Student Learning Objective (SLO) Staff Development

Presentation on theme: "Student Learning Objective (SLO) Staff Development"— Presentation transcript:

1 Student Learning Objective (SLO) Staff Development
Elementary/Prep Sept. 25, 2012 High School Sept. 28, 2012

2 Introductions Presenters: Dr. Carol Gold
Administrator for Curriculum and Instruction Marcia Capone Administrator for Assessment, CIO David Glahe Elementary Vice President NFT

3 Welcome

4 Materials that Every Teacher Should Have
SLO template(s) NFCSD Assessment Grid Course or class enrollment numbers Course names (if applicable) SLO flow chart

5 Creating a Student Learning Objective (SLO)

6 Training Objectives Understand how Student Learning Objectives (SLOs) fit into the Annual Professional Performance Review (APPR) System. Understand the components of SLOs. Know for which courses you have to have a SLO. Be able to BEGIN to construct a SLO.

7 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 60% Evidence-based Classroom Observations 20% Student Achievement

8 20% Student Growth 20% Student Achievement
Growth over time Compared to expected growth (except grades 4-8 ELA and math) SLOs required for everyone 20% Student Growth 20% Student Achievement

9 20% Student Achievement SLOs will be used in 2012-13
Moment in time or growth 20% Student Achievement Approved 3rd party assessment, locally developed, BOCES consortium planning and preparation SLOs will be used in

10 60% Evidence-Based Classroom Observation
Planning and Preparation Classroom Environment 60% Evidence-Based Classroom Observation Instruction Professional Responsibilities

11 STUDENT LEARNING OBJECTIVES
WHAT ARE SLOs? COMPONENTS OF AN SLO IMPLEMENTATION TIMELINE

12 UNDERSTANDING STUDENT LEARNING OBJECTIVES
WHAT ARE SLOs? 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. UNDERSTANDING STUDENT LEARNING OBJECTIVES So what exactly is an SLO? An SLO or student learning objective is an academic goal/target that is based on student performance using both data available at the start of the course as well as data gathered throughout the course. Basically, you are going to pre-assess your students to determine their starting points and then you will set a goal based on how much you think they will grow. Then you will give them a post-test to determine whether or not they met their goal.

13 UNDERSTANDING STUDENT LEARNING OBJECTIVES
WHO NEEDS AN SLO? 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. 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 UNDERSTANDING STUDENT LEARNING OBJECTIVES Briefly review who needs to write SLOs.

14 WHO NEEDS AN SLO FOR STUDENT ACHIEVEMENT?
In the Niagara Falls City School District, the local portion of the composite Annual Professional Performance Review (APPR) score will use an SLO. UNDERSTANDING STUDENT LEARNING OBJECTIVES Briefly review who needs to write SLOs.

15 Key Points SLOs name what students need to know and be able to do at the end of the year. SLOs place student learning at the center of the conversation. SLOs are a critical part of all great educator’s practice. SLOs are an opportunity to document the impact educators make with students. SLOs provide principals with critical information that can be used to manage performance, differentiate and target professional development, and focus supports for teachers. The SLO process encourages collaboration within school buildings. School leaders are accountable for ensuring all teachers have SLOs that will support their District and school goals.

16 NYS SLO Template

17 NYS SLO Template

18 Components of SLOs

19 STUDENT POPULATION Student population refers to the students
who 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. COMPONENTS OF AN SLO When you come back in the fall, things are going to move pretty quickly so I waned to give you a breakdown of what you can expect when you come back. First you’ll need to develop your assessments, analyze the pre-assessment data and set a target. Once you’ve done that, then you can complete the SLO template and submit it for review and approval. Let’s take a few minutes to walk through this process in a little more detail.

20 Student Population

21 LEARNING CONTENT The learning content identifies which
standards 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) COMPONENTS OF AN SLO

22 Learning Content CCLS Anchor Standards

23 INTERVAL OF INSTRUCTION
The interval of instruction is the amount of time from the pre-assessment to the summative assessment. Date of pre-assessment Date of summative assessment Rationale for courses that are not year-long COMPONENTS OF AN SLO

24 Interval of Instructional Time

25 EVIDENCE Evidence refers to the assessments you will
be using to serve as your pre and summative assessments. Refer to the NFCSD Assessment Grid. List your pre-assessment. List your summative assessment. COMPONENTS OF AN SLO

26 SUMMATIVE ASSESSMENT – GROWTH PORTION
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: 3rd Party Vendor (for example, NWEA) Regionally-developed Assessment District-developed Assessment COMPONENTS OF AN SLO

27 SUMMATIVE ASSESSMENT – LOCAL PORTION
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. COMPONENTS OF AN SLO

28 Evidence Appendix B

29 BASELINE The baseline is intended to help the
teacher make an informed decision when setting 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. COMPONENTS OF AN SLO

30 Baseline

31 TARGET The target is an academic achievement goal that articulates the amount that students will have to grow during the interval of instructional time. COMPONENTS OF AN SLO

32 Target(s)

33 SAMPLE GOAL STATEMENT  Target  Assessment  District Goal
80% of students will score at least a 75% or higher on the end-of-year assessment.  Target  Assessment  District Goal COMPONENTS OF AN SLO Percentage of students who will achieve the specified target. This part of the target relates to the HEDI scale, which is a District decision. 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. 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.

34 DIFFERENT TYPES OF TARGETS
There are many different ways to determine student growth targets. Growth to passing Growth to mastery Common growth (in points/by percent) Banded approach Individual student growth (formula) COMPONENTS OF AN SLO

35 HEDI CRITERIA HEDI criteria indicates the score a teacher
will receive based on the percentage of students that meet their growth target. Write a description for each level of HEDI Include the HEDI scale COMPONENTS OF AN SLO

36 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)

37 HEDI EXAMPLE

38 RATIONALE This 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 COMPONENTS OF AN SLO

39 Rationale

40 SLO IMPLEMENTATION TIMELINE
JULY-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] Administer and score pre-assessments OCT Analyze baseline data to set growth targets 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 SLO IMPLEMENTATION TIMELINE

41 Please give your list of questions to your school’s instructional coach or school administrator. Questions will be answered prior to the next professional development sessions in mid-October.