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Race to the Top (RTTT) and the New York State Regents Reform Agenda. Working to Make Sense of the SLO’s: Professional Sharing. Dr. Timothy T. Eagen Assistant Superintendent for Instruction & Curriculum South Huntington UFSD Dr. Joan Ripley
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Race to the Top (RTTT) and the New York StateRegents Reform Agenda Working to Make Sense of the SLO’s: Professional Sharing Dr. Timothy T. Eagen Assistant Superintendent for Instruction & Curriculum South Huntington UFSD Dr. Joan Ripley Assistant Superintendent for Curriculum & Instruction Farmingdale Public Schools May 22, 2012
The BIG Picture: 3 Components of the Race To The Top (RTTT) Initiative The perfect storm! College and Career Readiness Common Core ELA & Math Standards Data-Driven Instruction (DDI) Great Teachers & Leaders
5 District Decisions (recommended by NYSED 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.
Scoring or HEDI Bands Need to be cautious in setting up point ranges.
The Key: It is all about BALANCE! • Achievement vs. performance • Growth vs. proficiency • Complexity vs. fairness • Leadership opportunity vs. disaster • Change vs. status quo
Complexity vs. Fairness • Student Learning Objectives (SLOs) • Data driven instruction • Who needs SLOs and how many are needed? • Who is going to do the work (crunch the numbers)? • How will data be stored and growth/local scores calculated? Do we need a new data tool? • How can we make this manageable at the building level? • Who can help support us?
Complexity vs. Fairness • Student Learning Objectives (SLOs) based on: • State assessments • State approved list of 3rd party assessments • District, regional or BOCES-developed assessments (district of BOCES verifies comparability and rigor… to the extent possible) • School or BOCES-wide, group or team results based on State assessments
Leadership Opportunity vs. Disaster • District/school priorities • “Assess and identify district priorities and academic needs.” • A chance to align with the Common Core State Standards (CCSS) and the most important learning for each course • Formulate an overall plan that allows this all to be manageable
SLO Required Elements • Population • Learning Content • Evidence • Baseline • Target(s) • HEDI Criteria • Rationale (see handouts for a detailed description of each element)
SLO “Rules” • SED provided examples (Global II & 7th Grade Visual Arts) • Template (visit engageNY.org or www.liascd.org) • Conversion table (converts % meeting target to score out of 20 points) • How many SLOs does a teacher need? (50% rule) • Teachers without a state supplied growth measure need at least one SLO. Start with the courses taught with the highest enrollment. If this covers >=50% of students, then only 1 SLO is needed. Otherwise, a second or third SLO would be needed until >=50% of students are covered. • References, guides, and “helps” http://engageny.org/resource/student-learning-objectives/
It All Boils Down to Points How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing), and “well-above” (highly effective)? Rigorous Target
The Task • Work in groups at your tables • Choose either the Global II or 7th Grade Fine Arts NYSED example SLO • Discuss the essential questions (next slide) and how they relate to the chosen SLO • Apply the SLO Analytic Rubric to the chosen SLO • Be pared to share any “ah hah” or “OMG” moments with the larger group • Q&A
Essential Questions for Discussion • A. How many assessments should students take? • B. How are district priorities reflected in the SLO process? • C. How are SLO targets set and met? • D. What is the difference between performance and written assessments? • E. How can SLO assessments be tied to standards?
Additional Thoughts • With SLOs, less is more • Build district/school priorities into the system • Aggregate groups and grade levels where possible • Build teamwork into the system • Put the data ownership into the hands of the teachers • Helpful Links: • http://engageny.org/ • School Leadership 2.0 (APPR/SLO Best Practice and Sharing Discussions) • http://www.ocmboces.org/teacherpage.cfm?teacher=1518 • http://www.LIASCD.org