APPR & STUDENT LEARNING OBJECTIVES An Update

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

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5. 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

6. 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

7. RUBRICS Rubric for the Rubrics Cognitive Engagement Constructivist learning 21st Century Skills NYS Teaching Standards and Elements

9. Where should we be by now?

10. Keep in Mind: • Districts should consider which rubric captures what they think is important to teacher practice. • None of the currently approved rubrics require implementation support from the provider, districts may choose to do this on their own. • More rubrics will be added to this list on a rolling submission/approval basis. • Collective bargaining considerations. Step 3: Pick local student achievement measures Step 2: Agree on 60 point measures Step 1: Pick a rubric

11. Keep in Mind: • Multiple observations must be conducted by principals, or other trained administrators. • Other trained evaluators may conduct observations within the portion of points assigned to classroom observation including independent observers or peer evaluators. • Observations may be done in different formats (i.e., they do not need to all be in-person, they can be done through video as well; there are no prescribed lengths). • All standards must be assessed. Any standards not addressed in classroom observation will need to be assessed at least once a year. • Collective bargaining considerations. Step 3: Pick local student achievement measures Step 2: Agree on 60 point measures Step 1: Pick a rubric

12. Keep in Mind: • Districts should select the same measure of student growth or achievement across all classrooms in the same grade/subject to ensure comparability. • The State-approved list meets prescribed criteria for comparability and rigor; districts/BOCES who develop their own assessments will need to verify comparability and rigor. • Districts may use more than one type of measure within a grade/subject if they prove comparability. • The State will provide a framework to facilitate the growth goal-setting process. • Collective bargaining considerations. Step 3: Pick local student achievement measures Step 2: Agree on 60 point measures Step 1: Pick a rubric

13. For all teachers and leaders • Training for evaluators and those evaluated • Six Best Practices • Annual • Clear rigorous expectations • Multiple measures • Multiple ratings • Regular feedback • Significance

14. Purpose of The Road Map The Road Map and Guidance Document are available: http://engageny.org/resource/student-learning-objectives

15. 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 2012-13. Understand the timeline for district based decision points throughout the spring of 2012. Review processes for districts to carry out the work associated with the first three decision points of the SLO Road Map.

16. 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.

17. What Are Student Learning Objectives (SLOs)?

23. What Does the District Determine?

24. What Do Schools Determine (Principals, Teachers) Implement SLOs in the context of State and District requirements:

25. Key Messages for Student Learning Objectives • 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 educator’s practice. • SLOs are an opportunity to document the impact educators make with students.

26. NYS SLOs MUST Have the Following Elements

29. Key Messages for SLOs continued… • 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.

30. KeyMessagesforSLOsContinued… Illustrative Alignment of Annual Goals: District, School, Teacher

31. 5 District Decisions by 6/30/2012 • Assess and identify 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 5/30

32. Step 1: Determine District-wide Priorities and Academic Needs • Assess and identify District-wide priorities and academic needs. Start with commitments and focus areas in District strategic plans. • Decide how prescriptive the District will be and where decisions will be made by principals, or principals with teachers.

33. Step 2: Identify who will have State-provided growth measures and who must have SLOs as “comparable growth measures”. 50 – 100% Students Covered by State-Provided Growth Measures 0 – 49% Students Covered by State-Provided Growth Measures These teachers will receive a Growth Score from the State (20-25 evaluation points) These teachers MUST have SLOs (20 evaluation points) E.g., 4-8 ELA, Math, Common Branch teachers E.g., Many high school teachers, K-3 teachers, teachers with mix of sections with/without State-provided growth measures (e.g., two 7th grade math classes and three science classes)

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

36. Scope and Sequence for a Teacher with an SLO • Have an evaluator approved SLO that includes all of the NYSED Elements. • Backwards map instructional plans to reach the SLO target. • Over the course of the year, teaching towards the SLO. • Track student progress towards meeting the SLO. From NYSED: engageny.org Introduction to SLO Deck

37. Initial Next Steps for Districts

38. Next Steps from NYSED

39. QUESTIONS? Please email: slohelp@mail.nysed.gov

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