APPR & STUDENT LEARNING OBJECTIVES An Update

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

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3. The “Purple Memo”

4. What is the Process for the Statute and the Regulations?

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

9. 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

10. 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

11. Composite Score Rating System The agreement significantly tightens the scoring system to ensure student achievement and teacher performance are both properly taken into account for teacher ratings. Teachers or principals that are rated ineffective in the 40 points could not receive a developing score overall. • Ineffective: 0 – 64 • Developing: 65 – 74 • Effective: 75 – 90 • Highly Effective: 91 – 100

12. Where should we be by now?

13. 5 District Decisions (recommended by 5/31/2012) • Assess and identify district 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 5/31 Note: These dates are recommended so NTI participants are prepared for their training sessions.

14. DECISION 1:ASSESS AND IDENTIFY DISTRICT PRIORITIES AND NEEDS

15. Step 1. District Leaders Assess and Identify Priorities and Needs* • What are the District’s overall priorities, needs, and long-term goals? • HINT: refer to your district strategic plans, and ensure alignment to the Common Core. • HINT: remember that principals and teachers will be held accountable to goals aligned with the district’s stated priorities. • HINT: the more prescriptive district level goals are, the less variation you will see in (content and rigor of) school/classroom goals. *See Attachment 1 and 2 of Resource 1: “New Paltz Educational Master Plan” and “Batavia City Schools Comprehensive District Education Plan” for two examples of districts whose goals and priorities set them up for learning and success.

16. DECISION 2:WHO NEEDS AN SLO FOR GROWTH MEASUREMENT?

17. 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.

18. What Are Student Learning Objectives (SLOs)?

20. Required SLOs: Reference Guide Please see the “Required SLOs: Reference Guide” for NYSED’s rules for teachers who have SLOs for State Growth

21. SLOs Focus Attention on Essential Learning, Data, and Outcomes What is the aggregate of what my students will learn this year?

22. 100-Point Evaluation System: State 20% Three types of teachers:

23. State Provided Growth Measure or SLOs?

24. NYSED SLO Framework

25. DECISION 3: HOW WILL SLOs GET SET?

26. 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

27. Student Population These are the students included in the SLO. • Provide course sections in the SLO • Includes all students in the selected course sections • Provides student names and or ID numbers for all students in the selected courses. (Roster)

28. Learning Content This is the content to be taught in the SLO. 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.

29. Learning Content • Identifies course name. • Uses the appropriate body of standards (Common Core, national, state, local). • Names the exact standards, performance indicators, etc. • Selects specific and measurable standards, indicators, etc. • Selects the most important standards, indicators, etc., for the course. • Includes Common Core standards to supplement NYS Learning Standards for courses other than ELA or math (e.g., Literacy in History/Social Studies, Science, and Technical Subjects). • Aligns to district and/or school priorities. • Aligns to future coursework, as well as college and career readiness.

30. Learning Content – Continued • Course: 7th Grade Visual Arts • Standards Source: New York State Learning Standards • Standard 1 – Creating, Performing, and Participating in the Arts • Standard 3 – Responding to and Analyzing Works of Art. • Standard 4 – Understanding the Cultural Dimensions and Contributions of the Arts • Performance Indicators: 1c, 1d, 3a, 3c, 4c • Common Core Writing Standards for Literacy in …Technical Subjects: WHST.6-8.4, WHST.6-8.8

31. Learning Content – Continued (1c) [Students] use the elements and principles of art to communicate specific meanings to others in their art work. (1d) During the creative process [students ] reflect on the effectiveness of selected mediums or techniques to convey intended meanings. (3a) [Students] discuss and write their analyses and interpretations of their own works of art and the art of others, using appropriate critical language. (3c) [Students] compare the ways ideas and concepts are communicated through visual art with the various ways that those ideas and concepts are manifested in other art forms.

32. Learning Content – Continued • (4c) [Students] create art works that reflect a particular historical period of a culture. • (WHST.6-8.4) [Students] produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. • (WHST.6-8.8) [Students] gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

33. Interval of Instructional Time 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.) Specify when the teaching for this learning content will begin and end. (Rationale is required if less than the typical year-long interval is set.) • Indicates a clear start and end date. • Provides a rationale if the interval is less than one year (e.g., course length is less than one year).

34. Evidence These are the assessments used for determining students’ levels of learning.

35. Evidence • Identifies pre-assessment(s) and summative assessment(s). • Selects summative assessments from either the State-approved list or those developed and approved by the district/BOCES, and supported by superintendent’s certification of rigor and comparability. • Offers accommodations as legally required and appropriate. • Ensures that those with vested interest are not scoring summative assessments.

36. Evidence • Aligns tightly to the selected learning content using authentic measures. • Demands higher order thinking of students. • Uses a clear rubric, scoring guide, and/or answer key to minimize subjectivity of scoring. • Matches score reporting to the specificity of learning content.

37. Evidence – (Summative Rubric) • Note on Rubric: Each student’s work will be scored by two other district middle school visual arts teachers using the following rubric, with both teachers’ scores being averaged to yield the final student scores.

38. Baseline This is the level of students’ knowledge and skill in the targeted learning content at the beginning of the interval of instructional time. Describe how students performed on the identified pre-assessment(s) for the learning content, including any additional data that informed SLO development. (Actual baseline scores for each student are required.)

39. Baseline • Describes how students performed on the identified pre-assessment(s). • Provides a baseline score for each student in the SLO. • Indicates via pre-assessment data a clear need for focusing on this learning content. • Multiple data sources are used (in addition to pre-assessment data) to set appropriate targets, make instructional decisions, and drive student growth.

40. Target(s) This is the numeric achievement goal which articulates the amount that students will have to grow during the interval of instructional time. Define numeric growth goals for student performance on identified summative assessment(s) which measure student knowledge and skill in the learning content. (Actual final scores for each student are required.)

41. Target(s) • Provides a target statement. • Provides a specific growth goal for each student. • Sets targets consistent with district-level expectations for target-setting in this grade/subject. • Requires students to make at least a year’s growth in a year’s time, with students below grade level being required to grow more than a year’s growth in a year’s time. • Requires 80% or more of students, including special populations, to meet their individual goals. • Includes goals for special student populations that are equally challenging and rigorous as those for other students, considering each student’s starting point.

42. Student Population, Baseline, and Target(s) SLO Target Approach 1: Set a common growth target. • 90% of students, including special populations, will grow by 60 percentage points or more on their summative assessment compared to their pre-test for the standards. (e.g., Student E’s target is 60 more than 30, or 90.)

43. Student Population, Baseline, and Target(s) 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.

44. Student Population, Baseline, and Target(s) SLO Target Approach 3: Set differentiated growth targets by student. • 85% of students, including special populations, will meet or exceed their individualized target.

45. HEDI This is how different levels of student growth will translate into one of four rating categories: • Highly effective, • Effective, • Developing, and • Ineffective Provides specific descriptions of student learning for each rating category.

46. HEDI • Categorizes all possible scoring results in the HEDI structure such that • Highly effective = exceeds district expectations • Effective = meets district expectations • Developing = is below district expectations • Ineffective = is well below district expectations • Is mathematically possible for the teacher to obtain every point value within a rating category. • Allocates points clearly and objectively within a HEDI rating category.

47. HEDI • Requires 80% or more of students, including special populations, to meet their individual goals to earn 9 points (minimum rating in the “effective” category). • Defines HEDI rating categories that are rigorous, attainable, and in-line with district growth expectations or goals. • Includes special populations explicitly in the HEDI structure.

48. HEDI Approach 1 – 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.

49. Rationale This describes the reasoning behind the choices regarding learning content, evidence, and target. Describe the selection of the elements (learning content, evidence, and target) and how they will be used together to prepare students for future growth and development, as well as college and career readiness.

50. Rationale • Provides reasoning for the selection of the learning content, evidence, and target. • Describes how the elements will be used together to prepare students for future coursework, as well as college and career readiness. • Indicates a thoughtful level of detail resulting in defensible decisions for the following elements: learning content, evidence, target(s), baseline, and HEDI. • Explains how learning content and target(s) align to future coursework, as well as college and career readiness. • Explains how multiple and appropriate data points are used to select the learning content and target(s) for the student population.