March 23, 2012

1. March 23, 2012 Welcometo the 2012 NYSCSS Annual ConferenceCrossroads of Change: The Common Core in Social Studies!!!!!!!!!!

2. 2012 NYSCSS Annual Conference Crossroads of Change: The Common Core in Social Studies STUDENT LEARNING OBJECTIVES

3. What hat are you wearing for this session? • What are you hoping to glean from this session? • What is your lens of focus?

4. Multiple Hats for Session • 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?

5. Session Focus: Agenda 1 • 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)

6. Session Focus: Agenda 2 • 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

7. Agenda 1

8. Agenda • 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)

9. Background • 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

10. Student Learning Objectives are the State-determined District-wide growth goal setting process. Source: Page 3 of Guidance on the New York State District-Wide Growth Goal Setting Process: Student Learning Objectives

11. 100-Point Evaluation System for Teachers Student Learning Objectives (focus of today’s session)

12. Principles that Support SLOs

13. Student Learning Objective • A SLO is an academic goal for a teacher’s students that is set at the start of a course. It must be specificand 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****

14. Key Messages for SLOs • 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.

15. Key Messages for SLOs • 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.

16. SLOs must include

17. 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

18. Making Connections to CCSS and DDI

19. Activity • 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

20. Activity • Review New York SLO Development Guide • Make connections with CCSS and DDI in the SLO Framework

21. Agenda 2

22. Agenda • 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

23. 5 District Decisions by 6/30/2012 • Assess and identify unique priorities and needs. • 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. • Determine District-wide rules for how specific SLOs will get set. • Establish expectations for scoring SLOs and for determining teacher ratings for the growth component, within State rules. • Determine District-wide processes for setting, reviewing, and assessing SLOs in schools. 3/01 4/16 5/30

24. The State determines: • 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

25. The State determines: • 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 2012-2013 school year. Source: Page 8 of Guidance on the New York State District-Wide Growth Goal Setting Process: Student Learning Objectives

26. Districts will need to: (In the context of State Regulations and frameworks) • 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

27. Schools will need to:(In the context of State Regulations and frameworks) • 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

28. Schools will need to:(In the context of State Regulations and frameworks) • 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

29. Teachers will need to:(In the context of State Regulations and frameworks) • 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

30. Sample Approaches to set SLO Targets

31. HEDI 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, 2012. Teaching Learning Solutions (TLS) and Community Training and Assistance Center (CTAC). NYSED Network Team Training Institute March 12-14, 2012.

32. Review of Target Approach 1 – Training SLO 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.)

33. HEDI Approach 1 – Training SLO 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. *These scoring bands are based on proposed Executive Budget legislation.

34. Review of Target Approach 2 – Training SLO 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.

35. HEDI Approach 2 – Training SLO 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. *These scoring bands are based on proposed Executive Budget legislation.

36. Training SLO Target Approach 3 Training SLO Target Approach 3: Set differentiated growth targets by student. 85% of students, including special populations, will meet or exceed their individualized target.

37. References 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, 2012. Teaching Learning Solutions (TLS) and Community Training and Assistance Center (CTAC). NYSED Network Team Training Institute March 12-14, 2012. 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.