Transcript Ready Set SLO 5 -11-12
Welcome Leaders!
May 11, 2012
SLO Motion
Feeling SLO?
SLO Boat to China
Take a walk on the SLO side….
SLO Hell
Dignity for All Students Consolidations
Current Reality
SINI List Race to the Top College & Career Ready Student Learning Objectives
Thank you for leading the learning!
Identify and explain the purpose of SLO(s) and their essential components Identify who will have student provided growth scores(SPGS) and who will have SLO(s) Explain the process for writing (setting) SLO(s) Identify steps in district planning and implementation of SLO(s) for the growth component of teacher evaluation Determine which teachers in your school buildings will need an SLO and which teachers will get SPGS Create an SLO
concepts and information by putting our heads together to check our understanding what actions can/should be taken now What questions do we have now that the Network Team can ask/clarify?
www.btboces.org
PD & Resources Principals Center principals center
20 - 25 Growth
+
20 - 15 Local
+
60
Other Measures
=100
Student Learning Objectives
•
Learning Content
•
Population
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Baseline
Diagnostic Assessment •
Rationale
•
Target
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HEDI Criteria
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Interval of Instructional Time
(year/semester/quarter) •
Evidence
SPGS=State Provided Growth Score Provided only to 4-8 ELA and Math teachers Everyone else=SLO (1 or more)
Teacher by Grade and Subject: K-2 Teachers Growth is State provided SGP/VA No Grade 3 Teachers 4-8 Common Branch/ELA/Math Teachers No Yes Growth is SLO 1 SLO for ELA (literacy and writing) 1 SLO for Math (unless teacher focuses on single subject area) 1 SLO for ELA (literacy and writing) 1 SLO for Math (unless teacher focuses on single subject area) Not applicable unless less than 50% of students are covered by SPG/VA. If so, then same as below (4-8 Science/Social Studies/Other) 4-8 Science and Social Studies Subject Teachers 4-8 Other Subject Teachers No No SLO for each subject/assessment-(SLOs must cover classes with largest numbers of students until a majority of students are covered.) 9-12 Core Subjects, Regents Subjects and Regents Equivalents As available.
9-12 Other Subject Teachers Teachers with a Mix of Sections/Courses With/Without State-Provided Growth Measures No Yes, if greater than or equal to 50% of sections/students are covered by SPG/VA 1 SLO for each subject/assessment-(SLOs must cover classes with largest numbers of students until a majority of students are covered.) 1 SLO for each subject/assessment-(SLOs must cover classes with largest numbers of students until a majority of students are covered.) If less than 50% covered by SGP/VA, then SLOs will be used. First, SLOs must use SGP/VA where available; then create SLO’s for largest sections without SGP/VA until majority of students are covered.
Teachers by Setting: Growth is State provided SPG/VA Growth is SLO Self-Contained Teachers (ESL/Bilingual, students with disabilities) Any Co-Teachers Both teachers must have the same growth measures Any Push-In, Pull-Out (AIS, SWD, ESL, etc.) Yes, if greater or equal to 50% of students are covered by SGP/VA If less than 50% is covered by SGP/VA, then SLOs will be used: -1 SLO for ELA (literacy and writing) -1 SLO for Math -unless teacher focuses on another subject area As applicable, and as NYSED can track multiple teachers of record If District cannot track multiple teachers of record, then SLOs will be used: -For Common Branch teachers: 1 SLO for ELA (literacy and writing) and 1 SLO for Math -For other subject area focus teachers: set SLO for relevant area As applicable, NYSED has teacher of record rules for dosage If no State-provided measure, then SLOs will be used: -1 SLO for subject area focus -Or consider using group/team growth on State assessment; collaborative goal setting with classroom teachers
Teachers with Students Taking These Assessments: NYSESLAT Growth is State provided SGP/VA if: • 50% or more of students in teacher’s course load take State ELA assessment OR • If NYSED develops a growth measure from NYSESLAT (in the future) NYSAA 50% or more of students in teacher’s course load take State assessment Growth is SLO if: • If this is an ELA teacher required to set SLOs, and 10 or more students take NYSESLAT as evidence (Additional SLOs are still also set for ELA (literacy and writing) and must use State assessment where applicable.
• Teacher is ESL specialist and NYSESLAT is most appropriate measure of student learning.
If this is a teacher required to set SLOs, then teacher will set 1 of their SLOs using NYSAA performance assessment as evidence. Additional SLOs are also set based on subject area taught (e.g. ELA, Regents, Math)
What teachers will need an SLO? What is the significance of the “50% rule?” Which teachers in your district will have an SLO?
Develop a list of teachers who will need SLO(s) in your building and determine in what area(s).
Excel spreadsheet on Principals Center
Teacher Rosters/Student Numbers
How will SLOs get set?
What are some of the decisions districts need to make to complete SLOs
?
Decision Points: Now that we know who needs one…
Which assessments will be used?
How will assessments be built?
Must be used for SLO Post Assessment Is there a State test?
YES NO Are you going to design a district or regional assessment?
Are you going to use an assessment from the State approved 3 rd party list?
Teacher by Grade and Subject: Growth is State provided SGP/VA K-2 Teachers Pre and Post Assessments needed for ELA and Math Grade 3 Teachers Pre Assessment needed, State exams used for Post Assessment 4-8 Common Branch/ELA/Math Teachers No No Yes Growth is SLO 1 SLO for ELA (literacy and writing) 1 SLO for Math (unless teacher focuses on single subject area) 1 SLO for ELA (literacy and writing) 1 SLO for Math (unless teacher focuses on single subject area) Not applicable unless less than 50% of students are covered by SPG/VA. If so, then same as below (4-8 Science/Social Studies/Other) 4-8 Science and Social Studies Subject Teachers 4-8 Other Subject Teachers Pre and Post Assessments needed, State Tests used where applicable for Post Assessment 9-12 Core Subjects, Regents Subjects and Regents Equivalents No No As available.
SLO for each subject/assessment-(SLOs must cover classes with largest numbers of students until a majority of students are covered.) 9-12 Other Subject Teachers Pre and Post Assessments needed Teachers with a Mix of Sections/Courses With/Without State-Provided Growth Measures No Yes, if greater than or equal to 50% of sections/students are covered by SPG/VA 1 SLO for each subject/assessment-(SLOs must cover classes with largest numbers of students until a majority of students are covered.) 1 SLO for each subject/assessment-(SLOs must cover classes with largest numbers of students until a majority of students are covered.) If less than 50% covered by SGP/VA, then SLOs will be used. First, SLOs must use SGP/VA where available; then create SLO’s for largest sections without SGP/VA until majority of students are covered.
Teachers by Setting: Growth is State provided SPG/VA Growth is SLO Self-Contained Teachers (ESL/Bilingual, students with disabilities) Any Co-Teachers Both teachers must have the same growth measures Any Push-In, Pull-Out (AIS, SWD, ESL, etc.) Yes, if greater or equal to 50% of students are covered by SGP/VA If less than 50% is covered by SGP/VA, then SLOs will be used: -1 SLO for ELA (literacy and writing) -1 SLO for Math -unless teacher focuses on another subject area As applicable, and as NYSED can track multiple teachers of record If District cannot track multiple teachers of record, then SLOs will be used: -For Common Branch teachers: 1 SLO for ELA (literacy and writing) and 1 SLO for Math -For other subject area focus teachers: set SLO for relevant area As applicable, NYSED has teacher of record rules for dosage If no State-provided measure, then SLOs will be used: -1 SLO for subject area focus -Or consider using group/team growth on State assessment; collaborative goal setting with classroom teachers
Teachers with Students Taking These Assessments: NYSESLAT Growth is State provided SGP/VA if: • 50% or more of students in teacher’s course load take State ELA assessment OR • If NYSED develops a growth measure from NYSESLAT (in the future) NYSAA 50% or more of students in teacher’s course load take State assessment Growth is SLO if: • If this is an ELA teacher required to set SLOs, and 10 or more students take NYSESLAT as evidence (Additional SLOs are still also set for ELA (literacy and writing) and must use State assessment where applicable.
• Teacher is ESL specialist and NYSESLAT is most appropriate measure of student learning.
If this is a teacher required to set SLOs, then teacher will set 1 of their SLOs using NYSAA performance assessment as evidence. Additional SLOs are also set based on subject area taught (e.g. ELA, Regents, Math)
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5.
Develop secure, common “pre and post assessments” Compare assessments to ensure “comparability and rigor” Develop common systems for defining “growth/ achievement” Design scoring bands Create collaborations for scoring as needed
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Each course ultimately has a Regents as target
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High probability that final exams exist
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Common Core alignment
Proof of Concept
Art, Music, PE, Health, Special Education, Library
Purpose:
1. To develop sample SLO assessments for Art, Music, PE, Health, Special Education 2. To define additional questions about SLOs and assessment related to them 3. To request feedback from SED about the quality of the samples and about the questions
Proof of Concept
Art, Music, PE, Health, Special Education, Library
Then:
Use samples and answers to questions to develop common “cluster” assessments for Art, Music, PE, Health, Special Education, Library
When: Summer, 2012
What are the approved options for assessments? What assessment decisions have been made? What assessments do we currently have? What is still undecided?
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Cluster group meet and share
Go to designated cluster area Meet by Elementary, Middle, High Principals Discuss: 1. What assessment decisions have been made?
2. What assessments do we currently have?
3. What is still undecided?
A E B D C
Set a target for the average % of mastery of standards across entire class/section.
Set a target for the average scale score gain (points)from baseline to end across entire class/section.
Set differentiated growth targets by student
Training SLO Target Approach 1: Set a growth to mastery target.
85% of students, including special populations, will grow to score 75% or higher on the summative assessment for the selected standards.
Student
Student A Student B Student C Student D Student E Student F
Pre-Test Score
10 20 5 0 30 10
Summative Target
75 75 75 75 75 75 36
Training SLO HEDI Approach 1: Set ratings using the percent of students meeting a collective target (e.g., 80% mastery).
85% of students, including special populations, will grow to score 75% or higher on the summative assessment for the selected standards.
Highly Effective* (18-20 points)
91-100% of students grew to score 75% or higher on the summative assessment rubric measuring the selected standards 98-100=20 points 95-97=19 points 91-94=18 points
Effective* (9-17 points)
85% -90% of students grew to score 75% or higher on the summative assessment rubric measuring the selected standards 90=17 points 89=16 points 88=14-15 points 87=12-13 points 86=10-11 points 85=9 points
Developing* (3-8 points)
79% - 84% of students grew to score 75% or higher on the summative assessment rubric measuring the selected standards 84=8 points 83=7 points 82=6 points 81=5 points 80=4 points 79=3 points
Ineffective* (0-2 points)
78% of students or less grew to score 75% or higher on the summative assessment rubric measuring the selected standards 70-78=2 points 60-69=1 point 0-59=0 points 37
Training SLO Target Approach 2: Set a common growth target.
90% 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
Student A Student B Student C Student D Student E Student F
Pre-Test Score
10 20 5 0 30 10
Summative Target
39 70 80 65 60 90 70
Training SLO HEDI Approach 2: Set ratings using the percent of students meeting individual targets.
90% of students will grow by 60 percentage points or more on their summative assessment compared to their pre-test for the standards.
*These scoring bands are based on proposed Executive Budget legislation.
Highly Effective* (18-20 points)
96-100% of students grew by 60 points or more on the standards addressed
Effective* (9-17 points)
90-95% of students grew by 60 points or more on the standards addressed
Developing* (3-8 points)
80-89% of students grew by 60 points or more on the standards addressed
Ineffective* (0-2 points)
79% of students or less grew by 60 points or more on the standards addressed 98-100=20 points 97=19 points 96=18 points 95=17 points 94=15-16 points 93=13-14 points 92= 11-12 points 91=10 points 90=9 points 89=8 points 87-88=7 points 85-86=6 points 83-84=5 points 81-82=4 points 80=3 points 70-79=2 points 60-69=1 point 0-59=0 points 40
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
Student A Student B Student C Student D Student E Student F
Pre-Test Score
10 20 5 0 30 10
Summative Target
80 80 75 70 85 80 41
What are 3 potential options for targets and scoring?
Thinking it through....writing an SLO…
Broad enough to capture major content/Address standards- CCSS/State Evidence used to measure progress The target that is set is based on all available baseline data, is rigorous yet attainable and represents appropriate amount of learning for the instructional period 45
year, semester, quarter Statement which describes reasoning behind choices of learning content, evidence and targets The evaluator must be able to determine at the end of the instructional period what range of student performance met the goal (effective) versus below (developing), well below (ineffective) and well above (highly effective) 46
year, semester, quarter Statement which describes reasoning behind choices of learning content, evidence and targets The evaluator must be able to determine at the end of the instructional period what range of student performance met the goal (effective) versus below (developing), well below (ineffective) and well above (highly effective) 47
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As a team, discuss and select A particular subject and grade level where you know an SLO will be required What are the course’s source of standards (Common Core, etc.)?
What is the priority learning (indicators, standards, etc.) to be taught, learned and assessed?
List the specific pre-assessments and summative asssessments that will be used for providing baseline and summative data for the SLO.
M I P
What are the two most important pieces of learning for you from today’s work?
May 14-17, 2012: Network Team Training in Albany May 2012: Assessment “Cluster” Work (ELA 9/10, Global 9) May 30, 2012: Administrators WebEx Look to the PD&RC website as we continue to schedule training for the summer.