Slo Guidance

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NEW YORK STATE EDUCATION DEPARTMENT

GUIDANCE ON THE NEW YORK STATE DISTRICT-WIDE GROWTH GOAL-SETTING PROCESS

FOR TEACHERS: STUDENT LEARNING OBJECTIVES

Revised March 2, 2014

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SLORESOURCES: SLOResourcesPageonEngageNY:http://www.engageny.org/resource/studentlearningobjectives/SLOSamples:

ThesearesampleSLOsfromthefield,representingawidearrayofgradesandcontentareas.Understandingthathighqualityimplementationisachievedthroughmodelingandfeedback,thesesampleshavebeenannotated,indicatingnotesofalignmenttobestpracticeineachSLO.

UsingtheNYSESLATintheDevelopmentofSLOs:

TheseexamplesaremeanttoprovidemodelsofhowtodevelopanSLOthatusestheNYSESLATasthesummativeassessment.

SLOwebinars: SLO101forTeachers:AnIntroductiontoSLOComponents:

ThisvideoprovidesanintroductiontoSLOs.Bywatchingthevideo,youwillbothlearntheelementsofanSLOandunderstandtheavailableresources.

SLO102forTeachers:TheUseoftheMultiStateSLORubric:ThisvideoprovidesanintroductiontothenewMultiStateSLOrubrictomeasureSLOquality.

SLO103forTeachers:UsingPastPerformanceTrendsandHistoricalData:ThisvideocovershowtodevelopanSLOusingpastperformancetrendsandstudenthistoricaldata.

StudentLearningObjectives:The50%RuleforTeachers:ThisvideoexplainshowtodeterminewhetherornotyouwillwriteSLOsandwhenneeded,forwhichcourses.

SchoolWideSLOs:ThisvideocovershowtodevelopaschoolwideSLOforthoseeducatorswhoneedtousethisoptionaccordingtotheirdistrictdecisions.

SLOsforLibrarians:ThisvideodescribesSLOdevelopmentforlibrarians.

SLO101forPrincipals:AnIntroductiontoSLOComponents:ThisvideoexplainsthebasicsofSLOsforprincipals,andwhatmightbedifferentfromtheSLOsthatteachersaredeveloping.

SLO102forPrincipals:The30%RuleforPrincipals:ThisvideoexplainshowprincipalsdeterminehowmanySLOsarerequiredforthemtomeetthe30%rule.

SLOResultsAnalysisI:TheSLOResultsAnalysiswebinarprovidespracticalstepsforsuccessfullyclosingoutSLOsandconsiderationsforreflectionandstrategicplanningfortheupcomingschoolyear.IncludedwiththiswebinarisaSLOcalculatortoolfordistricts/BOCEStodownloadandadaptforuse.

SLOResultsAnalysisII:ThiswebinarprovidespracticalstepsforutilizingandunderstandingtheHEDIcalculator'scapabilities.IncludedwiththiswebinarisaHEDIcalculatorforIndividualStaffMembersandaHEDIcalculatorwithSummaryReportGenerator.

LeadingtheSLOProcesswithinYourSchool:Thiswebinarbuildsupontheexperiencesandreflectionsgainedfromthe201213schoolyearandprovidesadditionaltools,specificallyinregardtothepreparationanddevelopmentofSLOs.

CriticalDecisionswithinSLOs:TargetSettingModels:

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Thiswebinarwalksthrough5targetsettingmodelsanddiscusseshoweachmodelmayhelptosupportvariousdistrict/BOCESgoalsand/orstudentoutcomes.

AlternativeTargetSettingModelswithinSLOs:Thiswebinarismeanttoprovidemodelsoftargetsettingthatmaybeparticularlyusefulinclassroomsettingswithsmallpopulationsofstudents(smallnsize).

UsingtheNYSAAintheDevelopmentofSLOs:Thiswebinarismeanttoprovide examples of how to develop an SLO that uses the NYSAA as the summative assessment. Included in this webinar is a sample SLO and class roster.

AssessmentsinAnnualProfessionalPerformanceReview(APPR):Thiswebinarismeanttoprovideexamplesofdistrict/BOCESdecisionsaroundtheuseofassessment.DistrictsandBOCES,withinthecontextofStateRegulationsandframeworks,shouldlocallydeterminethemostappropriateassessmentswithintheAPPRsystemafteranalyzingtheiruniqueprioritiesandneeds.

EarlyElementaryAssessments:ThisdocumentisintendedfordistrictsandBOCESseekingopportunitiestoreduceand/orrefineassessmentsusedinearlyelementarygradesandsubjects.DistrictsandBOCESareencouragedtoreflectupondecisionsmadewithinGradesK2toensuretestingistheminimumnecessaryforeffectivedecisionmakingattheclassroom,school,anddistrictlevel.

SLOImplementationResources: SLOTemplate:

ThistemplateistherequiredNewYorkStateSLOtemplatetobeusedbyallteachersandprincipalsforAPPRpurposes.

ReformSupportNetworkStudentLearningObjectivesToolkit:Thetoolkitconsistsofanarrativedocumentthatoutlinesafourstagequalitycontrolframework,describeshowStatesanddistrictsareaddressingcommonchallengesrelatedtoqualitySLOimplementation,andfeatureslinkstotemplates,guidancedocumentsandothertools.

DraftMultiStateSLORubric:EvaluatorsandeducatorsareencouragedtousethisrubrictomeasurethequalityoftheinformationprovidedbyeducatorsontheNYSSLOTemplate.

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TableofContents

SECTIONONE:BACKGROUNDANDBASICS................................................................................................................................5BACKGROUND.........................................................................................................................................................................5WHATISASTUDENTLEARNINGOBJECTIVE?..........................................................................................................................6WHATARETHEBENEFITSOFTHESTUDENTLEARNINGOBJECTIVEPROCESSANDWHATISTHEPURPOSE?........................8HOWDOSTUDENTLEARNINGOBJECTIVESFACTORINTONEWYORKSTATESTEACHEREVALUATIONSYSTEM?................8WHATISDECIDEDBYTHESTATEVERSUSDISTRICTLEVELAND/ORSCHOOL/TEACHERLEVELSFORCOMPARABLEGROWTHMEASURES?............................................................................................................................................................9

SECTIONTWO:SLORULESANDCONSIDERATIONSFORCOMPARABLEGROWTHMEASURES................................................11WHICHTEACHERSWILLHAVESTATEPROVIDEDGROWTHMEASURESANDWHICHTEACHERSMUSTHAVESLOsASCOMPARABLEGROWTHMEASURES?................................................................................................................................11WHATTYPEOFASSESSMENTMUSTBEUSEDASEVIDENCEWITHANSLOASACOMPARABLEGROWTHMEASURE?.......14HOWMAYSCHOOLORBOCESWIDE,GROUPORTEAMMEASURESBEUSEDASCOMPARABLEGROWTHMEASURESWITHSLOs?...........................................................................................................................................................................15HOWDOSLOsMEETREQUIREMENTSFORCOMPARABILITYINTHEGROWTHCOMPONENTOFTEACHEREVALUATION?15

SECTIONTHREE:SCORINGSLOsANDDETERMININGFINALRATINGSFORCOMPARABLEGROWTHMEASURES....................16ESTABLISHINGEXPECTATIONSFORSCORINGSLOsANDDETERMININGFINALRATINGSASCOMPARABLEGROWTHMEASURES............................................................................................................................................................................16

STANDARDSFORRATINGCATEGORIES:...........................................................................................................................16TRANSLATINGRESULTSINTOHEDIRATINGS/SCORESWHENANSLOINCORPORATESASTATEPROVIDEDGROWTHMEASURE..........................................................................................................................................................................16SETTINGTARGETSWHENCOMPARABLEGROWTHSLOsDONOTINCORPORATEASTATEPROVIDEDGROWTHMEASURE..........................................................................................................................................................................17TRANSLATINGRESULTSOFMULTIPLESLOsINTOONEOVERALLSCORE/RATINGFORTHEGROWTHCOMPONENT......19

SECTIONFOUR:MAJORDISTRICTSTEPSTOPLANANDIMPLEMENTSLOsASCOMPARABLEGROWTHMEASURES...............20SECTIONFIVE:SLOsASANOPTIONFORLOCALLYSELECTEDMEASURESOFSTUDENTACHIEVEMENT..................................22

STANDARDSFORRATINGCATEGORIESFORLOCALLYSELECTEDMEASURES:.................................................................23SECTIONSIX:PUTTINGITALLTOGETHER:SAMPLESLOSCORINGMODELSFORCOMPARABLEGROWTHMEASURES.......24SECTIONSEVEN:APPENDIX......................................................................................................................................................41

KEYTERMSDEFINED........................................................................................................................................................41Note:ThisStudentLearningObjectives(SLO)guidancedocumentappliestobothDistrictsandBOCES.ThisdocumentprovidesDistrictswithguidanceastheyimplementSLOsastheStatedeterminedDistrictwidegoalsettingprocessforteachersofsubjectswherethereisnoStateprovidedmeasureofstudentgrowth.WhileSLOsarealsoanoptionasalocallyselectedmeasureforparticulareducators,thisguidance(exceptasotherwisenoted)appliestoSLOsascomparablegrowthmeasures.Nothinghereinismeanttoabrogateanycollectivebargainingrightsprovidedunderanapplicablelaw,existingcollectivebargainingagreement,orjudicialruling.

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SECTIONONE:BACKGROUNDANDBASICSBACKGROUNDTheNewYorkStateBoardofRegentshascommittedtothetransformationofthepreparation,supportandevaluationofallteachersandschoolleadersinNewYorkState,andtheNewYorkStateLegislaturehasenactedhistoriclegislation(EducationLaw3012c)thatfundamentallychangesthewayteachersandprincipalsareevaluated.

Underthenewlaw,NewYorkStatewilldifferentiateteacherandprincipaleffectivenessusingfourratingcategoriesHighlyEffective,Effective,Developing,andIneffective.EducationLaw3012c(2)(a)requiresannualprofessionalperformancereviews(APPRs)toresultinasinglecompositeteacherorprincipaleffectivenessscorethatincorporatesmultiplemeasuresofeffectiveness.Theresultsoftheevaluationsshallbeasignificantfactorinemploymentdecisions,includingbutnotlimitedtopromotion,retention,tenuredetermination,termination,andsupplementalcompensation,aswellasteacherandprincipalprofessionaldevelopment(includingcoaching,inductionsupport,anddifferentiatedprofessionaldevelopment).Thelawspecifiesthatstudentperformancewillcomprise40%ofteacherandprincipalevaluations.The40%ofteacherandprincipalevaluationsconnectedtostudentperformanceisbrokendownintotwosubcomponents:

In20112012,classroomteachersinELAandmathematicsingrades48onlyandschoolprincipalsinbuildingsinwhichtheseteachersareemployed:20%onstudentgrowthonStateassessmentsorcomparablemeasures,and20%onotherlocallyselectedmeasuresthatarerigorousandcomparableacrossclassroomsinaccordancewithstandardsprescribedbytheCommissioner.

In20122013andsubsequentyearsbeforeRegentsapprovalofavalueaddedmodelforanygradeandsubjectforallteachersandprincipals:20%onstudentgrowthonStateassessmentsorcomparablemeasures,and20%onotherlocallyselectedmeasuresthatarerigorousandcomparableacrossclassroomsinaccordancewithstandardsprescribedbytheCommissioner.

Subsequentyearsforteachersorprincipalswithanygrade/subjectinwhichtheBoardofRegentshave

approvedavalueaddedmodel(proposalwillberevisitedforthe201415schoolyear):25%onstudentgrowthonStateassessmentsorcomparablemeasures,and15%otherlocallyselectedmeasuresthatarerigorousandcomparableacrossclassroomsinaccordancewithstandardsprescribedbytheCommissioner.

ForteacherswherethereisnoStateprovidedmeasureofstudentgrowth,comparablemeasuresaretheStatedeterminedDistrictwidegrowthgoalsettingprocess.StudentLearningObjectives(SLOs)aretheStatedeterminedprocess.Foranygrade/subjectthatculminatesinaStateassessment,DistrictsmustusetheStatedeterminedgrowthgoalsettingprocess(SLOs)with:

Stateassessmentifoneexists(orRegentequivalents).

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Forgrade8science,highschoolEnglishLanguageArts,math,science,andsocialstudiescoursesthatleadtoaRegentsexaminationinthe20102011schoolyearoraStateassessmentinthe20122013schoolyearorthereafter,districtsmustusetheStatedeterminedgrowthgoalsettingprocess(SLOs)withaStateassessment(orRegentsexamorRegentsequivalents).Forallothergrades/subjectsthatdonothaveaStateassessment:DistrictsmustusetheStatedeterminedgrowthgoalsettingprocess(SLOs)withanyofthefollowingthreeoptions/assessments:

(1) ListofStateapproved3rdpartyassessments*;(2) District,regional,orBOCESdevelopedassessments,providedtheDistrictorBOCESverifies

comparabilityandrigor;(3) SchoolorBOCESwide,group,orteamresultsbasedonStateassessments.

*Pleasenotethat,effectiveMarch2,2014,noAPPRplanshallbeapprovedbytheCommissionerforuseinthe201415schoolyearorthereafterthatprovidesfortheadministrationoftraditionalstandardizedassessmentstostudentsinkindergartenthroughgradetwothatarenotbeingusedfordiagnosticpurposesorarerequiredtobeadministeredbyfederallaw,includingbutnotlimitedtoassessmentsdevelopedbyanyvendor,thirdparty,orothercomparableentity;exceptthisshallnotprecludetheuseofschoolorBOCESwide,grouporteamresultsusingStateassessmentsthatareadministeredtostudentsinhighergradesintheschoolordistrict,regionalorBOCESdevelopedstudentassessmentsthataredevelopedincollaborationwithavendor,ifotherwiseauthorizedbytheCommissioner(see:http://www.engageny.org/resource/guidanceontheapprovedregulatoryamendmentstoapprtohelpreducelocaltestingforfurtherinformation).WHATISASTUDENTLEARNINGOBJECTIVE?AStudentLearningObjectiveisanacademicgoalforateachersstudentsthatissetatthestartofacourse.Itrepresentsthemostimportantlearningfortheyear(or,semester,whereapplicable).Itmustbespecificandmeasurable,basedonavailablepriorstudentlearningdata,andalignedtoCommonCore,State,ornationalstandards,aswellasanyotherschoolandDistrictpriorities.Teachersscoresarebaseduponthedegreetowhichtheirgoalswereattained.

NewYorkStateStudentLearningObjectives(SLOs)mustincludethefollowingbasicelements:

StudentPopulation:whichstudentsarebeingaddressed? EachSLOwilladdressallstudentsintheteacherscourse(oracrossmultiplecoursesections)who

takethesamefinalassessment. LearningContent:whatisbeingtaught?CCSS/national/Statestandards?Willspecificstandardsbe

focusedoninthisgoalorallstandardsapplicabletothecourse? IntervalofInstructionalTime:whatistheinstructionalperiodcovered(ifnotayear,rationalefor

semester/quarter/etc.)? Evidence:whatassessment(s)orstudentworkproduct(s)willbeusedtomeasurethisgoal? Baseline:whatisthestartingleveloflearningforstudentsintheclass? TargetandHEDICriteria:whatistheexpectedoutcome(target)bytheendoftheinstructionalperiod?

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HEDICriteria:howwillevaluatorsdeterminewhatrangeofstudentperformancemeetsthegoal(effective)versuswellbelow,(ineffective),below(developing),andwellabove(highlyeffective).TheserangestranslateintoHEDIcategoriestodetermineteachersfinalratingforthegrowthsubcomponentofevaluations.DistrictsandBOCESmustsettheirexpectationsfortheHEDIratingsandscoring.

Rationale:whychoosethislearningcontent,evidenceandtarget?SLOTemplatethatIncludesalloftheBasicElements:

New York State Student Learning Objective Template All SLOs MUST include the following basic elements:

Population

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.)

Learning Content

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?

Interval of Instructional

Time

What is the instructional period covered (if not a year, rationale for semester/quarter/etc.)?

Evidence

What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the course.

Baseline

What is the starting level of students knowledge of the learning content at the beginning of the instructional period?

Target(s)

What is the expected outcome (target) of students level of knowledge of the learning content at the end of the instructional period?

HEDI Scoring

How will evaluators determine what range of student performance meets the goal (effective) versus well-below (ineffective), below (developing), and well-above (highly effective)?

HIGHLY EFFECTIVE EFFECTIVE DEVELOPING INEFFECTIVE

20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

Rationale

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.

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FormoreSLOexamples,aswellasadownloadabletemplate,pleaseseeourSLOresourcesonEngageNYatthefollowinglink:http://www.engageny.org/resource/studentlearningobjectives/WHATARETHEBENEFITSOFTHESTUDENTLEARNINGOBJECTIVEPROCESSANDWHATISTHEPURPOSE?SettingSLOsencourageseducatorstofocusandaligninstructionwithDistrictandschoolpriorities,goals,andacademicimprovementplans.Thereisevidencethatsettingrigorousandambitiouslearninggoals,combinedwiththepurposefuluseofdatathroughbothformal(interim)andinformal(formative)assessments,leadstohigheracademicperformancebystudents.Additionally,whenlearningobjectivesaresetasagrade/team,theprocesscanhelpdetermine,andbringgreaterfocusto,particularareasofneedandallowfortargeted,differentiatedprofessionaldevelopmenttosupportongoingsuccessfortheoverallgrade/team.Manyeducatorsuseastudentgoalsettingprocessasanintegralpartoftheirpractice,andwhileDistrictsandStatesacrossthecountryhaveadoptedsimilargoalsettingapproaches,NewYorkStatesSLOprocessistailoredtothespecificrequirementsofourteacherandprincipalevaluationsystem.Weexpectourapproachwillhavesignificantinstructionalbenefitbyencouragingteacherstobesystematicandstrategicintheirinstructionaldecisions,andleadtoimprovedteacherandstudentperformance.HOWDOSTUDENTLEARNINGOBJECTIVESFACTORINTONEWYORKSTATESTEACHEREVALUATIONSYSTEM?First,itsimportanttonotethatNewYorkStaterequiresmeasuresofstudentperformancefortwocomponentsofeachteachersevaluation:

Initially,20%ofeachteachersevaluationisbasedonstudentgrowthonStateassessmentsorcomparablemeasures(risingto25%withanapprovedvalueaddedmodel).

20%ofeachteachersevaluationisbasedonotherlocallyselectedassessments(decreasingto15%withanapprovedvalueaddedmodel).

InsubjectswherethereisnoStateprovidedmeasureofstudentgrowthonStateassessments(i.e.,subjectswithoutaStateassessmentandsubjectswhereaStateprovidedmeasurehasnotyetbeencreatedbasedontheStateassessment,suchastheRegentsexamortheNYSESLAT),DistrictsmustadheretoRegulationsaboutwhatmeasurescanbeusedasothercomparablegrowthmeasuresfortheState20%.

GROWTHINSUBJECTSWITHOUTSTATEPROVIDEDGROWTHMEASURES(20%):SLOswillbeusedforteachersofsubjectswherethereisnoStateprovidedmeasureofstudentgrowth.TheRegulationscallthistheStatedeterminedgrowthgoalsettingprocess.EachSLOwillbebuiltaroundoneofthefollowingassessmentoptionsastheevidenceofstudentlearning:

(1) ListofStateapproved3rdparty,State,orRegentsequivalentassessments;(2) DistrictorBOCESdevelopedassessments,providedtheDistrictorBOCESverifiescomparability

andrigor;(3) SchoolorBOCESwide,group,orteamresultsbasedonStateassessments.

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Keepinmindthatteacherswhoteachcoresubjects,whicharedefinedinsection302.5oftheRulesoftheBoardofRegentsasteachersineighthgradescienceandhighschoolcoursesinELA,math,scienceandsocialstudiesthatleadtoaRegentsexaminationinthe20102011schoolyear,oraStateassessmentinthe20122013schoolyearorthereaftermaynotuseSLOswithschoolorBOCESwide,group,orteamresults.

LOCALLYSELECTEDMEASURES(20%):Forthelocal20%,Districtsmustchoosefromtheoptionslistedbelow.Forthelocalmeasure,theselectedmeasurecanmeasureachievementand/orgrowth.

Mayusegrowthorachievementforthese:(1) Stateassessments,Regentsexaminationand/orRegentequivalentassessmentsprovidedthat

theyaredifferentthanthemeasureusedfortheGrowthsubcomponent;(2) ListofStateapproved3rdpartyassessments;(3) District,regional,orBOCESdevelopedassessments,providedthattheDistrictorBOCESverifies

comparabilityandrigor;(4) Schoolwidegrowthorachievementresultsbasedon:

StateprovidedschoolwidegrowthscoreforallstudentsinaschooltakingtheStateELAorMathassessmentingrades48;

LocallycomputedmeasurebasedonaStateassessmentorDistrict,regional,orBOCESdevelopedassessmentforwhichtheDistrictorBOCESverifiescomparabilityandrigor.

(5) ForteachersinagradeorsubjectwithoutaStateapprovedGrowthorValueAddedmodel:StudentLearningObjectiveswithanyState,Stateapproved3rdparty,orDistrict/BOCESdevelopedassessmentthatisrigorousandcomparableacrossclassrooms.

Note:SeethesectionofthisdocumentaddressingtheuseofSLOsaslocallyselectedmeasures(StudentLearningObjectivesasLocallySelectedMeasureOption)forfurtherinformationtoconsider.

WHATISDECIDEDBYTHESTATEVERSUSDISTRICTLEVELAND/ORSCHOOL/TEACHERLEVELSFORCOMPARABLEGROWTHMEASURES?TheStatedeterminesthefollowingforcomparablegrowthmeasures:

TheoverallSLOframework,includingrequiredelements. RequirementsinthecontextofRegulations:

o RequirementsforwhichteachersmustsetSLOsandwhichteachersmusthaveStateprovidedgrowthmeasures.

o Requirementsforwhichassessmentsmustbeused,andwhichareallowableoptions,undertheRegulations.

o Requirementsaroundscoring: Thescoringrangesandcategoriesforthemeasuresofstudentgrowthsubcomponent. RulesforscoringSLOsthatincludeaStateprovidedgrowthmeasure.

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RulesforscoringmultipleSLOs. ProvidestrainingtoNetworkTeamsandNetworkTeamEquivalentsonSLOspriorto201213school

year.Districts(inthecontextofStateRegulationsandframeworks)determinethefollowing:

Assessandidentifytheiruniqueprioritiesandneeds. IdentifywhointheDistrictwillhaveStateprovidedgrowthmeasuresandwhomusthaveSLOsas

comparablegrowthmeasuresaspertheStatesrules. Districtwiderulesandprocessesforsetting,reviewing,andassessingSLOsinschools. EstablishwhichdecisionsaremadeattheDistrictlevelversusattheschoollevel(e.g.,byprincipals,by

principalswithteachers,byotherschoolleaderssuchascoachesordepartmentchairs). ExpectationsforscoringSLOsandfordeterminingfinalteacherratingsforthegrowthcomponent,

withinStaterules. Createprocessestoensurethatanyassessmentsarenotscoredbyteachersandprincipalswithavested

interestintheoutcomeoftheassessmenttheyscore,andaddressassessmentsecurityissues. Providetrainingtoleadevaluators.

Schools(inthecontextofStateRegulationsandframeworks,andDistrictdecisions)determinethefollowing:

ImplementStateandDistrictdeterminedprocesses. MakechoicesasneededwhenDistrictleavesflexibilitytoschools. EnsurethatleadevaluatorapproveseachteachersSLO(s)andmonitors/assessesresults. Ensureallassessmentsaresecureandthatanyassessments,includingthoseusedasevidenceforSLOs,

arenotscoredbyteachersandprincipalswithavestedinterestintheoutcomeoftheassessmentstheyscore.

Teachers(inthecontextofStateRegulationsandframework,Districtdecisions,andschooldecisions)determinethefollowing:

SetSLOsandtargetsbasedonDistrictrequirementssetforthintheapprovedAPPRplan(see:http://usny.nysed.gov/rttt/teachersleaders/plans/home.htmlforallapprovedAPPRplans)andanyschoolrequirements.

Obtainallpossibledataonstudentstobestinformbaseline,startinglevelofstudentlearning. Reflectonstudentlearningresultsandconsiderimplicationsforfuturepractice.

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SECTIONTWO:SLORULESANDCONSIDERATIONSFORCOMPARABLEGROWTHMEASURESWHICHTEACHERSWILLHAVESTATEPROVIDEDGROWTHMEASURESANDWHICHTEACHERSMUSTHAVESLOsASCOMPARABLEGROWTHMEASURES?TherearetwocategoriesofteachersinNewYorkStatesevaluationsystem:

50100%StudentsCoveredby

TheseteacherswillreceiveaGrowthScore

fromtheState (2025evaluationpoints).

E.g.,48ELA,Math, CommonBranchteachers

049%StudentsCoveredby

TheseteachersMUSThaveSLOs(20evaluationpoints).

1.Ifanycourse/sectionhasStateprovidedgrowthmeasures,atleast1SLOMUSTuseit. 2.SLOsMUSTcoverthecoursestaughtwiththelargestnumberofstudents,combiningsectionswithcommonassessments,untilamajorityofstudentsarecovered. 3.IfanyofthelargestcourseshaveaStateassessment(butdonothaveStateprovidedgrowthmeasures),theStateassessmentMUSTbeusedasevidenceintheSLO.

E.g.,Manyhighschoolteachers,K3teachers,teacherswithmixofsectionswith/withoutStateprovidedgrowth

measures(e.g.,twograde7mathclassesandthreescienceclasses)

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ForthoseteacherswhomusthaveSLOsascomparablegrowthmeasures,Districtsmustusetheserules(seetablebelow)forhowmanySLOsbasedonwhatassessments:

GrowthisStateprovidedGrowthorValueaddedMeasure

ComparableSLOforGrowthRequirements(Musts)

AllTeachers

Stateprovidedgrowth/VAappliesif: Numberofstudentswith

Stateprovidedgrowthscore/VAgrowthmeasureis50%ofclass;andis>minimumNsizerequiredforvalidresult

SLOsmustmeasure2pointsintimeforsamestudents. SLOsmustcoverlargestcoursestaughtuntil50%of

studentsareincludedinateachersSLOs. IfanycourserequiresanSLOandhasaStateprovided

growthmeasure,atleast1SLOmustusetheStateprovidedgrowthscoreforthesestudents.

IfaStateassessmentexistsforanyofthecoursesrequiredtobeincludedintheSLO,butthereisnoStateprovidedgrowthmeasureforthatassessment,theStateassessmentmustbeusedasevidencefortheSLO(e.g.,3rdgradeELA(literacyandwriting),Math;ScienceGrade4andGrade8;GlobalHistoryRegents,NYSAA).

Teacherswithmultiplesectionsofthesamecoursemustcreate1SLOtocoverallofthesesectionswhenthesamefinalassessmentisused.

K2Teachers 1SLOforELA(literacyandwriting) 1SLOforMath(unlessteacherfocusesonsinglesubjectarea)

3Teachers 1SLOforELA(literacyandwriting) 1SLOforMath(unlessteacherfocusesonsinglesubjectarea)Mustuse3rdgradeStateassessmentasevidence

48CommonBranchorELA/MathsubjectTeachers

Stateprovidedgrowth/VAappliesif:Numberofstudentswithstateprovidedgrowthscore/VAgrowthmeasureis50%ofclass;andis>minimumNsizerequiredforvalidresult

NYSEDrecommendsthatalleducatorswithstudentsclosetotheminimumnsizealsosetSLOsforcomparablegrowthmeasures,incasetherearenotenoughstudents,notenoughscoresorareunforeseenissueswiththedatatogenerateaStateprovidedgrowthscore.

48ScienceandSocialStudiesTeachers(notCommonBranch)

1SLOforeachsubject/assessmentSLOsmustcovercourseswithlargestnumbersofstudentsuntilamajorityofstudentsarecoveredMustusethegrade4or8StateScienceassessmentasevidenceingrades4or8respectivelyGrades67Scienceand68SocialStudiesmustuseaStateapproved3rdpartyassessment,orRegentsequivalents;aDistrict,regional,orBOCESdevelopedassessmentasevidence;

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oraschoolorBOCESwide,group,orteamresultbasedonStateassessments(seeAPPRGuidanceD21)

48OtherSubjectTeachers

1SLOforeachsubject/assessmentSLOsmustcovercourseswithlargestnumbersofstudentsuntilamajorityofstudentsarecovered

912CoreSubjects,RegentsSubjectsandRegentsEquivalents

1SLOforeachsubject/assessmentSLOsmustcovercourseswithlargestnumbersofstudentsuntilamajorityofstudentsarecoveredMustuseRegentsassessmentorRegentequivalentsasevidencewhereapplicable

912OtherSubjectTeachers

1SLOforeachsubject/assessmentSLOsmustcovercourseswithlargestnumbersofstudentsuntilamajorityofstudentsarecovered

TeacherswithaMixofCoursesWith/WithoutStateProvidedGrowthMeasures

Stateprovidedgrowth/VAappliesif:Numberofstudentswithstateprovidedgrowthscore/VAgrowthmeasureis50%ofclass;andis>minimumNsizerequiredforvalidresult

IfminimumNsizerequiredforvalidresult

If

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minimumNsizerequiredforvalidresult

IfNYSEDdevelopsagrowthmeasurefromNYSESLAT(inthefuture)

IfthisisanESLspecialistthen1SLOusingNYSESLATifthisisthemostappropriatemeasureofstudentlearning

ForfurtherguidanceusetheSLORoadmapforESLandBilingualEducationTeachersoraccesssampleSLOsfoundhere:UsingtheNYSESLATintheDevelopmentofSLOs.

AnyteacherwithstudentswhotaketheNYSAA

Stateprovidedgrowth/VAappliesif:Numberofstudentswithstateprovidedgrowthscore/VAgrowthmeasureis50%ofclass;andis>minimumNsizerequiredforvalid

IfthisisateacherrequiredtosetSLOs,thenteacherwillset1ofhis/herSLOsusingNYSAAperformanceassessmentasevidence.AdditionalSLOsarealsosetbasedonsubjectareataught(e.g.,ELA(literacyandwriting),Regents,Math).

ForfurtherguidanceviewtheUsingtheNYSAAintheDevelopmentofSLOswebinar.

SpecialCases:Generaleducationstudentsintestedsubjects(notELLorSWD)whodontcontributetoSGP/VA(nopretestorunexpectedlackofposttest)

Willbeincludedifdataisavailableanddosageallows IfteacherdoesnothaveStateprovidedmeasures,newarrivalsshouldbeincludedinanewSLOifthepreviousSLOs

nolongercoveramajority(50%)ofthestudents.PleaseseeQuestionD27oftheAPPRGuidancedocument.

WHATTYPEOFASSESSMENTMUSTBEUSEDASEVIDENCEWITHANSLOASACOMPARABLEGROWTHMEASURE?

EachSLOneedsatleastonesourceofbaselineevidence,butmultiplesourcesareallowable. EachSLOmustutilizeonesummativeassessment. IfacourserequiringanSLOhasaStateprovidedgrowthscore,theSLOmustusetheStateprovided

growthscoreforthesestudents. Stateassessments(includingRegentsexaminations,Regentsequivalents,and/oranyNYSEDapproved

equivalents)mustbeusedasevidenceifoneofthecoursesrequiredtohaveanSLOhasaStateassessment.(Forexample,ifthecourseendsinaRegentsexamandthereisnoStateprovidedgrowthorvalueaddedmeasureforthatexamination,anditisacoursethatrequiresanSLO,thentheSLOmustusetheRegentsExamasevidence.)

Forallothergrades/subjectsthatarenotassociatedwithaStateassessment:DistrictsmustusetheStatedeterminedgrowthgoalsettingprocess(SLOs)withanyofthefollowingthreeoptions/assessments:

o ListofStateapproved3rdpartyassessments. o District,regional,orBOCESdevelopedassessmentsprovidedtheDistrictorBOCESverifies

comparabilityandrigor.o SchoolorBOCESwide,group,orteamresultsbasedonStateassessments.

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HOWMAYSCHOOLORBOCESWIDE,GROUPORTEAMMEASURESBEUSEDASCOMPARABLEGROWTHMEASURESWITHSLOs?

SchoolorBOCESwide,group,orteammeasuresareanoptionasacomparablegrowthmeasureSLOforsomeeducators,buttheymustbebasedonStateassessments.

Providesameansofprovidingmeasuresofstudentlearningforteacherswhodonothaveacommon,DistrictwideorStateassessmentthatcoverstheircontentarea.

Examplesinclude:1. ADistrictmaydecidetosetanSLObasedonschoolwidegrowthontheStateELAtestsasa

measureofstudentgrowthforallartsteachers,sincegrowthinthevariousartsisdifficulttomeasure,andELAskillscouldbeenhancedbycourseworkinthearts.Inthiscase,allartsteachersinaschoolwouldearnthesamescoreforthegrowthcomponentoftheirevaluations.

2. ADistrictmaydecidetomeasureallelementaryschoolpushinandpulloutteachersonschoolwidegrowthonELAand/orMathbecausetheDistrictbelievesitwillhelppromotecollaboration,anditisdifficultatthispointtodeterminetheteachersindividualcontributionstospecificstudentsgrowth.PleasenotethatthisdependsonhowaDistricthascodedtheseproviderswithintheStudentManagementSystem.

HOWDOSLOsMEETREQUIREMENTSFORCOMPARABILITYINTHEGROWTHCOMPONENTOFTEACHEREVALUATION?

UsingSLOswithanyallowableassessmenttypeintheRegulationswillmeettheminimumrequirementsforacomparablegrowthmeasureinsubjectswithoutaStateprovidedgrowthmeasure.

ItisimportanttokeepinmindthatDistrictsmaystrengthencomparabilityandrigorofthegoalsettingprocessinavarietyofways,forexample:

Increasethenumberofhighqualityassessmentsthatareusedacrossgrades/subjects; Specifyprioritylearningstandardsinagradeorsubjectaroundwhichassessmentsor

performancetasksforstudentswillbeconstructedbyDistrictteams;and DesignDistrictwideguidancefortargetsettingandscoringofeducatorsresults.

16

SECTION THREE: SCORING SLOs AND DETERMINING FINAL RATINGS FOR COMPARABLE GROWTH MEASURES ESTABLISHINGEXPECTATIONSFORSCORINGSLOsANDDETERMININGFINALRATINGSASCOMPARABLEGROWTHMEASURESSTANDARDSFORRATINGCATEGORIES:

Level GrowthorComparableMeasuresHighlyEffective

ResultsarewellaboveStateaverageforsimilarstudents(ordistrictgoalsifnoStatetest).

Effective ResultsmeetStateaverageforsimilarstudents(ordistrictgoalsifnoStatetest).

Developing ResultsarebelowStateaverageforsimilarstudents(ordistrictgoalsifnoStatetest).

Ineffective ResultsarewellbelowStateaverageforsimilarstudents(ordistrictgoalsifnoStatetest).

CommissionerwillreviewspecificscoringrangesannuallybeforethestartofeachschoolyearandrecommendanychangestotheBoardofRegents1.For201213andfor201314,thescoringrangesforeducatorsforwhomthereisnoapprovedvalueaddedmeasureofstudentgrowthareasfollows:

Level GrowthorComparableMeasuresHighlyEffective

1820Effective

917Developing

38Ineffective

02

TRANSLATINGRESULTSINTOHEDIRATINGS/SCORESWHENANSLOINCORPORATESASTATEPROVIDEDGROWTHMEASURE

ForanySLOthatincorporatesaStateassessmentwithaStateprovidedgrowthmeasure,itmustutilizethesameHEDIexpectationsastheStateprovidedgrowthmeasuresforthatStateassessment.

HEDImustbebasedontheStateprovidedscale.

ExampleofateachersettinganSLOwithaStateprovidedgrowthmeasure: 1BasedontheargumentspresentedintheNYCarbitrationproceedingheldonMay30and31andpursuanttohisauthorityinEducationLaw3012c(2)(a),theCommissionerimposednewproportionalscoringrangesforuseinNYCforthe20132014,20142015,20152016and20162017schoolyears.Pleaseseethelinkbelowforadescriptionofthesescoringranges:http://usny.nysed.gov/rttt/teachersleaders/plans/docs/newyorkcityapprplan.pdf.

17

7thgradeELAanddramateacherwith

18

PleaseseeourEngageNYSLOResourcesPagesforfurtherinformationonvarioustargetsettingmodelsfordistricts/BOCEStoconsider,includingourwebinarsCriticalDecisionswithinSLOs:TargetSettingModelsandAlternativeTargetSettingModelswithinSLOs.HowwillresultstranslateintoHEDIratings/scoreswhentheSLOdoesnotincorporateaStateprovidedgrowthmeasure?TwoExamples(ofmanypossibleapproaches)usingthescoringbands:(ThechartsbelowrepresentexamplesofhowaDistrictorBOCESmaywanttotranslateresultsintoratings/scores.DistrictsorBOCESarenotrequiredtousetheseexamplesalthoughthepointsassignedtotheHEDIlevelsarerequiredbyRegulation3.)Example1:Generic:couldapplyacrossgrades/subjects

LEVEL POINTS DESCRIPTIONHighlyEffective

1820 EvidenceindicatesexceptionalstudentlearninggainacrossSLO(s),includingspecialpopulations.ExpectationsdescribedinSLO(s)arewellaboveDistrictexpectations.85100%ofstudentsmettheirtargets.

Effective 917 EvidenceindicatessignificantstudentlearninggainacrossSLO(s),includingspecialpopulations.ExpectationsdescribedinSLO(s)meetDistrictexpectations.7084%ofstudentsmettheirtargets.

Developing 38 ExpectationsdescribedinSLO(s)arenearlymet.Theeducatormayhavedemonstratedanimpactonstudentlearning,butoverallresultsarebelowDistrictexpectations.3069%ofstudentsmettheirtargets.

Ineffective 02 EvidenceindicateslittletonostudentlearninggainacrossSLO(s).ExpectationsdescribedinSLO(s)arenotmet.ResultsarewellbelowDistrictexpectations.Lessthan29%ofstudentsmettheirtargets.

Example2:Quantified:couldapplyacrossgrades/subjectsorcouldbecoursespecific ILLUSTRATIVEHIGHLY

EFFECTIVE EFFECTIVE DEVELOPING INEFFECTIVE

20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 095100%

9194%

8590%

84%

83%

82%

81%

80%

7879%

7677%

7475%

7073%

6469%

5763%

5056%

4349%

3742%

3036%

2129%

1120%

010%

3BasedontheargumentspresentedintheNYCarbitrationproceedingheldonMay30and31andpursuanttohisauthorityinEducationLaw3012c(2)(a),theCommissionerimposednewproportionalscoringrangesforuseinNYCforthe20132014,20142015,20152016and20162017schoolyears.Pleaseseethelinkbelowforadescriptionofthesescoringranges:http://usny.nysed.gov/rttt/teachersleaders/plans/docs/newyorkcityapprplan.pdf.

19

TRANSLATINGRESULTSOFMULTIPLESLOsINTOONEOVERALLSCORE/RATINGFORTHEGROWTHCOMPONENTHowwillresultsofmultipleSLOstranslateintooneoverallscore/ratingforateacher?

1. District/evaluatorwillassesstheresultsofeachSLOseparately,arrivingataHEDIratingandpointvaluebetween020points.

2. EachSLOmustthenbeweightedproportionatelybasedonthenumberofstudentsincludedinallSLOs.Thiswillprovideforoneoverallgrowthcomponentscorebetween020points.

Alwaysroundtothenearestwholenumber;.5roundsupand

20

SECTIONFOUR:MAJORDISTRICTSTEPSTOPLANANDIMPLEMENTSLOsASCOMPARABLEGROWTHMEASURES

1. Districtswillfirstneedtoassessandidentifytheiroverallprioritiesandacademicneeds. StartwithcommitmentsandfocusareasinDistrictstrategicplans. GivenStatedeterminedSLOrequirements,considerhowtoconstructgrowthmeasuresthat

advanceDistrictwideprioritiesandneeds. DecidehowprescriptivetheDistrictwillbewithintheGrowthComponentSLOprocess(e.g.,

setspecificgoalsforgroupsofteachers,providemetrics,setspecificorgenericHEDIexpectations)andwheredecisionswillbemadebyprincipals,orprincipalswithteachers.

2. DistrictswillthenneedtoidentifywhichteachersmustuseSLOsandwhichteacherswillhaveStateprovidedgrowthmeasures(seepages1114).

3. DetermineDistrictrulesforhowspecificSLOswillgetset.

WilltheDistrictrequiretheuseofexisting,commonDistrictwideassessmentsforaspecificgrade/subject?

Districtsareencouragedtoincreasethequalityofassessmentsthatareusedacrossgrades/subjects

Aretheregrades/subjectswheretheDistrictwantstoprioritizebuildingorbuyingadditionalDistrictwideassessments?

AretheregroupsofteacherswheregrouporteamresultsbasedonStateassessmentsareappropriate?

AretheregradesorsubjectswheretheDistrictcanidentifyprioritylearningstandardsorotherDistrictwideguidanceforschoolsandteachers?

WhatwilltheDistrictrequireforanyremainingteachersnotcoveredbytheabove?

4. DistrictswillestablishexpectationsforscoringSLOsandfordeterminingteacherratingsforthegrowthcomponent(seescoringsectionaboveforsamplemodelsandexamples).

Foreachgroupofgrade/subjectteacherswithsimilargrowthgoalapproaches,DistrictsmustdetermineandcommunicatetheDistrictsexpectationsforstudentlearninggrowthrelativetobaselinesandspecifyhowteacherswillbeawardedHEDIratingsandearnfrom020pointsbasedontheresultsobtained,consistentwithStateRegulationsandguidance.

DistrictsmaywishtoprovidedescriptivebenchmarkdatatohelpguidetheSLOprocessandtoensurereasonablegoalsaresetforcertainsubjectareas.

Forexample,aDistrictmaywishtodevelopgrowthnormsonhowstudentswithdifferentbaselinesdoonparticularassessments(e.g.,howastudentscoresonthe8thgradetestandisthenexpectedtoscoreontheChemistryRegents).

DistrictsthathavetheirownstudentgrowthpercentileorvalueaddedscoresfromDistrictwideassessmentsmayrequirethattheybeusedwiththeSLOforthatsubject.

21

Patternscouldbedevelopedforstudentswithdifferentcharacteristics,suchasELLs,studentswithdisabilities(varyingseveritylevels),etc.

DistrictsmustspecifywhatdecisionsaboutspecificSLOs,evidence,andtargetswillbemadebytheDistrictorattheschoollevel(e.g.,byprincipals,byprincipalswithteachers,byotherschoolleaderssuchascoachesordepartmentchairs).

Districtsmaychoosetobemoreprescriptivewithsomegrades/subjectsthanwithothersgivenlocalprioritiesandcapacity.

5. DistrictswillneedtodeterminetheirDistrictwideprocessesforsetting,reviewing,andassessingSLOsinschools.

Whattoolswillprincipalsusetoassesstherigorofteacherdeterminedtargets? WillDistrictsreviewallgoalsorspotcheckgoalsandtargetssetbyschoolsandteachersin

anywaytoensurerigorandcomparability? HowwillprocedurestomonitorprogressofstudentsonSLOtargetsandfinalresults

reviewsbehandled? Districtsmaywanttoconsiderotherteacherevaluationprocedureslikeevaluator/teacher

conferences,andproceduresaroundclassroomobservationsaswellasDistrictprocessesfordatadriveninquirymeetingstobesurethatsufficienttimeandcoordinationisprovided.

DistrictsmaywanttoaligntheirprocessesforreviewingandassessingSLOsinschoolsforbothgrowthandlocal,asapplicable.

6. Districtswillneedtoprovidetrainingtoevaluatorsonhowtoset,approve,monitor,andscoreSLOs

includingtrainingonnorming,andcalibrationofscoringforinterratercomparability. StatewillprovidetrainingtonetworkteamsonSLOspriortothe201213schoolyear.Many

oftheseresourcescanbefoundonwww.engageny.org.

7. Districtswillneedtodeterminewheredatagetsstored. Districtsmaywishtocreateadatabaseand/ordashboardforSLOssoprincipalscanupload

theirreportsandteacherscanuploadtheirSLOs,evidence,etc.forreview. AdatabasecanbeusedbyDistrictstocollectevidenceandtolookfortrendsindata.

8. Districtswillneedtoaddressassessmentsecurityissuesandcreateprocessestoensurethat

assessmentsarenotscoredbyteachersandprincipalswithavestedinterestintheiroutcome. Districtswillneedtocreatestructuresthatwillensureassessmentsaresecure. Asnotedin30.2.3(b)(3),eachDistricts/BOCESsannualprofessionalperformancereview

planmust,forallassessmentsregardlessofwhetherornottheassessmentisusedinconjunctionwithastudentgrowthgoalsettingprocess,describetheassessmentdevelopment,security,andscoringprocessesutilizedbytheschoolDistrictorBOCES.Suchprocessesshallensurethatanyassessmentsand/ormeasuresusedtoevaluateteachersandprincipalsunderthissectionarenotdisseminatedtostudentsbeforeadministrationandthatteachersandprincipalsdonothaveavestedinterestintheoutcomeoftheassessmentstheyscore.

22

SECTIONFIVE:SLOsASANOPTIONFORLOCALLYSELECTEDMEASURESOFSTUDENTACHIEVEMENT

STUDENTLEARNINGOBJECTIVESASLOCALLYSELECTEDMEASUREOPTION StudentLearningObjectives(SLOs)areoneoftheoptionsavailableforlocallyselectedmeasuresofstudentachievementforteachersinagradeorsubjectwithoutaStateapprovedGrowthorValueAddedmodel(e.g.,teachersoutsideofgrades48ELA/Math).Selectionoflocalmeasuresissubjecttocollectivebargaining.LocalmeasuresmustbedifferentfromthegrowthmeasuresusedinthegrowthsubcomponentalthoughlocalmeasuresmaybebasedonthesameState,Stateapproved,orDistrict,regional,orBOCESdevelopedassessment.Therefore,ifDistrictsuseSLOsasalocallyselectedmeasureforteachersinagradeorsubjectwithoutaStateapprovedGrowthorValueAddedmodel,theSLOmustmeasuresomethingdifferentfromtheteachersSLOsusedascomparablegrowthmeasures.Thiswouldinclude,butnotbelimitedto,measuringresultsfromdifferentcoursesorstudents,usingdifferentassessmentsand/orusingthesameassessmentinadifferentway(achievementinsteadofgrowthorasubgroupofstudents,forexample).ItisimportanttonotethatwhendeterminingSLOsforlocallyselectedmeasures,theSLOsmustbebasedonthefollowingbasiccomponents:

StudentPopulation:whichstudentsarebeingaddressed? LearningContent:whatisbeingtaught?CCSS/national/Statestandards?Willspecificstandardsbe

focusedoninthisgoalorallstandardsapplicabletothecourse? IntervalofInstructionalTime:whatistheinstructionalperiodcovered(ifnotayear,rationalefor

semester/quarter/etc.)? Evidence:whatassessment(s)orstudentworkproduct(s)willbeusedtomeasurethisgoal? Baseline:whatisthestartingleveloflearningforstudentsintheclass? TargetandHEDICriteria:whatistheexpectedoutcome(target)bytheendoftheinstructionalperiod? HEDICriteria:howwillevaluatorsdeterminewhatrangeofstudentperformancemeetsthegoal

(effective)versuswellbelow,(ineffective),below(developing),andwellabove(highlyeffective).TheserangestranslateintoHEDIcategoriestodetermineteachersfinalratingforthegrowthsubcomponentofevaluations.DistrictsmustsettheirexpectationsfortheHEDIratingsandscoring.

Rationale:whychoosethislearningcontent,evidenceandtarget?DistrictsmustalsosetclearexpectationsfortargetsandscoringforthelocalmeasuresofstudentachievementwithintheparametersfromRegulations,andDistrictsmustcollectivelybargaintheprocesstoassignpointstoeducatorswithinthelocallyselectedmeasures:

23

STANDARDSFORRATINGCATEGORIESFORLOCALLYSELECTEDMEASURES:

Level GrowthorComparableMeasures LocallySelectedMeasuresofStudentgrowthorachievement

HighlyEffective

ResultsarewellaboveStateaverageforsimilarstudents(orDistrictgoalsifnoStatetest).

ResultsarewellaboveDistrictorBOCESadoptedexpectationsforgrowthorachievement.

Effective ResultsmeetStateaverageforsimilarstudents(orDistrictgoalsifnoStatetest).

ResultsmeetDistrictorBOCESadoptedexpectationsforgrowthorachievement.

Developing ResultsarebelowStateaverageforsimilarstudents(orDistrictgoalsifnoStatetest).

ResultsarebelowDistrictorBOCESadoptedexpectationsforgrowthorachievement.

Ineffective ResultsarewellbelowStateaverageforsimilarstudents(orDistrictgoalsifnoStatetest).

ResultsarewellbelowDistrictorBOCESadoptedexpectationsforgrowthorachievement.

CommissionerwillreviewspecificscoringrangesannuallybeforethestartofeachschoolyearandrecommendanychangestotheBoardofRegents5.For201213andfor201314,thescoringrangesforeducatorsforwhomthereisnoapprovedvalueaddedmeasureofstudentgrowthareasfollows:Level

GrowthorComparableMeasures LocallySelectedMeasuresofStudentgrowthorachievement

HighlyEffective 1820 1820Effective 917 917Developing 38 38Ineffective 02 02

Additionally,DistrictsandtheircollectivebargainingagentsmaywishtoconsiderthefollowingwhenusingSLOsinthelocallyselectedmeasuressubcomponent:

DistrictsmaywanttoconsidertheiroverallDistrictwideprioritiesandacademicneedsastheyconsidertheirlocallyselectedmeasures.

Districtsmaywanttodeterminelocalmeasuresinthecontextofwhatgrowthmeasureswillexistforeachteacher.

Districtsareencouragedtoensurethatallstudentsareincludedineitheragrowthmeasureoralocallyselectedmeasure.

DistrictsmaywanttoaligntheirprocessesforreviewingandassessingSLOsinschoolsforbothgrowthandlocal.

5BasedontheargumentspresentedintheNYCarbitrationproceedingheldonMay30and31andpursuanttohisauthorityinEducationLaw3012c(2)(a),theCommissionerimposednewproportionalscoringrangesforuseinNYCforthe20132014,20142015,20152016and20162017schoolyears.Pleaseseethelinkbelowforadescriptionofthesescoringranges:http://usny.nysed.gov/rttt/teachersleaders/plans/docs/newyorkcityapprplan.pdf.

24

SECTIONSIX:PUTTINGITALLTOGETHER:SAMPLESLOSCORINGMODELSFORCOMPARABLEGROWTHMEASURESNote:ThissectionincludesanumberofdifferentsamplescoringmodelsandcorrespondingillustrativeexamplesusingtheStatedeterminedscoringbands6.Theseareonlyasmallnumberofsuchsamples,andtherearemanyotherpossibleapproachesthatDistrictsmaywishtoconsider.SAMPLEMODEL1(ClasswideMinimumRigorTarget):

EachSLOhasabaselineandtargetforwhatwouldreflecttheMeetslevelofperformance. Individualstudentseithermeet/donotmeettheclasswideSLOtarget. EvaluatorweightsSLOsproportionatelybasedonthenumberofstudentsincludedinallSLOstoprovidefor

oneoverallgrowthcomponentscorebetween020points.

6 BasedontheargumentspresentedintheNYCarbitrationproceedingheldonMay30and31andpursuanttohisauthorityinEducationLaw3012c(2)(a),theCommissionerimposednewproportionalscoringrangesforuseinNYCforthe20132014,20142015,20152016and20162017schoolyears.Pleaseseethelinkbelowforadescriptionofthesescoringranges:http://usny.nysed.gov/rttt/teachersleaders/plans/docs/newyorkcityapprplan.pdf.

25

ExampleModel1(A):Scienceteacherwith110totalstudentsacross5sections:2LivingEnvironment(Regents)sectionswith20studentseach;2LivingEnvironment(nonRegents)sectionswith25studentseach;1ForensicScienceelectivewith20students.ApplyingrulesaboutwhichSLOsmustbecreatedforthisteacher:

NoStateprovidedgrowthmeasureforLivingEnvironmentRegents Largestcourse/assessmentcombinationisnonRegentsLivingEnvironmentsothefirstSLOcoversthose

sections/students;however50studentsislessthanamajorityofthisteachers110totalstudents. AsecondSLOmustbeincludedforthenextlargestcourse/assessment,whichisRegentsLiving

Environment.Thiscovers40morestudentsandamajorityofstudentsarenowcovered(50+40=90and90/110=approx.82%ofstudentscovered).

HIGHLYEFFECTIVE EFFECTIVE DEVELOPING INEFFECTIVE

20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 095100%

9194%

8590%

84%

83%

82%

81%

80%

7879%

7677%

7475%

7073%

6469%

5763%

5056%

4349%

3742%

3036%

2129%

1120%

010%

SLOSUBJECT BASELINE TARGET (AsApprovedby

Evaluator)ACTUALRESULT EVALUATORSLOSCORE

2LivingEnvironment(nonRegents)sectionswith25studentseach

50%acrossbothsectionsscoredproficientorbetteron8thgradesciencetest60%masteredstandardscoveredinfirstchaptertestinSeptember

90%studentswill meetthedistrictminimumrigorexpectationofascoreofproficientorhigher(65orhigher)ontheDistrictcreatedLivingEnvironmentassessmentfornonregentscourses

92%passed,includingallstudentswithdisabilities

Meets19,HighlyEffective

2LivingEnvironment(Regents)sectionswith20studentsineach

Historically88%ofRegentsstudentspassthetestthefirsttimetheytakeit80%ofstudentsacrossbothsectionsscoredproficientorbetteron8thgradesciencetest90%masteredstandardscoveredinfirstchaptertestinSeptember

80%ofstudentswillgrowtoscore65orbetteronLivingEnvironmentRegents

80%scored65orbetter

Meets13,Effective

26

OverallGrowthComponentRating Effective:16 points(inrangeof917points) SLOsareweightedproportionatelybasedonthenumberofstudents

includedinallSLOs.Thiswillprovideforoneoverallgrowthcomponentscorebetween020points.

SLO1 SLO2Step1:(assessresultsofeachSLOseparately)

19/20points HighlyEffective

13/20points Effective

Step2:(weighteachSLOproportionately)

50students/90TOTALstudents=56%ofoverall


Step3:(calculateproportionalpointsforeachSLO)

19 pointsx56%=10.64points

13pointsx44%=5.72points

OVERALLGROWTHCOMPONENTSCORE:16.36points;roundedto16points

ExampleModel1(B):TeacherwithmultipleSLOsincludinganSLOwithaStateprovidedgrowthmeasure7thgradeMathandScienceteacherwith130studentsacross5sections:two7thgradeMathsectionswith30studentseach;two7thgradeSciencesectionswith25studentseach;oneAdvanced7thgradeSciencesectionwith20students.ApplyingrulesaboutwhichSLOsmustbecreatedforthisteacher:

ThereisaStateprovidedgrowthmeasurefor7thgradeMathsoitmustbeused. Fewerthan50%ofthisteachersstudentsarecoveredbytheStateprovidedmeasure,soSLOsare

created. First,thisteacherwillhaveanSLOusinghis/herstudentsgrowthonStateprovidedmeasuresin7th

gradeMath.ThesameStateprovidedmeasureandHEDIscoreswillapplytothisSLOthatwouldapplyiftheteacherhadONLYStateprovidedmeasures.ThisSLOwillcover60students;howeverthisisnotamajorityoftheteachers130students.

AsecondSLOmustbeincludedforthenextlargestcourse/assessment,whichis7thgradeScience.Thiscovers50morestudentsandamajorityofstudentsarenowcovered.(60+50=110and110/130=approx85%ofstudentscovered).


20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 095100%

9194%

8590%

84%

83%

82%

81%

80%

7879%

7677%

7475%

7073%

6469%

5763%

5056%

4349%

3742%

3036%

2129%

1120%

010%

27

SLOSUBJECT

BASELINE TARGET ACTUALRESULT EVALUATORSLOSCORE

Two7thgradeMathsectionswith30studentsineach

Studentsscoreson6thgradeMathassessment

(SameasanyteacherwiththisStateprovidedmeasure)Allofmy7thgradeMathstudentswilldemonstrategrowthatleastequaltotheaverageofsimilarstudentsStatewideonthe7thgradeMathStateassessment

Stateprovidedmeasure:scoreof16points,Effective

N/A

Two7thgradeSciencesectionswith25studentsineach

80%ofstudentsacrossbothsectionsscoredproficientorbetterontheDistrictdeveloped6thgradesciencetestAllstudentstooktheDistrictdevelopedpreassessmentandscoredintheLevel2or3range

(Approvedbyevaluator)80%ofstudentswillgrowonelevelfromtheirdistrictdevelopedpreassessmentscore.

76%ofstudentsgrewonelevelontheirdistrictdevelopedsummativeassessment

Meets11,Effective

OverallGrowthComponentRating Effective:14 points(inrangeof917points) SLOsareweightedproportionatelybasedonthenumberofstudents

includedinallSLOs.Thiswillprovideforoneoverallgrowthcomponentscorebetween020points.










OVERALLGROWTHCOMPONENTSCORE:13.75;roundedto14points,Effective

28

SAMPLEMODEL2:(ClassTargets,HEDICriteriaIncludedinTargets): Settargetsaroundstudentmasteryofallstandards,orasubsetofpowerstandardsforacourse.

Yearendresultisbasedonwhatpercentageofstudentsmasteredstandardsorasubsetofpowerstandardsasevidencedbytheselectedyearendassessment.Addallofthepercentagesanddividebythenumberofstudentstodetermineclass/sectionaveragepercentmastery.

DistrictsdetermineHEDIusingpastexperience,ownexpectations,anyvendorprovidedbenchmarkcharts,etc.

RatingPoints

Ineffective02Points

Developing38Points

Effective917Points

HighlyEffective1820Points

%Mastery

029% 3069% 7084% 85%+

HIGHLY


20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 095100%

9194%

8590%

84%

83%

82%

81%

80%

7879%

7677%

7475%

7073%

6469%

5763%

5056%

4349%

3742%

3036%

2129%

1120%

010%

Note:Levelsareillustrative DistrictsmaydecidetohavetieredHEDIratingexpectationsdependingonstudentsbaselineknowledgeof

standards.ThetieredratingswillneedtobeaveragedintoonecompositefinalHEDIscore.

Note:Levelsareillustrative

29

ExampleModel2(A):Middleschoolphysicaleducationteacherwith5sectionsand140studentstotal:2sectionsof6thgradephysicaleducation(60studentstotal);2sectionsof7thgradephysicaleducationandhealth(50studentstotal);1sectionof8thgradephysicaleducation(30studentstotal).ApplyingrulesaboutwhichSLOsmustbecreatedforthisteacher:

Largestcourse/assessmentcombinationis6thgradephysicaleducationsothefirstSLOcoversthosesections/students;however60studentsislessthanamajorityofthisteachers140totalstudents.

AsecondSLOmustbeincludedforthenextlargestcourse/assessment,whichis7thgradephysicaleducation.Thiscovers50morestudentsandamajorityofstudentsarenowcovered(110studentsoutof140totalstudents,whichisapproximately79%ofstudentscovered).

DistrictdeterminesHEDIbasedon:previousstandardsmasteryresultsfromotherstudentstakingthesecourses.

Attheendoftheyear,determinewhatpercentageofstudentsshowedgrowthtomasteryall3IntermediateLearningStandardsforHealth,PhysicalEducation,andConsumerSciencesusingyearendassessmentsfor6thand7thgradephysicaleducationcoursesthatwascreatedbyaconsortiumofBOCES/Districts.

DistrictDeterminedRatingScaleforThisSLO:RatingPoints

Ineffective02points

Developing38points

Effective917points

HighlyEffective1820points

Percentageofstudentswhomeetmasterytarget 029% 3069% 7084% 85%+

HIGHLY


20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 095100%

9194%

8590%

84%

83%

82%

81%

80%

7879%

7677%

7475%

7073%

6469%

5763%

5056%

4349%

3742%

3036%

2129%

1120%

010%

TARGET(AsApprovedbyEvaluator) ACTUALRESULTS EVALUTORRATINGAND

PROPORTIONALWEIGHT80%of6thgradestudentswilldemonstrategrowthtomasteryof75%ormore6thgradehealth,physicaleducation,andconsumersciencecoursestandardsasmeasuredbytheconsortiumyearendassessment.

80%mettargetof75%+mastery 13points,Effective 60students/110TOTAL

students=55%ofoverall

80%of7thgradestudentswilldemonstrategrowthtomasteryof75%ormore7thgradehealth,physicaleducation,andconsumersciencescoursestandardsasmeasuredbytheconsortiumyearendassessment.

96%mettargetof75%+mastery 20points,HighlyEffective 50students/110TOTAL


OVERALLGROWTHCOMPONENTSCORE: 16points:Effective(inrangeof917 points) SLOsareweightedproportionatelybasedonthenumberof

studentsincludedinallSLOs.Thiswillprovideforoneoverall

30

growthcomponentscorebetween020points.



20/20points Highly

EffectiveStep2:(weighteachSLOproportionately)





20pointsx45%=9points

OVERALLGROWTHCOMPONENTSCORE:16.15;roundedto16points

ExampleModel2(B):2ndgradeCommonBranchteacherwith30students,including12whotaketheNYSESLAT.ApplyingrulesaboutwhichSLOsmustbecreatedforthisteacher:

ThereisnoStateprovidedgrowthmeasurefor2ndgradeELA/Math. Thisteacherwillhave1SLOinELAtocoverall30ofhis/herstudents.ThisDistricthasdecidedthatall

2ndgradeteacherswillusealocallydevelopedELAassessment. Thisteacherwillhave1SLOinMathtocoverall30ofhis/herstudents.ThisDistricthasdecidedthatall

2ndgradeteacherswillusealocallydevelopedmathassessment. ThisteacherwillALSOhave1SLOusingNYSESLATasevidence.ThisSLOcoversthe12studentswhotake

theNYSESLAT.ItisrequiredbecausethereisnoStateprovidedgrowthmeasureforthisteacher,and10ormoreofthisteachersstudentstaketheNYSESLAT.

ForfurtherguidanceusetheSLORoadmapforESLandBilingualEducationTeachersoraccessresourcesonEngageNY.orgonUsingtheNYSESLATintheDevelopmentofSLOs.

DistrictDeterminedRatingScaleforSLO1andSLO2:RatingPoints

Ineffective02points

Developing38points

Effective917points


PercentageofstudentswhomeetorexceedDistrictaverage 029% 3069% 7084% 85%+

HIGHLY


20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 095100%

9194%

8590%

84%

83%

82%

81%

80%

7879%

7677%

7475%

7073%

6469%

5763%

5056%

4349%

3742%

3036%

2129%

1120%

010%

31

DistrictDeterminedRatingScaleforSLO3:

RatingPoints

Ineffective02points

Developing38points

Effective917points


PercentageofstudentswhodemonstrategrowthofatleastoneperformancelevelonNYSESLAT 040% 4169% 7089% 90%+

HIGHLY


20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 098100%

9497%

9093%

8889%

8687%

8485%

8283%

8081%

7879%

7677%

7475%

7073%

6569%

6064%

5559%

5054%

4549%

4144%

3140%

2130%

020%

TARGET(AsApprovedbyEvaluator) ACTUALRESULT EVALUATORRATINGAND

PROPORTIONALWEIGHTStudentswilldemonstrategrowthatleastequaltotheaverageintheDistrictontheDistrictdevelopedELAassessment.

70%ofstudentsresultsmetDistrictaverage.

9points,Effective 30students/72TOTAL


StudentswilldemonstrategrowthatleastequaltotheaverageintheDistrictontheDistrictdevelopedmathassessment.

50%ofstudentsresultsmetDistrictaverage.

5points,Developing 30students/72TOTAL


StudentswhotaketheNYSESLATwilldemonstrategrowthofatleastoneperformancelevel(beginnertointermediate;intermediatetoadvanced;advancedtoproficient).

75%ofstudentswhotooktheNYSESLATdemonstratedgrowthofatleastoneperformancelevel.

10points,Effective 12students/72TOTAL


32

OVERALLGROWTHCOMPONENTRATING Developing:8 points(inrangeof38 points) SLOsareweightedproportionatelybasedonthenumberof

studentsincludedinallSLOs.Thiswillprovideforoneoverallgrowthcomponentscorebetween020points.

SLO1 SLO2 SLO3Step1:(assessresultsofeachSLOseparately)

9/20 Effective

5/20 Developing

10/20 Effective








10 pointsX17%=1.7points

OVERALLGROWTHCOMPONENTSCORE:7.58roundedto8 points

ExampleModel2(C):HighschoolEnglishteacherwith5sectionsof9thgradeEnglishand140totalstudents.ApplyingrulesaboutwhichSLOsmustbecreatedforthisteacher:

NoEnglishGrade9Stateprovidedgrowthmeasure ThisteacherwillhaveoneSLOtocoverallofthestudentsinallsections.He/shemayusetieredHEDI

ratingexpectationsbecausestudentshavedifferentbaselineknowledgeofEnglish9standards.ThetieredratingswillstillbeaveragedintoonecompositefinalHEDIscore.

DistrictDeterminedRatingScaleforOverallScoreforoverallSLO:RatingPoints

Ineffective02points

Developing38points

Effective917points


PercentageofstudentsacrossbothSLOswhomeetSLOtargetexpectations

029% 3069% 7084% 85%+

HIGHLY


20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 095100%

9194%

8590%

84%

83%

82%

81%

80%

7879%

7677%

7475%

7073%

6469%

5763%

5056%

4349%

3742%

3036%

2129%

1120%

010%

TARGET(AsApprovedbyEvaluator) ACTUAL

RESULTSEVALUATORRATINGANDPROPORTIONALWEIGHT

549thgradestudentswithabaselinemasteryof30%ofstandardswilldemonstratemasteryof75%ormore9thgradeELAstandardsasmeasuredbythedistrictdevelopedperformancetaskandstandardsbasedrubric.

83%mettargetof75%+mastery

16points,Effective 54students/140TOTALstudents=

39%ofoverall

33

869thgradestudentswithabaselinemasteryof>30%ofstandardswilldemonstratemasteryof85%ormore9thgradeELAstandardsasmeasuredbytheDistrictdevelopedperformancetaskandstandardsbasedrubric.

67%mettargetof85%+mastery

8points,Developing 86students/140TOTALstudents=

61%ofoverall

OVERALLGROWTHCOMPONENTSCORE: Effective:11points(inrangeof917points) SLOsareweightedproportionatelybasedonthenumber

ofstudentsincludedinallSLOs.Thiswillprovideforoneoverallgrowthcomponentscorebetween020points.


16/20 Effective

8/20 Developing







OVERALLGROWTHCOMPONENTSCORE:11.12roundedto11points

34

SAMPLEMODEL3(StudentSpecificTargets):

UsingperformancelevelssimilartothoseforStatetests(14where3isproficient),Districtsorschoolsdecidewhatendinglevelofperformancemeetsorexceedsexpectationsforstudentsateachstartinglevel.(Note:manydifferentgradesandsubjectscanutilizesimilar14performancelevelsevenwithdifferentkindsofassessments.)

Teachersclassifyeachstudentinastartinglevelusingwhateverbaselineassessmentinformationisavailable(ideallymultiplesources).Evaluatorapprovesbaselinecategorization.

Districtsand/orprincipalsdeterminewhatpercentageofstudentsmustmeetexpectationsforeachHEDIrating.Thischartmaydifferdependingonthestartinglevelsofthecourse.

ItisrecommendedthattheHEDIlevelsbesetsothatEffectiveisonlyattainableifallLevel3+stay3+andsomeproportionofLevel1andLevel2moveup.

Eachstudenteithermeetsordoesnotmeetexpectationsatyearend.PercentageofstudentswhomeetexpectationsdeterminesHEDIrating.

MatrixcanbecreatedwithaYes/No(Meets/DoesNotMeet)orwithaPointSystemthatgivesmorepointstolargergains:

WhatStudentProgressMeetsExpectationsPerformanceLevel

END:1 END:2 END:3 END:4

START:1

NO YES YES YES

START:2

NO NO YES YES

START:3

NO NO YES YES

START:4

NO NO YES YES




START:1

0 1 2 3

START:2

0 .5 2 3

START:3

0 0 1.5 3

START:4

0 0 1 2


RatingPoints

Ineffective02points

Developing38points

Effective917points


Percentageofstudentswhoseprogressmeetsexpectations 029% 3069% 7084% 85%+

RatingPoints

Ineffective02points

Developing38points

Effective917points


AveragePoints .59 .60.90 .912.4 2.5+

35

ExampleModel3(A):Highschoolbandteacherwith135totalstudentsacross5sections:3sectionsofIntroductoryBand(75studentstotal);1sectionofConcertBand(30students);1sectionofConcertChoir(30students).ApplyingrulesaboutwhichSLOsmustbecreatedforthisteacher:

ThisteacherwillhaveanSLOforhis/herIntroductoryBandsections,asthiscoversthemajorityofhis/herstudents(75studentsoutof135totalstudentsisapproximately56%ofstudents).TargetsaresetbasedonwhattheDistrictdefinesastheexpectationforstudentgrowthinthisteacherscourseforstudentsthatbeginataperformancelevelofa1,2,3,and4.

Theteacherfirstdeterminesthestartinglevelforallofthestudentsacrossthethreesections(baseline)usingaBOCESdevelopedperformancetask.TheDistrictprovidedmatrixdeterminestheexpectedgrowthforeachstudent.Attheendoftheyear,studentsperformanceisagainratedusingtheBOCESdevelopedperformancetasktodeterminestudentgrowth.Theperformancetaskwillnotbescoredbyateacherwithvestedinterest.Theteachersratingisdeterminedbasedupontheaveragepointsreceivedacrosshis/herSLOs.

DistrictProvidedMatrixforSLO1andSLO2:WhatStudentProgressMeetsExpectations

PerformanceLevel


START:1

NO YES YES YES

START:2

NO NO YES YES

START:3

NO NO YES YES

START:4

NO NO YES YES

HIGHLY


20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 095100%

9194%

8590%

84%

83%

82%

81%

80%

7879%

7677%

7475%

7073%

6469%

5763%

5056%

4349%

3742%

3036%

2129%

1120%

010%

TARGET(AsApprovedbyEvaluator) ACTUALRESULT FINALRATINGAllstudentsinIntroductoryBandwilldemonstrategrowthonaBOCESdevelopedperformancetaskofatleastoneperformancelevel.PerformancewillbeassessedusingaBOCESdevelopedrubricthatfocusesonaccuracy,dynamics,pitch,rhythm,andtonequality.

1)5beganLevel1,endedonaLevel2.2)30studentsbeganonaLevel1andendedonaLevel3.3)5beganLevel2,endedonaLevel2.4)15beganLevel2,endedonaLevel4.5)15beganLevel3,endedLevel46)5beganLevel4,endedLevel4.

70/75Studentsmettargets%Meets=93.3%roundedto93%ThisteachersratingisthenHIGHLYEFFECTIVE,19points(1820pointrange).

RatingPoints

Ineffective02points

Developing38points

Effective917points


Percentageofstudentswhoseprogressmeetsexpectations 029% 3069% 7084% 85%+

36

ExampleModel3(B):3rdgradespecialeducationteacherwith19students7,including7studentswhotaketheNYSAA.ApplyingrulesaboutwhichSLOsmustbecreatedforthisteacher:

ThereisnoStateprovidedgrowthmeasurefor3rdgradeELA/Math. Thisteacherwillhave1SLOtocoverall12studentswhotakethe3rdgradeELAStateassessment. Thisteacherwillhave1SLOtocoverall12studentswhotakethe3rdgradeMathStateassessment. Thisteacherwillhave1SLOusingtheNYSAAperformanceassessmentasevidence.ThisSLOwillcover

the7studentswhotaketheNYSAA.ItisrequiredbecausethisteacherdoesnothaveaStateprovidedgrowthmeasure.

ForfurtherguidanceviewtheUsingtheNYSAAintheDevelopmentofSLOswebinar.

DistrictProvidedMatrixforSLO1andSLO2:WhatStudentProgressMeetsExpectations

PerformanceLevel


START:1

0 1 2 3

START:2

0 .5 2 3

START:3

0 0 1.5 3

START:4

0 0 1 2

DistrictProvidedMatrixforSLO3:

7PleaseseeourAlternativeTargetSettingModelswithinStudentLearningObjectives(SLOs)webinaronEngageNYforalternativetargetsettingapproachesforuseinSLOs,inparticularforteachersofclasseswithsmallclasssizes.

RatingPoints

Ineffective02points

Developing38points

Effective917points


AveragePoints .59 .60.90 .912.4 2.5+



START:1

1 1.5 2 3

START:2

0 1 2 3

START:3

0 0 1.5 3

START:4

0 0 1 2


20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 02.93.0

2.72.8

2.52.6

2.32.4

2.12.2

1.92.0

1.71.8

1.51.6

1.31.4

1.11.2

.951.0

.91.94

.86

.90.80.85

.76.79

.70.75

.66.69

.60.65

.40.59

.20.39

0.19

37

TARGET(AsApprovedby

Evaluator)ACTUALRESULT POINTS FINALRATING

Allstudentswilldemonstratethefollowinggrowthonthe3rdgradeStateELAassessment: Level1swillincreaseat

least1Level. Level2swillincreaseat


least1Leveland/orNoLevel3swilldecrease.

NoLevel4swilldecrease.

1)1Level1increasedtoaLevel2.2)1Level1remainedaLevel13)2Level2sincreasedtoaLevel3.4)1Level2remainedaLevel2.5)4Level3sremainedatLevel3.6)2Level3sincreasedtoaLevel47)1level4remainedaLevel4

1) Total=1studentx1pointeach=1point

2) Total=1studentx0pointseach=0points

3) Total=2studentsx2pointseach=4points

4) Total=1studentx.5pointseach=.5points

5) Total=4studentsx1.5pointseach=6points



AveragePoints=19.5points/12students=1.625points.1.6pointsisintheEffectiverangeontheDistrictprovidedmatrix.

Allstudentswilldemonstratethefollowinggrowthonthe3rdgradeStateMathassessment: Level1swillincreaseat



least1Leveland/orNoLevel3swilldecrease.

NoLevel4swilldecrease.

1)2Level1sincreasedtoaLevel2.2)3Level2sincreasedtoaLevel3.3)1Level2remainedaLevel24)1Level3decreasedtoaLevel25)4Level3sremainedatLevel3.6)1Level4remainedatLevel4.

1) Total=2studentsx1pointeach=2points


3) Total=1studentx.5pointseach=.5points


5) Total=4studentsx1.5pointseach=6points


AveragePoints=16.5points/12students=1.375points.1.4pointsisintheEffectiverangeontheDistrictprovidedmatrix.

All7studentswhotaketheNYSAAforELAandMathematicswilldemonstrategrowthofatleastoneLevelasmeasuredbytheNYSAAperformanceassessment.Studentsatthehighestlevelwillmaintainthislevel.

1)4studentswhobeganonaLevel2endedonaLevel3.2)2studentswhobeganonaLevel3endedonaLevel4.3)1studentwhobeganonaLevel4endedonaLevel4.




AveragePoints=16points/7students=2.29points.2.3pointsisintheEffectiverangeontheDistrictprovidedmatrix.

OVERALLGROWTHCOMPONENTRATING

Effective:14points(inrangeof917points) SLOsareweightedproportionatelybasedonthenumber

ofstudentsincludedinallSLOs.Thiswillprovideforoneoverallgrowthcomponentscorebetween020points.

SLO1 SLO2 SLO3Step1:(assessresultsofeachSLOseparately)

13/20points

Effective 12/20points

Effective 17/20points

EffectiveStep2:(weighteachSLOproportionately)

12 students/31TOTALstudents=38.7%of

12students/31TOTALstudents=38.7%of

7students/31TOTALstudents=22.6%of

38

overall overall overallStep3:(calculateproportionalpointsforeachSLO)

13 pointsx38.7%=5.03points

12pointsx38.7%=4.64points

17 pointsX22.6%=3.84points

OVERALLGROWTHCOMPONENTSCORE:13.51roundedto14

SAMPLEMODEL4(Halfto100orClosingtheGap):

Teacherswhouseafinalassessmentwitha100pointscalewillusethefollowingminimumgrowthtargetformula:

RequiredGrowth=(100Preassessmentscore)/2 Eachstudentcountsaseitherayesoranoastowhetherhe/shemetthegoalsetinthegrowth

target.

TocalculatethepercentageofstudentswhomettheSLOtarget,thetotalnumberofstudentsincludedintheSLOisdividedbythenumberofstudentswhometthetarget(theyesstudents).Thefollowingformulacanbeused:

FinalpercentageofstudentswhometSLO=#ofstudentswhometspecifiedgrowth/total#ofstudentsinSLO

Tieredgrowthtargetscanbeused;however,thetieredtargetswillneedtoresultinoneoverallscore

thatcanbetranslatedintoaHEDIrating. DistrictsdetermineHEDIratingsbasedonthepercentageofstudentswhomadehalfthegrowth

requiredtoscore100.


RatingPoints

Ineffective02points

Developing38points

Effective917points


%studentswhometgoalingrowthtarget 029% 3064% 6584% 85%+

39

ExampleModel4:Kindergartenteacherwith30studentsinhis/herclass.ApplyingrulesaboutwhichSLOsmustbecreatedforthisteacher:

ThisteacherwillhavetwoSLOs:1forELA(literacyandwriting)and1forMathematics. Theteacherwouldfirstusea100pointperformancebasedpreassessmenttodeterminethebaselineof

eachstudent(inELAandinMathematics).Allstudentswouldbeexpectedtomakehalfthegrowthrequiredtoscore100;tieredgrowthgoalsmaybeused.A100pointperformancebasedpostassessment(forELAandforMathematics)wouldbeusedtodeterminewhetherstudentsmetthetargetornot(yes/no).ThepercentageofstudentswhometthetargetwoulddeterminetheteachersfinalHEDIrating.

SLOsareweightedproportionatelybasedonthenumberofstudentsincludedinallSLOsDistrictDeterminedRatingScaleforTheseSLOs:


20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 095100%

9194%

8590%

84%

83%

82%

81%

80%

7879%

7677%

7475%

7073%

6469%

5763%

5056%

4349%

3742%

3036%

2129%

1120%

010%

Individualstudentgrowthtargetsexample:

TARGET(AsApprovedbyEvaluator) ACTUALRESULTS

FINALRATING

ELA/LiteracyAllstudentswillmakehalfthegrowthrequiredtoscore100withaminimumrigorexpectationthatallstudentswillscoreatleasta65ontheperformancebasedpostassessment:Examplesofindividualstudentgrowthtargets:

1) Astudentwhoscoreda30ontheperformancebasedpreassessmentwouldhaveatargetof65ontheperformancebasedpostassessment.(Minimumrigorexpectationtarget)

2) Astudentwhoscoreda48ontheperformancebasedpreassessmentwouldhaveatargetof74ontheperformancebasedpostassessment.

3) Astudentwhoscoreda76ontheperformancebasedpre

87%met SLO1=18pointsSLO2=9points(18points+9points)/2=13.5pointsFinalRating:EFFECTIVE,14points(inrangeof917points)

RatingPoints

Ineffective02points

Developing38points

Effective917points


Percentageofstudentswhometgoalingrowthtarget 029% 3064% 6584% 85%+

40

assessmentwouldhaveatargetof88ontheperformancebasedpostassessment.

MathematicsAllstudentswillmakehalfthegrowthrequiredtoscore100withaminimumrigorexpectationthatallstudentswillscoreatleasta65ontheperformancebasedpostassessment:Examplesofindividualstudentgrowthtargets:

1) Astudentwhoscoreda20ontheperformancebasedpreassessmentwouldhaveatargetof65ontheperformancebasedpostassessment.(Minimumrigorexpectationtarget)



70%met

Tieredgrowthtargetsexample:

TARGET(AsApprovedbyEvaluator) ACTUALRESULTS

FINALRATING

ELA/LiteracyAllstudentswillmakehalfthegrowthrequiredtoscore100:

1) Scoreatleastan80ontheperformancebasedpostassessmentiftheyscored5060ontheperformancebasedpreassessment

2) Scoreatleastan84iftheyscoredfrom61703) Scoreatleastan88iftheyscoredfrom71784) Scoreatleasta90iftheyscoreda79orhigher

80%met SLO1=13pointsSLO2=9points(13points+9points)/2=11points FinalRating: EFFECTIVE,11points(inrangeof917points)

MathematicsAllstudentswillmakehalfthegrowthrequiredtoscore100:

1) Scoreatleastan80ontheperformancebasedpostassessmentiftheyscored5060ontheperformancebasedpreassessment

2) Scoreatleastan84iftheyscoredfrom6170 3) Scoreatleastan88iftheyscoredfrom7178 4) Scoreatleasta90iftheyscoreda79orhigher

70%met

41

SECTIONSEVEN:APPENDIX

KEYTERMSDEFINED

Baseline:Ameasureofthelevelofknowledgethatstudentsinaclassarebeginningwithatthestartoftheyear/semester.Usedwhensettingagrowthgoalthatinvolvesprogress.Foreachsourceofevidence,thenumericalquantitythatrepresentsstudentlearningpriortoinstructionisthebaseline;itisthestartingpointusedintheSLO.Growthisdeterminedbystudentlearningasthestudentprogressesoveraperiodoftimefrombaselineperformance.

Evidence:Theassessmentofstudentlearningorotherformofstudentworkproductthatisusedtodeterminehowmuchtheeducatorsstudentshavelearned.Itisnotnecessarytouseanidenticalassessmentfordeterminingprogressfrombaselinetotarget;itispossibletouseacollectionofevidencefromdifferentassessment(s)/measure(s).

Goal:Aspecificandmeasurablelearningobjective/goalthatcanbemeasuredoverthecourseofayear(orotherintervaloftime,whereapplicable,e.g.,forateacherwithsemesterlongcourses).

Mastery:AnSLOwhosetargetisexpressedintermsofhowmanyorwhichstudentswillreachacertainlevelofachievement.Doesnotrequireabaselineforthosestudents,althoughmaybeexpressedasachangeinthepercentageofstudentswhohaveattainedmasterysincethebeginningoftheyearoraspercentageofstandardsthatwillbemasteredbytheendoftheyear.

Progress:AnySLOwhosetargetrepresentsachangeintheleveloflearningforeachstudentovertwopointsintime.Progressgoalsrequireabaselineandatargetthatishigherthanthebaselineforthesamestudents.

StateProvidedgrowthorvalueaddedmeasures:ForallteacherswhosestudentstakeStateassessmentsingrades48,ELA/Math,NYSEDwillprovideateachergrowthscorecomparingthegaintheteachersstudentsmadebetweentwopointsintimetothegainsmadebystudentswithsimilaracademicandothercharacteristicsacrosstheState.

Target:Thenumericaloutcomeexpectedattheendoftheinstructionalperiodforstudentlearning.

Documents

Slo Guidance