www.engageNY.org
New York State District-wide Growth Goal Setting Process:
Student Learning Objectives & the Assessments neededMary Ann Luciano, Director
Catskill Regional Teacher Center&
Dr. Nathan Gonyea, Associate Professor, Division of EducationSUNY Oneonta
www.engageNY.org
College and Career Ready
Students
Highly EffectiveSchool Leaders
Highly Effective Teachers
Animating the Reform AgendaInvesting in human capital, supporting with critical tools
Adopting internationally-benchmarked standards and assessments that prepare students for success in college and the workplace (Common Core)
Building instructional data systems that measure student success and inform teachers and principals how they can improve their practice (DDI)
Recruiting, developing, retaining, and rewarding effective teachers and principals (APPR)
Turning around the lowest-achieving schools
2
www.engageNY.org 3
Student Learning Objectives
Locally Selected
Measures
Where Do SLOs Fit?
College and Career Readiness for ALL students 19
www.engageNY.org
Workshop Objectives
4
By the end of this presentation, you will be able to:
• Communicate the basic components of Student Learning Objectives (SLOs).
• Understand the roles and responsibilities of the District, School, and Educator within the SLO process for growth.
• Begin to understand the connections within the NYS Regents Reform Initiatives
• Begin to develop skills in writing an SLO and to understand how assessment fits into this process
• Begin to develop knowledge about student assessment
www.engageNY.org
College and Career Ready
Students
Highly EffectiveSchool Leaders
Highly Effective Teachers
Animating the Reform AgendaInvesting in human capital, supporting with critical tools
3
Teacher Evaluation Components
Measures of Growth (20%)
Locally-selected measures of student achievement(20%)
Other Measures(60%)
Grades 4-8 ELAMath
All Other
www.engageNY.org
College and Career Ready
Students
Highly EffectiveSchool Leaders
Highly Effective Teachers
Animating the Reform AgendaInvesting in human capital, supporting with critical tools
4
Teacher Evaluation Components
Measures of Growth (20%)
Locally-selected measuresof student achieve-ment(20%)
Other Measures(60%)
Grades 4-8 ELAMath
All Other
Focus of this WebinarStudent Learning
Objectives
www.engageNY.org
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Teacher % in These Assignments
Teacher Coverage
Other 36%
(CTE; Arts, Foreign Language, Music, Theatre, Dance, Humanities; Phsyical
Education/Health; Library; Pre-K; Reading 4-12; Combined Courses;
Literacy & Math K - 3 15%
Social Studies 6-8, Regents - 4% Science 6-8. Regents - 4%
ELA 9 - 11 2%
Special Education, ESL, Bilingual 21%
Math & ELA 4 - 8
Regents Math 2%
Who Will Have SLOs in 2012-13?
6
SGP/VA as Data Allow;
otherwise SLOs
SGP/VA
SLOs
www.engageNY.org
What Are Student Learning Objectives (SLOs)?
8
Represents the most important learning for the year (or, semester,
where applicable). Based on available prior student
learning data.
Specific and measurable.Aligned to Common Core, State, or national standards, as well as any other district and school priorities.
A Student Learning Objective (SLO) is an academic goal set
for students at the start of a course.
www.engageNY.org
SLOs are NOT… But…
9
• SLOs are not the same as your District’s goals
• SLOs should be informed by District priorities and needs
• SLOs are not the interim assessments used for Data Driven Instruction (DDI)
• SLOs compliment the DDI model by focusing data meetings and action plans for re-teaching
• SLOs are not an opportunity for free choice amongst a teacher’s favorite unit tests
• SLOs require the use of evidence robust enough to match the scope of the content
• SLOs are not as complicated as they seem • If set with rigor, SLOs can lead to higher student achievement
www.engageNY.org
Principles That Support Effective SLOs
10
When effectively implemented,
SLOs drive increases in
achievement for all studentsInformed by and
help drive district priorities
and needs
Integral part of educator practice
Accountability for learning growth of
ALL students
Encourages systematic and
strategic instructional
decisions
Measures of student learning
should be fair and comparable
across all educators
Rigorous and ambitious SLOs used with data = higher academic
performance
www.engageNY.org
Alignment of Annual Goals: District, School, Teacher
District Goal: by the end of 2014-2015 school year, increase the percentage of students who meet the Aspirational Performance Measures, which are indicators of College and Career Readiness, from 35% to 50%.
Middle School Goal: by the end of 2012-13 school year, increase the percentage of 8th grade students who score a proficient on end of course State assessments by at least 10%, as compared to 2010-11; increase those scoring advanced by at least 5%.
8th Grade Social Studies Teacher Goal: by the end of 2012-13 school year, 85% of students will demonstrate growth on 8th grade Social Studies district-determined assessment (from the State-approved list of 3rd party assessments) compared to their 7th grade performance.
11
Illustrative Goals
www.engageNY.org
State
Who Decides What For Comparable Growth Measures?
STUDENT LEARNING OBJECTIVE
12
www.engageNY.org
What Do Schools Determine (Principals, Teachers)
13
Implement SLOs in the context of State and District requirements:
Principalsmake
choices where they
have flexibility
Lead evaluator
implements SLOs with teachers
Lead evaluator approves
SLOs
Teacher delivers
instruction mapped towards
goals
Schools ensure
security and integrity of
assessments
Lead evaluator monitors/ assesses results
www.engageNY.org
NYS SLOs MUST Have the Following Elements
14
All SLOs MUST include the following basic components:
Student Population Which students are being addressed?
Learning Content What 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)?
Evidence What assessment(s) or student work product(s) will be used to measure this goal?
Baseline What 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 Criteria How 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?
www.engageNY.org
Example of an SLO (Part 1)
15
Population Spanish II Class; all 30 students
Learning Content
New York State Learning Standards for Languages Other Than English (LOTE)
Interval SY 2012-13 (1 year)
Evidence
1.Spanish I summative assessment results from students in 2011-12.2.District-wide pre-assessment administered at the beginning of the school year.3.District-wide summative assessment administered at the end of the school year.
Baseline
1.All students had 2011-12 Spanish I results that demonstrated scores of proficient or higher in all basic vocabulary and grammar. 2.Scores ranged from 6% - 43% on the Spanish II District-wide diagnostic assessment.
www.engageNY.org
Example of an SLO (Part 2)
16
Target(s)and
HEDI Scoring
1.80% of students will demonstrate mastery of at least 75% of the Spanish II performance indicators, as measured by the district’s summative assessment in May 2012.Highly Effective(18-20 points)
Effective(12-17 points)
Developing(3-11 points)
Ineffective(0-2 points)
86-100% of students demonstrate mastery of 75% of the Spanish II performance indicators.
78% -85% of students demonstrate mastery of 75% of the Spanish II performance indicators.
66% - 77% of students demonstrate mastery of 75% of the Spanish II performance indicators.
65% or less of students demonstrate mastery of 75% of the Spanish II performance indicators.
Rationale
Previous work in Spanish I focused on working with basic vocabulary and grammar, and building preliminary oral skills. The diagnostic assessment is heavily focused on more advanced writing and reading skills, which are essential components of the Spanish curriculum. Spanish II requires students build on their learning from Spanish I in order to acquire mastery in these areas and to be prepared for Spanish III. Since all students completed Spanish I having achieved basic proficiency levels, I am confident they will achieve 80% mastery or above on at least 75% of the Spanish II materials.
www.engageNY.org
Questions?
17
www.engageNY.org
NYS has designed a way for evaluators and teachers to look at the quality of Student Learning Objectives called the SLO Analytic Rubric.
While it is important to know how to craft a Student Learning Objective, the SLO relies on student assessment. Without quality student assessments, the SLO takes on the GIGO quality. The second part of this workshop will focus on student assessment.
18
