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SLOs 2012. Lansing Superintendent’s Conference Day October 5, 2012. We’ve made the district decisions . Administrators have endured hours of training. APPR plans are approved . Ours will be soon . Every class has been counted . And still – there will be questions. SLOs.
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SLOs2012 Lansing Superintendent’s Conference Day October 5, 2012
We’vemadethedistrictdecisions. Administratorshaveenduredhours of training. APPR plans are approved. Ourswillbesoon. Everyclass has beencounted. And still – therewillbequestions. . .
SLO Timeline • Today • Intro, rosters and baseline data with grade levels • Between now and October 17th • Lauren in buildings to address questions • October 17th • Half day devoted to completing SLOs with departments • Assessment work this winter
SLOs = 20 pts • State Growth Component for those teachers who do not get a Student Growth Percentile Score. • Many will use a local assessment . • This is not the local measure of student achievement 20 pts. • We will not write SLOs for the local 20 pts.
State Definition • A Student Learning Objective is an academic goal for an educator’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 to any other school and district priorities. Educators’ scores are based upon the degree to which their goals were attained.
Begin at the End • SLO target meeting rate HEDI • Individual student target achievement = SLO target meeting rate • # of students meeting target / total # of students
The Anatomy of an SLO • Population • Learning Content • Interval of Instructional Time • Evidence • Baseline • Targets • HEDI • Rationale
Population - NYS • These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO. (Full class rosters of all students must be provided for all included course sections.)
Population - Lansing • SLO Cards • Start with largest courses • Skipping any 1st marking period courses • Add courses (next largest, etc.) until at 50%
Population - Lansing 1. Begin with grade level lists this afternoon. 2. After grade level work, please print the rosters for the courses for which you must write SLOs. 3. You will need room for a baseline category and a target by each student’s name. 4. Describe the student population for the SLO here, e.g., “all 86 2nd Grade Students”.
Population - Models • Third Grade General Music Classes: all 82 students. • Co-Integrated 9th grade English; all 26 students • All 44 students in Honors Pre-Calculus section (43 juniors, 1 sophomore)
Learning Content - NYS • What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to all standards applicable to a course or just to specific priority standards?
Learning Content - Lansing “This course covers all _________ NYS Learning Standards and the _________ CCLS for Literacy.” If you have prioritized curriculum that you would like to focus your SLO on, include a statement like “This SLO targets priority standards _____, _______, ______, and ______ because our district has identified these as most important to students’ future learning.”
Learning Content - Models Forensic Science material is based upon the curriculum from Syracuse University’s Project Advance course in Forensic chemistry. (Knowledge and analysis of physical evidence such as hair, fiber, skeletal remains, forensic entomology, DNA evidence, firearms/ballistics, blood typing, blood spatter, organic analysis, crime scene management, etc.) ‐ In the process of accomplishing this learning, students will also focus on the following NYS MST Standards Commencement Level: 1. Students will use mathematical analysis, scientific inquiry, and engineering, as appropriate, to pose questions, seek answers, and develop solutions. 4. Students will understand and apply scientific concepts, principles, and theories 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 of mathematics, science and technology to address real‐life problems and make informed decisions.
Learning Content - Models Source of Standards: NYS P12 Common Core Learning Standards for ELA and Literacy Standards, Performance indicators that will be particularly focused on: Literature: 2.3 Describe how characters in a story respond to major events and challenges. 2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. 2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. 2.11 Make connections between self, text, and the world around them (text, media, social interaction). Information Text: 2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. 2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. 2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. 2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. 2.9 Compare and contrast the most important points presented by two texts on the same topic.
Interval of Instructional Time - NYS • What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?
Interval of Instructional Time - Lansing • September 2012 – May 2013 • You’ll include the appropriate dates for your time with students here.
Interval of Instructional Time - Models • SY 2011-2012 (1 year) • One academic school year: 2011 – 2012 • October 2011 ‐ June 2012
Evidence - NYS • What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the course.
Evidence - Lansing • I will assess student learning at the end of the course with ____________________, aligned to the learning content of the course. (Insert “district developed assessment,” “regionally developed assessment”, “Grade X NYS Math/ELAassessment,” “X Regents Exam,” or the name of another state test.)
Evidence - Models 1. All students took a district‐developed diagnostic assessment on the recorder to demonstrate baseline knowledge in rhythm, pitch, articulation and technique. 2. The students will take a district‐developed summative assessment in June to assess their growth in the same skills. Note: all students will be assessed on the summative performance task by another music teacher. District-created literacy assessment based on: 1. CCSS, including uppercase/lowercase letters and sounds 2. General concepts of print skills 3. 40 High Frequency words (35 standard Kindergarten words, and 5 standard first grade words) 4. Running records of non-fiction texts 5. District-created writing sample assessment based on CCSS, including content, mechanics, and conventions Note: all students will be assessed by another Kindergarten teacher from the district.
Baseline - NYS • What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
Baseline - Lansing • The baseline data used to assess students’ incoming level of academic achievement includes: last year’s course grades, NYS testing results from previous years, students’ attendance and discipline histories, and _______________________. The baseline data determines whether a student is categorized as “on grade level” (O), “above grade level” (A), or “below grade level” (B).
Baseline - Models All students have been enrolled in a full‐day kindergarten program since September 2011. On the baseline assessment, 5/21 students demonstrated at least 50% mastery, 8/21 students demonstrated at least 60% mastery, and 8/21 students demonstrated at least 75% mastery. The following goal bands will be used for this course: 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 2013.
Targets - NYS • What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?
Targets - Lansing • Above grade level students will score a ____ on the end of course assessment. • On grade level students will score a ____ on the end of course assessment. • Below grade level students will score a ____ on the end of course assessment.
Targets - Models The District has determined that there is a minimum target for this course: 75% of the students will achieve a score of 80 or higher on the district‐developed summative assessment in June. This percentage must include all students with disabilities to receive a score in the Effective range or higher. 1. 85% of students will pass the June 2013 New York State Geometry Regents Examination 2. At least 30% of students will demonstrate mastery (above an 85) on the June 2013 New York State Geometry Regents Examination **Note: these targets will be weighted equally in the overall HEDI score (see HEDI scoring for further information)
HEDI Scoring - NYS • How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing), and “well-above” (highly effective)?
HEDI Scoring - Lansing • Teacher effectiveness will be determined by the percent of students meeting the above targets. Percentages are mapped to the HEDI scores as detailed in the table below. • Balance between achievable and respect.
Rationale - NYS • Describe the reasoning behind the choices regarding learning content, evidence, and target and how they will be used together to prepare students for future growth and development in subsequent grades/courses, as well as college and career readiness.
Rationale - Lansing • The learning content for the course includes all required state content learning standards and any corresponding NYS Common Core Literacy standards. Any prioritized standards have been prioritized by the district as important to students’ lives and future schooling. The assessment is directly aligned to the learning content of the course. And student targets are differentiated based on previous academic achievement.
Rationale - Models This is a semester course for seniors concentrating on the functions and purposes of sports in our society. In this course students read a variety of fiction and non‐fiction works of literature, news and magazine articles, and short stories. This course focuses on using sports literature as a vehicle to foster critical thinking skills and to improve writing and reading skills. The district‐developed assessment uses written responses (in the form of an essay) along with a district‐developed rubric that allows students to demonstrate their growth on the standards identified above. There is special focus on writing critical lens essays. Making a well‐informed claim and defending it with specific examples is a real‐world and university‐level skill and is therefore critical in ensuring college and career readiness.
Rationale - Models Students are enrolled in Regents Global History and are required to complete the course and be evaluated based on the June Regents exam. The pre-requisite knowledge for this course was taught during students’ Global 1 social studies course. Students with low baseline scores may have weak writing and comprehension skills and/or inadequate social studies knowledge from middle school or Global 1. It is critical for all students to have basic knowledge of the global world and the history of global civilizations and conflicts in order to be good citizens. Many students will enroll in AP History courses in subsequent years. Therefore, the knowledge and skills required of this course need to be mastered in order to be successful in future courses. Based on these goals, 100% of this class will pass the exam and 60% will achieve mastery. This level is far and above the current state and regional averages for passing and achievement of mastery.
For More Information • EngageNY.org • SLO Models • SLO Guidance • SLO Webinars • This ppt on the Curriculum and Instruction web page • Home to District to Curriculum, Instruction, and Assessment
This Afternoon • Lunch on your own • 1pm meet in buildings • Grade level groups • Required SLOs • Data • Grade Level Lists • October 17th • Department Groups
