nys appr/slo overview

NYS APPR/SLO OVERVIEW

Gina PalermoCA BOCES

Today’s Session Will Discuss…..• 100-Point Evaluation System• SLO: Defined• What are the components of an SLO?• HEDI Scoring• SLO Resources

100-Point Evaluation System

NegotiatedStudent Achievement

“Locally Selected Measures”Cannot be the same

as Growth 20.

Must Assess NYS Teaching Standards

Evidence Based Observation (1 unannounced)

PortfolioLesson Plans, Notes

Peer Review (trained)Walk Troughs

VideoSurveys

This is State provided for 4-8 ELA/Math

All others need SLO

• 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.

Source: Page 4 of Guidance on the New York State District-Wide Growth Goal Setting Process: Student Learning Objectives

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NYSED SLO Framework

NYSED SLO FrameworkAll SLOs MUST include the following basic components:

Student Population Which students are being addressed?

Learning ContentWhat is being taught? CCSS/National/State standards? Will this goal apply to all 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)?

EvidenceWhat assessment(s) or student work product(s) will be used to measure this goal?

BaselineWhat is the starting level of learning for students covered by this SLO?

Target(s)What is the expected outcome (target) by the end of the instructional period?

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

Rationale Why choose this learning content, evidence and target?

The Quality Rating Rubric

Our Plan• Review component

• See some examples

• Pause for questions

• Move on

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Student Population•Most straight forward SLO component.

All 19 students enrolled in a co-taught Regents Living Environment course (18 tenth graders and 1 eleventh grader), including special education students.

Third grade class; all 15 students. (Grade 3 ELA)

Third Grade General Music Classes: all 82 students.

•Examples taken from State Models on EngageNY

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Learning Content• Includes the most important content of the course.

• May include Common Core Learning Standards (e.g., all SLOs in a district might be written with CCLS writing goal).

• Should reflect district priorities.

• Should represent the content and skills that are critical for future success in a course, subject, or discipline.

• When state assessments are concerned it should represent “all” of the standards for the course.

• The best SLOs list the specific standards.

Living EnvironmentNYS MST Standards Commencement Level. 1: Students will use mathematical analysis, scientific inquiry, and

engineering designs, as appropriate, to pose questions, seek answers, and develop solutions.

2: Students will access, generate, process and transfer information using appropriate technologies.

4: Students will understand and apply scientific concepts, principals, and theories pertaining to the living environment and recognize the historical development of ideas in science.

6: Students will understand the relationships and common themes that connect mathematics, science and technology and apply the themes to these and other areas of learning.

7: Students will apply the knowledge and thinking skills mathematics, science, and technology to address real-life problems and make informed decisions.

Grade 7 Visual ArtsCourse: 7th Grade Visual Arts

Standards Source: New York State Learning StandardsStandard 1 – Creating, Performing, and Participating in the Arts.Standard 3 – Responding to and Analyzing Works of Art.

Performance Indicators: 1c, 1d, 3a, 3c

(1c) [Students] use the elements and principles of art to communicate specific meanings to others in their art work.

(1d) During the creative process [students] reflect on the effectiveness of selected mediums or techniques to convey intended meanings.

(3a) [Students] discuss and write their analyses and interpretations of their own works of art and the art of others, using appropriate critical language.

(3c) [Students] compare the ways ideas and concepts are communicated through visual art with the various ways that those ideas and concepts are manifested in other art forms.

Common Core Writing Standards for Literacy in …Technical Subjects:WHST.6-8.4, WHST.6-8.8(WHST.6-8.4) [Students] produce clear and coherent writing in which the development, organization,

and style are appropriate to task, purpose, and audience.(WHST.6-8.8) [Students] gather relevant information from multiple print and digital sources, using

search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

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Interval of Instruction• Second most straight forward SLO

component.• Can be: Quarter, Semester, Year (no greater,

no smaller)

Elementary Music: October 2011 June 2012‐

Living Environment: September 2012 – June 2013

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Evidence• What assessments will be used for evidence in the SLO?

• PRE-assessment DataActual pre-assessment (3rd party or designed by district)Previous year’s resultsMultiple points of data when possibleWritten, multiple choice, performance, writing, etc.

• POST-assessment DataAnywhere a state test exists, it MUST be used.Post-assessment (3rd party or designed by district)Cannot be scored by the teacher.Written, multiple choice, performance writing, etc.

• Any assessments used should be aligned to the Learning Content indicated in the SLO.

Regents Geometry• Baseline data will be compiled using a prior year

Geometry Regents Examination. This pre test will be ‐issued during the first week of instruction.

• The June 2013 New York State Geometry Regents Examination will be used as final assessment measure.

• Note: another teacher will score the Regents Examination at the end of the interval of instructional time following my district’s rules.

Grade 7 Social Studies1. A district approved pre assessment will be administered to ‐ ‐

the students within the first two (2) weeks of school.

2. A district approved summative assessment will be ‐administered to the students during the second or third week in June 2013.

The District developed pre and post assessment consists of 50 ‐multiple choice questions and a Document Based Question ‐(DBQ), complete with scaffolding questions.

Assessments will be scored by another Social Studies teacher within the school.

Grade 3 ELA1. District-developed pre-assessment administered in October. The

pre-assessment is similar to the New York State 3rd Grade ELA test and requires students to read non-fiction text and answer short response and extended response questions.

2. Students scores from 2nd grade summative assessments, where available.

3. New York State ELA Test will be used as the summative assessment.

Offers accommodations as legally required and appropriate? Yes; students’ IEPs and 504 plans will be followed, as applicable.

Ensures that those with vested interest are not scoring summative assessments?

Yes; summative assessments will be scored by another teacher in my school/district following my district’s rules.

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Baseline

• A list of the baseline data for students.

• Typically a roster of students (e.g. in packet)

• Indication of scoring bands.

• List of how the baseline data will be determined.

Grade 7 Visual ArtsStudents scored between 0-30% on the grade 7 visual arts pre-assessment.

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Student Pre-Test Score

Summative Target

Actual Summative

ScoreStudent A 10Student B 20Student C 5Student D 0Student E 30Student F 10

Grade 3 ELA• All students scored a Level 2 or higher on their 2nd

grade ELA summative assessments

• The following represents the baseline data of the students on the pre-assessment: 0-1 points (0 students) 2-3 points (1 student scored 2 points; 2 students scored 3

points) 4-6 points (3 students scored 4 points; 3 students scored 5

points; 2 students scored 6 points) 7-8 points (3 students scored 7 points; 1 student scored 8

points) 10-14 points (0 students)

Living Environment• A raw score of 60-75: Students scoring in this range will

achieve a raw score of 80 or higher on the June NYS Regents Living Environment Exam 2013 and will challenge the AP Biology Exam achieving at least a score of 3.

• A raw score of 30-59: Students scoring in this range will achieve mastery or higher (raw score of 66) on the June NYS Regents Living Environment Exam 2013.

• A raw score of 29 or below: Students scoring In this range will achieve a passing score or higher (raw score of 41) on the June NYS Regents Living Environment Exam 201

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Target• States the outcome for students (individually or “banded).

• A roster should show the target for each student.

• “A year’s growth in a year’s time.”

• Should indicate how many students are expected to reach their targets.

• May follow a standard format such as:

“X% of students will reach their predetermined targets by the end of the course.”

SLO Target Approach 1: Everyone Grows The Same

90% of students, including special populations, will grow by 60 percentage points or more on their summative assessment compared to their pre-test for the standards. (e.g., Student E’s target is 60 more than 30, or 90.)

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Student Pre-Test Score Summative Target

Post -Test Score

Student A 10 70

Student B 20 80

Student C 5 65

Student D 0 60

Student E 30 90

Student F 10 70

SLO Target Approach 2: District Draws The Line/Growth to Mastery

85% of students, including special populations, will grow to score 75% or higher on the summative assessment for the selected standards.

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Student Pre-Test Score

Summative Target

Post-Test Score

Student A 10 75Student B 20 75Student C 5 75Student D 0 75Student E 30 75Student F 10 75

SLO Target Approach 3: Differentiated Growth Targets-Scoring Bands

85% of students, including special populations, will meet or exceed their individualized target.

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Student Pre-Test Score

Summative Target

Post-Test Score

Student A 10 80Student B 20 80Student C 5 75Student D 0 70Student E 30 85Student F 10 80

SLO Target Approach 3: Set Differentiated Growth Targets

80% of students will reach their individual goals. My goal for each student was set individually based on available data sources, namely the pre-assessment scores. Individual pre-assessments scores and targets are shown in the attached roster.

Pre-Test Post-Test Band or Summative Goal30-39 70-79 7040-49 80-89 8050+ 90+90

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Student Pre-Test Score

Summative Target

Post-Test Score

Student A 35 70-79Student B 40 80-89Student C 30 70-79Student D 45 80-89Student E 50 90-100

Grade 3 Music

• 80% of the students who scored a 4 – 9 on the baseline assessment will score 14 or higher on the summative assessment in June.

• 80% of the students who scored a 10 or higher on the baseline assessment will score a 15 or higher on the summative assessment in June.

Grade 3 ELA

• Students who scored 2-3 points on the pre-assessment will score at least a Level 2 on the 3rd Grade NYS ELA Test.

• Students who scored 4-7 points on the pre-assessment will score at least a Level 3 on the 3rd Grade NYS ELA Test.

• Students who scored 8 points or higher on the pre-assessment will score a Level 4 on the 3rd Grade NYS ELA Test.

• Overall target: 85% of students will meet the differentiated targets set above.

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

Highly effective, Effective, Developing, and Ineffective

•SED determines the points for 1-20.

•Districts determine how the points are earned.

Highly Effective: 86-100% of students meet or exceed their goals.Effective: 76-85% of students meet or exceed goals.Developing: 50-75% of students meet or exceed goalsIneffective: 49% or less of students meet or exceed goals.

Cuba’s 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

95-100 90-94

86-89

84-85

83 82 81 80 79 78 77 76 75 71-74

65-70

60-64

55-59

50-54

40-49

31-39

0-30

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Rationale• Narrative

• Explains the WHY behind: Learning ContentEvidenceTarget

• How do they align to district priorities?

• How do they align with college and career readiness?

Grade 7 Visual Arts• The elements and principles of art are fundamental and core to the visual arts; in this SLO

students must skillfully apply them.

• The skills of analysis, interpretation, and reflection deepen students’ thinking and communication.

• By coupling key standards for the arts with those of the Common Core, students are well prepared for future work in both ELA and the arts by reaching this target.

• The evidence authentically and thoroughly measures how students progress through key developmental phases of emerging artists.

• The target requires students to demonstrate significant growth for pivotal aspects of the NYS Learning Standards for the Arts.

• Integrating writing with art lessons will be a key instructional approach, along with the use of SIOP strategies for ELLs.

• My district job-alike colleagues and I will meet bi-weekly to review student progress, discuss successful instructional techniques, and provide differentiation so that each student’s target is met, preparing them for future success.

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New York SLO Development Guide

Sample SLOs and Rubric

• Global II Regents

• Grade 2 ELA

• SLO Rubric Form

Your Task• Select one of the SLOs

• With a partner, go through the SLO along with the rubric and score each section

SLO Scoring – Grade 2 ELA SLOCount students in SLO

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Subtract number who did not take summative2

Find number of students with two points in time 21

Count number of students making their targets(6 students did not make their targets)

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Compute percent of students achieving targets (count those making target/number of students) =

15/21) * 100 = 71.4%Rounded = 71%

Compare to HEDI structure: 71% = 4 points (Developing)

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SLO Scoring – Global II Regents SLOCount students in SLO

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Subtract number who did not take summative4

Find number of students with two points in time 56

Count number of students making their targets (6 students did not make their targets)

50Compute percent of students achieving targets (count those making target/number of students) =

(50/56) * 100 = 89.2%Rounded = 89%

Compare to HEDI structure: 89% = 18 points (Highly Effective)

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Weighting Multiple SLOsActivity: • Review the Grade 2 ELA and Global II SLOs and their

completed rosters.

• Calculate the State 20% of each teacher’s evaluation assuming the following new scenarios:

• Grade 2 ELA Teacher: This teacher now has a second SLO which earned 13 points (math) for the same group of students.

• Global II Regents Teacher: This teacher now has a second SLO which earned 9 points with 24 students, and a third SLO which earned 10 points with 23 students.

Weighting Multiple SLOs – Grade 2 ELASum the number of students

21 + 21 = 42

Compute proportion of students covered by each SLO21/42 = .50 for each SLO

Multiply the proportion by the HEDI points for two partial HEDIs that will be added together. .50 * 4 = 2.50 * 13 = 6.5

Overall HEDI = sum of these partial HEDI values2 + 6.5 = 8.5 Rounded = 9 (Effective)

Weighting Multiple SLOs – Global II Regents

Sum the number of students56+24+23 = 103

Compute proportion of students covered by each SLO56/103 =.5437 24/103 =.2330 23/103 =.2233

Multiply the proportion by the HEDI points for three partial HEDIs that will be added together. .5437 * 18 = 9.7866 (SLO 1).2330 * 9 = 2.0970 (SLO 2).2233 * 10 = 2.2330 (SLO 3)Overall HEDI = sum of these partial HEDI values9.7866 + 2.0970 + 2.2330 = 14.1166 Rounded = 14 (Effective)

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Note: SLO 1 =18 points with 56 studentsSLO 2 = 9 points with 24 studentsSLO 3 = 10 points with 23 students

Thank You!

Additional Resources can be found at :http://engageny.org/resource/student-learning-objectives/

Or on the Curriculum Integrator Website

Additional Resources