Transcript New York State District-wide Growth Goal Setting Process

Student Learning
Objectives
SLOs
TST BOCES January 6, 2012
NY State’s Regulations governing teacher
evaluation call for a “State-determined
District-wide growth goal setting process.”
60%
• Observations
and other
tools
20%
• Locally
selected
measure
20%
• State
provided
growth score
• SLO
What Are Student Learning Objectives (SLOs)?
Principles That Support Effective SLOs
SLOs are NOT…
But…
• SLOs are not the same as your District’s
goals
• SLOs should be informed by District priorities
and needs
• SLOs are not the interim assessments used
for Data Driven Instruction (DDI)
• SLOs compliment the DDI model by focusing
data meetings and action plans for re-teaching
• SLOs are not an opportunity for free choice
amongst a teacher’s favorite unit tests
• SLOs require the use of evidence robust
enough to match the scope of the content
• SLOs are not as complicated as they seem
• If set with rigor, SLOs can lead to higher
student achievement
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What Does the District Determine?
6
District Steps to Plan and Implement SLOs for the
Growth Component of Teacher Evaluation
1.Assess and identify priorities and needs.
Alignment of Annual Goals: District, School, Teacher
Illustrative Goals
District Goal: by the end of 2014-2015 school year,
increase the percentage of students who meet the
Aspirational Performance Measures, which are indicators
of College and Career Readiness, from 35% to 50%.
Middle School Goal: by the end of 2012-13 school year,
increase the percentage of 8th grade students who score
a proficient on end of course State assessments by at
least 10%, as compared to 2010-11; increase those
scoring advanced by at least 5%.
8th Grade Social Studies Teacher Goal: by the end of
2012-13 school year, 85% of students will demonstrate
growth on 8th grade Social Studies district-determined
assessment (from the State-approved list of 3rd party
assessments) compared to their 7th grade performance.
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District Steps to Plan and Implement SLOs for the
Growth Component of Teacher Evaluation
1.Assess and identify priorities and needs.
2.Identify who will have State-provided growth
measures and who must have SLOs as
“comparable growth measures”.
Who Will Have SLOs in 2012-13?
Teacher Coverage
100%
Other 36%
90%
(CTE; Arts, Foreign Language, Music,
Theatre, Dance, Humanities; Phsyical
Education/Health; Library; Pre-K;
Reading 4-12; Combined Courses;
80%
70%
SLOs
60%
Literacy & Math K - 3 15%
50%
Social Studies 6-8, Regents - 4%
Science 6-8. Regents - 4%
Regents Math 2%
ELA 9 - 11 2%
40%
30%
20%
SGP/VA as
Data Allow;
otherwise SLOs
10%
SGP/VA
Special Education, ESL, Bilingual 21%
Math & ELA 4 - 8
0%
Teacher % in These Assignments
District Steps to Plan and Implement SLOs for the
Growth Component of Teacher Evaluation
1.Assess and identify priorities and needs.
2.Identify who will have State-provided growth
measures and who must have SLOs as
“comparable growth measures”.
3.Determine District rules for how specific SLOs will
get set.
Who Decides What For Comparable Growth Measures?
State
STUDENT LEARNING
OBJECTIVE
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Assessments for SLOs
HAVE
Elementary
School
Middle
School
High School
NEED
SPECIAL CASE TEACHERS
District Steps to Plan and Implement SLOs for the
Growth Component of Teacher Evaluation
1.Assess and identify priorities and needs.
2.Identify who will have State-provided growth
measures and who must have SLOs as
“comparable growth measures”.
3.Determine District rules for how specific SLOs will
get set.
4.Establish expectations for scoring SLOs and for
determining teacher ratings for the growth
component.
Example of an SLO (Part 1)
Population
Learning Content
Interval
Evidence
Baseline
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Spanish II Class; all 30 students
New York State Learning Standards for Languages Other
Than English (LOTE)
SY 2012-13 (1 year)
1.Spanish I summative assessment results from students in
2011-12.
2.District-wide pre-assessment administered at the beginning
of the school year.
3.District-wide summative assessment administered at the
end of the school year.
1.All students had 2011-12 Spanish I results that
demonstrated scores of proficient or higher in all basic
vocabulary and grammar.
2.Scores ranged from 6% - 43% on the Spanish II Districtwide diagnostic assessment.
Example of an SLO (Part 2)
1.80% of students will demonstrate mastery of at least 75% of the
Spanish II performance indicators, as measured by the district’s
summative assessment in May 2012.
Target(s)
and
HEDI Scoring
Rationale
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Highly Effective
(18-20 points)
Effective
(12-17 points)
Developing
(3-11 points)
Ineffective
(0-2 points)
86-100% of
students
demonstrate
mastery of 75%
of the Spanish II
performance
indicators.
78% -85% of
students
demonstrate
mastery of 75%
of the Spanish II
performance
indicators.
66% - 77% of
students
demonstrate
mastery of 75% of
the Spanish II
performance
indicators.
65% or less of
students
demonstrate
mastery of 75% of
the Spanish II
performance
indicators.
Previous work in Spanish I focused on working with basic vocabulary and
grammar, and building preliminary oral skills. The diagnostic assessment is
heavily focused on more advanced writing and reading skills, which are
essential components of the Spanish curriculum. Spanish II requires
students build on their learning from Spanish I in order to acquire mastery in
these areas and to be prepared for Spanish III. Since all students completed
Spanish I having achieved basic proficiency levels, I am confident they will
achieve 80% mastery or above on at least 75% of the Spanish II materials.
District Steps to Plan and Implement SLOs for the
Growth Component of Teacher Evaluation
1. Assess and identify priorities and needs.
2. Identify who will have State-provided growth
measures and who must have SLOs as “comparable
growth measures”.
3. Determine District rules for how specific SLOs will get
set.
4. Establish expectations for scoring SLOs and for
determining teacher ratings for the growth
component.
5. Determine District-wide processes for setting,
reviewing, and assessing SLOs in schools.
SLOs: A Critical Component of the College and Career Readiness System
Note: this represents an example system
SLO PROCESS
September – October
January
May – June
• School reviews district
academic priorities and district
guidelines
• Discuss progress to date on
SLOs including results from
observation and DDI cycles
•Teacher gathers baseline data
• Principal provides teacher
with specific feedback and
strategies
• Teacher proposes SLOs;
principal approves SLO
• Students take summative
assessments for their courses
• Evaluator and teacher discuss
results of multiple measures
• Principal provides teacher
with final score for their SLOs
DDI CYCLES
5-6 cycles/year
OBSERVATION
CYCLES
Common Core Instruction
1) Evaluator collects objective evidence
2) Evaluator gives evidence-based feedback
3) Reflective teacher adjusts instruction to better target specific
student learning needs and increase achievement
Assessments
Data Driven
Culture
Action
Analysis
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