1. SLO Baseline and Target Setting for ESOL Teachers in the RCSD

2. SLO Baseline and Target Setting
For ESOL teachers in the RCSD the process of target setting for the purposes of APPR has 2 parts:
a) Establish a baseline for students (Only the students preselected for you in eDoctrina) - and then
b) set targets for our students using scale scores. For most of us this means how we anticipate students will perform on the NYSESLAT
comparisonchart15.xlsx

3. Baseline Data for SLOs
It is important to consider multiple measures – some might include:
NYSESLAT
In-class formative assessment/1st quarter grades
Other historical data (ELA scores, for example)
Performance data from like sub-groups of ELLs
New Language Arts Progressions, Home Language Arts Progressions, NYSESLAT Performance Level Descriptions
Again It is recommended that teachers set individual growth scores for each of their students as this represents sound practice and can more clearly illustrate the kind of impact your purposeful instruction has on individual students.
Power teacher and SPA will be your 2 primary data sources. Additionally, when calculating targets from NYSESLAT data you will need to look at individual modality (L,S,R,W) raw scores and then the scale scores they become in order to more precisely predict growth. For example, 2 points on a raw core can potentially be significant. It is important to understand then what this translates into when looking at the totality of the Scale score which is an amalgam of all the scores.
*** NLAPs should be used in conjunction with formative assessment. They contain helpful descriptors of what students can do in different modalities (agianst ELA CC standards) by grade level and levels of language acquisition - 5 Levels of Language Progressions (Entering, Emerging, Transitioning, Expanding and Commanding)

4. eDoctrina and Commanding Level ELLS: No SLO/Target Setting for Commanding Level ELLS!