CCSS/APPR/SLO/LMA. A Summary. A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty. ~ Winston Churchill. APPR. Teacher Evaluation 60 points (observation*/goal setting)
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A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty.
*Observations based on New York State Teaching Standards and rubric selected by district.
SLOs optimist sees the opportunity in every difficulty.
*Will provide the Comparable Growth Measure (CGM) for any teacher who will not receive a CGM from the state.*Can be used for local assessment.*Reflect the most important learning of a course.*Should be comparable for all teachers teaching the same course.*Is specific and measurable.*Based on prior student learning data.*Aligned to standards.
For those classes that do not have a state assessment and are not “associated with a state assessment or a Regents,” develop/identify a district-wide assessment and set an SLO for that assessment. Ex. HS Calculus, MS Band, World Languages.In many cases one SLO will be sufficient. However, it may be necessary to have more than one SLO. The SLO must address 50 % of a teacher’s total enrollment. For example, if a teacher has 150 students (50 students in French 1, 50 students in French 2, 50 students in French 3), she will 2 SLOs.
Who will need an SLO?
1~Identify student population served. are not “associated with a state assessment or a Regents,” develop/identify a district-wide assessment and set an SLO for that assessment. Ex. HS Calculus, MS Band, World Languages.2~Identify learning content, based on standards.3~Interval of time: half-year/year.4~Evidence: assessments or products.5~Baseline: starting point for students.6~Target: Expected outcomes by end of instructional period.7~HEDI Criteria: ranges of student performance and range of points related to ratings.8~Rationale: Why is this learning important?
20% Locally Developed Measure of Achievement are not “associated with a state assessment or a Regents,” develop/identify a district-wide assessment and set an SLO for that assessment. Ex. HS Calculus, MS Band, World Languages.
We can use the SLO as the local measure of achievement, but it must be used in a different way (i.e. CSE students, ESL, etc.).APPR/Local Assessments
What should our students know/be able to do for each grade level/course we teach?
Should we use a performance-based task or a traditional assessment?
Assessments and scoring bands for the Local Measure of Assessment are negotiated with teachers.APPR/Local Assessments
Key concepts: level/course we teach?
SLO: Must be approved by District
Local: Negotiated with teachers
Aligned with (national/state) standardsSLO and Local Measure
Regional Exams level/course we teach?
Part of Exam for SLO/Part for LMA
Goal Setting/Skill GettingOptions:
We can start thinking about options that address the requirements for APPR, the standards, and the goals we have for our courses.