1. STUDENT LEARNING OBJECTIVES Michelle Helmer IES Staff Development Specialist Erie 2 BOCES IES team mhelmer@e2ccb.org @frostypepsi

2. Learning Targets I can understand the NYSED regulations for requirements regarding SLO development I can understand NYSED expectations for assessment development I can begin the work of building a balanced assessment system in development of our District’s APPR decisions

3. Data Boot Camp - 2013 Data have no meaning without context.

4. State --- Student Growth on Assessment 20 25 Local --- Measure of student Achievement 20 1515 6060 Multiple Measures aligned to Teacher Practice Rubric Composite Score Assessment Practice Total - 100

5. Multiple Measures Matter Using decisions with vision of long term system

6. 20 25 ｝ ｝ ｝ 4-8 Math and ELA State provided Growth number based on State Assessments (MGP) State --- Student Growth on Assessment

7. 20 25 ｝ ｝ ｝ 3 rd grade, 6-8 SS/Science, All courses ending in NYS Assessment SLO based on approved assessment. (must use State Assessment if one exists) State --- Student Growth on Assessment

8. 20 25 ｝ ｝ ｝ All other courses Group SLO based on State Assessments or individual SLO based on Course specific assessment. State --- Student Growth on Assessment

9. What are SLO’s A student learning objective is an academic goal for a teacher’s students that is set at the start of a course. It represents the most important learning for the year (or, semester, where applicable). It must be specific and measurable, based on available prior student learning data, and aligned to Common Core, State or National standards, as well as any other school and district priorities. Teachers’ scores are based upon the degree to which their goals were attained. Definition according to NYSED guidance

10. Template All SLOs MUST include the following basic components: Student PopulationWhich students are being addressed? Learning Content What is being taught? Course name and source of Standards associated with this SLO and specify the exact standards, performance indicators, etc, that will be taught, learned, and assessed. Interval of Instructional Time What is the instructional period covered Evidence These are the assessments used for determining students’ levels of learning. Baseline This is the level of students’ knowledge and sill in the targeted learning content at the beginning of the interval of instructional time. Target(s) This is the numeric achievement goal which articulates the amount that students will have to grow during the interval of instructional time. HEDI Criteria This is how different levels of student growth will translate into one of four rating categories: Highly Effective, Effective, Developing, and Ineffective Rationale This describes the reasoning behind the choices regarding learning content, evidence, and target.

11. 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.

12. Considerations Approximately what percentage of the course’s standards is selected? How is the current knowledge and skill of the targeted students informing the selection? What are the most critical aspects for the development of these students in this content this year? To what extent is the learning content specific and measurable? 12 Learning Content

13. Considerations To what extent is the content central to this and future coursework, as well as college and career readiness? How deeply and thoroughly will the standards be reflected in the teaching, learning, and assessment? What instructional approaches are prioritized? Why are these instructional approaches most likely to support the targeted students in mastering these standards? 13 Learning Content

14. Evidence Summative Baseline/Diagnostic Formative Data Driven Instruction

15. Targets Set Growth Targets 15 Targets can also be differentiated to meet the needs of students based on the analysis of the baseline data : 80% of students will meet group targets on the Regents exam  85% for students who scored between 36- 44% on pre-assessment  65% for students who scored between 9-35% on pre-assessment  TIERED/GROUPED 80% of students will meet individual targets on the Regents exam  Student A = 65%  Student B = 55%  Student C = 70%  Student D = 85%  Student E = 65%  Student F = 85%  INDIVIDUAL 80% of students will grow half the distance between pre-assessment score and a score of 100 on Regents Exam Or 80% of students will grow to a score of 80% on the Regents Exam  WHOLE GROUP All content © 2012 Erie 1 BOCES. All rights reserved. Modified with permission by Erie 2 BOCES IES

16. State --- Student Growth on Assessment 20 25 Local --- Measure of student Achievement 20 1515 6060 Multiple Measures aligned to Teacher Practice Rubric Composite Score Assessment STUDENT LEARNING OBJECTIVES

18. Rigor Valid & Reliable Comparable Vested Interest Security

19. NYSED defines rigorous …the measure is aligned to the New York State learning standards …to the extent practicable, the assessment must be valid and reliable as defined by the Standards of Educational and Psychological Testing. NYSED APPR guidance F1 pg 46

20. Centrality of Standards MathPersonal Health and Fitness- Elementary 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. (CCLS Math 2011) 1. Students will perform basic motor and manipulative skills. They will attain competency in a variety of physical activities and proficiency in a few select complex motor and sports activities. develop physical fitness skills through regular practice, effort, and perseverance (Health, PE, FACS 1996 )

21. Centrality of Standards Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RI.K.9RI.6.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). a. Use their experience and their knowledge of language and logic, as well as culture, to think analytically

22. What type of Assessment? E1.5 Identify and use, in individual and group experiences, some of the roles, processes, and actions used in performing and composing music of their own and others E1.2 Sing songs and play instruments, maintaining tone quality, pitch, rhythm, tempo, and dynamics; perform the music expressively; and sing or play simple repeated patterns (ostinatos) with familiar songs, rounds, partner songs, and harmonizing parts

23. Validity “How well is the assessment assessing what I want it to?” “Not a property of the assessment, but of the inferences we make based on the information gathered from the assessment.”

24. Item Map & Test Blueprints

25. Reliability How consistently an assessment measures its intended target and the extent to which scores are relatively free of error. LCI, Ltd. jborgoli

26. Threats to Reliability

27. How do we work to ensure reliability? Watch assessment formatting- final eyes revisions Use multiple choice items when valid Create clear scoring guides and rubrics Develop anchor responses/performances An assessment cannot be valid if it isn’t reliable.

28. Model Performance

30. Table of Specifications – Item map 1.What is a “Table of Specifications” ad according to the article what is the purpose of a TOS in assessment development? 2.There are two sources of validity evidence named in the article (Test Content and Response Process) Can you define and describe the implications to assessment development for each?

31. 4 A’s Protocol Agreement What evidence does the text provide for the development of item maps (TOS)? Do you agree with these claims? Why or Why not? Aspirations What did you read about that you aspire to or will need to implement although you aren’t fully doing so yet? What evidence does the text provide that encourages your aspirations? (Mis)alignments What things might keep you from changing or implementing your aspirations or priorities? Adjustments How can you get around or eliminate those barriers? What support do you need? What next steps will you take?

32. SLO Rigor Tool All SLOs MUST include the following basic components: Student PopulationWhich students are being addressed? Learning Content What is being taught? Course name and source of Standards associated with this SLO and specify the exact standards, performance indicators, etc, that will be taught, learned, and assessed. Interval of Instructional Time What is the instructional period covered Evidence These are the assessments used for determining students’ levels of learning. Baseline This is the level of students’ knowledge and sill in the targeted learning content at the beginning of the interval of instructional time. Target(s) This is the numeric achievement goal which articulates the amount that students will have to grow during the interval of instructional time. HEDI Criteria This is how different levels of student growth will translate into one of four rating categories: Highly Effective, Effective, Developing, and Ineffective Rationale This describes the reasoning behind the choices regarding learning content, evidence, and target.

33. Six Steps to Effective Feedback: 1.PRAISE: narrate the positive with precise praise 2.PROBE: Use targeted open-ended question and scaffolds to identify the core issue 3.ACTION STEP: state concrete action step 4.PRACTICE: Role play/simulate how to improve current class 5.PLAN AHEAD: Design/revise upcoming lesson plan to implement action 6.FOLLOW-UP: Establish timeline when action step will be completed

34. Criteria for Right Action Steps: Highest Leverage: Will this help the teacher to develop most quickly and effectively? Clear and Measurable: Can anyone understand the action? Can you easily measure if the teacher has made the change? What evidence will you have of mastery? Bite-sized: If you can’t make the change in a week, the action step isn’t small enough

35. US History SLO & 3 rd Grade SLO results Use the SLO rigor tool to evaluate the SLO. Calculate results Determine a high leverage action step for this teacher moving forward Develop a plan for this meeting