Transcript Document

Presenters:
Dr. Regina Cohn
Dr. Robert Greenberg
January 2013
Aligning Priorities, Goals and Initiatives for School and
Student Success
Overview
 SED’s research?
 Student Learning Objectives (SLOs)
 Evidence-Based Teacher Performance Evaluation
 Informing District Decision Making
 Ensuring the objectivity and indicator alignment of our
work
Theory of Action
Improved Student Outcomes
Logic Model
Analysis of Individual
Administrator
Behaviors & Actions
HUMAN CAPITAL
STRATEGY
Analysis of
Individual Teacher
Behaviors &
Actions
Outcome
SOCIAL
CAPITAL
STRATEGY
Group Actions and
Behaviors
(e.g. using teacher
evaluation process
for continuous
professional growth
focused on learning
and renewed beliefs)
Improved
Administrative
and Teacher
Performance
&
Improved
Student
Achievement
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Alignment of our
Priorities and Goals
“Sound
strategy starts
with having the
right goal.”
~ Michael
Porter
District, Building, Teacher
Improvement
PLCs
District Improvement Plan
Adapted From: Marzano, R.J. (2010).
Whitepaper: Creating an aligned system
Supporting Improvement Through
Alignment and Coherence
Teacher Supervision & Evaluation
Multi-Tier Support
Teaching Standards
Data Teams
Principal Evaluation
Teacher Growth Plans
District Improvement Plan
Initiatives
School Improvement Plans
In-services - PD
Coaching & Mentoring
PLCs
Resource Allocation
Adapted From: Marzano, R.J.
(2010). Whitepaper: Creating an
aligned system
Student Learning Objectives
 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.
Key Messages for SLOs
Illustrative Alignment of Annual Goals: District, School, Teacher
District Goal: by the end of 2014-2015 school year,
increase the percentage of students who meet the
Aspirational Performance Measures, which are
indicators of College and Career Readiness, from 35%
to 50%.
Middle School Goal: by the end of 2012-13 school year,
increase the percentage of students who score a proficient
on end of course State assessments by at least 10%, as
compared to 2011-12; increase those scoring advanced by at
least 5%.
Teacher Goal: by the end of 2012-13 school year, 85%
of students will demonstrate growth on the Social
Studies assessment compared to their prior grade
performance.
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From NY DOE engageny.org Introduction to SLO Deck
SLO 101 on EngageNY
http://engageny.org/resource/student-learningobjectives-101
Evidenced-Based Teacher
Evaluation
Evidence Based Teacher Evaluation
20%
20%
60%
State Assessments Local Measure
Other
(4-8 ELA/Math)
SLOs – Other
SLOs
Observations
subjects
rd
3 party assessments, TBD
district or BOCES
GROWTH IN SUBJECTS WITHOUT STATEPROVIDED GROWTH MEASURES (20%):
 Student Learning Objectives (SLOs) will be used for teachers of subjects where
there is no State-provided measure of student growth. The Regulations call this
the State-determined growth goal setting process. Each SLO will be built
around one of the following three options for assessments as the evidence of
student learning:
 (1) List of State-approved 3rd party, State, or Regents-equivalent
assessments
 (2) District- or BOCES-developed assessments provided the district or
BOCES verifies comparability and rigor.
 (3) School-wide, group, or team results based on State assessments.
 See page 7 SLO Guidance
SLO - Objectives
 Discussion of SLO status by each district
 Levels
 Baselines
 Targets
District Step 1: Assess and identify priorities and academic
needs. March 1, 2012
Determine District-wide priorities and academic needs.
 Start with commitments and focus areas in District
strategic plans.
 Given State-determined SLO requirements, consider how
to construct growth measures that advance District-wide
priorities and needs.
 Decide within the Growth Component SLO process how
prescriptive the District will be (e.g., set specific goals
district-wide for some subjects, provide metrics based on
common assessments, set specific or generic HEDI
expectations) and where decisions will be made by
principals, or principals with teachers.
From NY DOE engageny.org Introduction to SLO Deck
13
MUSTs & Rules
 Table Activity –
 Determine Which Teachers Will Have SLOs?

Where do you stand?
District Step 3: Determine District Rules for How Specific SLOs
Will Get Set.
Will District require the use of
existing, common District-wide
assessments for any specific
grade/subject?
yes
Identify which grades/ subjects and
assessments:
1.From NYSED’s list of approved State
or 3rd party?
2.District or BOCES - developed?
3.Department, school, or teachercreated?
no
Are there grades/subjects where
the District wants to prioritize
buying or creating additional
district-wide assessments?
Are there groups of teachers
where school-wide, group or
team results based on State
assessments are most
appropriate?
What will the District
require for any remaining
teachers who are not yet
covered?
SLOs Focus Attention on Essential Learning, Data, and Outcomes
What is the aggregate of what my
students will learn this year?
May/June
March/April
January/February
November/December
September/October
From NY DOE engageny.org Introduction to SLO Deck
SLOs Focus Attention on Essential Learning, Data, and Outcomes
What is the aggregate of
what our students will
learn through their
school career?
High
School
Middle School
Elementary Grades
Primary Grades
Kindergarten
From NY DOE engageny.org Introduction to SLO Deck
Example of an SLO (Part 1)
Population
Spanish II Class; all 30 students
Learning
Content
New York State Learning Standards for Languages Other
Than English (LOTE)
Interval
SY 2012-13 (1 year)
Evidence
1.Spanish I summative assessment results from students in
2011-12.
2.District-wide pre-assessment administered at the beginning
of the school year.
3.District-wide summative assessment administered at the
end of the school year.
Baseline
1.All students had 2011-12 Spanish I results that
demonstrated scores of proficient or higher in all basic
vocabulary and grammar.
2.Scores ranged from 6% - 43% on the Spanish II Districtwide diagnostic assessment.
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Example of an SLO (Part 2)
1.80% of students will demonstrate mastery of at least 75% of the
Spanish II performance indicators, as measured by the district’s
summative assessment in May 2012.
Target(s)
Highly Effective
and
(18-20 points)
HEDI Scoring 86-100% of
students
demonstrate
mastery of 75%
of the Spanish II
performance
indicators.
Rationale
Effective
(9-17 points)
Developing
(3-8 points)
Ineffective
(0-2 points)
78% -85% of
students
demonstrate
mastery of 75%
of the Spanish II
performance
indicators.
66% - 77% of
students
demonstrate
mastery of 75% of
the Spanish II
performance
indicators.
65% or less of
students
demonstrate
mastery of 75% of
the Spanish II
performance
indicators.
Previous work in Spanish I focused on working with basic vocabulary and
grammar, and building preliminary oral skills. The diagnostic assessment is
heavily focused on more advanced writing and reading skills, which are
essential components of the Spanish curriculum. Spanish II requires
students build on their learning from Spanish I in order to acquire mastery in
these areas and to be prepared for Spanish III. Since all students completed
Spanish I having achieved basic proficiency levels, I am confident they will
achieve 80% mastery or above on at least 75% of22the Spanish II materials.
Scope and Sequence for a Teacher with
an SLO
Refer to APPR Guidance document (109 pages) for
details
Email [email protected]
From NYSED: engageny.org Introduction to SLO Deck
Domains, Elements,
Vocabulary…Oh, my…
 Select a cognitive/instructional section from
the rubric of your choice.
 Give specific evidence demonstrating
effective practice using the language of the
rubric.
 What are the students doing?
 What is the teacher doing?
Evidence-based observation
 Script using your preferred method
 You will be asked to:
 Focus on a cognitive aspect of your
district’s rubric
 Key the evidence you gather to the
indicator/element level of your rubric
Classroom Video
Math Lesson
On your own
 Align the evidence you collected against the
indicator/element of your rubric
Table Activity
 Discuss with your table mates your experience with the
evidence/scripting.
 Did you agree on the evidence?
 Are your comments evidence-based or opinion?
 Did you comment on cognitive activity or environmental
activity?
 Reflect on this observation process.
Time to Reflect