October 2012
60%
Multiple
Measures
20%
Student
Growth
20%
Student
Achievement
Represents the most important learning for the
year (or, semester, where applicable). Based
on available prior student learning data.
 Specific and measurable.
 Aligned to Common Core, State, or national
standards, as well as any other district and
school priorities.
 A Student Learning Objective (SLO) is an
academic goal for a teacher’s students set at
the start of the school year.
 A teacher’s score on his/her evaluation (20
points) is based upon the degree to which the
goal was attained.

 SLOs
MUST cover the courses taught with
the largest number of students, combining
sections with common assessments, until a
majority of students are covered.
 If
any of the largest courses have a State
assessment (but do not have Stateprovided growth measures), the State
assessment MUST be used as evidence in
the SLO.
 Population
 Learning
Content
 Interval of Instructional Time
 Evidence
 Baseline
 Target
 Rationale

Sports Literature English 12 elective‐ 22 students.
Note: this class contains a diverse range of students: two students
are classified as CSE; one student was recently declassified but
retains support services; three students have failed English classes
before and are repeating or have repeated a grade‐level English
class.

All 27 students enrolled in a Regents Global History II course,
including 3 ELL students at the intermediate level.

Must attach district developed form for students covered in SLO that
shows scores for baseline assessment and target.
 Should
include official name of grade
specific and subject specific Common Core
or New York State Learning standards.
 Should
also reference ELA/Literacy
standards or math standards where
applicable

Common Core Standards for ELA (Grades 11
and 12) with a particular focus on:
Reading Standards for informational texts: 1‐7.
 Reading Standards for Literature: 1‐6.
 College and Career Anchor Standards: 1, 2, 4, 7,
8, 9, 10
 Writing Standards: 1‐ 2, 4.

 October
2012- June 2013
 Historical
data where available on the past
performance of your students
 District
developed baseline assessment
 District
developed summative assessment
 Mid
term assessment (optional, but suggested
to assist in students being on target)
A district developed pre-assessment (based on
previous Regents Global History questions with
equal weighting of each key idea) will be
administered at the start of the school year.*
 The June NYS Regents Global History and
Geography Exam 2013 will be used for the
summative assessment.*
*In both cases, raw scores will be used to avoid scale

conversion problems.

Previous data from students Grade 9 Global
assessment; Grade 9 ELA assessment and Grade
9 MAP assessment will also be utilized.
 Results
of the pre‐test:
 0 students scored in the mastery range (85%‐
100%)
 3 students scored between 80 and 84%.
 10 students scored between 70 and 79%.
 2 students scored between 65‐69%.
 3 students scored below 64%
(See attached roster)
 25
percent of students (8 students) scored a
score between 60 and 75 on baseline
examination
 50 percent of students (15 students) scored a
score between 30 and 59 on the baseline
examination
 ~25 percent of students (7 students) scored a
score between 0 and 29 on the baseline
examination.
 (See attached roster)
Three Examples: (of many possible
approaches):
 1. Set a target for the average percent
mastery of standards across entire
class/section.
 2. Set a target for the average scale score
gain from baseline to end across entire
class/section.
 3. Acceptable growth differs by each
student’s starting point. Districts can
determine what level of growth is acceptable
for each starting level (Cohoes Model).
Student
Baseline
Target
Summative
Met Target
Y/N?
A
1
2
2
y
B
3
3
2
N
C
Low 2
High 2
High 2
Y
D
High 2
3
3
Y
Set by SED
% of students meeting or
exceeding their target
(Set by Cohoes)
Highly Effective (18-20)
90-100%
Effective (9-17)
55-89%
Developing (3-8)
30-54%
Ineffective (0-2)
0-29%
A score of 60-75: Students scoring in this
range will achieve a score of 90 or higher on
the June NYS Regents Global History and
Geography Exam 2013
 A score of 30-59: Students scoring in this
range will achieve mastery or higher (80 90) on the June NYS Regents Global History
and Geography Exam 2013.
 A score of 29 or below: Students scoring in
this range will achieve a passing score or
higher (65 - 79) onthe June NYS Regents
Global History and Geography Exam 2013


1. District/evaluator will assess the results of each
SLO separately, arriving at a HEDI rating and point
value between 0-20 points.
2. Each SLO must then be weighted proportionately
based on the number of students included in all
SLOs. This will provide for one overall growth
component score between 0-20 points.
 Always round to the nearest whole number; ≥.5
rounds up and <.5 rounds down.
(p. 23 SLO Roadmap – Engage NY)


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.

Some completed together as grade level/subject
area along with individual rationale.
 Local
measures must be different from the
growth measures used in the growth
subcomponent although local measures may
be based on the same state, state-approved,
or District, regional, or BOCES-developed
assessment.
 As
noted in 30.2.3(b)(3), Districts MUST address
assessment security issues, and create
processes (e.g., distributed scoring) to ensure
that any assessments, including those used as
evidence within SLOs, are not scored by
teachers and principals with a vested interest
in the outcome of the assessments they score.
 Teachers
will not score their own tests; Security
protocols must be followed.
 www.engageny.com
 Powerpoints/templates
on www.cohoes.org
under Staff only/Professional Learning
Opportunities and Resources
Additional examples of SLO’s
 http://www.ocmboces.org/teacherpage.cfm?
teacher=1518
 http://www.nassauboces.org/Page/1673