appr & student learning objectives an update

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APPR &STUDENT LEARNING OBJECTIVES

An Update

Carol Ann Zygo, Field Associate Central and Northern NY, and


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The “Purple Memo”


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?


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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

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College and Career Ready

Students

Highly EffectiveSchool Leaders

Highly Effective Teachers

Animating the Reform AgendaInvesting in human capital, supporting with critical tools

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Teacher Evaluation Components

Measures of Growth (20%)

Locally-selected measures of student achievement(20%)

Other Measures(60%)

Grades 4-8 ELAMath

All Other


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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

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RUBRICS

• Rubric for the Rubrics

– Cognitive Engagement– Constructivist learning– 21st Century Skills

• NYS Teaching Standards and Elements

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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)

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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


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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


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Where should we be by now?

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5 District Decisions (recommended by 5/31/2012)

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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


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DECISION 1:ASSESS AND IDENTIFY DISTRICT PRIORITIES

AND NEEDS


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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.

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*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.


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DECISION 2:WHO NEEDS AN SLO FOR GROWTH MEASUREMENT?


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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.


www.nyctecenter.orgWhat Are Student Learning Objectives

(SLOs)?

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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.


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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?

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SGP/VA as Data Allow;

otherwise SLOs

SGP/VA

SLOs

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Required SLOs: Reference Guide

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Please see the “Required SLOs: Reference Guide” for NYSED’s rules for

teachers who have SLOs for State Growth


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?


www.nyctecenter.org100-Point Evaluation System: State 20%

Three types of teachers:

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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


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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


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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


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DECISION 3: HOW WILL SLOs GET SET?


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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

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Student Population

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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)


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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.

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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


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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

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(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.

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• (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.

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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).

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Evidence

These are the assessments used for determining students’ levels of learning.

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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.

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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.

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Evidence – (Summative Rubric)

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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


cites sources generally and/or clearly following appropriate conventions

Attempt(s) made, but one or neither of the following takes place: describes generally


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.


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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.)

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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.

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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.)

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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.

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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.)

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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



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.

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Student A 10 75

Student B 20 75

Student C 5 75

Student D 0 75

Student E 30 75

Student F 10 75



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.

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Student A 10 80

Student B 20 80

Student C 5 75

Student D 0 70

Student E 30 85

Student F 10 80


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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.

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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.

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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.

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HEDI Approach 1 –

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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.


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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.

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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.

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State

Who Decides What For Comparable Growth Measures?

STUDENT LEARNING OBJECTIVE

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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


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Assessment Options for SLOs: Reference Guide

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Please see the “Assessment Options for SLOs: Reference Guide” for NYSED’s

rules for assessment options for teachers who have SLOs for State

Growth


www.nyctecenter.orgWhat Do Schools Determine (Principals,

Teachers)

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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


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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

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Note: this represents an example system


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Next Steps from NYSED

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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


• State provided training

• Ongoing pilot

Summer 2012

• Continued State provided training

• Additional tools, resources, exemplars in response to field needs



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Thank You!And remember to visit

www.nyctecenter.organd

www.engageny.org

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appr & student learning objectives an update

Documents

effective teaching

network teamnte resources

teacher evaluation

student growth

common core standards

leader evaluation

student assumption

student achievement