Creating Student Learning Objectives (SLOs)

Creating Student Learning Objectives

(SLOs)

20%

Student

Growth

20%Student

Achievement

60%

Evidence-based

Classroom

Observations

Locally we will use SLOs for Student Growth (State Assessments or other equivalent) and Student Achievement (Local

Assessments)

20%

Student

Growth

20%StudentAchievement

Growth

ove

r tim

e

Compa

red

to

expe

cted

grow

th

SLOs require

d for e

veryone

(except grades 4-8 ELA and m

ath)

20%Student

Achievement

SLOs will be used in 2012-13

Approved 3rd party assessment, locally developed, BOCES consortium planning and preparation

Moment in time or growth

60% Evidence-

Based Classroom

Observation

Planning and Preparation

Classroom Environment

Instruction

Professional Responsibilities

STUDENT LEARNING OBJECTIVESSTUDENT LEARNING OBJECTIVES

COMPONENTS OF AN SLOCOMPONENTS OF AN SLO

IMPLEMENTATION TIMELINEIMPLEMENTATION TIMELINE

WHAT ARE SLOs?WHAT ARE SLOs?

7

A Student Learning Objective (SLO) is an academic target based on student performance throughout a course of study. Teachers will set specific and measurable targets for student learning at the start of a course for students to strive to achieve by the end. The target represents the most important learning for the year (or semester, term where applicable) as defined within state or national standards for learning.

UN

DER

STA

ND

ING

STU

DEN

T L

EA

RN

ING

O

BJE

CTIV

ES

WHAT ARE SLOs?

8

The State Student Learning Objective or SLO is a comparable measure for those teachers who will not receive a State Provided Growth Measure. Refer to the SLO Flowchart for Growth Score.

UN

DER

STA

ND

ING

STU

DEN

T L

EA

RN

ING

O

BJE

CTIV

ES

WHO NEEDS AN SLO?

NO SLO NEED A SLO 4 – 8th grade

teachers of ELA and/or math as the majority of their teaching assignment, including co-teachers and self contained teachers (ESL/SWD)

K-3 teachers HS teachers Special area teachers 4-8th grade teachers who teach

other subjects as the majority of their teaching assignment – Science/SS

4-8th grade teachers who teach ELA and/or math, but for less than 50% of their assignment

Special education consultant teachers

AIS/ESL teachers

9

In the Niagara Falls City School District, the local portion of the composite Annual Professional Performance Review (APPR) score will use an SLO.

UN

DER

STA

ND

ING

STU

DEN

T L

EA

RN

ING

O

BJE

CTIV

ES

WHO NEEDS AN SLO FOR STUDENT ACHIEVEMENT?

NYS SLO TemplateNew York State Student Learning Objective Template

All SLOs MUST include the following basic components:

Population

These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO. (Full class rosters of all students must be provided for all included course sections.)

Learning Content

What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to al l 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 specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the course.

Baseline

What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?

NYS SLO TemplateTarget(s)

What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?

HEDI Scoring

How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing), and “well-above” (highly effective)?

HIGHLY EFFECTIVE

EFFECTIVE DEVELOPING INEFFECTIVE

20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

Rationale

Describe the reasoning behind the choices regarding learning content, evidence, and target and how they will be used together to prepare students for future growth and development in subsequent grades/courses, as well as college and career readiness.

13

Components of SLOs

14

CO

MPO

NEN

TS O

F A

N S

LO

STUDENT POPULATION

Student population refers to the studentswho will be included in the SLO.

– Course – Number of students/sections– Roster(s) with names or student ID #

NOTE: Must start with largest course enrollment and work down until more than 50% of students are accounted for.

Student Population


Population


Three sections of ELA 9, heterogeneously grouped, 70 students.

Learning Content



Time


Evidence

What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the cours e.

Baseline


16

LEARNING CONTENT

The learning content identifies whichstandards you will be using for your SLO.

– Name of course– Body of standards being used– Prioritized standards (if applicable)– Names of specific standards/performance

indicators (where applicable)

CO

MPO

NEN

TS O

F A

N S

LO

Learning Content


Population



Learning Content


Read and comprehend complex literary and information texts independently and proficiently. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.


Time


Evidence


Baseline


CCLS Anchor

Standards

http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_learning_standards_ela.pdf

http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_learning_standards_ela.pdf

18

INTERVAL OF INSTRUCTION

The interval of instruction is the amount oftime from the pre-assessment to thesummative assessment.

– Date of pre-assessment– Date of summative assessment– Rationale for courses that are not year-long

CO

MPO

NEN

TS O

F A

N S

LO

Interval of Instructional Time


Population



Learning Content




Time


2012-2013 school year.

Evidence


Baseline


20

EVIDENCE

Evidence refers to the assessments you willbe using to serve as your pre and summative assessments. Refer to the NFCSD Assessment Grid.

– List your pre-assessment.– List your summative assessment.

CO

MPO

NEN

TS O

F A

N S

LO

21

SUMMATIVE ASSESSMENT – GROWTH PORTION

CO

MPO

NEN

TS O

F A

N S

LO

Courses with a NYS assessment

Courses without a NYS

assessment If a course ends in a state assessment, including Regents examinations or NYSED mandated assessments (3rd grade ELA/ math, 8th grade science, etc.), it must be used as evidence for the summative assessment in the SLO.

If a course does not end in a state assessment, districts must use one of three state-determined assessment options as evidence in the SLO:

1. 3rd Party Vendor (for example, NWEA)

2. Regionally-developed Assessment

3. District-developed Assessment

22

SUMMATIVE ASSESSMENT – LOCAL PORTION

CO

MPO

NEN

TS O

F A

N S

LO In the Niagara Falls City School District, the local portion of the composite APPR score will use the local assessment indicated on the NFCSD Assessment Grid.

Evidence


Population



Learning Content




Time



Evidence


Baseline assessment: 8th Grade ELA results. Common writing prompt: Students provide an objective summary of Frederick Douglass’s Narrative. They analyze how the central idea regarding the evils of slavery is conveyed through supporting ideas and developed over the course of the text. Summative assessment: Ten reading comprehension questions based on the selection rom Things Fall Apart. Ten reading comprehension questions based on Quindlen, Anna. “A Quilt of a Country.” Newsweek September 27, 2001. Students determine the purpose and point of view in Martin Luther King, Jr.’s, “I Have a Dream” speech and analyze how King uses rhetoric to advance his position (in writing).

Baseline


Appendix B

http://www.corestandards.org/assets/Appendix_B.pdf

24

BASELINEThe baseline is intended to help theteacher make an informed decision whensetting targets for students.

– By the next professional development in mid-October, teachers will need to have collected the baseline data for each SLO. Refer to NFCSD Assessment Grid.

CO

MPO

NEN

TS O

F A

N S

LO

Baseline


Population



Learning Content




Time



Evidence


Baseline assessment: 8th Grade ELA results. Common writing prompt: Students provide an objective summary of Frederick Douglass’s Narrative. They analyze how the central idea regarding the evils of slavery is conveyed through supporting ideas a nd developed over the course of the text. Summative assessment: Ten reading comprehension questions based on the selection rom Things Fall Apart. Ten reading comprehension questions based on Quindlen, Anna. “A Quilt of a Country.” Newsweek September 27, 2001. Students determine the purpose and point of view in Martin Luther King, Jr.’s, “I Have a Dream” speech and analyze how King uses rhetoric to advance his position (in writing).

Baseline


On last year’s ELA 8: 4% scored 1; 18% scored 2; 67% scored 3, 11% scored 4. On the four-point district-wide writing rubric: 15% scored 1; 40% scored 2; 30% scored 3, 15% scored 4.

26

TARGET

The target is an academic achievement goalthat articulates the amount that studentswill have to grow during the interval ofinstructional time.

CO

MPO

NEN

TS O

F A

N S

LO

Target(s)

Target(s)


Eighty percent of all students will score 55 points or higher on the summative assessment (out of a possible 64 points).

HEDI Scoring

How will evaluators determine what range of student performance “meets” the goal (effective) versus “well -below” (ineffective), “below” (developing), and “well-above” (highly effective)?

HIGHLY EFFECTIVE


20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

Rationale


28

SAMPLE GOAL STATEMENT80% of students will score at least a 75% or higher on the end-of-year assessment.

Percentage of students who will achieve the specified target. This part of the target relates to the HEDI scale, which is a District decision.

District Goal

Specified target, either growth or mastery, based on points for improvement on a static score. This is determined by the teacher based on the baseline data and grade/subject goals.

Target

This is simply the context for the growth. For example, some teachers will be required to use NYS mandated assessments (i.e. Regents), while others will be required to use a 3rd party vendor (i.e., NWEA or AIMsweb), regionally or District-developed assessment.

Assessment

CO

MPO

NEN

TS O

F A

N S

LO

29

DIFFERENT TYPES OF TARGETSThere are many different ways todetermine student growth targets.

– Growth to passing– Growth to mastery – Common growth (in points/by percent)– Banded approach – Individual student growth (formula)

CO

MPO

NEN

TS O

F A

N S

LO

30

HEDI CRITERIA

HEDI criteria indicates the score a teacherwill receive based on the percentage ofstudents that meet their growth target.

– Write a description for each level of HEDI – Include the HEDI scale

CO

MPO

NEN

TS O

F A

N S

LO

HEDI

This is how different levels of student growth will translate into one of four rating categories:

• Highly effective (20-18)• Effective (17-9)• Developing (8-3)• Ineffective (2-0)

Niagara Falls City School District HEDI scale:

HIGHLY EFFECTIVE EFFECTIVE DEVELOPING INEFFECTIVE

20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

96-100%

91-95%

86-90%

82-85%

79-81%

75-78%

72-74%

70-71%

68-69%

66-67%

64-65%

62-63%

60-61%

58-59%

56-57%

54-55%

52-53%

50-51%

33-49%

17-32% 0-16%

32

RATIONALEThis describes the reasoning behind the choices

regarding learning content, evidence, and target. Potential areas to highlight include:– Learning content– Selected assessments – Baseline data– Historical data– Student growth targets– College and career connections– District goals and priorities

CO

MPO

NEN

TS O

F A

N S

LO

Rationale

Target(s)


Eighty percent of all students will score 55 points or higher on the summative assessment (out of a possible 64 points).

HEDI Scoring

How will evaluators determine what range of student performance “meets” the goal (effective) versus “well -below” (ineffective), “below” (developing), and “well-above” (highly effective)?

See ranges as specified.

HIGHLY EFFECTIVE


20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

99-100%

97-98%

95-96%

92-94%

88-91%

85-87%

82-84%

79-81%

76-78%

73-75%

71-72%

68-70%

64-67%

60-63%

57-59%

53-56%

49-52%

45-48%

40-44%

30-39%

<30%

Rationale


The Learning Content is based on the most important CCLS anchor standards. The baseline evidence combines state test scores with an on-demand assessment taken from the 8th grade performance tasks in Appendix B. Similarly, the summative assessment is based on the performance tasks for 9th grade in Appendix B. The summative score is calculated by adding twice of the number of comprehension questions answered correctly with the total score on the district -wide writing rubric (which has 6 elements on a 1-2-3-4 scale which translates to a maximum 24 points).

34

SLO

IM

PLE

MEN

TATIO

N T

IME

LIN

E

SLO IMPLEMENTATION TIMELINEJULY-AUG

Review teaching assignments and who will need to write SLOs

SEPT-NOV On-going training SLO Development & Implementation

SEPT-OCT Develop District-wide assessments [pre- and/or post-assessments]

SEPT-OCT Administer and score pre-assessments

OCT Analyze baseline data to set growth targets

OCT Identify student rosters for SLOs

BY NOV 1st Write, review, and finalize SLOs

DEC-FEB Revise and/or set SLOs if special circumstances exist

MAY-JUNE Administer and score post-assessments

BY JUNE 30 Complete teacher evaluation and SLO scoring

Documents

Creating Student Learning Objectives (SLOs)