APPR & STUDENT LEARNING OBJECTIVES An Update Constance Spohn, Lead Technical Assistance Specialist Carol Ann Zygo,

1. APPR & STUDENT LEARNING OBJECTIVES An Update Constance Spohn, Lead Technical Assistance Specialist Carol Ann Zygo, Field Associate Central and Northern NY

2. Presenter Dr. Constance Spohn, Lead Technical Assistance Specialist • CTE Technical Assistance Center • Successful Practices Network (current) • Retired (2 weeks) • Interim Elementary Principal, Fonda-Fultonville CSD • Director of Special Programs, Fonda-FultonvilleCSD (8 yrs) • Online Instructor, VTP SUNY Oswego (current) • Coordinator Montgomery Co. 21st CCLC (2 yrs) • Director, Two Year College Development Center, Univ. @ Albany(5yrs) • Greater Capital District Tech Prep Consortium Coordinator (9 yrs) • Professor, Early Childhood, SUNY Cobleskill (10 yrs) • Instructor; Early Childhood, Foods, Clothing Services, Madison Oneida BOCES (7 yrs)

3. Carol Zygo, Field Team Associate NYS CTE Technical Assistance Center CTE Technical Assistance Center (current) Successful Practices Network (current) Superintendent, Herkimer CSD (6 years) Principal, Oriskany CSD (10 years) Model Schools Coordinator, Madison-Oneida BOCES (3 years) Business Teacher (17 years) College Instructor (Utica College) Presenter

4. CTE TACBackground & Purpose State Contract to assist SED in carrying out its mission of improving the quality, access, and delivery of CTE through research-based methods and strategies resulting in broader CTE opportunities for all students. 4

5. CTE TAC Work Plan Improve CTE data collection to create an accurate picture of career and technical education program performance Assist schools in the integration of the new national common core state standards with CTE. Expand CTE program approvals. Use best practices in CTE for high school improvement. Expand CTE programs and student leadership participation Build relationships and networks to strengthen CTE. 5

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7. The Challenges • Common Core State Standards (CCSS) • Next Generation Assessments (NGA) • Teacher Evaluation Based on Student Performance • Principal Evaluation Based on Student Performance • Prepare Students for the World Beyond School

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

12. Table Talk Individually or in groups of two, read one of the 7 teaching standards (including all elements). Identify the type “evidence” you would have to show that you are meeting this standard. Share with your table.

13. Levels of Performance(HEDI) • Highly Effective - Classroom functions as a community of learners with student assumption of responsibility for learning • 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

14. Levels of Performance (HEDI) • Developing- Teaching shows evidence of knowledge and skills related to teaching—but inconsistent performance • Ineffective- Teaching shows evidence of not understanding the concepts underlining the component-may represent practice that is harmful-requires intervention

15. 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

16. Summary of APPR Components Growth State-provided Growth/VA (20% 25%) Student Learning Objectives Locally Selected Measures Assessments and Measures (20%  15%) Other Measures • Rubrics • Sources of evidence: observations, visits, surveys, etc (60%) Scoring Subcomponents, Composite Scores, Ratings Imple- mentation Improvement Plans, Appeals, Training

17. 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 .

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

19. 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.

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

21. 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.

22. What Are Student Learning Objectives (SLOs)?

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

24. SLO Resources from NYSED Please visit: http://engageny.org/resource/student-learning-objectives/

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

26. State Provided Growth Measure or SLOs?

27. What SLOs will you need? • Over 50% rule (51+%) • Take time to determine what SLOs you will need to prepare for.

28. NYSED SLO Framework

29. DECISION 3: HOW WILL SLOs GET SET?

30. 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

31. 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)

32. 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.

33. 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

34. 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.

35. 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.

36. 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).

37. Identify Course In the template provided, identify the course you will work on, resources for identifying standards, interval of instructional time. In the section called “Rationale,” describe your reason for the choices you made.

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

39. 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.

40. 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.

41. Evidence • Spend some time discussing what evidence or assessments you may have available for this SLO. What will you need?

42. 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.

43. 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.)

44. 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.

45. 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.)

46. 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.

47. 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.

48. HEDI for SLOs in State Growth What are “district goals” if there is no state test for the grade/subject?

49. 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.

50. Review 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.)