Welcome Leaders!
May 11, 2012

SLO Motion

Feeling SLO?

SLO Boat to China

Take a walk on the SLO side….

SLO Hell
Consolidations
Current Reality
SINI List
Race to the Top
Dignity for
All
Students
Student Learning
Objectives
College &
Career Ready
Thank you for leading the
learning!

Identify and explain the purpose of SLO(s) and their
essential components

Identify who will have student provided growth
scores(SPGS) and who will have SLO(s)

Explain the process for writing (setting) SLO(s)

Identify steps in district planning and implementation of
SLO(s) for the growth component of teacher evaluation

Determine which teachers in your school buildings will
need an SLO and which teachers will get SPGS

Create an SLO
concepts and information
by putting our heads together to check our understanding
what actions can/should be taken now
What questions do we have now that the Network Team can ask/clarify?
www.btboces.org
PD & Resources
Principals Center
principals
center
20 - 25
Growth
+
20 - 15
Local
Student Learning
Objectives
+
60
Other
Measures
=100
• Learning
Content
• Baseline
• Population
• Rationale
Diagnostic Assessment
• Interval of Instructional Time
(year/semester/quarter)
• Evidence
• Target
• HEDI
Criteria
SPGS=State Provided Growth Score
Provided only to 4-8 ELA and Math
teachers
Everyone else=SLO (1 or more)
Teacher by Grade and
Subject:
K-2 Teachers
Growth is Stateprovided SGP/VA
No
Grade 3 Teachers
No
4-8 Common Branch/ELA/Math
Teachers
4-8 Science and Social Studies
Subject Teachers
Yes
No
4-8 Other Subject Teachers
No
9-12 Core Subjects, Regents
Subjects and Regents Equivalents
As available.
9-12 Other Subject Teachers
No
Teachers with a Mix of
Sections/Courses With/Without
State-Provided Growth Measures
Yes, if greater than or
equal to 50% of
sections/students are
covered by SPG/VA
Growth is SLO
1 SLO for ELA (literacy and writing)
1 SLO for Math
(unless teacher focuses on single subject area)
1 SLO for ELA (literacy and writing)
1 SLO for Math
(unless teacher focuses on single subject area)
Not applicable unless less than 50% of students
are covered by SPG/VA. If so, then same as below
(4-8 Science/Social Studies/Other)
SLO for each subject/assessment-(SLOs must
cover classes with largest numbers of students
until a majority of students are covered.)
1 SLO for each subject/assessment-(SLOs must
cover classes with largest numbers of students
until a majority of students are covered.)
1 SLO for each subject/assessment-(SLOs must
cover classes with largest numbers of students
until a majority of students are covered.)
If less than 50% covered by SGP/VA, then SLOs
will be used.
First, SLOs must use SGP/VA where available;
then create SLO’s for largest sections without
SGP/VA until majority of students are covered.
Teachers by Setting:
Self-Contained Teachers
(ESL/Bilingual, students with
disabilities)
Any Co-Teachers
-Both teachers must have the same
growth measures
Any Push-In, Pull-Out
(AIS, SWD, ESL, etc.)
Growth is Stateprovided SPG/VA
Yes, if greater or equal to 50%
of students are covered by
SGP/VA
As applicable, and as NYSED
can track multiple teachers
of record
As applicable, NYSED has
teacher of record rules for
dosage
Growth is SLO
If less than 50% is covered by SGP/VA,
then SLOs will be used:
-1 SLO for ELA (literacy and writing)
-1 SLO for Math
-unless teacher focuses on another
subject area
If District cannot track multiple
teachers of record, then SLOs will be
used:
-For Common Branch teachers: 1 SLO
for ELA (literacy and writing) and 1 SLO
for Math
-For other subject area focus teachers:
set SLO for relevant area
If no State-provided measure, then SLOs
will be used:
-1 SLO for subject area focus
-Or consider using group/team growth
on State assessment; collaborative goalsetting with classroom teachers
Teachers with
Students Taking These
Assessments:
NYSESLAT
Growth is Stateprovided SGP/VA if:
Growth is SLO if:
• 50% or more of students in
teacher’s course load take State
ELA assessment
OR
• If NYSED develops a growth
measure from NYSESLAT (in the
future)
• If this is an ELA teacher
required to set SLOs, and 10 or
more students take NYSESLAT
as evidence
(Additional SLOs are still also
set for ELA (literacy and writing)
and must use State assessment
where applicable.
• Teacher is ESL specialist and
NYSESLAT is most appropriate
measure of student learning.
NYSAA
50% or more of students in
teacher’s course load take State
assessment
If this is a teacher required to
set SLOs, then teacher will set
1 of their SLOs using NYSAA
performance assessment as
evidence. Additional SLOs are
also set based on subject area
taught (e.g. ELA, Regents,
Math)
What teachers will need an
SLO? What is the significance
of the “50% rule?”
Which teachers in your
district will have an SLO?
Develop a list of teachers
who will need SLO(s) in your
building and determine in
what area(s).

Excel spreadsheet on Principals Center

Teacher Rosters/Student Numbers
How will SLOs get set?
What are some of the decisions districts
need to make to complete SLOs?
Decision Points:
Now that we know who needs one…
 Which
used?
 How
assessments will be
will assessments be built?
Is there a State test?
Must be used for
SLO Post
Assessment
YES
NO
Are you going to
use an assessment
from the State
approved 3rd party
list?
Are you going to
design a district or
regional
assessment?
Teacher by Grade and
Subject:
K-2 Teachers
Grade 3 Teachers
Growth is Stateprovided SGP/VA
Pre and Post
Assessments needed
for ELA and Math
Pre Assessment needed,
State exams used for
Post Assessment
4-8 Common Branch/ELA/Math
Teachers
4-8 Science and Social Studies
Subject Teachers
4-8 Other Subject Teachers
No
Yes
Pre and Post
Assessments
needed, State
Tests used where
applicable for
Post Assessment
9-12 Core Subjects, Regents
Subjects and Regents Equivalents
9-12 Other Subject Teachers
No
No
As available.
Pre and Post
Assessments
needed
Teachers with a Mix of
Sections/Courses With/Without
State-Provided Growth Measures
No
No
Yes, if greater than or
equal to 50% of
sections/students are
covered by SPG/VA
Growth is SLO
1 SLO for ELA (literacy and writing)
1 SLO for Math
(unless teacher focuses on single subject area)
1 SLO for ELA (literacy and writing)
1 SLO for Math
(unless teacher focuses on single subject area)
Not applicable unless less than 50% of students
are covered by SPG/VA. If so, then same as below
(4-8 Science/Social Studies/Other)
SLO for each subject/assessment-(SLOs must
cover classes with largest numbers of students
until a majority of students are covered.)
1 SLO for each subject/assessment-(SLOs must
cover classes with largest numbers of students
until a majority of students are covered.)
1 SLO for each subject/assessment-(SLOs must
cover classes with largest numbers of students
until a majority of students are covered.)
If less than 50% covered by SGP/VA, then SLOs
will be used.
First, SLOs must use SGP/VA where available;
then create SLO’s for largest sections without
SGP/VA until majority of students are covered.
Teachers by Setting:
Self-Contained Teachers
(ESL/Bilingual, students with
disabilities)
Any Co-Teachers
-Both teachers must have the same
growth measures
Any Push-In, Pull-Out
(AIS, SWD, ESL, etc.)
Growth is Stateprovided SPG/VA
Yes, if greater or equal to 50%
of students are covered by
SGP/VA
As applicable, and as NYSED
can track multiple teachers
of record
As applicable, NYSED has
teacher of record rules for
dosage
Growth is SLO
If less than 50% is covered by SGP/VA,
then SLOs will be used:
-1 SLO for ELA (literacy and writing)
-1 SLO for Math
-unless teacher focuses on another
subject area
If District cannot track multiple
teachers of record, then SLOs will be
used:
-For Common Branch teachers: 1 SLO
for ELA (literacy and writing) and 1 SLO
for Math
-For other subject area focus teachers:
set SLO for relevant area
If no State-provided measure, then SLOs
will be used:
-1 SLO for subject area focus
-Or consider using group/team growth
on State assessment; collaborative goalsetting with classroom teachers
Teachers with
Students Taking These
Assessments:
NYSESLAT
Growth is Stateprovided SGP/VA if:
Growth is SLO if:
• 50% or more of students in
teacher’s course load take State
ELA assessment
OR
• If NYSED develops a growth
measure from NYSESLAT (in the
future)
• If this is an ELA teacher
required to set SLOs, and 10 or
more students take NYSESLAT
as evidence
(Additional SLOs are still also
set for ELA (literacy and writing)
and must use State assessment
where applicable.
• Teacher is ESL specialist and
NYSESLAT is most appropriate
measure of student learning.
NYSAA
50% or more of students in
teacher’s course load take State
assessment
If this is a teacher required to
set SLOs, then teacher will set
1 of their SLOs using NYSAA
performance assessment as
evidence. Additional SLOs are
also set based on subject area
taught (e.g. ELA, Regents,
Math)
1.
2.
3.
4.
5.
Develop secure, common “pre and post
assessments”
Compare assessments to ensure
“comparability and rigor”
Develop common systems for defining
“growth/ achievement”
Design scoring bands
Create collaborations for scoring as needed
◦ Each course ultimately has a
Regents as target
◦ High probability that final exams
exist
◦ Common Core alignment
Proof of Concept
Art, Music, PE, Health, Special Education, Library
Purpose:
1. To develop sample SLO assessments for Art, Music,
PE, Health, Special Education
2. To define additional questions about SLOs and
assessment related to them
3. To request feedback from SED about the quality of
the samples and about the questions
Proof of Concept
Art, Music, PE, Health, Special Education, Library
Then:
Use samples and answers to questions to develop
common “cluster” assessments for Art, Music, PE,
Health, Special Education, Library
When: Summer, 2012
What are the approved
options for assessments?
What assessment
decisions have been
made?
What assessments do
we currently have?
What is still
undecided?

Cluster group meet and share
◦ Go to designated cluster area
◦ Meet by Elementary, Middle, High Principals
◦ Discuss:
1. What assessment decisions have been made?
2. What assessments do we currently have?
3. What is still undecided?
E
D
A
B
C



Set a target for the average % of mastery of
standards across entire class/section.
Set a target for the average scale score gain
(points)from baseline to end across entire
class/section.
Set differentiated growth targets by student
Training
SLO Target Approach 1: 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
Pre-Test Score
Summative Target
Student A
Student B
Student C
10
20
5
75
75
75
Student D
Student E
Student F
0
30
10
75
75
75
36
Training SLO HEDI Approach 1: Set ratings using the
percent of students meeting a collective target (e.g.,
80% mastery).
85% of students, including special populations, will grow
to score 75% or higher on the summative assessment for
the selected standards.
Highly Effective*
(18-20 points)
91-100% of students
grew to score 75% or
higher on the summative
assessment rubric
measuring the selected
standards
98-100=20 points
95-97=19 points
91-94=18 points
Effective*
(9-17 points)
85% -90% of students
grew to score 75% or
higher on the summative
assessment rubric
measuring the selected
standards
90=17 points
89=16 points
88=14-15 points
87=12-13 points
86=10-11 points
85=9 points
Developing*
(3-8 points)
Ineffective*
(0-2 points)
79% - 84% of students
grew to score 75% or
higher on the summative
assessment rubric
measuring the selected
standards
84=8 points
83=7 points
82=6 points
81=5 points
80=4 points
79=3 points
78% of students or
less grew to score
75% or higher on the
summative
assessment rubric
measuring the
selected standards
70-78=2 points
60-69=1 point
0-59=0 points
37
Training
target.
SLO Target Approach 2: Set a common growth
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
Student A
Pre-Test Score
10
Summative Target
70
Student B
Student C
Student D
20
5
0
80
65
60
Student E
Student F
30
10
90
70
39
Training SLO HEDI Approach 2: Set ratings using the
percent of students meeting individual targets.
90% of students will grow by 60 percentage points or
more on their summative assessment compared to their
pre-test for the standards.
*These scoring bands are based on proposed Executive Budget legislation.
Highly Effective*
(18-20 points)
Effective*
(9-17 points)
Developing*
(3-8 points)
Ineffective*
(0-2 points)
96-100% of students
grew by 60 points or
more on the
standards addressed
90-95% of students
grew by 60 points or
more on the
standards addressed
80-89% of students
grew by 60 points or
more on the
standards addressed
79% of students or
less grew by 60 points
or more on the
standards addressed
98-100=20 points
97=19 points
96=18 points
95=17 points
94=15-16 points
93=13-14 points
92= 11-12 points
91=10 points
90=9 points
89=8 points
87-88=7 points
85-86=6 points
83-84=5 points
81-82=4 points
80=3 points
70-79=2 points
60-69=1 point
0-59=0 points
40
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
Pre-Test Score
Summative Target
Student A
Student B
Student C
10
20
5
80
80
75
Student D
Student E
0
30
70
85
Student F
10
80
41
What are 3 potential options
for targets and scoring?
Thinking it through....writing an SLO…
Broad enough to
capture major
content/Address
standards- CCSS/State
Evidence used to
measure progress
The target that is set is based on all available
baseline data, is rigorous yet attainable and
represents appropriate amount of learning for the
instructional period
45
year, semester,
quarter
Statement which
describes reasoning
behind choices of
learning content,
evidence and
targets
The evaluator must be able to determine at the end of the instructional
period what range of student performance met the goal (effective) versus
below (developing), well below (ineffective) and well above (highly
effective)
46
year, semester,
quarter
Statement which
describes reasoning
behind choices of
learning content,
evidence and
targets
The evaluator must be able to determine at the end of the instructional
period what range of student performance met the goal (effective) versus
below (developing), well below (ineffective) and well above (highly
effective)
47
As a team, discuss and select
1. A particular subject and grade level where you
know an SLO will be required
2. What are the course’s source of standards
(Common Core, etc.)?
3. What is the priority learning (indicators,
standards, etc.) to be taught, learned and
assessed?
4. List the specific pre-assessments and
summative asssessments that will be used for
providing baseline and summative data for the
SLO.

MIP
What are the two most
important pieces of learning for
you from today’s work?
May 14-17, 2012: Network Team Training in Albany
May 2012: Assessment “Cluster” Work (ELA 9/10, Global 9)
May 30, 2012: Administrators WebEx
Look to the PD&RC website as we continue to schedule
training for the summer.
Thank you!