Aligning Priorities, Goals and Initiatives for School and Student Success Presenters: Dr. Carl Bonuso Mr. Fred Cohen Dr. Valerie C. D’Aguanno Dr. Robert Greenberg

Overview SED’s research? Student Learning Objectives (SLOs) Evidence-Based Teacher Performance Evaluation Informing District Decision Making Ensuring the objectivity and indicator alignment of our work

Theory of Action Improved Student Outcomes 3 Analysis of Individual Administrator Behaviors & Actions Group Actions and Behaviors (e.g. using teacher evaluation process for continuous professional growth focused on learning and renewed beliefs) Improved Administrative and Teacher Performance & Improved Student Achievement Logic ModelOutcome Analysis of Individual Teacher Behaviors & Actions SOCIAL CAPITAL STRATEGY HUMAN CAPITAL STRATEGY

Effects of Support and Challenge on Teacher Development RetreatGrowth Status QuoConfirmation Support lowhigh Challenge high low Vision Learning Barber, 2003 Mckinsey Global Ed Practice

Alignment of our Priorities and Goals “Sound strategy starts with having the right goal.” ~ Michael Porter

District, Building, Teacher Improvement PLCs Principal Evaluation Teacher Evaluation Teacher Performance Standards Data Teams School Improvement Plans In-services - PD Coaching & Mentoring Teacher Induction Teacher Growth Plans Resource Allocation Assessments/Screenings Initiative District Improvement Plan Adapted From: Marzano, R.J. (2010). Whitepaper: Creating an aligned system

Supporting Improvement Through Alignment and Coherence Adapted From: Marzano, R.J. (2010). Whitepaper: Creating an aligned system Initiatives PLCs Principal Evaluation Teacher Supervision & Evaluation Teaching Standards Data Teams School Improvement Plans In-services - PD Coaching & Mentoring Teacher Growth Plans Resource Allocation Multi-Tier Support District Improvement Plan

Student Outcomes District All Schools School All Teachers Classroom All Students Evidence and Growth Across All Levels

Key Messages for SLOs District Goal: by the end of 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 school year, increase the percentage of students who score a proficient on end of course State assessments by at least 10%, as compared to ; increase those scoring advanced by at least 5%. Teacher Goal: by the end of school year, 85% of students will demonstrate growth on the Social Studies assessment compared to their prior grade performance. 9 Illustrative Alignment of Annual Goals: District, School, Teacher From NY DOE engageny.org Introduction to SLO Deck

Making Connections…Big Idea Regents Reform Agenda: CCLS Data Driven Inquiry Evidence-Based Teacher Evaluation Table Activity: Describe connections that you have made/are making to align the three areas of the Regents Reform Agenda

Evidenced-Based Teacher Evaluation Evidence Based Teacher Evaluation 20% 60% State Assessments (4-8 ELA/Math) Local MeasureOther SLOs – Other subjects SLOsObservations 3 rd party assessments, district or BOCES TBD

GROWTH IN SUBJECTS WITHOUT STATE- PROVIDED GROWTH MEASURES (20%): Student Learning Objectives (SLOs) will be used for teachers of subjects where there is no State-provided measure of student growth. The Regulations call this the State-determined growth goal setting process. Each SLO will be built around one of the following four options for assessments as the evidence of student learning: (1) List of State-approved 3rd party, State, or Regents-equivalent assessments (2) District- or BOCES-developed assessments provided the district or BOCES verifies comparability and rigor. (3) School-wide, group, or team results based on State assessments. (4) School or teacher-created assessment.

LOCALLY SELECTED MEASURES (20%): For the local 20%, Districts must choose from the four options listed below. For the local measure, the selected measure can measure achievement and/or growth. (Note: the August 2011 Court decision holds that local measures must be different from the growth measures used in the growth subcomponent above although the local measures may be based on the same state assessment, among other options). May use growth or achievement for these: (1) List of State-approved 3rd party, State, or Regents-equivalent assessments1 (2) District, regional, or BOCES-developed assessments provided that the District or BOCES verifies comparability or rigor. (3) School-wide, group, or team results based on State or allowable local assessments, provided that the district or BOCES verifies comparability and rigor. (4) Structured District or BOCES-wide goal setting process for use with State, approved 3rd party, or school (teacher-created) assessment provided that the district or BOCES verifies comparability and rigor. 1 Note: the August 2011 Court decision holds that local measures must be different from the growth measures used in the growth subcomponent above although the local measures may be based on the same State assessment, among other options.

Setting the Stage for Student Learning Objectives and Evidence- Based Performance Evaluation

SLO - Objectives Establish a common language around Student Learning Objectives and have an awareness of what it will mean for schools to adopt the use of them in school year Understand the timeline for district based decision points throughout the spring of Review processes for districts to carry out the work associated with the first three decision points of the SLO Road Map.

Student Learning Objectives 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.

1.Assess and identify 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. 5 District Decisions by 5/30/2012 3/01 4/16 5/30 From NY DOE engageny.org Introduction to SLO Deck

5 District Decisions by 5/30/2012

Determine District-wide priorities and academic needs. Start with commitments and focus areas in District strategic plans. Given State-determined SLO requirements, consider how to construct growth measures that advance District-wide priorities and needs. Decide within the Growth Component SLO process how prescriptive the District will be (e.g., set specific goals district-wide for some subjects, provide metrics based on common assessments, set specific or generic HEDI expectations) and where decisions will be made by principals, or principals with teachers. 19 From NY DOE engageny.org Introduction to SLO Deck District Step 1: Assess and identify priorities and academic needs. March 1, 2012

MUSTs & Rules Table Activity – Determine Which Teachers Will Have SLOs? Use the “rules” in the Guidance Document (pages 10 & 11) to assist you.

District Step 3: Determine District Rules for How Specific SLOs Will Get Set. Will District require the use of existing, common District-wide assessments for any specific grade/subject? Identify which grades/ subjects and assessments: 1.From NYSED’s list of approved State or 3 rd party? 2.District or BOCES - developed? 3.Department, school, or teacher- created? Identify which grades/ subjects and assessments: 1.From NYSED’s list of approved State or 3 rd party? 2.District or BOCES - developed? 3.Department, school, or teacher- created? Are there groups of teachers where school-wide, group or team results based on State assessments are most appropriate? No Are there grades/subjects where the District wants to prioritize buying or creating additional district-wide assessments? Yes What will the District require for any remaining teachers who are not yet covered?

SAMPLE ONLY

SLOs Focus Attention on Essential Learning, Data, and Outcomes September/October November/December January/February March/April May/June What is the aggregate of what my students will learn this year? From NY DOE engageny.org Introduction to SLO Deck

What is the aggregate of what our students will learn through their school career? SLOs Focus Attention on Essential Learning, Data, and Outcomes Kindergarten Primary Grades Elementary Grades Middle School High School From NY DOE engageny.org Introduction to SLO Deck

Example of an SLO (Part 1) 29 Spanish II Class; all 30 students New York State Learning Standards for Languages Other Than English (LOTE) SY (1 year) 1.Spanish I summative assessment results from students in District-wide pre-assessment administered at the beginning of the school year. 3.District-wide summative assessment administered at the end of the school year. 1.All students had Spanish I results that demonstrated scores of proficient or higher in all basic vocabulary and grammar. 2.Scores ranged from 6% - 43% on the Spanish II District- wide diagnostic assessment. Population Learning Content Interval Evidence Baseline

Example of an SLO (Part 2) % of students will demonstrate mastery of at least 75% of the Spanish II performance indicators, as measured by the district’s summative assessment in May Highly Effective (18-20 points) Effective (12-17 points) Developing (3-11 points) Ineffective (0-2 points) % of students demonstrate mastery of 75% of the Spanish II performance indicators. 78% -85% of students demonstrate mastery of 75% of the Spanish II performance indicators. 66% - 77% of students demonstrate mastery of 75% of the Spanish II performance indicators. 65% or less of students demonstrate mastery of 75% of the Spanish II performance indicators. Previous work in Spanish I focused on working with basic vocabulary and grammar, and building preliminary oral skills. The diagnostic assessment is heavily focused on more advanced writing and reading skills, which are essential components of the Spanish curriculum. Spanish II requires students build on their learning from Spanish I in order to acquire mastery in these areas and to be prepared for Spanish III. Since all students completed Spanish I having achieved basic proficiency levels, I am confident they will achieve 80% mastery or above on at least 75% of the Spanish II materials. Target(s) and HEDI Scoring Rationale

Scope and Sequence for a Teacher with an SLO  Have an evaluator approved SLO that includes all of the eight SLO elements.  Work backwards to map the instructional plan to meet the SLO target.  Over the course of the year, teach towards the SLO.  Track student progress towards meeting the SLO. From NYSED: engageny.org Introduction to SLO Deck

Questions questions anytime to:

Domains, Elements, Vocabulary…Oh, my… Select a cognitive/instructional section from the rubric of your choice. Give specific evidence demonstrating effective practice using the language of the rubric. What are the students doing? What is the teacher doing?

Evidence-based observation Script using your preferred method You will be asked to: Focus on a cognitive aspect of your district’s rubric Key the evidence you gather to the indicator/element level of your rubric

Classroom Video Math Lesson

On your own Align the evidence you collected against the indicator/element of your rubric

Table Activity Discuss with your table mates your experience with the evidence/scripting. Did you agree on the evidence? Are your comments evidence-based or opinion? Did you comment on cognitive activity or environmental activity? Reflect on this observation process.

Time to Reflect