March 23, 2012

2012 NYSCSS Annual Conference Crossroads of Change: The Common Core in Social Studies

 What are you hoping to glean from this session?  What is your lens of focus?

Learner: What is the content and rationale for an SLO? Teacher: How does this work support and impact teachers? District: What decisions need to be made and by whom? Trainer: How will I convey the importance and content of this work to districts, schools, and other stakeholder groups?

 Background of SLOs (Slide 9, 10)  100-Point Evaluation System (Slide 11)  Principles of SLOs (Slide 12)  What is an SLO? (Slide 13)  Key Messages for SLOs (Slide 14, 15)  Basic Elements (Slide 16, 17)  Framework  Activity (Slide 18, 19, 20)  Making Connections to CCSS and DDI utilizing New York SLO Development Guide by Teaching Learning Solutions (TLS) and Community Training and Assistance Center (CTAC)

 5 District Decisions (Slide 23)  State Determines (Slide 24, 25)  District Determines (Slide 26)  Schools Determines (Slide 27, 28)  Teacher Determines (Slide 29)  Activity (Slides 30-36)  Review Sample Approaches to set SLO Targets

 Background of SLOs (Slide 10)  100-Point Evaluation System (Slide 11)  Principles of SLOs (Slide 13)  What is an SLO? (Slide 14)  Key Messages for SLOs (Slide 15, 16)  Basic Elements (Slide 17, 18)  Framework  Activity  Making Connections to CCSS and DDI Utilize New York SLO Development Guide by Teaching Learning Solutions (TLS) and Community Training and Assistance Center (CTAC)

 New York State has a new teacher evaluation system that will help ensure our children get a first-rate education.  Two subcomponents of New York State’s new evaluation system require measures of student learning: student growth on State assessments or “other comparable measures” and locally selected measures of student achievement.  NY State’s Regulations governing teacher evaluation call for a “State-determined District-wide growth goal setting process.” Student Learning Objectives, as described in this document and in formal guidance, is the State-determined process. This document helps districts implement this process. Source: Page 3 of Guidance on the New York State District-Wide Growth Goal Setting Process: Student Learning Objectives

11 60 EBOP, etc. 20 Growth 20 Local 100 Student Learning Objectives (focus of today’s session) 100-Point Evaluation System for Teachers

SLOs are most effective when they fully support the goals of raising student achievement for all students Informed by, and help drive success of, district priorities and needs An integral part of an educator’s practice Accountability for student learning growth of ALL students Encourages systematic and strategic instructional decisions Measures of student learning should be fair and comparable across all educators Rigorous and ambitious SLOs used with data = higher academic performance

 A SLO is an academic goal for a teacher’s students that is set at the start of a course. It must be specific and measurable, based on available prior student learning data, and aligned to CCSS, as well as any other school and district priorities. ****District Priorities will inform your SLO process****

SLOs name what students need to know and be able to do at the end of the year. SLOs place student learning at the center of the conversation. SLOs are a critical part of all great educators’ practice. SLOs are an opportunity to document the impact educators make with students.

SLOs provide principals with critical information that can be used to manage performance, differentiate and target professional development, and focus supports for teachers. The SLO process encourages collaboration within school buildings. School leaders are accountable for ensuring all teachers have SLOs that will support their District and school goals.

Student Population Each SLO will address all students in the teacher’s course (or across multiple course sections) who take the same final assessment Learning Content What is being taught? CCSS/National/State Standards? Will Specific Standards be focused on this goal or all standards applicable to the course Interval of Instructional Time What is the instructional period covered? *Rationale required if semester/quarter/etc Evidence What assessment(s) or student work products(s) will be used to measure this goal? Baseline What is the starting level of learning for students in this class? Target What is the expected outcome (target) by the end of the instructional period? HEDI Criteria Districts must set their expectations for HEDI ratings and scoring Rationale Why choose this learning content, evidence and target?

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

 How do you INTEGRATE strands of our work into a coherent instructional whole?  How do these pieces connect, overlap, and support each other in the SLO Framework?  Common Core State Standards  Data Driven Instruction

 Review New York SLO Development Guide  Make connections with CCSS and DDI in the SLO Framework

 5 District Decisions (Slide 21)  State Determines (Slide 22, 23)  District Determines (Slide 24)  Schools Determines (Slide 25, 26)  Teacher Determines (Slide 27)  Activity  Review Sample Approaches to set SLO Targets

1.Assess and identify unique priorities and needs. 2.Identify who in the District will have State- provided growth measures and who must have SLOs as “comparable growth measures” as per State’s rules. 3.Determine District-wide rules for how specific SLOs will get set. 4.Establish expectations for scoring SLOs and for determining teacher ratings for the growth component, within State rules. 5.Determine District-wide processes for setting, reviewing, and assessing SLOs in schools. 3/01 4/16 5/30

 The overall SLO framework, including required elements.  Requirements in the context of Regulations:  Requirements for which teachers must set SLOs and which teachers must have State-provided growth measures.  Requirements for which assessments must be used, and which are allowable options, under the Regulations. Source: Page 8 of Guidance on the New York State District-Wide Growth Goal Setting Process: Student Learning Objectives

 Requirements around scoring:  The scoring ranges and categories for the measure of student growth subcomponent.  Rules for scoring SLOs that include a State- provided growth measure.  Rules for scoring multiple SLOs NYSED Provides training to Network Teams and Network Team Equivalents on SLOs prior to school year. Source: Page 8 of Guidance on the New York State District-Wide Growth Goal Setting Process: Student Learning Objectives

 Create processes to ensure that any assessments are not scored by teachers and principals with a vested interest in the outcome of the assessment they score, and address assessment security issues.  Establish which decisions are made at the District level versus in schools by principals, and/or principals with teachers.  Provide training to lead evaluators. Source: Page 8 of Guidance on the New York State District-Wide Growth Goal Setting Process: Student Learning Objectives

 Implement State and District-determined processes.  Make choices as needed when District leaves flexibility to schools. Source: Page 9 of Guidance on the New York State District-Wide Growth Goal Setting Process: Student Learning Objectives

 Ensure that lead evaluator approves each teacher’s goals and monitors/assesses results.  Ensure all assessments are secure and that any assessments, including those used as evidence for SLOs, are not scored by teachers and principals with a vested interest in the outcome of the assessments they score Source: Page 9 of Guidance on the New York State District-Wide Growth Goal Setting Process: Student Learning Objectives

 Propose, in consultation with lead evaluator, SLOs and targets based on District and school requirements.  Obtain all possible data on students to best inform baseline, starting level of student learning.  Reflect on student learning results and consider implications for future practice Source: Page 9 of Guidance on the New York State District-Wide Growth Goal Setting Process: Student Learning Objectives

This is how different levels of student growth will translate into one of four rating categories: Highly effective, Effective, Developing, and Ineffective Task: Review specific descriptions of student learning for each rating category. Source: Teacher Observations and Student Learning Objectives: An Integrated Approach March 13-14, Teaching Learning Solutions (TLS) and Community Training and Assistance Center (CTAC). NYSED Network Team Training Institute March 12-14, 2012.

Training SLO Target Approach 1: Set a common growth target. 90% of students will grow by 60 percentage points or more on their post-test compared to their pre-test for the standards. (e.g., Student E’s target is 60 more than 30, or 90.) 32 StudentPre-Test ScoreSummative Target Student A1070 Student B2080 Student C565 Student D060 Student E3090 Student F1070

33 Training 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) % of students grew by 60 points or more on the standards addressed =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= 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 *These scoring bands are based on proposed Executive Budget legislation.

Training 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. 34 StudentPre-Test ScoreSummative Target Student A1075 Student B2075 Student C575 Student D075 Student E3075 Student F1075

35 Training SLO HEDI Approach 2: Set ratings using the percent of students meeting a collective target (e.g., 80% mastery). 85% of students, including special populations, will grow to score 75% or higher on the summative assessment for the selected standards. Highly Effective* (18-20 points) Effective* (9-17 points) Developing* (3-8 points) Ineffective* (0-2 points) % of students demonstrate mastery of 75% of the selected visual arts standards using the post- assessment rubric =20 points 95-97=19 points 91-94=18 points 85% -90% of students demonstrate mastery of 75% of the selected visual arts standards using the post-assessment rubric 90=17 points 89=16 points 88=14-15 points 87=12-13 points 86=10-11 points 85=9 points 79% - 84% of students demonstrate mastery of 75% of the selected visual arts standards using the post-assessment rubric 84=8 points 83=7 points 82=6 points 81=5 points 80=4 points 79=3 points 78% or less of students demonstrate mastery of 75% of the selected visual arts standards using the post-assessment rubric 70-78=2 points 60-69=1 point 0-59=0 points *These scoring bands are based on proposed Executive Budget legislation.

Training SLO Target Approach 3: Set differentiated growth targets by student. 85% of students, including special populations, will meet or exceed their individualized target. 36 StudentPre-Test ScoreSummative Target Student A1080 Student B2080 Student C575 Student D070 Student E3085 Student F1080

New York State Education Department (February 2012). GUIDANCE ON THE NEW YORK STATE DISTRICT-WIDE GROWTH GOAL-SETTING PROCESS: STUDENT LEARNING OBJECTIVES. NYSED New York State District-wide Growth Goal Setting Process: Student Learning Objectives Road Map for Districts: November 2011 Revised February 2012 (to reflect anticipated legislation and settlement of litigation) Teacher Observations and Student Learning Objectives: An Integrated Approach March 13-14, Teaching Learning Solutions (TLS) and Community Training and Assistance Center (CTAC). NYSED Network Team Training Institute March 12-14, New York State Development Guide. Teaching Learning Solutions (TLS) and Community Training and Assistance Center (CTAC). NYSED Network Team Training Institute March 12-14, 2012.