2 Be present Demonstrate Active Listening Help ensure a balance
of voices Respect time boundaries Use electronics respectfully and
appropriately when prompted Return to large group attention when
signaled
Slide 3
Throughout the presentation, please write any additional
questions you have on a sticky note and add to the parking lot.
These questions will be answered and shared with everyone following
todays session.
Slide 4
Understand how Student Learning Objectives (SLOs) fit into the
APPR System Understand the components of an SLO Be able to BEGIN to
construct an SLO
Slide 5
5 Regents Reform Agenda & Race to the Top Focusing on
Teaching and Learning for ALL College and Career Ready Students
Highly Effective School Leaders Highly Effective Teachers
Implementing Common Core standards and developing curriculum and
assessments aligned to these standards to prepare students for
success in college and the workplace (CCLS) Building instructional
data systems that measure student success and inform teachers and
principals how they can improve their practice in real time (DDI)
Recruiting, developing, retaining, and rewarding effective teachers
and principals (APPR-Professional Practice) Creating Cultures for
Learning and Collaboration
Slide 6
20% Student Growth 20% Student Achievement 60% Multiple
Measures APPR Student Learning Objectives (focus of todays session)
100-Point Evaluation System for Teachers The majority of the points
are connected to NYS Teaching Standards!
Slide 7
Common Core Learning Standards(CCLS) Highly Effective,
Effective, Developing, Ineffective (HEDI) Student Leaning
Objectives (SLO) Student Population Learning Content Interval of
Instructional Time Evidence Baseline Data Target HEDI Scoring
Rationale
Slide 8
Performance Indicator (PI) Summative Assessment Formative
Assessment State Provided Growth Measure (SGP) Mastery Annual
Professional Performance Review (APPR) Data Driven Instruction
(DDI) Partnership for Assessment of Readiness for College and
Careers (PARCC)
Slide 9
Step One Identify Most Important Learning for the SLO Step two
Develop Pre- Assessment Administer between 9/10/2012 - 10/5/2012
Step Three Analyze Data October 9, 2012 Superintendents Conference
Day Step Four Set Target October 9, 2012 Superintendents Conference
Day Step Five Complete SLO Submit on MLP 10/8 - 10/19/2012
Slide 10
Step Six Principal Approves SLO 10/9 11/2/2012 Step Seven Teach
for Success! Step Eight Summative Assessments are administered Step
nine Analyze data Final summative results reviewed for all SLOs 6/3
6/21/2012 *Step One Repeat SLO process September 2013 June
2014
Slide 11
What test will be used to determine the SLO for MY Growth
Score?
Slide 12
Grades 4-8: NYS ELA Exam Grades K-3: AIMS Web Grades 9, 10, 12:
District or regionally developed assessment Grade 11: Regents
Exam
Slide 13
Grades 4-8: NYS Math Exam Grades K-3: AIMS Web Algebra: Regents
Exam Geometry: Regents Exam Alg2/Trig: Regents Exam Other math
electives: District Developed
Slide 14
Pre-assessments should be teacher-created, by department, by
course. Summative assessments should be district or regionally
developed: Art Social Studies 5 - 12 Science 5 7, 9 - 12 Health
FACS Technology LOTE Music PE Other electives
Slide 15
The Teaching Standards NYSUT Rubric Announced observation
Unannounced observation(s)
K-5 Curriculum Modules Released from NYSED 6-12 Curriculum
Released in November & February Regents Exam format the same
for 2013-2014 See engageny.org for information
Slide 18
PreK-5 Curriculum Modules Released from NYSED 6-12 Curriculum
Modules Released in November & February Regents Exams still the
same for 2012-2013 See Engageny.org for information
Slide 19
Slide 20
Slide 21
Slide 22
Slide 23
These are the students included in the SLO.
Slide 24
CCLS Anchor Standards 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.
Slide 25
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.)
Slide 26
Appendix B These are the assessments used for determining
students levels of learning. Two parts: Pre-assessment or
diagnostic data that you gather and analyze at the beginning of the
course Summative measures for the end of the course
Slide 27
With your small group, discuss what pre- and summative
assessments best measure the selected learning content for the
course and standards/performance indicators you selected.
Pre-assessment(s):___________________ Summative assessment(s):
___________________ (If none are available for your learning
content, describe the characteristics of a high-quality and valid
assessment for the identified learning content, how it would be
developed, by whom, when, etc.) 27
Slide 28
Describe how students performed on the identified
pre-assessment(s) for the learning content. Baseline scores for
students should be reviewed by teacher and Principal/Director when
setting the SLO at the beginning of the course.
Slide 29
This is the level of knowledge and skill that students are
expected to achieve at the end point of the interval of
instructional time. Define numerical growth goals for student
performance on identified summative assessment(s) which measure
student knowledge and skill in the learning content. These data
will be reviewed by the teacher and Principal/Director at the
conclusion of the course.
Slide 30
85% of the students will score ______ on the _____. 85% of the
students will score a 650 scale score on the 5 th grade ELA
assessment. 85% of the ELL students will score a 3 on the NYSELAT.
85% of the students will score a 3 on the 7 th grade Math Terra
Nova. 85% of the students will score 75% or higher on the Chemistry
Regents. 85% of the students will score 80% or higher on the
regionally developed physical education summative assessment.
Slide 31
1. Common Growth Target 2. Growth-to-Mastery Target 3.
Differentiated Growth Target 4. % of students meeting individual
Target 5. % of students meeting a collective Target
Slide 32
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)
Slide 33
Slide 34
34 How high are expectations for all students? How clear are
the distinctions between each rating category? Within a HEDI rating
category, how clear and objective is the point allocation? What is
the rationale that is used for the differentiations in points?
Slide 35
This describes the reasoning behind the choices regarding
learning content, evidence, and target. For your selected course,
craft the rationale, reflecting on the considerations raised
throughout the session.
Slide 36
1. Who has to write a SLO? Any teacher who does not receive a
State provided growth score for at least 50% of their total student
population. 2. How many SLOs do I have to write? The maximum number
is 3. SLOs must cover at least 50% of your total population. 3. Do
we count only students who we have on the first day of school? No,
your student population will be set on BEDS day.
Slide 37
4. Which teachers must attach themselves to state assessment
results? If your students take a state assessment, then this must
be used as the summative assessment (ie: 3rd grade teachers must
use ELA and Math results for their students) 5. If I am a teacher
in a co-teaching situation, do I write my own SLOs? write my own
SLOs? Teachers in a co-teaching situation will have the same SLO as
the classroom teacher and will be tied to aggregate growth of all
students.
Slide 38
6. Can I administer and grade the summative assessment? No,
districts need to design and implement protocols so teachers are
not administering and assessing their own students (vested interest
rule). 7. Must the summative assessment be a secure assessment?
assessment? Yes, districts must ensure that the assessments used
are secure (students cannot have seen the assessment/items). 8.
Does my SLO have to be approved by anyone? Yes, you and your
principal (and/or director) will discuss your SLO to ensure it
meets the standards of the district. The district is finalizing the
process for submitting, approving and supervising the SLO process.
Some decisions may be subject to negotiations.
Slide 39
9. Can I adjust my SLO in the middle of the year? No. Once a
SLO is written, baseline data gathered, and targets set, this will
remain intact for the duration of the year (or length of course).
10. Which students do I choose if I teach many throughout the year?
You SLO must cover at least 50% of your students. You must start
with your combined like course with the largest population of
students. 11. Does an SLO look at growth of individual students or
the entire class? It looks at the growth of individual students.
However, it is the aggregate growth of all individuals that
determines whether the target was met.
Slide 40
12. Do Regents courses have to use the Regents exams? Yes,
those courses that end with a Regents exam must use that, in its
entirety as the summative assessment. 13. I have heard that meeting
my target does not get me all 20 points. Why? When setting up the
HEDI score, achieving your target puts you into the effective
teacher range. The exact number of points in this range is district
determined. In order to receive a highly effective rating, you must
exceed your target. 14. Will all teachers at the same grade level
have to have the same SLO? Yes, teachers in the same grade level
and course are required to use the same SLO which includes the same
assessments but their targets may be different based on the
specific population of students.
Determine where your grade level or group is in the process as
outlined in the presentation. Spend time discussing the Learning
Content and whether there are priority standards that will take
precedence for your SLO. Review the information on the NSCSD
discussion guide. Know that HEDI Targets will be part of the
October 9 th Conference day (pending approval of PDC and DSC). This
is a process, we will keep working on and learning as we go!