learning tully objectives september 17. 2012 presentation tully sept... · summative assessments....
TRANSCRIPT
Tully
September 17. 2012
Student Learning Objectives
SLOs
NYS Initiatives for Teaching and Learning
Renee Burnett & Auddie Mastroleo
OCM BOCES Network Team
Out
com
es
Student Learning
Objectives
What are they?
How do they fit into APPR?
Key Criteria
Race to the Top
CCLS
DDI
APPR
APPRPOINTS
60%Multiple
Measures
20%StudentGrowth
20%Student
Achievement
SLO Defined
Academic goal for a teacher’s students that is set at the start of a course
Represents the most important learning for the year (or, semester, where applicable).
Aligned to Common Core, State, or national standards, as well as any other school and district priorities
Specific and measurable, based on available prior student learning data
Teachers’ scores are based upon the degree to which their goals were attained
Provided to teachers whose students take ELA/Math Assessments in Grades 4-8
A teacher growth score compares the gain the teacher’s students made between two points in time
STATE-PROVIDED GROWTH MEASURE
Those who have a State
provided growth
measure and are not
required to have an SLO.
Teacher 1
Those who have a State provided
growth measure, and yet, are required
to have an SLO because less than
50% of their students are
covered by the State provided growth
measure.
Teacher 2
Those who are required to have
a SLO and do not have a State provided growth
measure.
Teacher 37
THREE TYPES OF TEACHERS
Key Points
4-8 ELA/Math teachers won’t
create SLOs (unless you fall
into Teacher Category 2)
State assessment (if one exists)
must be used as evidence for the
SLO
K-3 teachers must create SLOs for
ELA & Math(3rd grade teachers must use state assessment as
evidence)
Key Points
SLOs must cover 50% or more of
the total number of a teacher’s
students
Must start with the largest section/course of students you teach
SLOs must measure 2 points in time for same students
SLOs are not necessarily grade specific; they are course-specific
Lock-in date for student
population begins on BEDS day.
Key Points
You cannot score your own students’
summative assessments.
Once an SLO target is set, it cannot be
changed.
If an SLO is created for a
Regents course, then ALL of the
standards for that course apply.
Teachers with multiple SLOs will receive one HEDI score after the
SLOs have been weighted and combined.
SLO or No SLO?
•Two 2nd grade Art sections with 20 students each (40 total)
•Two 4th grade Art sections with 25 students each (50 total)
•One 5th grade Art section with 30 students (30 total)
Elementary Art Teacher
1 SLO for 4th grade
•Cover the largest course first
•Does this SLO cover 50% or more of the total number of students this teacher has?
1 SLO for 2nd grade
•Create an SLO for the next largest section of students
SLO or No SLO?
• One 8th grade Science section with 30 students (30 total)
• Four 8th grade Advanced Science sections with 28 students each (112 total)
8th
Grade Science Teacher
1 SLO for Advanced Science Sections
•Cover the largest course first•Does this SLO cover 50% or more of the
total number of students this teacher has?
8th Grade Science
Exam must be used as evidence
SLO or No SLO?
•Two 7th grade Math sections with 30 students each (60 total)
•Two 7th grade Science sections with 25 students each (50 total)
•One Advanced 7th grade Science section with 20 students (20 total)
7th
grade Math & Science Teacher
1 SLO for Math
•Cover the largest course first
•Does this SLO cover 50% or more of the total number of students this teacher has?
1 SLO for Science
•Create an SLO for the next largest section of students
Will receive a
State-provided-growth
measure for Math
What MUST be included
in a SLO?
Population Learning Content
EvidenceInterval of
Instructional Time
Baseline Targets
HEDI Criteria Rationale
17
POPULATION
Identify the course name
Identify the student
population being
addressed
19
POPULATIONELA 9
3 sections = 70 students
Heterogeneously grouped
20
LEARNING CONTENT
•CCLS•National Standards•State Standards•District Priorities
What is being
taught?
•Applicable to all standards in a course?
•Specific to priority standards?
How will this goal apply to the course?
22
LEARNING CONTENT
CCR Anchor Standard for Reading.10•Read and comprehend complex literary and
information texts independently and proficiently.
CCR Anchor Standard for Writing.1•Write arguments to support claims in an
analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
What is the instructional period covered (if not a
year, rationale for semester/quarter/etc.)?
23
INTERVAL OF INSTRUCTIONAL TIME
25
INTERVAL OF INSTRUCTIONAL TIME
2012-2013 School Year
What assessment(s) or student work product(s) will be used to measure
this goal?
Baseline or diagnosticdata that you gather and analyze at the
beginning of the course
Summative measures for the end of the
course
26
EVIDENCE
28
EVIDENCEBaseline/Diagnostic
• 8th Grade ELA results (previous year)
• 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 from Things Fall Apart.
• Ten reading comprehension questions based on “A Quilt of a Country” by Anna Quindlen,Newsweek September 27, 2001.
• Writing Prompt: 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.
29
What is the starting level of learning for students covered by
this SLO?
BASELINE
31
BASELINEOn 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
32
What is the expected outcome (target) by
the end of the instructional period?
TARGET(S)
34
TARGET(S)
Eighty percent of all students will score 55 points or higher on the summative
assessment (out of a possible 64 points).
35
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)?
HEDI Highly effective (20-18)
Effective (17-9)
Developing (8-3)
Ineffective (2-0)
36
HEDI CRITERIA
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%
HEDI Highly effective (20-18)
Effective (17-9)
Developing (8-3)
Ineffective (2-0)
37
HEDI CRITERIA
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%
HIGHLY EFFECTIVE
20 19 18
99-100% 97-98% 95-96%
EFFECTIVE
17 16 15 14 13 12 11 10 9
92-94%
88-91%
85-87%
82-84%
79-81%
76-78%
73-75%
71-72%
68-70%
DEVELOPING
8 7 6 5 4 3
64-67% 60-63% 57-59% 53-56% 49-52% 45-48%
INEFFECTIVE
2 1 0
40-44% 30-39% <30%
43
RATIONALE
Why choose this learning content,
evidence and target?
Ms. Omentum’s SLO continued….
45
RATIONALEThe Learning Content is based on the most important CCLS anchor standards. The baseline evidence combines state test scores with an on-demand writing 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).
Resources
OCM BOCES WEBSITE
www.ocmboces.org
Click on tab For School Districts
Click on APPR
Click on State Growth 20% (including SLOs)
Resources
ENGAGENY WEBSITE
www.engageny.org
Click on tab Teacher/Leader Effectiveness
Click on SLO Resources (right hand side of the page)
Click on SLO models from NYS teachers