APPR & STUDENT LEARNING OBJECTIVES An Update Carol Ann Zygo, Field Associate Central and Northern NY, and. Log inSign up To Engage about common core teacher / leader effectiveness inquiry/DDI news & events contact us Teachers Principals Network Teams/NTEs Administrators
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STUDENT LEARNING OBJECTIVES
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Rubric for the Rubrics
21st Century Skills
NYS Teaching Standards and Elements
The agreement significantly tightens the scoring system to ensure student achievement and teacher performance are both properly taken into account for teacher ratings. Teachers or principals that are rated ineffective in the 40 points could not receive a developing score overall.
Note: These dates are recommended so NTI participants are prepared for their training sessions.
*See Attachment 1 and 2 of Resource 1: “New Paltz Educational Master Plan” and “Batavia City Schools Comprehensive District Education Plan” for two examples of districts whose goals and priorities set them up for learning and success.
Student Learning Objectives (SLOs). Per Education Law 3012-c, 40 per-cent of teacher and principal evaluations must be based on student achievement. This 40 percent is broken down into two components for 2011-12: 20 percent on student growth on State assessments or compar-able measure, and 20 percent on other locally-selected measures. For teachers where there is no State-provided measure of student growth, comparable measures must be used. Under the Regulations, this is referred to as the State-determined growth goal setting process. Student Learning Objectives (SLOs) are the State-determined process. Training courses must provide training on a student growth percentile model and value-added growth model, and for teachers where there is no State-provided measure of student growth available, training must be provided on comparable measures of growth which are Student Learning Objectives (SLOs). Training courses must also provide training on the application and use of any State-approved locally selected measures of student achieve-ment: SLOs are a State-approved locally selected measure.
Please see the “Required SLOs: Reference Guide” for NYSED’s rules for teachers who have SLOs for State Growth
What is the aggregate of what my students will learn this year?
Three types of teachers:
A student learning objective is an academic goal for a teacher’s students that is set at the start of a course.
These are the students included in the SLO.
This is the content to be taught in the SLO.
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.
(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.
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.)
Specify when the teaching for this learning content will begin and end. (Rationale is required if less than the typical year-long interval is set.)
These are the assessments used for determining students’ levels of learning.
This is the level of students’ knowledge and skill in the targeted learning content at the beginning of the interval of instructional time.
Describe how students performed on the identified pre-assessment(s) for the learning content, including any additional data that informed SLO development. (Actual baseline scores for each student are required.)
This is the numeric achievement goal which articulates the amount that students will have to grow during the interval of instructional time.
Define numeric growth goals for student performance on identified summative assessment(s) which measure student knowledge and skill in the learning content. (Actual final scores for each student are required.)
SLO Target Approach 1: Set a common growth target.
SLO Target Approach 2: Set a growth to mastery target.
SLO Target Approach 3: Set differentiated growth targets by student.
This is how different levels of student growth will translate into one of four rating categories:
Provides specific descriptions of student learning for each rating category.
SLO HEDI Approach 1: Set ratings using the percent of students meeting individual targets.
*These scoring bands are based on proposed Executive Budget legislation.
This describes the reasoning behind the choices regarding learning content, evidence, and target.
Describe the selection of the elements (learning content, evidence, and target) and how they will be used together to prepare students for future growth and development, as well as college and career readiness.
Illustrative Alignment of Annual Goals: District, School, Teacher
Please see the “Assessment Options for SLOs: Reference Guide” for NYSED’s rules for assessment options for teachers who have SLOs for State Growth
Implement SLOs in the context of State and District requirements:
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