September 5, 2012

2  Be present  Demonstrate Active Listening  Help ensure a balance of voices  Respect time boundaries  Use electronics respectfully and appropriately when prompted  Return to large group attention when signaled

Throughout the presentation, please write any additional questions you have on a sticky note and add to the parking lot. These questions will be answered and shared with everyone following today’s session.

Understand how Student Learning Objectives (SLOs) fit into the APPR System Understand the components of an SLO Be able to BEGIN to construct an SLO

5 Regents Reform Agenda & Race to the Top Focusing on Teaching and Learning for ALL College and Career Ready Students Highly Effective School Leaders Highly Effective Teachers Implementing Common Core standards and developing curriculum and assessments aligned to these standards to prepare students for success in college and the workplace (CCLS) Building instructional data systems that measure student success and inform teachers and principals how they can improve their practice in real time (DDI) Recruiting, developing, retaining, and rewarding effective teachers and principals (APPR-Professional Practice) Creating Cultures for Learning and Collaboration

20% Student Growth 20% Student Achievement 60% Multiple Measures APPR Student Learning Objectives (focus of today’s session) 100-Point Evaluation System for Teachers The majority of the points are connected to NYS Teaching Standards!

 Common Core Learning Standards(CCLS)  Highly Effective, Effective, Developing, Ineffective (HEDI)  Student Leaning Objectives (SLO) ◦ Student Population ◦ Learning Content ◦ Interval of Instructional Time ◦ Evidence ◦ Baseline Data ◦ Target ◦ HEDI Scoring ◦ Rationale

 Performance Indicator (PI)  Summative Assessment  Formative Assessment  State Provided Growth Measure (SGP)  Mastery  Annual Professional Performance Review (APPR)  Data Driven Instruction (DDI)  Partnership for Assessment of Readiness for College and Careers (PARCC)

Step One Identify Most Important Learning for the SLO Step two Develop Pre- Assessment Administer between 9/10/ /5/2012 Step Three Analyze Data October 9, 2012 Superintendent’s Conference Day Step Four Set Target October 9, 2012 Superintendent’s Conference Day Step Five Complete SLO Submit on MLP 10/8 - 10/19/2012

Step Six Principal Approves SLO 10/9 – 11/2/2012 Step Seven Teach for Success! Step Eight Summative Assessments are administered Step nine Analyze data Final summative results reviewed for all SLOs 6/3 – 6/21/2012 *Step One Repeat SLO process September 2013 – June 2014

What test will be used to determine the SLO for MY Growth Score?

 Grades 4-8: NYS ELA Exam  Grades K-3: AIMS Web  Grades 9, 10, 12: District or regionally developed assessment  Grade 11: Regents Exam

 Grades 4-8: NYS Math Exam  Grades K-3: AIMS Web  Algebra: Regents Exam  Geometry: Regents Exam  Alg2/Trig: Regents Exam  Other math electives: District Developed

Pre-assessments should be teacher-created, by department, by course. Summative assessments should be district or regionally developed:  Art  Social Studies  Science 5 – 7,  Health  FACS  Technology  LOTE  Music  PE  Other electives

 The Teaching Standards  NYSUT Rubric  Announced observation  Unannounced observation(s)

 Librarians  Pre-K  Guidance  Speech  OT, PT (*In contract negotiations)

 K-5 Curriculum Modules Released from NYSED  6-12 Curriculum Released in November & February  Regents Exam format the same for  See engageny.org for information

 PreK-5 Curriculum Modules Released from NYSED  6-12 Curriculum Modules Released in November & February  Regents Exams still the same for  See Engageny.org for information

These are the students included in the SLO.

CCLS Anchor Standards  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.

 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.)

Appendix B These are the assessments used for determining students’ levels of learning. Two parts:  Pre-assessment or diagnostic data that you gather and analyze at the beginning of the course  Summative measures for the end of the course

With your small group, discuss what pre- and summative assessments best measure the selected learning content for the course and standards/performance indicators you selected. Pre-assessment(s):___________________ Summative assessment(s): ___________________ (If none are available for your learning content, describe the characteristics of a high-quality and valid assessment for the identified learning content, how it would be developed, by whom, when, etc.) 27

Describe how students performed on the identified pre-assessment(s) for the learning content. Baseline scores for students should be reviewed by teacher and Principal/Director when setting the SLO at the beginning of the course.

This is the level of knowledge and skill that students are expected to achieve at the end point of the interval of instructional time. Define numerical growth goals for student performance on identified summative assessment(s) which measure student knowledge and skill in the learning content. These data will be reviewed by the teacher and Principal/Director at the conclusion of the course.

 85% of the students will score ______ on the _____. 85% of the students will score a 650 scale score on the 5 th grade ELA assessment. 85% of the ELL students will score a 3 on the NYSELAT. 85% of the students will score a 3 on the 7 th grade Math Terra Nova. 85% of the students will score 75% or higher on the Chemistry Regents. 85% of the students will score 80% or higher on the regionally developed physical education summative assessment.

1. Common Growth Target 2. Growth-to-Mastery Target 3. Differentiated Growth Target 4. % of students meeting individual Target 5. % of students meeting a collective Target

This is how different levels of student growth will translate into one of four rating categories: Highly effective (20-18) Effective (17-9) Developing (8-3) Ineffective (2-0)

34 How high are expectations for all students? How clear are the distinctions between each rating category? Within a HEDI rating category, how clear and objective is the point allocation? What is the rationale that is used for the differentiations in points?

 This describes the reasoning behind the choices regarding learning content, evidence, and target. For your selected course, craft the rationale, reflecting on the considerations raised throughout the session.

1. Who has to write a SLO? Any teacher who does not receive a State provided growth score for at least 50% of their total student population. 2. How many SLOs do I have to write? The maximum number is 3. SLOs must cover at least 50% of your total population. 3. Do we count only students who we have on the first day of school? No, your student population will be set on BEDS day.

4. Which teachers must attach themselves to state assessment results? If your students take a state assessment, then this must be used as the summative assessment (ie: 3rd grade teachers must use ELA and Math results for their students) 5. If I am a teacher in a co-teaching situation, do I write my own SLOs? write my own SLOs? Teachers in a co-teaching situation will have the same SLO as the classroom teacher and will be tied to aggregate growth of all students.

6. Can I administer and grade the summative assessment? No, districts need to design and implement protocols so teachers are not administering and assessing their own students (vested interest rule). 7. Must the summative assessment be a secure assessment? assessment? Yes, districts must ensure that the assessments used are secure (students cannot have seen the assessment/items). 8. Does my SLO have to be approved by anyone? Yes, you and your principal (and/or director) will discuss your SLO to ensure it meets the standards of the district. The district is finalizing the process for submitting, approving and supervising the SLO process. Some decisions may be subject to negotiations.

9. Can I adjust my SLO in the middle of the year? No. Once a SLO is written, baseline data gathered, and targets set, this will remain intact for the duration of the year (or length of course). 10. Which students do I choose if I teach many throughout the year? You SLO must cover at least 50% of your students. You must start with your combined like course with the largest population of students. 11. Does an SLO look at growth of individual students or the entire class? It looks at the growth of individual students. However, it is the aggregate growth of all individuals that determines whether the target was met.

12. Do Regents courses have to use the Regents exams? Yes, those courses that end with a Regents exam must use that, in its entirety as the summative assessment. 13. I have heard that meeting my target does not get me all 20 points. Why? When setting up the HEDI score, achieving your target puts you into the effective teacher range. The exact number of points in this range is district determined. In order to receive a highly effective rating, you must exceed your target. 14. Will all teachers at the same grade level have to have the same SLO? Yes, teachers in the same grade level and course are required to use the same SLO which includes the same assessments but their targets may be different based on the specific population of students.

  learning-objectives/  curricular-maps-now-available/  2011commoncore.pbworks.com  dards/  sample-questions/

 Determine where your grade level or group is in the process as outlined in the presentation.  Spend time discussing the Learning Content and whether there are priority standards that will take precedence for your SLO.  Review the information on the NSCSD discussion guide.  Know that HEDI Targets will be part of the October 9 th Conference day (pending approval of PDC and DSC).  This is a process, we will keep working on and learning as we go!

No One Should Feel Isolated Or Alone