Student Learning Objectives
NYS District-Wide
Growth Goal Setting Process
December 1, 2011
What are SLOs?
A SLO is an academic goal for students set at the
start of the course
• Represents the most important learning of the
year (course).
• Based on available prior student learning data.
• Specific and measurable.
• Aligned to CCLS and NYS Learning Standards
SLO: Two Applications
• REQUIRED: Growth
when there is no
state growth score
• All teachers other
than 4-8 ELA and
mathematics
• OPTIONAL:
Locally selected
measures of
student
achievement
(encouraged)
SLOs…
ARE NOT:
• The same as district
goals
• The same as datadriven instruction
• Not an opportunity for
free choice amongst
a teacher’s favorite
unit tests
• Easy
BUT
• Are informed by district
goals and priorities
• Reinforce DDI
• Require the use of
evidence robust
enough to match the
scope of the content
• If set with rigor can
contribute to higher
student achievement
Coverage
If less than 50% growth State-provided Growth
Measure (including none)
• If any course has a NYS growth measure, at
least 1 SLO must use it
• SLOs must cover the courses taught with the
most students, combining until at least a majority
of students covered
• If any of the largest courses have a State (nongrowth) assessments, it must be used
Components
•
•
•
•
•
•
•
•
Student population
Learning Content
Time Interval
Evidence/Student Work
Baseline
Target
HEDI point determination
Rationale for choosing this target
Student Learning Objectives
Decision Process
State
• Determines
SLO process
• Identifies
required
elements
• Requires use
of State test
• Provides
training to NTs
prior to 201213.
• Provides
guidance,
webinars &
videos
SLOs
State
• Determines
SLO process
• Identifies
required
elements
District
• District goals &
priorities
• Requires use
of State test
• Match
requirements
to teachers
• Provides
training to NTs
prior to 201213.
• Define
processes for
before & after
• Provides
guidance,
webinars &
videos
• Identify
expectations
SLOs
State
• Determines
SLO process
• Identifies
required
elements
• Requires use
of State test
• Provides
training to NTs
prior to 201213.
• Provides
guidance,
webinars &
videos
District
• District goals &
priorities
• Match
requirements
to teachers
• Define
processes for
before & after
• Identify
expectations
School
• LE & teacher
collaborate
• LE approval
• Ensure
security
• LE monitor
and evaluation
SLOs
State
• Determines
SLO process
• Identifies
required
elements
• Requires use
of State test
• Provides
training to NTs
prior to 201213.
• Provides
guidance,
webinars &
videos
District
• District goals &
priorities
• Match
requirements
to teachers
• Define
processes for
before & after
• Identify
expectations
School
• LE & teacher
collaborate
• LE approval
• Ensure
security
• LE monitor
and evaluation
Teacher
• Works with
colleagues &
LE
SLOs
Student Learning Objectives
Grade by Grade
K-2 Teachers
Might someday have a
State-provided growth
measure
In the meantime
• SLO for ELA
(literacy and
writing)
• SLO for math
• Unless teacher
focuses on a
single subject area
Grade 3 Teachers
Might someday have a
State-provided growth
measure
In the meantime
• SLO for ELA
(literacy and
writing)
• SLO for math
• Must use state
assessment
• Unless teacher
focuses on a
single subject area
4-8 ELA & Math Teachers
Has a State-provided
growth measure
In the meantime
• SLOs not
applicable
4-8 Science & SS Teachers
Will likely have a Stateprovided growth
measure in the future
In the meantime
• SLO for each
subject/assessment
• SLO must cover
classes with the largest
numbers of students
until majority covered
• 4 & 8 science use State
assessment
• Others must choose 3rd
Party test from list
To clarify:
Must use a Stateapproved 3rd party
assessment
• 6-7 science
• 6-8 social studies
• 9-12 ELA, math,
science & SS w/o
Regents
Must use State
assessment
• 4 & 8 science
• Course w/
Regents
4-8 Other Subject Teachers
Will not have a State
growth measure
Therefore,
• SLO for each
subject/assessment
• SLO must cover
classes with the
largest numbers of
students until majority
covered
9-12 Regents Teachers
Some will have a
State-provided growth
measure in the future
as available
In the meantime
• SLO for each
subject/assessment
• SLO must cover
classes with the largest
numbers of students
until majority covered
• Use Regents exam
9-12 Other “Core” Teachers
Some will have a
State-provided growth
measure in the future
as available
In the meantime
• SLO for each
subject/assessment
• SLO must cover
classes with the largest
numbers of students
until majority covered
9-12 Other Teachers
Will not have a State
growth measure
Therefore,
• SLO for each
subject/assessment
• SLO must cover
classes with the largest
numbers of students
until majority covered
Self-Contained Teachers
Will use State-provided
growth if more than
50% of students are
covered by growth
measure
If <50% growth,
• SLO for ELA (literacy
and writing)
• SLO for math
• Unless teacher focuses
on a single subject area
• Use State assessment
if available
Co-Teachers
As applicable and
possible, NYSED will
track multiple teachers
of record
Common Branch
• SLO for ELA (literacy
and writing)
• SLO for math
Other subjects
• Set SLO for relevant
area (use State
assessment if
available)
Push-In, Pull-Out Teachers
As applicable and
possible, NYSED will
track multiple teachers
of record with dosage
If no State-provided
measure
• SLO for subject area
focus
• Or use group/team
measure on State
assessment
• Or collaborate with
classroom teacher
NYSESLAT Teachers
Use growth measures
if 50% or more
students in teachers
load take State ELA
assessment (or
NYSED might have
growth measures in
future)
If this is the ELA teacher
and with 10 or more
students, SLO with
NYSESLAT as evidence
Or
Teacher is ESL specialist
and NYSESLAT is most
appropriate, use for SLO
NYSAA Teachers
Use growth measures
if 50% or more
students in teachers
load take State
assessments
IF SLO requires
subject/grade,
• SLO using NYSAA
performance
assessment as
evidence
• Additional SLOs for
other subject areas
taught
All Teachers
• SLOs an option (or use school-wide)
• Same SLO ingredients are required
• District must set targets in advance of
administration (HEDI points)
• Ineffective (0-2 points)
• Developing (3-11 points)
• Effective (12-17 points)
• Highly Effective (18-20 points)
• Districts may align growth and local achievement
Lead Evaluator Role
• As defined by district, works with teachers on the
setting of the SLOs
• Monitors, assesses
• Awards points within bands defined in the SLO
Population
Learning content
Interval
Honors Spanish II Class; all 30 Students
New York State Learning Standards for Languages Other than English (LOTE)
School Year 2011-2012 (1 year)
1.
2.
Evidence
3.
1.
Baseline
2.
1.
Target(s)
and
HEDI scoring
Rationale
Spanish I summative assessment results from my students 2010-2011
My district uses a district-wide diagnostic assessment, which will be administered at the
beginning of the school year
My district uses a district-wide summative assessment, which will be administered at the
end of the school year
All students had 2010-2011 Spanish I results that demonstrated scores of proficient or
higher in all basic vocabulary and grammar
Scores ranged from 6%-43% on the diagnostic assessment, which my district uses as a
baseline for all Spanish II students
80% of students will demonstrate mastery of at least 75% of the Spanish II learning
standards, as measured by the district’s summative assessment in May 2011
Highly Effective
(18-20 points)
Effective
(12-17 points)
Developing
(3-11points)
Ineffective
(0-2 points)
86-100% of students
demonstrate mastery of 75%
of the Spanish II learning
standards
78-85% of students
demonstrate mastery of 75%
of the Spanish II learning
standards
66-77% of students
demonstrate mastery of 75%
of the Spanish II learning
standards
65% or less of students
demonstrate mastery of 75%
of the Spanish II learning
standards
Previous work in Spanish I focused on working with basic vocabulary and grammar, and building preliminary oral skills. The
diagnostic assessment is heavily focused on more advanced writing and reading skills, which are essential components of the
Spanish curriculum. Spanish II requires students to build on their learning from Spanish I in order to acquire mastery in these
areas and to be prepared for Spanish III. Since all of my students completed Spanish I having achieved basic proficiency levels, I
am confident they will achieve 80% mastery or above on at east 75% of the Spanish II materials.