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NYS APPR/SLO OVERVIEW

NYS APPR/SLO OVERVIEW. Gina Palermo CA BOCES. Today’s Session Will Discuss…. 100-Point Evaluation System SLO: Defined What are the components of an SLO? HEDI Scoring SLO Resources. 100-Point Evaluation System. This is State provided for 4-8 ELA/Math All others need SLO. Negotiated

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NYS APPR/SLO OVERVIEW

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  1. NYS APPR/SLO OVERVIEW Gina Palermo CA BOCES

  2. Today’s Session Will Discuss….. • 100-Point Evaluation System • SLO: Defined • What are the components of an SLO? • HEDI Scoring • SLO Resources

  3. 100-Point Evaluation System This is State provided for 4-8 ELA/Math All others need SLO Negotiated Student Achievement “Locally Selected Measures” Cannot be the same as Growth 20. Must Assess NYS Teaching Standards Evidence Based Observation (1 unannounced) Portfolio Lesson Plans, Notes Peer Review (trained) Walk Troughs Video Surveys

  4. NYSED SLO Framework • 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

  5. NYSED SLO Framework

  6. The Quality Rating Rubric

  7. Our Plan • Review component • See some examples • Pause for questions • Move on

  8. Student Population • Most straight forward SLO component. • All 19 students enrolled in a co-taught Regents Living Environment course (18 tenth graders and 1 eleventh grader), including special education students. • Third grade class; all 15 students. (Grade 3 ELA) • Third Grade General Music Classes: all 82 students. • Examples taken from State Models on EngageNY

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  10. Learning Content • Includes the most important content of the course. • May include Common Core Learning Standards (e.g., all SLOs in a district might be written with CCLS writing goal). • Should reflect district priorities. • Should represent the content and skills that are critical for future success in a course, subject, or discipline. • When state assessments are concerned it should represent “all” of the standards for the course. • The best SLOs list the specific standards.

  11. Living Environment NYS MST Standards Commencement Level. 1: Students will use mathematical analysis, scientific inquiry, and engineering designs, as appropriate, to pose questions, seek answers, and develop solutions. 2: Students will access, generate, process and transfer information using appropriate technologies. 4: Students will understand and apply scientific concepts, principals, and theories pertaining to the living environment and recognize the historical development of ideas in science. 6: Students will understand the relationships and common themes that connect mathematics, science and technology and apply the themes to these and other areas of learning. 7: Students will apply the knowledge and thinking skills mathematics, science, and technology to address real-life problems and make informed decisions.

  12. Grade 7 Visual Arts Course: 7th Grade Visual Arts Standards Source: New York State Learning Standards Standard 1 – Creating, Performing, and Participating in the Arts. Standard 3 – Responding to and Analyzing Works of Art. Performance Indicators: 1c, 1d, 3a, 3c (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. Common Core Writing Standards for Literacy in …Technical Subjects:WHST.6-8.4, WHST.6-8.8 (WHST.6-8.4) [Students] produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (WHST.6-8.8) [Students] gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

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  14. Interval of Instruction • Second most straight forward SLO component. • Can be: Quarter, Semester, Year (no greater, no smaller) • Elementary Music: October 2011 ‐ June 2012 • Living Environment: September 2012 – June 2013

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  16. Evidence • What assessments will be used for evidence in the SLO? • PRE-assessment Data • Actual pre-assessment (3rd party or designed by district) • Previous year’s results • Multiple points of data when possible • Written, multiple choice, performance, writing, etc. • POST-assessment Data • Anywhere a state test exists, it MUST be used. • Post-assessment (3rd party or designed by district) • Cannot be scored by the teacher. • Written, multiple choice, performance writing, etc. • Any assessments used should be aligned to the Learning Content indicated in the SLO.

  17. Regents Geometry • Baseline data will be compiled using a prior year Geometry Regents Examination. This pre‐test will be issued during the first week of instruction. • The June 2013 New York State Geometry Regents Examination will be used as final assessment measure. • Note: another teacher will score the Regents Examination at the end of the interval of instructional time following my district’s rules.

  18. Grade 7 Social Studies 1.  A district‐approved pre‐assessment will be administered to the students within the first two (2) weeks of school. 2.  A district‐approved summative assessment will be administered to the students during the second or third week in June 2013. The District‐developed pre and post assessment consists of 50 multiple‐choice questions and a Document Based Question (DBQ), complete with scaffolding questions. Assessments will be scored by another Social Studies teacher within the school.

  19. Grade 3 ELA 1. District-developed pre-assessment administered in October. The pre-assessment is similar to the New York State 3rd Grade ELA test and requires students to read non-fiction text and answer short response and extended response questions. 2. Students scores from 2nd grade summative assessments, where available. 3. New York State ELA Test will be used as the summative assessment. Offers accommodations as legally required and appropriate? Yes; students’ IEPs and 504 plans will be followed, as applicable. Ensures that those with vested interest are not scoring summative assessments? Yes; summative assessments will be scored by another teacher in my school/district following my district’s rules.

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  21. Baseline • A list of the baseline data for students. • Typically a roster of students (e.g. in packet) • Indication of scoring bands. • List of how the baseline data will be determined.

  22. Grade 7 Visual Arts Students scored between 0-30% on the grade 7 visual arts pre-assessment.

  23. Grade 3 ELA • All students scored a Level 2 or higher on their 2nd grade ELA summative assessments • The following represents the baseline data of the students on the pre-assessment: • 0-1 points (0 students) • 2-3 points (1 student scored 2 points; 2 students scored 3 points) • 4-6 points (3 students scored 4 points; 3 students scored 5 points; 2 students scored 6 points) • 7-8 points (3 students scored 7 points; 1 student scored 8 points) • 10-14 points (0 students)

  24. Living Environment • A raw score of 60-75: Students scoring in this range will achieve a raw score of 80 or higher on the June NYS Regents Living Environment Exam 2013 and will challenge the AP Biology Exam achieving at least a score of 3. • A raw score of 30-59: Students scoring in this range will achieve mastery or higher (raw score of 66) on the June NYS Regents Living Environment Exam 2013. • A raw score of 29 or below: Students scoring In this range will achieve a passing score or higher (raw score of 41) on the June NYS Regents Living Environment Exam 201

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  26. Target • States the outcome for students (individually or “banded). • A roster should show the target for each student. • “A year’s growth in a year’s time.” • Should indicate how many students are expected to reach their targets. • May follow a standard format such as: • “X% of students will reach their predetermined targets by the end of the course.”

  27. SLO Target Approach 1: Everyone Grows The Same 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.)

  28. SLO Target Approach 2: District Draws The Line/Growth to Mastery 85% of students, including special populations, will grow to score 75% or higher on the summative assessment for the selected standards.

  29. SLO Target Approach 3: Differentiated Growth Targets-Scoring Bands 85% of students, including special populations, will meet or exceed their individualized target.

  30. SLO Target Approach 3: Set Differentiated Growth Targets 80% of students will reach their individual goals. My goal for each student was set individually based on available data sources, namely the pre-assessment scores. Individual pre-assessments scores and targets are shown in the attached roster. Pre-Test Post-Test Band or Summative Goal 30-39 70-79 70 40-49 80-89 80 50+ 90+ 90

  31. Grade 3 Music • 80% of the students who scored a 4 – 9 on the baseline assessment will score 14 or higher on the summative assessment in June. • 80% of the students who scored a 10 or higher on the baseline assessment will score a 15 or higher on the summative assessment in June.

  32. Grade 3 ELA • Students who scored 2-3 points on the pre-assessment will score at least a Level 2 on the 3rd Grade NYS ELA Test. • Students who scored 4-7 points on the pre-assessment will score at least a Level 3 on the 3rd Grade NYS ELA Test. • Students who scored 8 points or higher on the pre-assessment will score a Level 4 on the 3rd Grade NYS ELA Test. • Overall target: 85% of students will meet the differentiated targets set above.

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  34. HEDI • This is how different levels of student growth will translate into one of four rating categories: • Highly effective, • Effective, • Developing, and • Ineffective • SED determines the points for 1-20. • Districts determine how the points are earned.

  35. Cuba’s HEDI Scale Highly Effective: 86-100% of students meet or exceed their goals. Effective: 76-85% of students meet or exceed goals. Developing: 50-75% of students meet or exceed goals Ineffective: 49% or less of students meet or exceed goals.

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  37. Rationale • Narrative • Explains the WHY behind: • Learning Content • Evidence • Target • How do they align to district priorities? • How do they align with college and career readiness?

  38. Grade 7 Visual Arts • The elements and principles of art are fundamental and core to the visual arts; in this SLO students must skillfully apply them. • The skills of analysis, interpretation, and reflection deepen students’ thinking and communication. • By coupling key standards for the arts with those of the Common Core, students are well prepared for future work in both ELA and the arts by reaching this target. • The evidence authentically and thoroughly measures how students progress through key developmental phases of emerging artists. • The target requires students to demonstrate significant growth for pivotal aspects of the NYS Learning Standards for the Arts. • Integrating writing with art lessons will be a key instructional approach, along with the use of SIOP strategies for ELLs. • My district job-alike colleagues and I will meet bi-weekly to review student progress, discuss successful instructional techniques, and provide differentiation so that each student’s target is met, preparing them for future success.

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  40. New York SLO Development Guide

  41. Sample SLOs and Rubric • Global II Regents • Grade 2 ELA • SLO Rubric Form

  42. Your Task • Select one of the SLOs • With a partner, go through the SLO along with the rubric and score each section

  43. SLO Scoring – Grade 2 ELA SLO Count students in SLO 23 Subtract number who did not take summative 2 Find number of students with two points in time 21 Count number of students making their targets (6 students did not make their targets) 15 Compute percent of students achieving targets (count those making target/number of students) = 15/21) * 100 = 71.4% Rounded = 71% Compare to HEDI structure: 71% = 4 points (Developing)

  44. SLO Scoring – Global II Regents SLO Count students in SLO 60 Subtract number who did not take summative 4 Find number of students with two points in time 56 Count number of students making their targets (6 students did not make their targets) 50 Compute percent of students achieving targets (count those making target/number of students) = (50/56) * 100 = 89.2% Rounded = 89% Compare to HEDI structure: 89% = 18 points (Highly Effective)

  45. Weighting Multiple SLOs Activity: • Review the Grade 2 ELA and Global II SLOs and their completed rosters. • Calculate the State 20% of each teacher’s evaluation assuming the following new scenarios: • Grade 2 ELA Teacher: This teacher now has a second SLO which earned 13 points (math) for the same group of students. • Global II Regents Teacher: This teacher now has a second SLO which earned 9 points with 24 students, and a third SLO which earned 10 points with 23 students.

  46. Weighting Multiple SLOs – Grade 2 ELA Sum the number of students 21 + 21 = 42 Compute proportion of students covered by each SLO 21/42 = .50 for each SLO Multiply the proportion by the HEDI points for two partial HEDIs that will be added together. .50 * 4 = 2 .50 * 13 = 6.5 Overall HEDI = sum of these partial HEDI values 2 + 6.5 = 8.5 Rounded = 9 (Effective)

  47. Weighting Multiple SLOs – Global II Regents Note: SLO 1 =18 points with 56 students SLO 2 = 9 points with 24 students SLO 3 = 10 points with 23 students Sum the number of students 56+24+23 = 103 Compute proportion of students covered by each SLO 56/103 =.5437 24/103 =.2330 23/103 =.2233 Multiply the proportion by the HEDI points for three partial HEDIs that will be added together. .5437 * 18 = 9.7866 (SLO 1) .2330 * 9 = 2.0970 (SLO 2) .2233 * 10 = 2.2330 (SLO 3) Overall HEDI = sum of these partial HEDI values 9.7866 + 2.0970 + 2.2330 = 14.1166 Rounded = 14 (Effective)

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