1 / 71

Student Learning Objectives (SLO’s)

Student Learning Objectives (SLO’s). GVCSD May 24, 2012. My role Cell phones to vibe; step out to make/take calls and ‘text conversations” Electronics/Internet resources Self-regulate We will end promptly at 11:15, regardless of completion!. Housekeeping.

lucius-oneal
Download Presentation

Student Learning Objectives (SLO’s)

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Student Learning Objectives(SLO’s) GVCSD May 24, 2012

  2. My role • Cell phones to vibe; step out to make/take calls and ‘text conversations” • Electronics/Internet resources • Self-regulate • We will end promptly at 11:15, regardless of completion! Housekeeping

  3. NYS has adopted new regulations for evaluating teacher effectiveness. What we learn today may not apply to some of you in your current positions but as all professional staff must be evaluated, SLO’s may be part of that evaluation. • So it will be good to know what one looks like and how to write one! Why are we here?

  4. Participants will develop a foundational understanding of SLO’s in terms of what they are, who they apply to, and when they will be written. • Participants will develop a “practice” SLO as it applies to their own practice and position. • Participants will provide feedback as to further needs regarding SLO’s for District leadership. Training Objectives

  5. 2011-2012 Leadership engage in trainings provided by the Network Team • May -June, 2012 Roll-out current information to faculty • Summer 2012 Professional development around assessment design • September –BEDS Day Gather baseline data • September 24, 2012 SLO Refresher/drafting of SLO’s Timeline at GVCSD

  6. Student Learning Objectives (focus of today’s training) 100-Point Evaluation System for Teachers

  7. 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 and page 32 of the APPR Field Guidance Memo NYSED SLO Framework

  8. Under Regent’s Reform, NYS is moving towards a “growth model” in determining how effective instruction has been. Teachers who do not receive a score from SED based on state assessment growth will write a Student Learning Objective to fulfill the “State 20” portion of their Teacher Effectiveness Score. Some teachers may even have both! Why do we need to have “SLO’s”?

  9. Three types of teachers: 100-Point Evaluation System: State 20%

  10. Casey teaches the following courses: • 3 sections of Grade 8 Math ( 40 students total) • 2 Sections of Algebra 1A ( 19 students total) • 1 Section of Algebra 1B ( 14 students total) • Casey has a total of 73 students. Since over 50% of her student load is in Grade 8 Math, she would receive a score from the state and does not need to write an SLO for the “Growth Portion” of her evaluation. Real-World Example

  11. Casey teaches the following: • 3 sections of Grade 8 Math ( 35 students total) • 1 Section of Algebra 1 B ( 19 students total) • 2 Sections of Algebra 1 A ( 24 students total) • Casey still has 73 students BUT…50% are not in Math 8. Casey must take the next course leading to a state assessment and add it to the Grade 8 Math to meet the 50% rule (Algebra 1B). Casey will receive a score from SED for her Grade 8 students and, at this point, write an SLO for Algebra 1B. Let’s just say…

  12. State provided score for Grade 8 Math • SLO for Algebra 1B • SLO for Algebra 1A • All to meet the “Growth Model” portion of the Teacher Effectiveness score. But what if she STILL was not at 50%??

  13. Pre-Kindergarten teachers are not included in Regulation 3012.c • Intervention teachers who spend 40% or more of their time delivering support services are not included in Regulation 3012.c • Speech teachers….might be. • School support personnel and TA’s are not included in 3012.c BUT… What does that mean for me? APPR Field Guidance, pp. 17

  14. It is possible that your evaluation could include an SLO. That will be discussed during APPR Collaboration meetings and a proposal will make its’ way to you through your local representation. You still need to be evaluated!

  15. You will have a growth number generated by SED. • As long as you meet the 50% rule, you will not have to write an SLO for your state growth portion. • Regulations prohibit you from writing an SLO for your “Local 20” as well. • But…your position or numbers could someday change, so this is still good information! Teachers of ELA and Math Grades 4-8

  16. All teachers in grades 9-12 who teach a course that ends in a Regent’s will write an SLO based on that assessment. Depending on numbers, you may need to include electives. • All teachers in grades 9-12 that teach core courses NOT ending in a state assessment will write an SLO based on a district-developed assessment. High School Teachers: Core

  17. All special areas teachers will write one or more SLO’s. • These SLO’s will be based on district-developed assessments. • You will write SLO’s for your courses until you have covered 50% or more of your students. Then you may stop. K-12 Special Area

  18. K-2 teachers will write two SLO’s: one for ELA and one for math. You will use the iReady Diagnostic assessment (3rd Party vendor-based) for your assessment. • Grade 3 teachers MUST use the Grade 3 state assessment for their SLO. K-3 Common Branch

  19. Next year, Grade 6 WOULD use a district-developed assessment, but Micah is covered by Math and Holly, ELA. • Grade 7 Science and Grade 7/8 Social Studies will write an SLO based on a district-developed assessment. • Grade 8 Science will write an SLO based on the State Science Assessment. Grades 6-8 Science and Social Studies

  20. A “District Developed Assessment” COULD be developed by a teacher(s) if that is the District-designated assessment for that course. Protocols regarding scoring and securing these assessments apply. (APPR Guidance Document, Section G pp. 50-51) • Summer opportunity for Grades 7-12 and Special Area Questions Regarding District-Developed Assessments??

  21. Audience: 7-12 Core and ALL Special Area • Potential BOCES Offerings for pre-and post • GVCSD Dates for interim assessment design • August 14th: Elements of Assessment Design (BOCES Training) • August 15th and 16th: Interim Assessment Design for 10 and 20 week benchmarks • I will send a commitment form for budget purposes. Assessment Design

  22. iReady will be serving as our interim assessments, as well as pre and post for K-2 ELA and math. • A training will be held one of these days: August 28,29 or 30th. Another training TBD will follow. • Our summer work will be about curriculum design but will include the assessment of writing. Assessment Design for Grades K-8 ELA and Math

  23. Hanging in the room are several posters. When I call your group, please stand under the correct poster for your outcome. Base your decision on this year’s classes! • Now…based on what you know about NEXT year, will any of you change location? Formative Assessment

  24. NYSED SLO Framework

  25. This is the content to be taught in the SLO. Task: 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. Learning Content Training template: slides 1-4

  26. Activity: As a team or individually, discuss and select • a particular course name • the course’s source of standards (Common Core, etc.) • the exact items (indicators, standards, etc.) to be taught, learned, and assessed. On your template, begin to fill in: • Course • Standards Source • Items Learning Content - Applying

  27. State approval of assessments: Assessment has to be rigorous and comparable across “job alikes” and as much as possible (practicable), follow the psychological standards for testing for validity and reliability. • What ABSOLUTELY do you have to know in order to be successful in that kind of environment.  For example, the scientific method in science is an essential understanding.   • To what extent is the content central to this and future coursework, as well as college and career readiness? • How deeply and thoroughly will the standards be reflected in the teaching, learning, and assessment? • What instructional approaches are prioritized? • Why are these instructional approaches most likely to support the targeted students in mastering these standards? Learning Content -- Considerations

  28. Approximately what percentage of the course’s standards is selected? • How is the current knowledge and skill of the targeted students informing the selection? • What are the most critical aspects for the development of these students in this content this year? • To what extent is the learning content specific and measurable? Learning Content -- Considerations

  29. These are the assessments used for determining students’ levels of learning. We will be using slides 5-12 of the training SLO. Task: List the specific pre-assessment(s) and summative assessment(s) that will be used for providing baseline and summative data for the SLO. (Districts and BOCES must verify comparability and rigor for any assessments they develop.) Evidence

  30. District-developed assessment for 7th grade visual arts. Creative Task: Imagine how you might have viewed the Civil War if you were a Confederate or Union soldier. Decide on a viewpoint of the Civil War you would like to convey through a work of art. Select the most effective medium or technique, along with at least 3 elements and 3 principles of art to convey that viewpoint. You will be analyzing and interpreting your work and comparing it to the work of a published artist. Evidence – Training SLO

  31. Other Tasks: • (1c, 4c) What viewpoint are you conveying in your work of art? • (WHST.6-8.8) Find three credible and accurate sources supporting your viewpoint and do the following: • paraphrase the data and conclusions drawn from each of those sources • describe why the sources are credible and accurate • cite the sources using the standard conventions • (1d) Identify the medium or technique selected, and describe how well your medium/technique conveys your viewpoint. 4. (3c) For your viewpoint, compare how the same meaning may be expressed in these art forms: dance, theatre, and music. Be sure to include a strength and corresponding impact of each art form. Dance: Theatre: Music: Evidence – Training SLO

  32. Other Tasks: • (3a, WHST.6-8.4) Review your viewpoint for your work of art. Citing evidence from your work, write a critique that includes the following: • analyzing how up to three elements and three principles contribute to your viewpoint • up to two interpretations you draw regarding your viewpoint 6. (3a, WHST.6-8.8) Select a published artist’s work and find a published critique of the work and complete the following: • paraphrase the data and conclusions of the critique • draw your own conclusions of whether you agree or not with the critique and why • cite the source using standard conventions 7. (WHST.6-8.4) Compare the published artist’s use of the elements and principles of art to your own: • describe where you are similar in your approaches • describe where you are different in your approaches Evidence – Training SLO

  33. Note on Rubric: Each student’s work will be scored by two other district middle school visual arts teachers using the following rubric, with both teachers’ scores being averaged to yield the final student scores. Evidence – Training SLO (Summative Rubric)

  34. Evidence – Training SLO (Summative Rubric)

  35. Evidence – Training SLO (Summative Rubric)

  36. Evidence – Training SLO (Summative Rubric)

  37. Activity: As a team or individually, discuss what pre- and summative assessments best measure the selected learning content for the course and standards/performance indicators you selected. Begin to fill in your template. Pre-assessment(s): Summative assessment(s): (If none are available for your learning content, describe the characteristics of a high-quality and valid assessment for the identified learning content, how it would be developed, by whom, when, etc.?) Evidence – Application

  38. How aligned and authentic are the assessment items to the learning content? • How valid and reliable are the assessments? • Are the selected assessments from an approved list of allowable options? • Are they verified as comparable and rigorous? • What, if any, administration accommodations must legally be made for students? • How are the assessments scored in terms of point values assigned per item and method of summarizing scores? • Have procedures been established to ensure those with vested interest do not score students’ assessments? Evidence -- Considerations

  39. How do you succinctly define “evidence?” • How does a focus on evidence support improved teacher practice? • How does a focus on evidence inform evaluators of teacher practice? Evidence – Reflections

  40. Student Population These are the students included in the SLO. Baseline This is the level of students’ knowledge and skill in the targeted learning content at the beginning of the interval of instructional time. Target(s) This is the level of knowledge and skill that students are expected to achieve at the end point of the interval of instructional time. Student Population, Baseline, and Target(s)

  41. Training SLO Student Population: All 105 students across 4 sections of 7th grade visual arts classes (names included on the Excel file) Training SLO Baseline: Students scored between 0-30% on the grade 7 visual arts pre-assessment Student Population, Baseline, and Target(s)

  42. Training SLO Target Approach 1: Set a common growth target. • 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.) Student Population, Baseline, and Target(s)

  43. Training SLO Target Approach 2: Set a growth to mastery target. • 85% of students, including special populations, will grow to score 75% or higher on the summative assessment for the selected standards. Student Population, Baseline, and Target(s)

  44. Training SLO Target Approach 3: Set differentiated growth targets by student. 85% of students, including special populations, will meet or exceed their individualized target. Student Population, Baseline, and Target(s)

  45. Group Tasks using Training SLO: Student Population: Specify your assigned students who are included in this SLO along with the course sections and student names and/or identification numbers. (Full class rosters of all students must be provided for all included course sections.) Baseline: Describe how students performed on the identified pre-assessment(s) for the learning content. (Actual baseline scores for each student are required.) Target(s): Define numerical 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.) Student Population, Baseline, and Target(s)

  46. Training SLO Student Population: All 105 students across 4 sections of 7th grade visual arts classes (names included on the Excel file) Training SLO Baseline: Students scored between 0-30% on the grade 7 visual arts pre-assessment Student Population, Baseline, and Target(s)

  47. Training SLO Target Approach 1: Set a common growth target. • 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.) Student Population, Baseline, and Target(s)

  48. Training SLO Target Approach 2: Set a growth to mastery target. • 85% of students, including special populations, will grow to score 75% or higher on the summative assessment for the selected standards. Student Population, Baseline, and Target(s)

  49. Training SLO Target Approach 3: Set differentiated growth targets by student. 85% of students, including special populations, will meet or exceed their individualized target. Student Population, Baseline, and Target(s)

  50. Activity: • For your selected course, identify a sample student population. • Currently, the APPR Collaboration Committee is using Model 1: A Common Growth Target. • Generate a sample baseline and target for each student in your sample student population. Student Population, Baseline, and Target(s)

More Related