Welcome to the March RTTT - Administrator’s Webex Updating the region on:

1. Welcome to the March RTTT - Administrator’s Webex • Updating the region on: • March NTI Training Highlights • Upcoming opportunities March 28, 2012

2. Outcomes: • Describe significant learning from March 12 – 14 Network Team Institute • Describe upcoming training opportunities • Describe resources added to engageNY and the RTTT Leadership work pages

3. How do the deliverables relate to each other?

4. Reminder…

7. Tri-State Rubrics – Math & ELA/ Literacy collaboratively built tools informed and approved by the authors of the CCSS, which evaluate the Common Core alignment of curricular materials

8. as of 3/5/12; subject to revision Modules: ELA & Math • NYSED is delivering Curricular Modules Aligned to the Core in ELA & Math • Scope and Sequence available in July 2012 • P-8 Modules begin arriving in quarter-length chunks beginning in August. • 9-12 Modules begin arriving in quarter-length chunks beginning in October. Taken from engageNy.org

9. What is the work? DDI -Assessment -Data Analysis -Instructional Planning -Instruction -Assessment

10. What is the work? APPR – Teacher/Leader Effectiveness

11. engageNY.org

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

13. Principal Evaluation The statute, the ISSLC Standards and selected rubrics

14. What does the Statute Endorse? • Multiple visits- one unannounced- by various observers • Ambitious and measurable goals which drive student growth • Quantifiable and verifiable goals which measure academic achievement and or school climate

15. Practice Leads to Results Results Practice What are high impact goals that provide guidance to principals and change school practice? 40 points 60 points Driving toward goals Cambridge Education Group

16. ISLLC Standard #1 • An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. • Functions: • A. Collaboratively develop and implement a shared vision and mission • B. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning • C. Create and implement plans to achieve goals • D. Promote continuous and sustainable improvement • E. Monitor and evaluate progress and revise plans * 2008 Educational Leadership Policy Standards- from the Council of Chief State School Officers

17. What is Objective Evidence? • Teaching Learning Solutions defines ‘Objective Evidence’ as: • Evidence that is quantifiable when appropriate, includes specific numbers and or references. The evidence is completely free of bias, opinions, summary statements and judgments.

18. TLS Observer Evidence Rubric TLS

19. Case Study- School Goal # 2   80% of the Teachers will attend at least 4 Data Analysis meetings by the end of the school year and will learn now to effectively participate in data analysis meetings and use the results of the analysis to improve the practice.” Cambridge Education Group

20. Upcoming opportunities…

21. Teacher Evaluation

22. Teacher Evaluation Training –March – May 2012 • Teaching Learning Solutions (TLS) and Community Training and Assistance Center (CTAC) are combining efforts for an integrated approach • TLS – (Duffy Miller and Associates) will be training us and using a platform developed by True North Logic to assess our evidence based observation work against a rubric and give us feedback. • CTAC is providing the training on Student Learning Objectives

23. 9 Required Elements of 30-2.9 for Lead Evaluator Certification: • NYS Teaching Standards and the ISLLC, 2008 Leadership Standards • Evidence-based observation techniques • Application and use of the student growth and value-added growth model • Application and use of State-approved teacher/principal rubrics • Application and use of any assessment tools you intend to use (e.g., portfolios, surveys, goals) • Application and use of any State-approved locally developed measures of student achievement you intend to use • Use of the Statewide Instructional Reporting System • The scoring methodology used by the department and/or your district • Specific considerations in evaluating teachers and principals of English language learners • *** Other: While not listed as a training component, districts will need to ensure inter-rater reliability for both their teacher and principal evaluation systems.

24. Our Day March 13th… • What is quality evidence? Objective, aligned, representative • What were trends in evidence submitted in New Hartford? • Why is it critical that evidence be objective, aligned, and sufficient enough to represent a teacher’s practice?

25. Expectations for Demonstrating IRR • Achieving inter-rater reliability is a process… • GOAL: to demonstrate acceptable IRR after the May calibration • March: First assessment of the observation process, receive feedback on three areas of evidence and trends in accuracy • April: Demonstrate proficiency in the 3 evidence areas [objectivity, alignment, representativeness], receive feedback on evidence and trends in accuracy • May: Demonstrate proficiency in the 3 evidence areas and in at least 2 of the 3 accuracy measures TLS

26. TLS Evidence Rubric Element 2 TLS

27. Upcoming opportunities…

28. Student Learning Objectives March 14

29. Which teachers will not have SLO’s for the State 20% (25% after value added) in 2012-2013? • Math and ELA teachers of grades 4-8 (more than 50% of their students take the state assessment) – NYSED will provide a growth score

30. Which teachers will have them? • EVERY OTHER teacher must have at least one SLO • If the teacher teaches a course/section with a state/Regents assessment, the state/Regents assessment MUST be the evidence for the SLO • The teacher will start with their largest course sections and work through their course sections until 50% of their students are covered in one or more SLO’s.

31. 5 District Decisions • Assess and identify 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 5/30 From NY DOE engageny.org Introduction to SLO Deck

32. Learning Content – Reflections Log Broad enough to capture major content/Address standards- CCSS/State Evidence used to measure progress The target that is set is based on all available baseline data, is rigorous yet attainable and represents appropriate amount of learning for the instructional period

33. Learning Content – Reflections Log year, semester, quarter Statement which describes reasoning behind choices of learning content, evidence and targets The evaluator must be able to determine at the end of the instructional period what range of student performance met the goal (effective) versus below (developing), well below (ineffective) and well above (highly effective)

34. Target Scores are District Decisions – Three possibilities for target scores we looked at… • Set a target for the average % of mastery of standards across entire class/section. • Set a target for the average scale score gain (points)from baseline to end across entire class/section. • Set differentiated growth targets by student

35. 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.

36. HEDI Approach 2 – Training SLO (CTAC) 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. Target = lowest part of effective band

38. Target = lowest end of effective

39. Student Population, Baseline, and Target(s) • Training 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.)

40. 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. Target = lowest part of effective band

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

43. Questions: • Email questions and requests for information at anytime to us and we will forward to: slohelp@mail.nysed.gov

44. Resources PD&RC RTTT Site

45. Thank you!