1. Sample Science SLO’s Grades 6-12

2. Student Growth Goal Setting Process (SLO’s) Y Central School District Science 2012-13 20 Points Grade Level/Subject What growth measure will be used for my SLO? Baseline (administered at start of school year) Summative Assessment Grade *6District developed common assessment District developed common assessment (must test on the same content and skills as the summative ). Data is used to set baseline and subsequent growth targets District Developed Common Assessment Grade *7District developed common assessment District developed common assessment (must test on the same content and skills as the summative ). Data is used to set baseline and subsequent growth targets District Developed Common Assessment Grade 8State AssessmentBaseline assessment must test on the same content and skills as the NYS Gr 8 Intermediate Level Science Test (ILS). Must be same assessment used for all Gr 8 students. Data is used to set baseline and subsequent growth targets ( ∆ Use prior NYS Gr 8 ILS Written Test) NYS Gr 8 Intermediate Level Science Test (ILS) *until such time as a state assessment becomes available (slated for 2013-2014) ∆ Excludes the secured performance test questions, in this case a district developed common assessment comprised of “parallel tasks” shall be used to set baseline for this portion

3. Student Growth Goal Setting Process (SLO’s) Y Central School District Science 2012-13 20 Points Grade Level/Subject What growth measure will be used for my SLO? Baseline (administered at start of school year) Summative Assessment Earth Science Regents & Honors State AssessmentBaseline assessment must test on the same content and skills as the Earth Science Regents. Must be same assessment used for all students enrolled in the course. Data is used to set baseline and subsequent growth targets ( ∆ Use prior Earth Science Regents Written Test) Physical Setting: Earth Science Regents Science TopicsDistrict developed common assessment District developed common assessment (must test on the same content and skills as the summative ). Data is used to set baseline and subsequent growth targets District Developed Common Assessment Living Environment Regents & Honors State AssessmentBaseline assessment must test on the same content and skills as the Living Environment Regents. Must be same assessment used for all students enrolled in the course. Data is used to set baseline and subsequent growth targets (Use prior Living Environment Regents) Living Environment Regents ∆ Excludes the secured performance test questions, in this case a district developed common assessment comprised of “parallel tasks” shall be used to set baseline for this portion

4. Student Growth Goal Setting Process (SLO’s) Y Central School District Science 2012-13 20 Points Grade Level/Subject What growth measure will be used for my SLO? Baseline (administered at start of school year) Summative Assessment Chemistry Regents & Honors State AssessmentBaseline assessment must test on the same content and skills as the Physical Setting: Chemistry Regents. Must be same assessment used for all students enrolled in the course. Data is used to set baseline and subsequent growth targets (Use prior Chemistry Regents ) Physical Setting: Chemistry Regents Physics Regents & Honors State AssessmentBaseline assessment must test on the same content and skills as the Physical Setting: Physics Regents. Must be same assessment used for all students enrolled in the course. Data is used to set baseline and subsequent growth targets (Use prior Physics Regents ) Physical Setting: Physics Regents Other Courses Chem (non-R) Phys (non-R) Environmental Medical *AP Bio, AP Chem AP Phys District Developed Common Assessment District developed common assessment (must test on the same content and skills as the summative ). Data is used to set baseline and subsequent growth targets *(AP courses may opt to use the AP Exam but this requires that all students take the exam, limited data available with regard to item analysis of student performance, etc.) District Developed Common Assessment

5. What SLO do I develop if I teach more than one subject/grade level? Currently, science classes 6-12 fall within the criteria for SLO’s as “Comparable Growth Measures” (as of 2012 there are no “State-Provided Growth Measures”) SLO’s must cover the courses taught with the largest number of students, combining those sections with common assessments, until a majority of students are covered. If any of the largest courses have a State Assessment (NYS Gr8 ILS, Science Regents) the State Assessment must be used as evidence in the SLO SAMPLE SCENARIOS Mr. Photon 97 Students 2 sections of R Chem with 25 and 22 students respectively, 1 section of Chem (non-Regents) with 26 students, 1 section of Sci Topics with 24 students No State- provided growth measure currently exists for Chem Regents Largest course/assessment combination is R Chem with a total of 47 students so first SLO must cover/be developed for these classes; however 47 students is less than the majority of this teacher’s 97 students (47/97=48%) (must use Regents exam as evidence in this SLO) A second SLO must be included for the next largest course/assessment, which is Chem (non-Regents). This covers 26 more students and a majority of students are now covered (47 + 26 = 73 and 73/97 = approx. 75% of students covered (must use district developed common assessment as evidence in this SLO)

6. SLO sample scenarios for science 6-12 cont. Ms. Dewpoint 105 Students 2 sections of R Earth Science with 26 students each, 2 sections of H Earth Science with 26 and 27 students respectively No State- provided growth measure currently exists for Earth Science Regents Largest course/ common assessment combination is both R Earth Science and H Earth Science (since both use the Regents exam as the summative assessment and/or both have a state assessment at culmination of the course). One SLO is required to be developed for these classes = 100% of students covered (Must use Regents exam as evidence for this SLO) *Q: How does one SLO accommodate for the Regents vs. Honors student with regard to setting goals and/or growth targets? A: You can differentiate your targets/growth measures on the SLO Ms. Wavicle 98 Students 3 sections of Physics Elective with 24, 23, 26 students respectively (total of 73), 1 section of R Physics with 25 students No State- provided growth measure currently exists for Physics Regents Largest course/ common assessment combination is the Physics elective with 73 students. Since 73/98 = 74%, this represents the majority of students covered and results in the need for one SLO developed for these classes (must use district developed common assessment as evidence in the SLO) Q: What about the R Physics class? A: Since the majority of students assigned to this teacher are now covered under the SLO requirements, the teacher is not required to do a separate SLO for this class. However –this could be used for the local measure of student growth

7. Mr. Thylakoid 111 Students 2 sections of AP Bio with 28 and 27 students respectively, 2 sections of Grade 8 Physical Sciences with 26 and 30 students respectively No State- provided growth measure currently exists for AP Biology and/or the NYS Gr8 ILS Test Largest course/assessment combination is Gr. 8 with a total of 56 students so one SLO must cover/be developed for these classes; since 56/111 is 50.4% which represents ≥ 50% and is considered the majority of this teacher’s 91 students (must use NYS Gr 8 ILS state assessment as evidence in the SLO) Q: What about the other 49.6% of students in AP Bio? A: This is an option that could be considered for SLO development for the local measure of student growth Ms. Omentum 94 Students 2 sections of Grade 7 Life Science with 25 and 23 students respectively, 2 sections of Grade 8 Physical Sciences with 22 and 24 students respectively No State- provided growth measure currently exists for the NYS Gr8 ILS Test Largest course/assessment combination is Gr. 7 with a total of 48 students so one SLO must cover/be developed for these classes; since 48/94 is 51% which represents ≥ 50% and is considered the majority of this teacher’s 94 students (must use district developed common assessment as evidence in the SLO) Q: What about the other 49% of students in Gr 8? A: This is an option that could be considered for SLO development for the local measure of student growth

8. DEVELOPING STUDENT LEARNING OBJECTIVES (SLO’s) Once you know what/how many SLO’s are required for your teaching assignment, how do you develop these? Required Basic Components of the SLO (refer to hand outs and templates from engage ny ) Learning Content Evidence Student Population Baseline Targets HEDI Criteria Interval of Instructional Time Rationale

9. Ms. Omentum 94 Students 2 sections of Grade 7 Life Science with 25 and 23 students respectively, 2 sections of Grade 8 Physical Sciences with 22 and 24 students respectively No State- provided growth measure currently exists for the NYS Gr8 ILS Test Largest course/assessment combination is Gr. 7 with a total of 48 students so one SLO must cover/be developed for these classes; since 48/94 is 51% which represents ≥ 50% and is considered the majority of this teacher’s 94 students (must use district developed common assessment as evidence in the SLO) Q: What about the other 49% of students in Gr 8? A: This is an option that could be considered for SLO development for the local measure of student growth

10. Sample Science SLO’s Ms. Omentum Student Learning Objective Populati on Grade 7 Life Science; all 48 students (see attached roster with baseline student information) Learning Content New York State Learning Standards for Intermediate Level Science: Living Environment. All intermediate level Living Environment Standards and Performance Indicators will be focused on during the interval of instruction IntervalSeptember-June 2012-13 Evidence1.District-wide common pre-assessment administered at the beginning of the school year. 2.District-wide common summative assessment will be administered in June 2013 Baseline1.Scores ranged from 8% to 40% on the District-wide pre-assessment (Please see attachment for student roster with all baseline data). Target(s) and HEDI Scoring 1.) Student targets will be measured by the District-wide common summative assessment in June 2013 grouped as follows: A. 90% of students who scored 0-20% on baseline will score 65% or higher B. 90 % of students who scored 21-30% on baseline will score 75% or higher C. 90 % of students who scored 31-40% on baseline will score 85% or higher D. 90% of students who scored 41 + on baseline will score 95% or higher Highly Effective: 91% + make group target Effective: 80-90% make target Developing: 50-79% make group target Ineffective: 0-49% make group target Highly Effective (18-20 pts) Effective (9-17 pts) Developing (3-8pts) Ineffective (0-2pts) 20191817161514131211109876543210 97- 10 0 94- 96 % 91- 93 % 88- 90 % 87 % 86 % 85 % 84 % 83 % 82 % 81 % 80 % 75- 79 % 70- 74 % 65- 69 % 60- 64 % 55- 59 % 50- 54 % 21- 49 % 1- 20 % 0%0%

11. RationaleThe diagnostic pre-assessment is focused on the performance indicators and major understandings that all students must demonstrate proficiency with in order to be successful on the District-wide common summative assessment at the end of the year. Since 100% of students demonstrated understanding of less than 40% of the content/process skills, my goal is to provide them with differentiated instruction (embedded with elements of the Common Core for ELA and Math as appropriate within the science standards) to ensure proficiency on the summative assessment in June, 2013. In addition, we will monitor/evaluate progress towards meeting this goal via a common quarter 2 and quarter 3 assessment to guide subsequent instruction/instructional needs. The overarching rationale is to ensure that students are prepared for the transition to Grade 8 Science, and for advanced courses of study in the life sciences as they enter high school (Regents Living Environment, Honors, AP Biology) and ultimately for college and career readiness. Ms. Omentum’s SLO continued….

12. Science SLO Overall Growth Component Rating (20) SAMPLE Ms. Omentum SLO SUBJECTTarget (as approved by evaluator)Actual ResultEvaluator SLO Score 2 Grade 7 Science Sections with 25, 23 students (48) A. 90% of students who scored 0- 20% on baseline will score 65% or higher B. 90 % of students who scored 21- 30% on baseline will score 75% or higher C. 90 % of students who scored 31- 40% on baseline will score 85% or higher D. 90% of students who scored 41 + on baseline will score 95% or higher A.88% of group A scored 65 or better B.91% of group B scored 75 or better C.82% of group C scored 85 or better D.84% of group D scored 95 or better A=17 B= 18 C= 11 D= 13 _____________ 59/4 HEDI score = 15 Overall Growth Component Rating (20) SLO 1SLO 2 Step 1: Assess results of each SLO separately 15/20 NA Step 2: Weight each SLO proportionately NA Step 3: Calculate proportional points for each SLO NA OVERALL GROWTH COMPONENT SCORE (20) = 15 Points EFFECTIVE

13. Mr. Photon 97 Students 2 sections of R Chem with 25 and 22 students respectively, 1 section of Chem (non-Regents) with 26 students, 1 section of Sci Topics with 24 students No State- provided growth measure currently exists for Chem Regents Largest course/assessment combination is R Chem with a total of 47 students so first SLO must cover/be developed for these classes; however 47 students is less than the majority of this teacher’s 97 students (47/97=48%) (must use Regents exam as evidence in this SLO) A second SLO must be included for the next largest course/assessment, which is Chem (non-Regents). This covers 26 more students and a majority of students are now covered (47 + 26 = 73 and 73/97 = approx. 75% of students covered (must use district developed common assessment as evidence in this SLO)

14. Sample Science SLO’s Mr. Photon Student Learning Objective #1 Populati on Regents Chemistry Class; all 47 students (see attached roster with baseline student information) Learning Content New York State Learning Standards for Physical Setting: Chemistry. All standards will be Focused on during the interval of instruction IntervalSeptember-June 2012-13 Evidence1.District-wide pre-assessment administered at the beginning of the school year (2010 Regents Exam) 2.Summative assessment will be the June 2013 NYS Physical Setting: Chemistry Regents Examination Baseline1.Scores ranged from 6% to 50% on the Chemistry Regents District-wide pre-assessment (Please see attachment for student roster with all baseline data). Target(s) and HEDI Scoring 1.) 90% of students will score 65 or better on the Chemistry Regents Exam 2) 10% will score 85 or better on the Chemistry Regents Exam Highly Effective: 91-100% of students score 65 or higher, 15-20% score 85 or higher Effective: 80-90% of students score 65 or higher, 5-14% score 85 or higher Developing: 50-79% of students score 65 or higher, 2-4% score 85 or better Ineffective: 0-49% of students score 65 or higher, 0-1% score 85 or better Highly Effective (18-20 pts) Effective (9-17 pts) Developing (3-8pts) Ineffective (0-2pts) 20191817161514131211109876543210 97- 10 0 94- 96 91- 93 88- 90 878685848382818075- 79 70- 74 65- 69 60- 64 55- 59 50- 54 33- 49 17- 32 0- 16 19- 20 17- 18 15- 16 13- 14 12111098765443322110

15. RationaleThe diagnostic pre-assessment is focused on the performance indicators and major understandings that all students must demonstrate proficiency with in order to be successful on the state assessment at the end of the year. Since 90% of students demonstrated understanding of less than 40% of the content/skill, my goal is to provide them with differentiated instruction (embedded with elements of the Common Core for ELA and Math as appropriate within the science standards) to ensure proficiency (65%) on the Chemistry Regents Exam in June, 2013. Since 10% of students demonstrated understanding of 41-50% of the content/skill, my goal is to provide differentiated instruction (embedded with elements of the Common Core for ELA and Math as appropriate within the science standards) to ensure mastery (85%) on the Chemistry Regents Exam in June, 2013. For all students, we will monitor and evaluate progress towards meeting these goals via a common midterm assessment that will be used to guide future instruction. The overarching rationale for this goal is to ensure that students are prepared for advanced courses of study in the chemical sciences whether here in this school (AP Chem), or in college for those who are graduating. Mr. Photon’s SLO #1 continued….

16. Mr. Photon SLO #2 Mr. Photon Student Learning Objective #2 Populati on Chemistry M (non-Regents) Class; all 26 students (see attached roster with baseline student information) Learning Content New York State Learning Standards for Physical Setting: Chemistry in conjunction with the district curriculum map for Chemistry M (non-Regents). The core standards in the curriculum map will be focused on during the interval of instruction IntervalSeptember-June 2012-13 Evidence1.District-wide common pre-assessment administered at the beginning of the school year. 2.District-wide common summative assessment administered at the end of the school year. Baseline1.Scores ranged from 2% to 48% on the District Common Pre-Assessment (Please see attachment for student roster with all baseline data). Target(s) and HEDI Scoring 1.) 80% of students will demonstrate proficiency (65 %) in the Chemistry M (non-Regents) performance indicators, as measured by the district developed summative assessment in June 2013 Highly Effective: 86-100% of students score 65 or higher Effective: 77-85% of students score 65 or higher Developing: 65-76% of students score 65 or higher Ineffective: 0-64% of students score 65 or higher Highly Effective (18-20 pts) Effective (9-17 pts) Developing (3-8pts) Ineffective (0-2pts) 20191817161514131211109876543210 95- 10 0 90- 94 % 86- 89 % 85 % 84 % 83 % 82 % 81 % 80 % 79 % 78 % 77 % 75- 76 % 73- 74 % 71- 72 % 69- 70 % 67- 68 65- 66 51- 64 21- 50 0- 20

17. RationaleThe diagnostic District-wide common pre-assessment is focused on the foundational components of the Physical Setting: Chemistry performance indicators and major understandings that all students must demonstrate proficiency with in order to be successful on the District-wide common summative assessment at the end of the year. Since 100% of students demonstrated ability at levels 1 and 2 only, my goal is to provide differentiated instruction (embedded with elements of the Common Core for ELA and Math as appropriate within the science standards) to ensure proficiency (65%) on the Chemistry M (non-Regents) common summative assessment in June, 2013. In addition, I will monitor and evaluate progress towards meeting these goals via a common midterm assessment that will be used to guide future instruction. The overarching rationale for this goal is to ensure that students are prepared for advanced courses of study in the chemical sciences whether here in this school, or in college for those who are graduating. Mr. Photon’s SLO #2 continued….

18. Science SLO Overall Growth Component Rating (20) SAMPLE Mr. Photon SLO SUBJECTTarget (as approved by evaluator) Actual ResultEvaluator SLO Score 2 Chemistry R Sections with 25, 22 students (47) 90% will score 65 or better on Chemistry Regents 10% will score 85 or better 89% scored 65 or better 11% scored 85 or better HEDI score 17 HEDI score 15 Avg= HEDI: Effective 16 1 Chemistry M (non-Regents) with 26 students (26 ) 80% of students will score 65 or better on the Chemistry M (non- Regents) District-created summative assessment 88% scored 65 or betterHEDI: Highly Effective 18 Overall Growth Component Rating (20) SLO 1SLO 2 Step 1: Assess results of each SLO separately 16/20 points Effective 18/20 points Highly Effective Step 2: Weight each SLO proportionately 47students/73 Total students = 64% of overall 26 students/73 Total students = 36% of overall Step 3: Calculate proportional points for each SLO 16 points x 64%= 10 points 18 points x 36%= 6 points OVERALL GROWTH COMPONENT SCORE (20) = 16 Points EFFECTIVE