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    To view more answers to commonly asked questions concerning Student Learning Objectives (SLOs):
      

    Student Learning Objective FAQs, please CLICK HERE (PDF)

    SLO Quick Reference Form, please CLICK HERE (PDF)

     

     

    The State 20% of the composite score must incorporate Student Learning Objectives for teachers of courses that will not receive a State provided growth measure. SLOs must cover the largest courses taught until ≥50% of students are included in a teacher’s SLOs. This information must be collectively bargained (negotiated) for the Local 20%.

    SLOs are an option for locally-selected measures, but only for teachers in a grade or subject without a State-approved Growth measure. Local SLOs must be different than the Growth SLOs used in the Growth subcomponent. Districts must set clear expectations for targets and scoring for the “local measures of student achievement” within the context of the Regulations.

     

     

    WHAT IS A STUDENT LEARNING OBJECTIVE?

    A Student Learning Objective is an academic goal for a teacher’s students’ that is set at the start of a course. It represents the most important learning for the year (or, semester, where applicable). It must be specific and measurable, based on available prior student learning data, and aligned to Common Core, State, or national standards, as well as any other school and District priorities. Teachers’ scores are based upon the degree to which their goals were attained.

     

    New York State Student Learning Objectives (SLOs) must include the following Basic Elements:
     
    • Student Population: which students are being addressed? - Each SLO will address all students in the teacher’s course (or across multiple course sections) who take the same final assessment.
     
    • Learning Content: what is being taught? CCSS/national/State standards? Will specific standards be focused on in this goal or all standards applicable to the course?
     
    • Interval of Instructional Time: what is the instructional period covered (if not a year, rationale for semester/quarter/etc.)?
     
    • Evidence: what assessment(s) or student work product(s) will be used to measure this goal?
     
    • Baseline: what is the starting level of learning for students in the class?
     
    • Target and HEDI Criteria: what is the expected outcome (target) by the end of the instructional period?
     
    • HEDI Criteria: how will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below”,” (ineffective), “below” (developing), and “well-above” (highly effective). These ranges translate into HEDI categories to determine teachers’ final rating for the growth subcomponent of evaluations. Districts must set their expectations for the HEDI ratings and scoring: HEDI criteria can be determined at the time of target-setting or Districts can choose to let principal judgment apply.
     

    • Rationale: why choose this learning content, evidence and target?