STUDENT LEARNING OBJECTIVES APPR & STUDENT LEARNING OBJECTIVES An Update Carol Ann Zygo, Field Associate Central and Northern NY, and

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The “Purple Memo”

What 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?

This slide illustrates the Regents Reform Agenda with its goal college and career ready students, and the key role effective teachers and leaders play within the overall agenda. The initiatives of Common Core, Data Driven Instruction and teacher and leader evaluation are part of a cycle to improve educator effectiveness and student learning.

Here, we break down the teacher evaluation into its component parts. As part of the Annual Professional Performance Review, Commissioners Regulations require that 40% of teacher evaluation is based on student achievement. That 40 percent is broken down into 20 percent on student growth on State assessments or comparable measures and 20 percent on locally-selected measures.. For some teachers, in particular our 4-8 ELA, Math, and Common Branch, they will be covered by a State-provided growth measure; for everyone else (approximately 80% of teachers), they will be evaluated using SLOs as a comparable growth measure.

RUBRICS Rubric for the Rubrics NYS Teaching Standards and Elements Cognitive Engagement Constructivist learning 21st Century Skills NYS Teaching Standards and Elements In our next session, my colleague, Steve Russell, will go over the specifics of the approval process in more detail: 8

Levels of Performance (HEDI) 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 9

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

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

Where should we be by now?

5 District Decisions (recommended by 5/31/2012) Assess and identify district priorities and academic needs. Identify who will have State-provided growth measures and who must have SLOs as “comparable growth measures.” Determine district rules for how specific SLOs will get set. Establish expectations for scoring SLOs and for determining teacher ratings for the growth component. Determine district-wide processes for setting, reviewing, and assessing SLOs in schools. 3/01 4/16 We recommend that these five district decisions be made by 5/31/2012 in order for NTI participants to be prepared for the subsequent training sessions. Making these decisions now will also ensure that district’s are prepared for the 2012-13 school year. Subsequent webinars will focus on these final 2 decisions. 5/31 Note: These dates are recommended so NTI participants are prepared for their training sessions.

DECISION 1: ASSESS AND IDENTIFY DISTRICT PRIORITIES AND NEEDS The first decision for district leaders is to assess and identify district priorities and needs

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. This is an opportunity for district leaders to set a vision for district-wide expectations. District leaders should be in a position to evaluate if principals and teachers are setting goals that serve the district’s needs. Aligning district priorities and goals will help schools and teachers to define the outcomes they expect to see in a specific, measurable, timely, and aligned way. To start this process, leaders should begin by considering their district’s overall priorities, needs, and long-term goals. Listed here are some reminders of things to think about when completing Step 1. Also, please see Attachments 1 and 2 of Resource 1 for two examples of districts whose goals and priorities set them up for learning and success. The first is the New Paltz educational master plan. Superintendent Maria Rice used the book, The Living School, as a tool to help guide her through the creation of the plan with her Board, community, and staff. The second is the Batavia City Schools Comprehensive District Education Plan. Thank you to Superintendent Rice and Superintendent Puzio for sharing their materials with us and allowing us to post them on our site. *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.

DECISION 2: WHO NEEDS AN SLO FOR GROWTH MEASUREMENT? The second decision for district leaders is identify who will have State provided growth measures and who needs an SLO for State growth.

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. Student Learning Objectives are a part of the new regent’s initiatives based on Ed. Law 3012 - C

What Are Student Learning Objectives (SLOs)? This slide lays out New York’s own definition of a Student Learning Objective. Student learning is our priority: it is at the heart of our system. SLOs demand a new level of clarity about what the essential learning is for students. SLOs offer an opportunity to document the impact that all educators make on students. In order to document and focus teacher impact, SLOs must be specific and measureable. Setting goals for student learning emphasizes outcomes, rather than inputs. SLOs focus attention on data and outcomes. SLOs are long-term, measurable academic goals based on as much available prior student learning data as possible. They are aligned to standards (CCSS, State, or national) and district and school priorities.

This slide makes the point about how many of our teachers will have Student Learning Objectives as their growth measures. Let’s start at the bottom of this bar chart which has been generated using SED class assignment data. Approximately 14% of our teachers are teaching in 4-8 ELA and Math. These teachers will receive growth/VA scores from the state. Moving up, you see that our data says that 21% of teachers are assigned as teachers of students in Special education, ESL, or bilingual: many are covered by state assessments in the 4-8 ELA/Math group so they will have state-provided growth/VA scores. If not, they will have SLOs. Continuing, we get to middle and high school ELA, math, science and social studies: our “core subject areas” in the Regulations. Here, dependent on funding, we have plans to add state assessments in: ELA 9-11 (2012-13) Science 6-8 Social Studies 6-8  These teachers will all have SLOs in 2012-13. For all of our other teachers (such as K-3, CTE, phys ed, arts, etc.), SLOs will be used to measure student learning for the State growth component of a teacher’s overall evaluation.

Required SLOs: Reference Guide Please see the “Required SLOs: Reference Guide” for NYSED’s rules for teachers who have SLOs for State Growth The “Required SLOs: Reference Guide” provides a detailed list of NYSED’s rules for teachers who have SLOs for State growth.

SLOs Focus Attention on Essential Learning, Data, and Outcomes What is the aggregate of what my students will learn this year? September/October November/December January/February March/April May/June At this point, we are not tracking the growth of individual students; we do not actually know what happened to the student in 2nd grade as they moved up within their schooling and eventually exited the system, so we cannot say whether they graduated college and career ready, or, if they did not – why. Student Learning Objectives offer districts, principals, teachers, parents, students the opportunity to say, with certainty – do they know it? Can they do it? The SLO process gives us the power to track the growth and development of students across time. The Student Learning Objective tracks the aggregate of what students gain over a year – what knowledge do they build? What skills do they acquire? The Student Learning Objective is the stated goal for what students will know and be able to do at the end of the school year.

100-Point Evaluation System: State 20% Three types of teachers: 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

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 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.   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) 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. 1 SLO for 8th grade Advanced Science sections

NYSED SLO Framework All SLOs MUST include the following basic components: Student Population Which students are being addressed? Learning Content What 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)? 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 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?

DECISION 3: HOW WILL SLOs GET SET? The third decision for district leaders is determine how SLOs will get set for State growth.

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

Student Population 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)

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.

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. High stakes document that could end up in the court of law. What was written, what was approved. The more clear you are, the better.

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

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.

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.

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).

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

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.

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. Bullet 2 “tightly” intentional—from topical based to standards based

Evidence – (Summative Rubric) 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. 4 points 3 points 2 points 1 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 cites sources generally following appropriate conventions 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:

Baseline This 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.)

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.

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.)

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.

Student 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.) Student Pre-Test Score Summative Target Student A 10 70 Student B 20 80 Student C 5 65 Student D 60 Student E 30 90 Student F

Student 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. Student Pre-Test Score Summative Target Student A 10 75 Student B 20 Student C 5 Student D Student E 30 Student F

Student 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. Student Pre-Test Score Summative Target Student A 10 80 Student B 20 Student C 5 75 Student D 70 Student E 30 85 Student F

HEDI This 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.

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.

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.

HEDI Approach 1 – 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. *These scoring bands are based on proposed Executive Budget legislation. 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 points 97=19 points 96=18 points 90-95%% of students grew by 60 points or more on the standards addressed 95=17 points 94=15-16 points 93=13-14 points 92= 12-13 points 91=10-11 points 90=9 points 80-89% of students grew by 60 points or more on the standards addressed 89=8 points 87-88=7 points 85-86=6 points 83-84=5 points 81-82=4 points 80=3 points 79% or less of students grew by 60 points or more on the standards addressed 70-79=2 points 60-69=1 point 0-59=0 points

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.

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.

This slide is a graphic illustration of the stages of decision making that are required for each student learning objective. The State has made some decisions already about the rules and guidelines for SLOs and they are reflected here in the road map and guidance document on EngageNY.org. The next step for Districts is to work within those guidelines and to further narrow the funnel to give further guidance to schools and educators. After that, schools and educators will implement SLOs in the ways their District has determined. Let’s look in further details at the State and District role.

Key Messages for SLOs Illustrative Alignment of Annual Goals: District, School, Teacher 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. Student Learning Objectives will be deeply informed by your district’s student achievement goals, and they are a separate, teacher level measure. Let’s look again at how a vertical alignment of goals can work. Districts begin this process by first considering their academic priorities and needs for their district. In this example, the District has thought about its longer term goal, which is to increase the percentage of students who meet the Aspirational Performance Measures, which are indicators of College and Career Readiness. The district then maps downward and backwards over the years and within their schools to determine what it will take to meet this overarching goal whereby students will score at least a 75 on the ELA Regents and an 80 on the Math Regents. In this case, the district aims to meet the goal of increasing the percentage of students who meet the Aspirational Performance Measure from 35% to 50% of students by the end of the 2014-15 school year. Schools within the district then have annual goals that are based on the progress they will need to make school-wide in order to meet their district’s goals. In this example, the middle school within this district aims to meet a goal for the 2012-13 school year of increasing the percentage of 8th grade students who score a proficient on end of course State assessments by at least 10%, as compared to 2011-12 and to increase those scoring advanced by at least 5%. Goals set by teachers will then align with the district and school goals. The teachers’ goals should always be about ensuring that all students demonstrate growth at least equal to the average for similar students within the State or district. Teachers are always responsible for delivering instruction that ensures students reach the goals and they are responsible for ensuring the growth of all of their students. In this example, the 8th grade Social studies teacher within this district’s school aims to meet the goal for the 2012-13 school year of having 85% of students demonstrate growth on the 8th grade district developed social studies assessment compared to their 7th grade performance.

Assessment Options for SLOs: Reference Guide The “Assessment Options for SLOs: Reference Guide” provides a detailed list of NYSED’s assessment requirements and options for teachers who have SLOs for State growth. Please see the “Assessment Options for SLOs: Reference Guide” for NYSED’s rules for assessment options for teachers who have SLOs for State Growth

What Do Schools Determine (Principals, Teachers) Implement SLOs in the context of State and District requirements: See guidance/road map for full details – these are highlights School and teachers implement SLOs in the context of State and District requirements. They make choices as needed, when the District leaves flexibility to schools. Teachers are responsible for obtaining all possible data to inform the baseline for SLOs and to propose, in consultation with the lead evaluator, SLOs and targets based on District and school requirements. Teachers deliver instruction during the year. Schools ensure lead evaluator approves each SLO and monitors/assesses results. Schools ensure all assessments are secure and that any assessments, including those used as evidence within SLOs, are not scored by teachers and principals with a vested interest in the outcome of the assessments they score.

Here we have an example process of how student learning objectives fit within an overall system of what we are trying to do with the Regents Reform Agenda, which is to ensure that every child has the opportunity to grow academically and every educator is able to grow professionally. There are a lot of mechanisms to get to student growth. Student learning objectives allow you to measure student growth in a summative way. All of the other things that educators do every day contribute to that growth. Common Core instruction provides a rigorous structure by which to teach students. Using Data Driven Instruction cycles gives you shorter intervals by which teachers can measure student progress, adjust instruction, and provide interventions. These Data Driven Instruction cycles also provide critical information to teachers as to how their students are doing and their progress towards their summative goals (SLOs). The mid-year evaluation conference is a great opportunity to get a temperature check on how the teacher is doing, and to discuss what’s working and what’s not based on results from the observation cycle and the Data Driven instruction cycles. The administrator can work with the educator to identify opportunities for further support and development and to provide specific feedback and strategies based on all relevant data. At the end of year evaluation the teacher and their administrator can look at all of the data together from the entire system, including the results of the multiple measures. This is a great opportunity to discuss the teacher’s strengths and where they have further opportunities for growth based on data collected over the course of the year.

Next Steps from NYSED 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 Summer 2012 Continued State provided training

Thank You! www.nyctecenter.org and www.engageny.org And remember to visit www.nyctecenter.org and www.engageny.org