Using Multiple Data Sources to
Inform Target Setting in SLOs
Kate Gerson, Senior Fellow
Dr. Julia Rafal-Baer, Assistant Commissioner
**The models and information shared within this presentation are for
informational purposes only. NYSED does not endorse or recommend any of
the approaches described.
Year 2 Implementation:
A Leveraged Moment
Assess
Act
Analyze
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Reducing the Number of
Assessments
• The Department is working alongside districts to incorporate
requested reductions in the number of assessments used in both the
State Growth and Locally-Selected Measures subcomponents:

removing the use of pre-assessments as a baseline measurement (not
a requirement in SLOs) in favor of using past performance trends,
historical data, and/or prior-year assessment results to inform the
baseline used to set targets within SLOs (see: SLO 103 webinar:
http://www.engageny.org/resource/slo-103-for-teachers);

removing locally-developed and/or state-approved third party
assessments in favor of using school-wide, group, or team measures
based on State assessments, where allowable;

using the same assessment in a different way between State Growth
and the Locally-selected Measures subcomponents.
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This session will include:
1. A review of how the learning standards, assessment design,
and performance indicators can help an educator determine
relevant data sources that can be used to establish a baseline
of student performance.
2. Discussion around the integral role data plays in SLOs, both in
target setting and in driving classroom instruction throughout
the year.
3. Examples of how multiple data sources, including historical
data, past performance trends, individual student scores, and
student work samples can be used to establish patterns of
performance that can help to inform appropriate targets for
student growth.
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What are Student Learning Objectives
(SLOs)?
A Student Learning Objective, or SLO, is an academic goal set for an
educator’s students at the start of a course.
Remember that an SLO:
-represents the most important learning (aligned to Common Core,
State, or national standards, as well as any other school and
district/BOCES priorities)
-must be specific and measurable (based on available prior student
learning data)
-should be created to be ambitious but achievable (using as much
available student data as possible)
Resource: Guidance on Growth Goal Setting Process for Teachers: Student
Learning Objectives
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What is the value in using SLOs?
•SLOs encourage educators to focus and align
instruction with district/BOCES and school priorities,
goals, and academic improvement plans.
•Many educators already set academic goals for
students on a regular basis and see it as an integral
part of their practice.
•Ultimately, setting SLOs can lead to more purposeful
instruction, closer monitoring of student progress,
and greater student growth.
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Baseline and Trend Data
These data play two important roles in the
development of SLOs.
First, these data will be
used as the basis for target
setting for SLOs.
Secondly, they frame the
entire SLO and help shape
teaching practice.
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A Closer Look
Baseline Data
Baseline data can take a variety of forms.
a) assessments based on the
content in the class;
b) grades from previous, related
classes;
c) anecdotal observations of
student performance;
d) standardized test results;
e) surveys of students’ interests
and experiences; or
f)
any number of other measures
that are available at the individual
level.
Trend Data
Trend data is a longer term view of student
performance.
Results from a variety of measures can be
plotted over time to determine trends in
the data.
Benefits
• Reduces the need for baseline testing
• Increases reliability in performance
setting
• Past performance is a good predictor
of future performance
Keep in mind the goal is to collect and use as much information as possible to
determine exactly what a student knows at the start of an SLO interval.
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Integral Role of Data in SLOs
Teachers should use multiple sources of data when
developing student growth targets.
Baseline and Trend Data Can:
• Summarize student information (test scores from previous
years, performance in similar courses, etc.);
• Help identify student strengths and weaknesses; and
• Inform targets set, establishing the amount of growth expected.
Keep in mind, the key to effectively using data sources is
recognizing the value of the data available, or in other words,
understanding what it can and cannot tell you about student
performance in your current course.
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How can you help educators develop
appropriate learning targets?
What must
students know
and be able to
do?
Unpacking of
standards and
assessments
What data
should be
used?
Compilation of
multiple
sources of
data
What targets
are
appropriate?
Data-driven
decisions
What does the
summative
data show?
Data Review
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What data sources can be used to help
inform targets?
Kindergarten
Report Card
Grade 1
Report Card
Grade 2
RegionallyDeveloped
Assessment
Grade 3
Report Card
Grade 4 ELA
Kindergarten
Readiness
Grade 1
RegionallyDeveloped
Assessment
Grade 2
Report Card
Grade 3 ELA
State Test
Some courses, like 4th grade ELA have antecedents that are quite clear, ranging from
report card scores, to diagnostic screenings, to previous standardized tests.
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What data can be used when the course
is not part of an instructional sequence?
Prerequisite skills:





drawing
computer
art
geometry
English
CAD= Computer Aided
Design/Drafting
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Identify Data Sources:
The Baseline Data Source Review Sheet
helps you to brainstorm the types of data
available to you.
1. List the types of data available, even if it
is not directly aligned with the course. Do
not restrict your thinking during this stage.
2. Identify which sources of data are the
most valuable source of information
related to your specific course content.
3. Don’t forget to consider prerequisite
skills and other student related factors.
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Triangulation of Data
Performance Task
•Triangulation reduces the risk
of false interpretations by
strengthening conclusions
about finding through the
analysis of multiple streams of
Student
evidence.
•Findings can be corroborated
and weaknesses in the data can
be compensated for by the
strengths of other data, thereby
increasing the confidence we
can have in the results.
Survey
Results
More accurate
picture of
student
performance
Written
Test Data
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Sample Course: US History and
Government
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Step 1: Review the Learning Standards
and the Course Summative Assessment
Part I: 50 multiple-choice
questions
Part II: One thematic essay
question
Part III: Based on several
documents:
• Part III A: One or more questions
on each document
• Part III B: One essay question
based on the documents
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Step 2: Review Available Student Data
Scores on the Regents
Historical Trend Data: Global History and Geography compared to US
History and Government Scores
Students
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Review of Additional Data Sources
Depending on the students in the class, there may be
additional sources of data that should be examined:
• Historical trends on other summative assessments and
report cards
• Conversations with previous grade-level/content-area
teachers and service providers regarding strengths and
weaknesses of students
• Relevant annual IEP goals
• NYSESLAT scores
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US History and Government Sample
Student Data
Student
Grade 8 ELA
Achievement
Level
BOCESdeveloped
Assessment English 9
BOCESdeveloped
Assessment
English 10
Global
History and
Geography
Scale Score
1
2
65
68
65
2
3
70
75
75
3
4
95
98
90
4
3
72
65
70
5
3
75
76
78
6
3
70
75
75
7
4
97
95
85
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Step 3: Set Targets Based On the
Data Reviewed
Student
BOCESBOCESGlobal
growth
Grade 8 ELA developed developed History and target - US
Achievement Assessment - Assessment Geography History
Student
Level
English 9
English 10 Scale Score Regents
1
2
65
68
65
2
3
70
75
75
3
4
95
98
90
4
3
72
60
70
5
3
75
76
78
6
3
70
75
75
7
4
97
95
85
65
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Step 3: Target Setting Continued…
BOCES
BOCES
Global
Grade 8 ELA
developed
developed History and
Achievement Assessment - Assessment Geography
Student
Level
English 9
English 10 Scale Score
1
2
65
68
65
2
3
70
75
75
3
4
95
98
90
4
3
72
60
70
5
3
75
76
78
6
3
70
75
75
7
4
97
95
85
Student
growth
target - US
History
Regents
65
80
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Step 3: Target Setting Continued…
Student
BOCES
BOCES
Global
growth
Grade 8 ELA developed developed History and target - US
Achievement Assessment - Assessment Geography History
Student
Level
English 9
English 10 Scale Score Regents
1
2
65
68
65
65
2
3
70
75
75
70
3
4
95
98
90
85
4
3
72
60
70
65
5
3
75
76
78
80
6
3
70
75
75
75
7
4
97
95
85
85
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Guided Exercise
Mrs. Thompson’s
8th Grade
Computing Course
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Start With What You Have
*Note that this list of students is abbreviated and is for illustrative purposes only
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Gather Additional Data When
Necessary
Alternative sources can include:
• prior class information
• project scores
• results from interest or
experience surveys
• anecdotal records
• assessment scores in related
subjects
• student survey results
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Pursue Relevant Data
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Consider the Meaning of the Data
27
Collect More Data If Needed
Unit 1
Assessment
Score
28
Review of Supplemental Data Source
Sheets
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Additional Thoughts
A few general points:
1. If most students performed similarly on the baseline measures,
it may be reasonable to set a common growth target for all
students.
2. If you review the data and determine that student performance
falls into multiple groups, you may use a tiered or banded
approach to targets.
For example, imagine Mr. Garcia had 76 students across his
multiple sections of Math 8 and he found the following
distribution of scores on the baseline measure:
Less than 20
18 students
20-40
42 students
40-60
16 students
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Additional Thoughts Continued…
3. If there is no consistency in the
baseline scores you might want to
consider differentiating the targets for
individual students.
4. Finally, engaging students in the
process of academic target setting
can be a motivational tool in the
classroom.
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For more, search “Student Learning
Objectives” on engageny.org
Multi-State SLO Rubric
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