© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Student Learning Objectives OCM BOCES September 2012

NY State’s Regulations governing teacher evaluation call for a “State-determined District-wide growth goal setting process” for those teachers who do not have a State Provided Growth Score. 60% Observations and other tools 20% Locally selected measure 20% State provided growth score SLO What are SLOs?

NYSED SLO Framework All SLOs MUST include the following basic components: Student PopulationWhich students are being addressed? Learning Content What is being taught? CCSS/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 assessment(s) or student work product(s) will be used to measure this goal? Baseline What is the starting level of learning for students covered by this SLO? Target(s) What is the expected outcome (target) by the end of the instructional period? HEDI Criteria How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing), and “well-above” (highly effective)? RationaleWhy choose this learning content, evidence and target? 3

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Who decides what for SLOs? 4

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions District Tasks... Identify priorities. Establish which decisions are made at the District level versus in schools by principals, and/or principals with teachers. Create District-wide processes for setting, reviewing, and assessing SLOs in schools. Set expectations for HEDI scoring of SLOs. Select assessments and create a process to ensure they are kept secure and not scored by teachers and principals with a vested interest in the outcome. 5

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions School Tasks... Make choices as needed when District leaves flexibility to schools. Ensure that lead evaluator approves each teacher’s goals and monitors/assesses results. Ensure all assessments are secure and that any assessments, including those used as evidence for SLOs, are not scored by teachers and principals with a vested interest in the outcome of the assessments they score. 6

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Teacher Tasks... Obtain all possible data on students to best inform baseline, starting level of student learning. Propose, in consultation with lead evaluator, SLOs and targets based on District and school requirements. Select instructional strategies & materials to lead students to SLO targets. Assess students (may engage in a regional or other distributed scoring process). Reflect on student learning results and consider implications for future practice. 7

Modified Version of the Rubric 8

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Element 1 - Student Population These are the students included in the SLO. Task: Specify the assigned students who are included in this SLO along with the course sections and student names and/or identification numbers. (Full class rosters of all students must be provided for all included course sections.) 9

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Element 1 - Student Population Provides course sections included in the SLO. Includes all students in selected course sections. Provides student names and/or ID numbers for all students in the SLO. 10

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Element 2 - Learning Content This is the content to be taught in the SLO. Task: Identify the course name and source of standards (Common Core, national, state, local) associated with this SLO, and specify the exact standards, performance indicators, etc., that will be taught, learned, and assessed. 11

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Element 2 - Learning Content Requirements Identifies course name. Uses the appropriate body of standards (Common Core, national, state, local). Names the exact standards, performance indicators, etc. 12

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Element 2 - Learning Content Decisions 1.What are your district priorities? 2.Will you allow prioritization of standards? 3.Will you mandate inclusion of common core standards? 13

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Element 3 - Interval of Instructional Time This is the timeframe within which the learning content will be taught. (This is generally one academic year, unless the course is set as a semester, quarter, etc.) Task: Specify when the teaching for this learning content will begin and end. (Rationale is required if less than the typical year-long interval is set.) 14

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Element 3 - Interval of Instructional Time Requirements Indicates a clear start and end date. Provides a rationale if the interval is less than one year (e.g., course length is less than one year). 15

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Element 4 - Evidence These are the assessments used for determining students’ levels of learning. Task: List the specific pre-assessment(s) and summative assessment(s) that will be used for providing baseline and summative data for the SLO. (Districts and BOCES must verify comparability and rigor for any assessments they develop.) 16

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Element 4 - Evidence Requirements Identifies pre-assessment(s) and summative assessment(s). Selects summative assessments from either the State-approved list or those developed and approved by the district/BOCES, and supported by superintendent’s certification of rigor and comparability. Offers accommodations as legally required and appropriate. Ensures that those with vested interest are not scoring summative assessments. 17

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Element 4 - Evidence Decisions 1.Who will propose baseline/pre- assessments and post-assessments used in SLO creation? 2.Who will approve baseline/pre- assessments and post-assessments used in SLO creation? 3.What scoring procedures will you use? 18

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Element 5 - Baseline This is the level of students’ knowledge and skill in the targeted learning content at the beginning of the interval of instructional time. Task: Describe how students performed on the identified pre-assessment(s) for the learning content, including any additional data that informed SLO development. (Actual baseline scores for each student are required.) 19

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Element 5 - Baseline Requirements Describes how students performed on the identified pre-assessment(s). Provides a baseline score for each student in the SLO. 20

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Element 5 - Baseline Decisions 1.When will you assess students? 2.How will you collect data if a new assessment is given? 3.How will teachers have access to previous years scores if no new assessment is given? 4.Will you have more than one baseline data source? 5.What will you do if a student comes in later in the year? 21

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Element 6 - Target(s) This is the numeric achievement goal which articulates the amount that students will have to grow during the interval of instructional time. Task: Define numeric growth goals for student performance on identified summative assessment(s) which measure student knowledge and skill in the learning content. (Actual final scores for each student are required.) 22

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Element 6 - Target(s) Provides a target statement. Provides a specific growth goal for each student. Sets targets consistent with district-level expectations for target-setting in this grade/subject. 23

Example Approaches to Target Setting: 1.“Common Mastery” - Set a target for the average % mastery of standards across entire class/section. 2.“Common Growth” - Set a target for the average score gain from baseline to end across entire class/section. 3.“Hybrid” - Requires students to either meet a mastery target or minimum score gain. 4.“Bands” - Targets differ by each student’s baseline starting point. Districts can determine what level of growth is acceptable for each starting range of scores. 24

Student Sample 25 StudentPre-Test Score Final ScoreChange in Score Student A Student B Student C Student D Student E Student F Student G Student H

Approach 1: Common Mastery Target 80% of students, including special populations, will grow to score 75% or higher on the summative assessment for the selected standards. 26 StudentPre-Test Score Summative Target Final ScoreMet Target? Student A07560No Student B297563No Student C337562No Student D407569No Student E467578Yes Student F497578Yes Student G607585Yes Student H627595Yes

Approach 2: Common Growth Target 80% of students will grow by at least 30 percentage points on their post-test compared to their pre-test for the standards. 27 StudentPre-Test Score Summative Target Final ScoreMet Target? Student A03060Yes Student B295963Yes Student C336362No Student D407069No Student E467678Yes Student F497978No Student G609085No Student H629295Yes

Approach 3: Hybrid Targets 80% of students will score 75% or higher on the summative assessment or grow by at least 30 percentage points on their post-test compared to their pre-test for the standards. 28 StudentPre-Test Score Summative Target Final ScoreMet Target? Student A03060Yes Student B295964Yes Student C336362No Student D407569No Student E467578Yes Student F497578Yes Student G607585Yes Student H627595Yes

Approach 4: Individual Targets Bands 80% of students will reach their target. 29 Student Performance Expectations End End End End 80+ Start 0-14yes Start 15-29noyes Start 30-44no yes Start 45 +no yes

Approach 4: Individual Target Bands 80% of students will reach their target. 30 StudentPre-Test Score Summative Target Final ScoreMet Target? Student A055+60Yes Student B No Student C No Student D Yes Student E No Student F No Student G Yes Student H Yes

Same Scores, Different Approaches 31 StudentMasteryGrowthHybridBands Student ANoYes Student BNoYes No Student CNo Student DNo Yes Student EYes No Student FYesNoYesNo Student GYesNoYes Student HYes

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions New Approach: Descriptive Target Bands Physical Education: 80% of students will meet target. BaselineTarget 1 - Below Level Fall PE Performance Assessment - 69 and below65+ Fall PE Written Assessment- 69 and below Last PE course grade - 79 and below 2 - On Level Fall PE Performance Assessment Fall PE Written Assessment Last PE course grade Above Level Fall PE Performance Assessment Fall PE Written Assessment Last PE course grade

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Element 6 - Target(s) Decisions 1.What target approach will you use? 2.Who will decide which approach to use? 33

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Element 7 - HEDI This is how different levels of student growth will translate into one of four rating categories: Highly effective, Effective, Developing, and Ineffective Task: Provide specific descriptions of student learning for each rating category. 34

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Element 7 - HEDI Requirements Categorizes all possible scoring results in the HEDI structure such that: Highly effective = exceeds district expectations Effective = meets district expectations Developing = is below district expectations Ineffective = is well below district expectations Is mathematically possible for the teacher to obtain every point value within a rating category. Allocates points clearly and objectively within a HEDI rating category. 35

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Element 7 - HEDI Criteria Decisions 1.If a teacher meets their target exactly, where will they be in the “effective” band? 2.Will your HEDI band be district wide or will it be customized? 36

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Element 7 - HEDI 37

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Element 8 - Rationale This describes the reasoning behind the choices regarding learning content, evidence, and target. Task: Describe the selection of the elements (learning content, evidence, and target) and how they will be used together to prepare students for future growth and development, as well as college and career readiness. 38

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Element 8 - Rationale Requirements Provides reasoning for the selection of the learning content, evidence, and target. Describes how the elements will be used together to prepare students for future coursework, as well as college and career readiness. 39

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Element 8 - Rationale Decisions 1.What key features must be included? 2.How will you handle “Because I was told to.”? 40

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Element 8 - Rationale Decision: How will you handle the writing of the rationale when elements have been pre-selected for a teacher?  Provide a fully written rationale for the selection?  Have a template with specific elements pre- loaded for teachers?  Provide training (e.g., webinars) on why selections were made, requiring teachers to connect selections to district/school goals? 41

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Which SLO(s) to write? For teachers without a State Provided Growth Measure: Group courses by which summative assessment will be used. Determine how many students you see over the course of a year. (If you see a student twice, in two different courses, they are counted twice.) Start by determining your largest course, if 50% of students are included on the roster, you are done. If not…. Determine your second largest class, and write an additional SLO. Keep moving through your courses, from largest to smallest, until you have covered 50% of your students. 42

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions What if? What if I teach 300 students for 5 weeks each – but also teach 30 students for a whole year? Districts may write their own rules… From APPR Guidance Section D: “We suggest that teachers have SLOs based on courses that meet most often and are the longest in length.” 43

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions APPR Field Guidance… D44. How do we determine the courses requiring an SLO when contact time with students varies greatly among a given teacher's assignments? For example, a music teacher may have a schedule that looks like the following: Band, 125 students, every other day; Music Theory, 75 students, every day; General Music, 180 students but each section only meets one day in a six day cycle. Districts/BOCES will need to determine their specific rules and requirements around which courses must have SLOs when contact time varies following the State’s rules and the general principle of including the courses with the most students first and making practical judgments about how to consider different course meeting schedules like those in this example. We suggest that teachers have SLOs based on courses that meet most often and are the longest in length. Districts/BOCES can then create a proportion and this will show which courses need to have SLOs. In the scenario above, for example, if the class periods are 40 minutes, then seeing 75 students for 200 minutes each week is much more time than seeing 125 students for 120 minutes each week. The general music that only meets one day in a 6 day cycle would not have an SLO. 44

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Group/Team Metric A group of teachers receive a shared score based on the outcome of a group of students – these students do not have to be in the teachers class. If used for State 20% - must use state test. If used for Local 20% - can be state, vendor, or local/regional test. Not an option for Grade 6-8 Science and Social Studies teachers. 45

© 2012, Community Training and Assistance Center *Please see caveat © 2012, Teaching Learning Solutions Cheryl Covell TST BOCES 46