudentlearningorotherformofstudentworkproductthatisusedtodeterminehowmuchtheeducatorsstudentshavelearned.Itisnotnecessarytouseanidenticalassessmentfordeterminingprogressfrombaselinetotarget;itispossibletouseacollectionofevidencefromdifferentassessment(s)/measure(s).
Goal:Aspecificandmeasurablelearningobjective/goalthatcanbemeasuredoverthecourseofayear(orotherintervaloftime,whereapplicable,e.g.,forateacherwithsemesterlongcourses).
Mastery:AnSLOwhosetargetisexpressedintermsofhowmanyorwhichstudentswillreachacertainlevelofachievement.Doesnotrequireabaselineforthosestudents,althoughmaybeexpressedasachangeinthepercentageofstudentswhohaveattainedmasterysincethebeginningoftheyearoraspercentageofstandardsthatwillbemasteredbytheendoftheyear.
Progress:AnySLOwhosetargetrepresentsachangeintheleveloflearningforeachstudentovertwopointsintime.Progressgoalsrequireabaselineandatargetthatishigherthanthebaselineforthesamestudents.
StateProvidedgrowthorvalueaddedmeasures:ForallteacherswhosestudentstakeStateassessmentsingrades48,ELA/Math,NYSEDwillprovideateachergrowthscorecomparingthegaintheteachersstudentsmadebetweentwopointsintimetothegainsmadebystudentswithsimilaracademicandothercharacteristicsacrosstheState.
Target:Thenumericaloutcomeexpectedattheendoftheinstructionalperiodforstudentlearning.