Transcript Slide 1

Creating
Student Learning Objectives
(SLOs)
Locally we will use SLOs for Student Growth (State
Assessments or other equivalent) and Student
Achievement (Local Assessments)
20%
Student
60%
Growth
Evidence-based
Classroom
Observations
20%
Student
Achievement
20%
Student
Growth
20%
Student
Achievement
20%
Student
Achievement
Approved 3rd party assessment,
locally developed, BOCES
consortium planning and
preparation
Classroom Environment
60%
EvidenceBased
Classroom
Observation
STUDENT LEARNING OBJECTIVES
WHAT ARE SLOs?
COMPONENTS OF AN SLO
IMPLEMENTATION TIMELINE
UNDERSTANDING STUDENT LEARNING OBJECTIVES
WHAT ARE SLOs?
A Student Learning Objective (SLO) is an
academic target based on student
performance throughout a course of study.
Teachers will set specific and measurable
targets for student learning at the start of a
course for students to strive to achieve by the
end. The target represents the most important
learning for the year (or semester, term where
applicable) as defined within state or national
standards for learning.
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UNDERSTANDING STUDENT LEARNING OBJECTIVES
WHO NEEDS AN SLO?
The State Student Learning Objective or SLO is a
comparable measure for those teachers who will not
receive a State Provided Growth Measure. Refer to
the SLO Flowchart for Growth Score.
NO SLO
NEED A SLO
 4 – 8th grade teachers of
ELA and/or math as the
majority of their teaching
assignment, including
co-teachers and self
contained teachers
(ESL/SWD)




K-3 teachers
HS teachers
Special area teachers
4-8th grade teachers who teach other
subjects as the majority of their teaching
assignment – Science/SS
 4-8th grade teachers who teach ELA
and/or math, but for less than 50% of
their assignment
 Special education consultant teachers
 AIS/ESL teachers
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UNDERSTANDING STUDENT LEARNING OBJECTIVES
WHO NEEDS AN SLO FOR
STUDENT ACHIEVEMENT?
In the Niagara Falls City School
District, the local portion of the
composite Annual Professional
Performance Review (APPR) score
will use an SLO.
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NYS SLO Template
New York State Student Learning Objective Template
All SLOs MUST include the following basic components:
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.)
Population
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?
Learning
Content
Interval of
Instructional
Time
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?
What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the course.
Evidence
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
Baseline
NYS SLO Template
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?
Target(s)
How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing),
and “well-above” (highly effective)?
HEDI Scoring
HIGHLY
EFFECTIVE
20
19
18
EFFECTIVE
17
16
15
14
13
12
DEVELOPING
11
10
9
8
7
6
5
INEFFECTIVE
4
3
2
1
0
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.
Rationale
Components of SLOs
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COMPONENTS OF AN SLO
STUDENT POPULATION
Student population refers to the students
who will be included in the SLO.
– Course
– Number of students/sections
– Roster(s) with names or student ID #
NOTE: Must start with largest course enrollment and
work down until more than 50% of students are
accounted for.
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Student Population
All SLOs MUST include the following basic components:
Population
These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO.
(Full class rosters of all students must be provided for all included course sections.)
Three sections of ELA 9, heterogeneously grouped, 70 students.
Learning
Content
Interval of
Instructional
Time
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?
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?
What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the course.
Evidence
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
Baseline
COMPONENTS OF AN SLO
LEARNING CONTENT
The learning content identifies which
standards you will be using for your SLO.
– Name of course
– Body of standards being used
– Prioritized standards (if applicable)
– Names of specific standards/performance
indicators (where applicable)
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Learning Content
All SLOs MUST include the following basic components:
Population
These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO.
(Full class rosters of all students must be provided for all included course sections.)
Three sections of ELA 9, heterogeneously grouped, 70 students.
Learning
Content
Interval of
Instructional
Time
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?
Read and comprehend complex literary and information texts independently and proficiently. Write arguments to support claims
in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?
What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the course.
Evidence
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
Baseline
COMPONENTS OF AN SLO
INTERVAL OF INSTRUCTION
The interval of instruction is the amount of
time from the pre-assessment to the
summative assessment.
– Date of pre-assessment
– Date of summative assessment
– Rationale for courses that are not year-long
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Interval of Instructional Time
All SLOs MUST include the following basic components:
Population
These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO.
(Full class rosters of all students must be provided for all included course sections.)
Three sections of ELA 9, heterogeneously grouped, 70 students.
Learning
Content
Interval of
Instructional
Time
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?
Read and comprehend complex literary and information texts independently and proficiently. Write arguments to support claims
in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?
2012-2013 school year.
What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the course.
Evidence
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
Baseline
COMPONENTS OF AN SLO
EVIDENCE
Evidence refers to the assessments you will
be using to serve as your pre and
summative assessments. Refer to the
NFCSD Assessment Grid.
– List your pre-assessment.
– List your summative assessment.
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COMPONENTS OF AN SLO
SUMMATIVE ASSESSMENT –
GROWTH PORTION
Courses with a NYS
assessment
If a course ends in a state
assessment, including
Regents examinations or
NYSED mandated
assessments (3rd grade
ELA/ math, 8th grade
science, etc.), it must be
used as evidence for the
summative assessment in
the SLO.
Courses without a NYS
assessment
If a course does not end in a state
assessment, districts must use one
of three state-determined
assessment options as evidence in
the SLO:
1. 3rd Party Vendor (for
example, NWEA)
2. Regionally-developed
Assessment
3. District-developed
Assessment
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COMPONENTS OF AN SLO
SUMMATIVE ASSESSMENT –
LOCAL PORTION
In the Niagara Falls City School
District, the local portion of the
composite APPR score will use the
local assessment indicated on the
NFCSD Assessment Grid.
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Evidence
All SLOs MUST include the following basic components:
Population
These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO.
(Full class rosters of all students must be provided for all included course sections.)
Three sections of ELA 9, heterogeneously grouped, 70 students.
Learning
Content
Interval of
Instructional
Time
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?
Read and comprehend complex literary and information texts independently and proficiently. Write arguments to support claims
in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?
2012-2013 school year.
What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the course.
th
Baseline assessment: 8 Grade ELA results. Common writing prompt: Students provide an objective summary of Frederick
Douglass’s Narrative. They analyze how the central idea regarding the evils of slavery is conveyed through supporting ideas and
developed over the course of the text.
Evidence
Summative assessment: Ten reading comprehension questions based on the selection rom Things Fall Apart. Ten reading
comprehension questions based on Quindlen, Anna. “A Quilt of a Country.” Newsweek September 27, 2001. Students determine
the purpose and point of view in Martin Luther King, Jr.’s, “I Have a Dream” speech and analyze how King uses rhetoric to
advance his position (in writing).
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
Baseline
COMPONENTS OF AN SLO
BASELINE
The baseline is intended to help the
teacher make an informed decision when
setting targets for students.
– By the next professional development in
mid-October, teachers will need to have
collected the baseline data for each SLO.
Refer to NFCSD Assessment Grid.
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Baseline
All SLOs MUST include the following basic components:
Population
These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO.
(Full class rosters of all students must be provided for all included course sections.)
Three sections of ELA 9, heterogeneously grouped, 70 students.
Learning
Content
Interval of
Instructional
Time
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?
Read and comprehend complex literary and information texts independently and proficiently. Write arguments to support claims
in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?
2012-2013 school year.
What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the course.
th
Baseline assessment: 8 Grade ELA results. Common writing prompt: Students provide an objective summary of Frederick
Douglass’s Narrative. They analyze how the central idea regarding the evils of slavery is conveyed through supporting ideas and
developed over the course of the text.
Evidence
Summative assessment: Ten reading comprehension questions based on the selection rom Things Fall Apart. Ten reading
comprehension questions based on Quindlen, Anna. “A Quilt of a Country.” Newsweek September 27, 2001. Students determine
the purpose and point of view in Martin Luther King, Jr.’s, “I Have a Dream” speech and analyze how King uses rhetoric to
advance his position (in writing).
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
Baseline
On last year’s ELA 8: 4% scored 1; 18% scored 2; 67% scored 3, 11% scored 4.
On the four-point district-wide writing rubric: 15% scored 1; 40% scored 2; 30% scored 3, 15% scored 4.
COMPONENTS OF AN SLO
TARGET
The target is an academic achievement goal
that articulates the amount that students
will have to grow during the interval of
instructional time.
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Target(s)
Target(s)
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?
Eighty percent of all students will score 55 points or higher on the summative assessment (out of a possible 64 points).
How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing),
and “well-above” (highly effective)?
HEDI Scoring
HIGHLY
EFFECTIVE
20
Rationale
19
18
EFFECTIVE
17
16
15
14
13
12
DEVELOPING
11
10
9
8
7
6
5
INEFFECTIVE
4
3
2
1
0
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.
SAMPLE GOAL STATEMENT
COMPONENTS OF AN SLO
80% of students will score at least a 75% or higher on the end-of-year assessment.
 District Goal
Percentage of
students who will
achieve the
specified target.
This part of the
target relates to
the HEDI scale,
which is a District
decision.
 Target
Specified target,
either growth or
mastery, based on
points for
improvement on a
static score. This is
determined by the
teacher based on the
baseline data and
grade/subject goals.
 Assessment
This is simply the
context for the growth.
For example, some
teachers will be required
to use NYS mandated
assessments (i.e.
Regents), while others
will be required to use a
3rd party vendor (i.e.,
NWEA or AIMsweb),
regionally or Districtdeveloped assessment.
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COMPONENTS OF AN SLO
DIFFERENT TYPES OF TARGETS
There are many different ways to
determine student growth targets.
– Growth to passing
– Growth to mastery
– Common growth (in points/by percent)
– Banded approach
– Individual student growth (formula)
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COMPONENTS OF AN SLO
HEDI CRITERIA
HEDI criteria indicates the score a teacher
will receive based on the percentage of
students that meet their growth target.
– Write a description for each level of HEDI
– Include the HEDI scale
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HEDI
This is how different levels of student growth will
translate into one of four rating categories:
•
•
•
•
Highly effective (20-18)
Effective (17-9)
Developing (8-3)
Ineffective (2-0)
Niagara Falls City School District HEDI scale:
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
96100%
9195%
8690%
8285%
7981%
7578%
7274%
7071%
6869%
6667%
6465%
6263%
6061%
5859%
5657%
5455%
5253%
5051%
3349%
1732%
0-16%
COMPONENTS OF AN SLO
RATIONALE
This describes the reasoning behind the
choices regarding learning content,
evidence, and target. Potential areas to
highlight include:
–
–
–
–
–
–
–
Learning content
Selected assessments
Baseline data
Historical data
Student growth targets
College and career connections
District goals and priorities
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Rationale
Target(s)
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?
Eighty percent of all students will score 55 points or higher on the summative assessment (out of a possible 64 points).
How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing),
and “well-above” (highly effective)?
See ranges as specified.
HEDI Scoring
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
99100%
9798%
9596%
9294%
8891%
8587%
8284%
7981%
7678%
7375%
7172%
6870%
6467%
6063%
5759%
5356%
4952%
4548%
4044%
3039%
<30
%
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.
Rationale
The Learning Content is based on the most important CCLS anchor standards. The baseline evidence combines state test
th
scores with an on-demand assessment taken from the 8 grade performance tasks in Appendix B. Similarly, the summative
th
assessment is based on the performance tasks for 9 grade in Appendix B. The summative score is calculated by adding twice
of the number of comprehension questions answered correctly with the total score on the district-wide writing rubric (which has
6 elements on a 1-2-3-4 scale which translates to a maximum 24 points).
SLO IMPLEMENTATION TIMELINE
SLO IMPLEMENTATION TIMELINE
JULY-AUG
 Review teaching assignments and who will need to write SLOs
SEPT-NOV
 On-going training SLO Development & Implementation
SEPT-OCT
 Develop District-wide assessments [pre- and/or post-assessments]
SEPT-OCT
 Administer and score pre-assessments
OCT
 Analyze baseline data to set growth targets
OCT
 Identify student rosters for SLOs
BY NOV 1st
 Write, review, and finalize SLOs
DEC-FEB
 Revise and/or set SLOs if special circumstances exist
MAY-JUNE
 Administer and score post-assessments
BY JUNE 30
 Complete teacher evaluation and SLO scoring
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