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
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.)
Three sections of ELA 9, heterogeneously grouped, 70 students.
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 cours e.
Baseline
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
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
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.)
Three sections of ELA 9, heterogeneously grouped, 70 students.
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?
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.
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 cours e.
Baseline
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
CCLS Anchor
Standards
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
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.)
Three sections of ELA 9, heterogeneously grouped, 70 students.
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?
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.
Interval of Instructional
Time
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?
2012-2013 school year.
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
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
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
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.)
Three sections of ELA 9, heterogeneously grouped, 70 students.
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?
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.
Interval of Instructional
Time
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?
2012-2013 school year.
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 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
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
Appendix B
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
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.)
Three sections of ELA 9, heterogeneously grouped, 70 students.
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?
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.
Interval of Instructional
Time
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?
2012-2013 school year.
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 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
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
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)
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?
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
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.
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)
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?
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
EFFECTIVE DEVELOPING INEFFECTIVE
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
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.
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