Upload
cruz-chen
View
20
Download
0
Tags:
Embed Size (px)
DESCRIPTION
APPR & STUDENT LEARNING OBJECTIVES An Update Carol Ann Zygo, Field Associate Central and Northern NY, and. Log inSign up To Engage about common core teacher / leader effectiveness inquiry/DDI news & events contact us Teachers Principals Network Teams/NTEs Administrators - PowerPoint PPT Presentation
Citation preview
Successful Practices Network
www.nyctecenter.org
APPR &STUDENT LEARNING OBJECTIVES
An Update
Carol Ann Zygo, Field Associate Central and Northern NY, and
Successful Practices Network
www.nyctecenter.org
Log inSign up To Engage
about common core teacher / leader effectiveness inquiry/DDI news & events contact us
Teachers Principals Network Teams/NTEs Administrators
"We've got a big job ahead of us.It'll be great to have all the resourceswe need together in one place."
Find Network Team/NTE Resources
Our students. Their moment. Welcome to EngageNY. This is your go-to site for teaching and learning resources. We designed this site specifically for New York’s teachers, principals, administrators and Network Teams. Have questions about Common Core standards, data-driven instruction or teacher and leader effectiveness? This is your one-stop shop.Learn more ›
Sign up to engageSign Up now to post a comment and receive alerts on the latest news at EngageNY.org.
2
Successful Practices Network
www.nyctecenter.orgWhat is the Process for the Statute and the Regulations?
Step 1
Agreement between NYSED
and Teachers’ Unions
Step 2
Statute to be presented to as
part of the Governor’s budget and approved by
April 1
Step 3
Regulations presented to the State Regents for the April 23 & 24
meetings
Step 4
Implementation of the law
September 1?
Successful Practices Network
www.nyctecenter.org
College and Career Ready
Students
Highly EffectiveSchool Leaders
Highly Effective Teachers
Animating the Reform AgendaInvesting in human capital, supporting with critical tools
Adopting internationally-benchmarked standards and assessments that prepare students for success in college and the workplace (Common Core)
Building instructional data systems that measure student success and inform teachers and principals how they can improve their practice (DDI)
Recruiting, developing, retaining, and rewarding effective teachers and principals (APPR)
Turning around the lowest-achieving schools
2
Successful Practices Network
www.nyctecenter.org
College and Career Ready
Students
Highly EffectiveSchool Leaders
Highly Effective Teachers
Animating the Reform AgendaInvesting in human capital, supporting with critical tools
3
Teacher Evaluation Components
Measures of Growth (20%)
Locally-selected measures of student achievement(20%)
Other Measures(60%)
Grades 4-8 ELAMath
All Other
Successful Practices Network
www.nyctecenter.org
New York State Teaching Standards And Elements
Standard 4: Learning Environment 4.1 Creates a mutually respectful, safe, and supportive learning environment that is inclusive of every student 4.2 Creates an intellectually challenging and stimulating learning environment 4.3 Manages the learning environment for the effective operation of the classroom 4.4 Organize and utilize available resources [e.g. physical space, time, people, technology] to create a safe and productive learning environment
Standard 1: Knowledge of Students & Student Learning 1.1 Knowledge of child and adolescent development, including students’ cognitive, language, social, emotional, and physical developmental levels 1.2 Knowledge of current, research‐based knowledge of learning and language acquisition theories and processes 1.3 Knowledge of and responsive to diverse learning needs, interests, and experiences of all students 1.4 Knowledge of individual students from students, families, guardians, and/or caregivers to enhance student learning 1.5 Knowledge of and responsive to the economic, social, cultural, linguistic, family, and community factors that influences their students’ learning 1.6 Knowledge and understanding of technological and information literacy and how they affect student learning
Standard 5: Assessment for Student Learning 5.1 Design, adapt, select, and use a range of assessment tools and processes to measure and document student learning and growth 5.2 Understand, analyze, interpret, and use assessment data to monitor student progress and to plan and differentiate instruction 5.3 Communicate information about various components of the assessment system 5.4 Reflect upon and evaluate the effectiveness of their comprehensive assessment system to adjust assessment and plan instruction accordingly 5.5 Prepare students to understand the format and directions of assessment used and the criteria by which the students will be evaluated
Standard 2: Knowledge of Content and Instructional Planning 2.1 Knowledge of the content they teach, including relationships among central concepts, tools of inquiry, and structures and current developments within their discipline[s] 2.2 Teachers understand how to connect concepts across disciplines and engage learners in critical and innovative thinking and collaborative problem solving related to real world contexts 2.3 Uses a broad range of instructional strategies to make subject matter accessible 2.4 Establishes goals and expectations for all students that are aligned with learning standards and allow for multiple pathways to achievement 2.5 Designs relevant instruction that connects students’ prior understanding and experiences to new knowledge 2.6 Evaluate and utilize curricular materials and other appropriate resources to promote student success in meeting learning goals
Standard 6: Professional Responsibilities and Collaboration 6.1 Upholds professional standards of practice and policy as related to students’ rights and teachers’ responsibilities 6.2 Engage and collaborate with colleagues and the community to develop and sustain a common culture that supports high expectations for student learning 6.3 Communicate and collaborate with families, guardians, and caregivers to enhance student development and success 6.4 Manage and perform non‐instructional duties in accordance with school district guidelines or other applicable expectations 6.5 Understand and comply with relevant laws and policies as related to students’ rights and teachers’ responsibilities
Standard 3: Instructional Practice 3.1 Uses research‐based practices and evidence of student learning to provide developmentally appropriate and standards‐driven instruction that motivates and engages students in learning 3.2 Communicate clearly and accurately with students to maximize their understanding and learning 3.3 Set high expectations and create challenging learning experiences for students 3.4 Explores and uses a variety of instructional approaches, resources, and technologies to meet diverse learning needs, engage students and promote achievement 3.5 Engage students in the development of multi‐disciplinary skills, such as communication, collaboration, critical thinking, and use of technology 3.6 Monitors and assesses student progress, seeks and provides feedback, and adapts instruction to student needs
Standard 7: Professional Growth 7.1 Reflect on their practice to improve instructional effectiveness and guide professional growth 7.2 Set goals for and engage in ongoing professional development needed to continuously improve teaching competencies 7.3 Communicate and collaborate with students, colleagues, other professionals, and the community to improve practice 7.4 Remain current in their knowledge of content and pedagogy by utilizing professional resources
7
Successful Practices Network
www.nyctecenter.org
RUBRICS
• Rubric for the Rubrics
– Cognitive Engagement– Constructivist learning– 21st Century Skills
• NYS Teaching Standards and Elements
8
Successful Practices Network
www.nyctecenter.org
Ineffective - Teaching shows evidence of not understanding the concepts underlining the component-may represent practice that is harmful-requires intervention
Developing - Teaching shows evidence of knowledge and skills related to teaching—but inconsistent performance
Levels of Performance(HEDI)
9
Successful Practices Network
www.nyctecenter.org
Levels of Performance(HEDI)
• Effective - Teaching shows evidence of thorough knowledge of all aspects of the profession. Students are engaged in learning. This is successful, accomplished, professional, and effective teaching
• Highly Effective - Classroom functions as a community of learners with student assumption of responsibility for learning
Successful Practices Network
www.nyctecenter.org
Composite Score Rating System
The agreement significantly tightens the scoring system to ensure student achievement and teacher performance are both properly taken into account for teacher ratings. Teachers or principals that are rated ineffective in the 40 points could not receive a developing score overall.
• Ineffective: 0 – 64 • Developing: 65 – 74 • Effective: 75 – 90 • Highly Effective: 91 – 100
Successful Practices Network
www.nyctecenter.org
5 District Decisions (recommended by 5/31/2012)
13
Note: These dates are recommended so NTI participants are prepared for their training sessions.
1. Assess and identify district priorities and academic needs.
2. Identify who will have State-provided growth measures and who must have SLOs as “comparable growth measures.”
3. Determine district rules for how specific SLOs will get set.
4. Establish expectations for scoring SLOs and for determining teacher ratings for the growth component.
5. Determine district-wide processes for setting, reviewing, and assessing SLOs in schools.
3/01
4/16
5/31
Successful Practices Network
www.nyctecenter.org
www.engageNY.org
DECISION 1:ASSESS AND IDENTIFY DISTRICT PRIORITIES
AND NEEDS
Successful Practices Network
www.nyctecenter.org
Step 1. District Leaders Assess and Identify Priorities and Needs*• What are the District’s overall priorities, needs,
and long-term goals? • HINT: refer to your district strategic plans, and
ensure alignment to the Common Core.• HINT: remember that principals and teachers will
be held accountable to goals aligned with the district’s stated priorities.
• HINT: the more prescriptive district level goals are, the less variation you will see in (content and rigor of) school/classroom goals.
15
*See Attachment 1 and 2 of Resource 1: “New Paltz Educational Master Plan” and “Batavia City Schools Comprehensive District Education Plan” for two examples of districts whose goals and priorities set them up for learning and success.
Successful Practices Network
www.nyctecenter.org
www.engageNY.org
DECISION 2:WHO NEEDS AN SLO FOR GROWTH MEASUREMENT?
Successful Practices Network
www.nyctecenter.org
Student Learning Objectives per Ed. Law 3012-C
Student Learning Objectives (SLOs). Per Education Law 3012-c, 40 per-cent of teacher and principal evaluations must be based on student achievement. This 40 percent is broken down into two components for 2011-12: 20 percent on student growth on State assessments or compar-able measure, and 20 percent on other locally-selected measures. For teachers where there is no State-provided measure of student growth, comparable measures must be used. Under the Regulations, this is referred to as the State-determined growth goal setting process. Student Learning Objectives (SLOs) are the State-determined process. Training courses must provide training on a student growth percentile model and value-added growth model, and for teachers where there is no State-provided measure of student growth available, training must be provided on comparable measures of growth which are Student Learning Objectives (SLOs). Training courses must also provide training on the application and use of any State-approved locally selected measures of student achieve-ment: SLOs are a State-approved locally selected measure.
Successful Practices Network
www.nyctecenter.orgWhat Are Student Learning Objectives
(SLOs)?
18
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 set
for students at the start of a course.
Successful Practices Network
www.nyctecenter.org
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Teacher % in These Assignments
Teacher Coverage
Other 36%
(CTE; Arts, Foreign Language, Music, Theatre, Dance, Humanities; Phsyical
Education/Health; Library; Pre-K; Reading 4-12; Combined Courses;
Literacy & Math K - 3 15%
Social Studies 6-8, Regents - 4% Science 6-8. Regents - 4%
ELA 9 - 11 2%
Special Education, ESL, Bilingual 21%
Math & ELA 4 - 8
Regents Math 2%
Who Will Have SLOs in 2012-13?
6
SGP/VA as Data Allow;
otherwise SLOs
SGP/VA
SLOs
19
Successful Practices Network
www.nyctecenter.org
Required SLOs: Reference Guide
20
Please see the “Required SLOs: Reference Guide” for NYSED’s rules for
teachers who have SLOs for State Growth
Successful Practices Network
www.nyctecenter.orgSLOs Focus Attention on Essential Learning, Data, and
Outcomes
September/October
November/December
January/February
March/AprilMay/June
What is the aggregate of what my students will learn
this year?
Successful Practices Network
www.nyctecenter.org100-Point Evaluation System: State 20%
Three types of teachers:
22
If there is a State-provided growth measure for at least 50% of students
Will have State-provided growth measure (no SLOs)
If there is no State-provided growth measure for the course
Use only SLOs (no State-provided growth measure)
If there is a State-provided growth measure for less than 50% of students
Will have State-provided growth measure and will use SLOs
Successful Practices Network
www.nyctecenter.org
State Provided Growth Measure or SLOs?Teacher State Provided Growth Measure
or SLO?
5th Grade Common Branch Teacher State Provided Growth SGP/VA
8th Grade ELA Teacher State Provided Growth SGP/VA
Elementary Art Teacher- Two 2nd grade Art sections with 20 students each;- Two 4th grade Art sections with 25 students each;- One 5th grade Art section with 30 students.
SLO:• 1 SLO for 2nd grade Art
sections• 1 SLO for 4th grade Art
sections
7th Grade Math and Science Teacher- Two 7th grade Math sections with 30 students each; - Two 7th grade Science sections with 25 students each; - One Advanced 7th grade Science section with 20
students.
SLO:• 1 SLO for 7th grade math (will
receive State provided growth SGP)
• 1 SLO for 7th grade Science
High School CTE Teacher - 150 students across 5 sections of Agricultural Science (all use same final assessment)
SLO:• 1 SLO for Agricultural
Science sections
8th Grade Science Teacher- One 8th grade Science sections with 30 students;- Four 8th grade Advanced Science section with 28
students each.
SLO: • 1 SLO for 8th grade
Advanced Science sections23
Successful Practices Network
www.nyctecenter.org
NYSED SLO FrameworkAll SLOs MUST include the following basic components:
Student
PopulationWhich students are being addressed?
Learning ContentWhat is being taught? CCSS/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)?
EvidenceWhat assessment(s) or student work product(s) will be used to measure this goal?
BaselineWhat is the starting level of learning for students covered by this SLO?
Target(s)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)?
Rationale Why choose this learning content, evidence and target?24
Successful Practices Network
www.nyctecenter.org
www.engageNY.org
DECISION 3: HOW WILL SLOs GET SET?
Successful Practices Network
www.nyctecenter.org
NYSED SLO Framework
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.
• Source: Page 4 of Guidance on the New York State District-Wide Growth Goal Setting Process: Student Learning Objectives
26
Successful Practices Network
www.nyctecenter.org
Student Population
27
These are the students included in the SLO.
• Provide course sections in the SLO
• Includes all students in the selected course sections
• Provides student names and or ID numbers for all students in the selected courses. (Roster)
Successful Practices Network
www.nyctecenter.org
Learning Content This is the content to be taught in the SLO.
Identify the course name and source of standards (Common Core, national, state, local) associated with this SLO, and specify the exact standards, performance indicators, etc., that will be taught, learned, and assessed.
28
Successful Practices Network
www.nyctecenter.org
Learning Content • Identifies course name.• Uses the appropriate body of standards (Common
Core, national, state, local).• Names the exact standards, performance indicators,
etc.• Selects specific and measurable standards, indicators, etc.• Selects the most important standards, indicators, etc., for the
course. • Includes Common Core standards to supplement NYS
Learning Standards for courses other than ELA or math (e.g., Literacy in History/Social Studies, Science, and Technical Subjects).
• Aligns to district and/or school priorities.• Aligns to future coursework, as well as college and career
readiness.29
Successful Practices Network
www.nyctecenter.org
Learning Content – Continued
• Course: 7th Grade Visual Arts• Standards Source: New York State
Learning Standards
• Standard 1 – Creating, Performing, and Participating in the Arts
• Standard 3 – Responding to and Analyzing Works of Art.
• Standard 4 – Understanding the Cultural Dimensions and Contributions of the Arts
• Performance Indicators: 1c, 1d, 3a, 3c, 4c
• Common Core Writing Standards for Literacy in …Technical Subjects: WHST.6-8.4, WHST.6-8.8
30
Successful Practices Network
www.nyctecenter.org
Learning Content – Continued
(1c) [Students] use the elements and principles of art to communicate specific meanings to others in their art work.
(1d) During the creative process [students ] reflect on the effectiveness of selected mediums or techniques to convey intended meanings.
(3a) [Students] discuss and write their analyses and interpretations of their own works of art and the art of others, using appropriate critical language.
(3c) [Students] compare the ways ideas and concepts are communicated through visual art with the various ways that those ideas and concepts are manifested in other art forms.
31
Successful Practices Network
www.nyctecenter.org
Learning Content – Continued
• (4c) [Students] create art works that reflect a particular historical period of a culture.
• (WHST.6-8.4) [Students] produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• (WHST.6-8.8) [Students] gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
32
Successful Practices Network
www.nyctecenter.org
Interval of Instructional Time
This is the timeframe within which the learning content will be taught. (This is generally one academic year, unless the course is set as a semester, quarter, etc.)
Specify when the teaching for this learning content will begin and end. (Rationale is required if less than the typical year-long interval is set.)
• Indicates a clear start and end date.• Provides a rationale if the interval is less than one year
(e.g., course length is less than one year).
33
Successful Practices Network
www.nyctecenter.org
Evidence
These are the assessments used for determining students’ levels of learning.
34
Successful Practices Network
www.nyctecenter.org
Evidence • Identifies pre-assessment(s) and
summative assessment(s).• Selects summative assessments from
either the State-approved list or those developed and approved by the district/BOCES, and supported by superintendent’s certification of rigor and comparability.
• Offers accommodations as legally required and appropriate.
• Ensures that those with vested interest are not scoring summative assessments.
35
Successful Practices Network
www.nyctecenter.org
Evidence
• Aligns tightly to the selected learning content using authentic measures.
• Demands higher order thinking of students.• Uses a clear rubric, scoring guide, and/or
answer key to minimize subjectivity of scoring.• Matches score reporting to the specificity of
learning content.
36
Successful Practices Network
www.nyctecenter.org
Evidence – (Summative Rubric)
37
4 points 3 points 2 points1 point
(0 points for no attempt)
Creative Task (1c) Use of elements
(row score x 3)
3 or more elements used that strongly reflect stated viewpoint
2 elements used that strongly reflect stated viewpoint
1 element was used that strongly reflects stated viewpoint
Attempt(s) made, but no elements were used that strongly reflect stated viewpoint
Creative Task (1c) Use of principles
(row score x 3)
3 or more principles used that strongly reflect stated viewpoint
2 principles used that strongly reflect stated viewpoint
1 principle used that strongly reflects stated viewpoint
Attempt(s) made, but no principles were used that strongly reflect stated viewpoint
Task 2 (WHST.6-8.8)
Gather relevant source
information (row score x
1)
Student does both of the following for three sources: describes
convincingly why sources are credible and accurate
cites sources clearly following appropriate conventions
Student does both of the following for three sources: describes convincingly
why sources are credible and accurate
cites sources generally following appropriate conventions
Student does both of the following for three sources: describes generally
why sources are credible and accurate
cites sources generally and/or clearly following appropriate conventions
Attempt(s) made, but one or neither of the following takes place: describes generally
why sources are credible and accurate
cites sources generally and/or clearly following appropriate conventions
Note on Rubric: Each student’s work will be scored by two other district middle school visual arts teachers using the following rubric, with both teachers’ scores being averaged to yield the final student scores.
Successful Practices Network
www.nyctecenter.org
BaselineThis is the level of students’ knowledge and skill in the targeted learning content at the beginning of the interval of instructional time.
Describe how students performed on the identified pre-assessment(s) for the learning content, including any additional data that informed SLO development. (Actual baseline scores for each student are required.)
38
Successful Practices Network
www.nyctecenter.org
Baseline • Describes how students performed on the
identified pre-assessment(s).• Provides a baseline score for each student
in the SLO.• Indicates via pre-assessment data a clear need
for focusing on this learning content.• Multiple data sources are used (in addition to
pre-assessment data) to set appropriate targets, make instructional decisions, and drive student growth.
39
Successful Practices Network
www.nyctecenter.org
Target(s)
This is the numeric achievement goal which articulates the amount that students will have to grow during the interval of instructional time.
Define numeric growth goals for student performance on identified summative assessment(s) which measure student knowledge and skill in the learning content. (Actual final scores for each student are required.)
40
Successful Practices Network
www.nyctecenter.org
Target(s)• Provides a target statement.• Provides a specific growth goal for each student.• Sets targets consistent with district-level
expectations for target-setting in this grade/subject.
• Requires students to make at least a year’s growth in a year’s time, with students below grade level being required to grow more than a year’s growth in a year’s time.
• Requires 80% or more of students, including special populations, to meet their individual goals.
• Includes goals for special student populations that are equally challenging and rigorous as those for other students, considering each student’s starting point.
41
Successful Practices Network
www.nyctecenter.orgStudent Population, Baseline, and
Target(s)SLO Target Approach 1: Set a common growth target.• 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.)
42
Student Pre-Test Score Summative Target
Student A 10 70
Student B 20 80
Student C 5 65
Student D 0 60
Student E 30 90
Student F 10 70
Successful Practices Network
www.nyctecenter.orgStudent Population, Baseline, and
Target(s)SLO Target Approach 2: 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.
43
Student Pre-Test Score Summative Target
Student A 10 75
Student B 20 75
Student C 5 75
Student D 0 75
Student E 30 75
Student F 10 75
Successful Practices Network
www.nyctecenter.orgStudent Population, Baseline, and
Target(s)SLO Target Approach 3: Set differentiated growth targets by student.
• 85% of students, including special populations, will meet or exceed their individualized target.
44
Student Pre-Test Score Summative Target
Student A 10 80
Student B 20 80
Student C 5 75
Student D 0 70
Student E 30 85
Student F 10 80
Successful Practices Network
www.nyctecenter.org
HEDIThis is how different levels of student growth will translate into one of four rating categories:
• Highly effective, • Effective, • Developing, and • Ineffective
Provides specific descriptions of student learning for each rating category.
45
Successful Practices Network
www.nyctecenter.org
HEDI• Categorizes all possible scoring results in the HEDI
structure such that – Highly effective = exceeds district expectations– Effective = meets district expectations– Developing = is below district expectations– Ineffective = is well below district expectations
• Is mathematically possible for the teacher to obtain every point value within a rating category.
• Allocates points clearly and objectively within a HEDI rating category.
46
Successful Practices Network
www.nyctecenter.org
HEDI• Requires 80% or more of students, including special
populations, to meet their individual goals to earn 9 points (minimum rating in the “effective” category).
• Defines HEDI rating categories that are rigorous, attainable, and in-line with district growth expectations or goals.
• Includes special populations explicitly in the HEDI structure.
47
Successful Practices Network
www.nyctecenter.org
HEDI Approach 1 –
48
SLO HEDI Approach 1: 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.
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
98-100=20 points97=19 points96=18 points
90-95%% of students grew by 60 points or more on the standards addressed
95=17 points94=15-16 points93=13-14 points92= 12-13 points91=10-11 points90=9 points
80-89% of students grew by 60 points or more on the standards addressed
89=8 points87-88=7 points85-86=6 points83-84=5 points81-82=4 points80=3 points
79% or less of students grew by 60 points or more on the standards addressed
70-79=2 points60-69=1 point0-59=0 points
*These scoring bands are based on proposed Executive Budget legislation.
Successful Practices Network
www.nyctecenter.org
Rationale
This describes the reasoning behind the choices regarding learning content, evidence, and target.
Describe the selection of the elements (learning content, evidence, and target) and how they will be used together to prepare students for future growth and development, as well as college and career readiness.
49
Successful Practices Network
www.nyctecenter.org
Rationale• Provides reasoning for the selection of the learning
content, evidence, and target.• Describes how the elements will be used together to
prepare students for future coursework, as well as college and career readiness.
• Indicates a thoughtful level of detail resulting in defensible decisions for the following elements: learning content, evidence, target(s), baseline, and HEDI.
• Explains how learning content and target(s) align to future coursework, as well as college and career readiness.
• Explains how multiple and appropriate data points are used to select the learning content and target(s) for the student population.
50
Successful Practices Network
www.nyctecenter.org
State
Who Decides What For Comparable Growth Measures?
STUDENT LEARNING OBJECTIVE
12 51
Successful Practices Network
www.nyctecenter.org
Key Messages for SLOs
District Goal: by the end of 2014-2015 school year, increase the percentage of students who meet the Aspirational Performance Measures, which are indicators of College and Career Readiness, from 35% to 50%.
Middle School Goal: by the end of 2012-13 school year, increase the percentage of students who score a proficient on end of course State assessments by at least 10%, as compared to 2011-12; increase those scoring advanced by at least 5%.
Teacher Goal: by the end of 2012-13 school year, 85% of students will demonstrate growth on the district-developed social studies assessment compared to their prior grade performance.
Illustrative Alignment of Annual Goals: District, School, Teacher
Successful Practices Network
www.nyctecenter.org
Assessment Options for SLOs: Reference Guide
53
Please see the “Assessment Options for SLOs: Reference Guide” for NYSED’s
rules for assessment options for teachers who have SLOs for State
Growth
Successful Practices Network
www.nyctecenter.orgWhat Do Schools Determine (Principals,
Teachers)
54
Implement SLOs in the context of State and District requirements:
Principalsmake
choices where they
have flexibility
Lead evaluator
implements SLOs with teachers
Lead evaluator approves
SLOs
Teacher delivers
instruction mapped towards
goals
Schools ensure
security and integrity of
assessments
Lead evaluator monitors/ assesses results
Successful Practices Network
www.nyctecenter.org
May – JuneJanuarySeptember – October
• School reviews district academic priorities and district guidelines
•Teacher gathers baseline data
• Teacher proposes SLOs; principal approves SLO
• Discuss progress to date on SLOs including results from observation and DDI cycles
• Principal provides teacher with specific feedback and strategies
• Students take summative assessments for their courses
• Evaluator and teacher discuss results of multiple measures
• Principal provides teacher with final score for their SLOs
Assessments
AnalysisAction
Data Driven Culture
DD
I C
YC
LE
S5-
6 c
ycle
s/ye
arO
BSE
RV
ATIO
NC
YC
LE
S 1) Evaluator collects objective evidence2) Evaluator gives evidence-based feedback3) Reflective teacher adjusts instruction to better target specific student learning needs and increase achievement
SLO
PR
OC
ESS
SLOs: A Critical Component of the College and Career Readiness System
Common Core Instruction
20
Note: this represents an example system
Successful Practices Network
www.nyctecenter.org
Next Steps from NYSED
56
February 2012 –
April 2012
• Webinar 3: Key District Decisions: 4 and 5
• Further Guidance
• State provided training on Principal evaluation, including SLOs
• Ongoing pilot
May 2012 –
June 2012
• Webinar 4: Discussion on Questions from the Field
• Additional tools, resources, exemplars in response to field needs
• Further Guidance
• State provided training
• Ongoing pilot
Summer 2012
• Continued State provided training
• Additional tools, resources, exemplars in response to field needs
• Further Guidance
Successful Practices Network
www.nyctecenter.org
Thank You!And remember to visit
www.nyctecenter.organd
www.engageny.org
57