Teacher Effectivensss Day 5

1. Teacher Effectivensss Day 5 Winter, 2012

2. To download powerpoint: • http://tinyurl.com/8abtd5w

3. Housekeeping • Parking • Breaks and lunch • Emergencies

4. Student Learning Objectives (SLOs) Setting the Stage for Student Learning Objectives and Evidence-Based Performance Evaluation

5. Day 5 Objectives • To investigate more deeply into the guidance document for SLOs through: • Analysis of examples • Exploration of rules • Writing a sample SLO • To connect SLOs with classroom observations

6. 5 District Decisions by 6/30/2012 • 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.

7. Who Needs an SLO? Who has SLOs and how will SLOs be set?

8. Step 1: Determine District-wide Priorities and Academic Needs • Assess and identify District-wide priorities and academic needs. Start with commitments and focus areas in District strategic plans. • Decide how prescriptive the District will be and where decisions will be made by principals, or principals with teachers. From NY DOE engageny.org Introduction to SLO Deck

9. Step 2: Identify who will have State-provided growth measures and who must have SLOs as “comparable growth measures”. 50 – 100% Students Covered by State-Provided Growth Measures 0 – 49% Students Covered by State-Provided Growth Measures These teachers will receive a Growth Score from the State (20-25 evaluation points) These teachers MUST have SLOs (20 evaluation points) E.g., 4-8 ELA, Math, Common Branch teachers E.g., Many high school teachers, K-3 teachers, teachers with mix of sections with/without State-provided growth measures (e.g., two 7th grade math classes and three science classes)

10. Core Subjects: ELA, Math, SS, Science

11. Regents courses • If a course ends in a Regents exam than for the State Growth the SLO must use the Regents exam as evidence of student learning within the SLO. If the course does not end in a Regents exam than it is not considered a core subject under Regulations for State growth. The SLO for all subjects that do not end in a Regents may use one of the following assessments:

12. * List of State-approved 3rd party assessments* District- or BOCES-developed  assessmentsprovided that the district or BOCES verifiescomparability and rigor* School-wide, group, or team results based on stateassessments* School or teacher-created assessment

13. If you are looking for options under locally selected measures, please see:  • http://usny.nysed.gov/rttt/teachers-leaders/greenmemo.pdf  as there are a number of options for District leaders to choose from and SLOs areonly one of a number of options.

15. Activity 1: • Locate the form “ Teachers with State Provided Growth Measures and Teachers needing SLOs” • Identify the groups of teachers that fall into each category • Assume, for the time being, that all of the groups have a single assignment (Do not consider at this time teachers who have multiple “preps.”

16. Activity 2: Determining Types of Assessments Needed for SLO • Locate handout “ Determining Types of Assessments Needed for SLO” • List the groups from Activity 1 on the left hand side and identify the types of assessment needed for the SLO • State assessment • Third party assessment • Regional/district/school/classroom assessment

17. Activity 3: Creating a District Assessment Chart • Locate “District Assessment Chart” • Identify the assessments available in the district other than state assessments by teacher assignment • I suggest that this be done by individual districts • Note that some 3rd party assessments can not be used for “growth” (the 1st 20%)

18. Break Please be back in 15 minutes

19. SLO Exceptional Cases After each case, provide an example and identify the assessment that would be used

20. Case 1: Less than 50% of students have a SGP measurement

21. Case 2: Multiple Sections w/wo SGP

22. Case 3: ESL/Bilingual/SWD

23. Case 4: Co-Teachers

24. Case 5: Push-in, pull-out

25. Case 6: NYSESLAT Students

26. Case 7: NYSAA

27. Case 8: Special Cases

28. Another Option

29. An Example: Must use State Assessments

30. Another example: Must use State Assessments

31. Keep in mind:

32. Activity 4: Determining SLOs • Locate the handout • With a partner or in a triad, complete the table • Be prepared to share out one scenario

33. Lunch Please be back in 45 minutes

34. Local Measure: 2nd 20%

35. Local Measures: 2nd 20%

36. Local Measure: 2nd 20%

37. Scoring SLOs

38. HEDI Bands

39. Reviewing Examples

40. Activity 5: Reviewing Examples • Locate handout of examples • Each team choose one example to review • Identify which process was chosen for this example • Target for mastery of standards • Target for score gain • Individual student growth gain • Identify which assessment was chosen or required • If multiple SLOs, explain the scoring

41. Activity 6: Creating an SLO • Givens: • This is an 8th grade social studies example • The teacher class assignments are all grade 8 social studies • The pre-test results are provided • The SLO must include the results from the state assessment in social studies for grade 8

42. Tying SLOs to Classroom Observations

43. Three tools for observations • Script • Selective verbatim • Tallying

44. Activity 7: Connecting Observations to SLOs • Watch a lesson on 8th grade social studies • After seeing the lesson, what evidence might you have to help this teacher achieve her SLO? • What might you suggest to this teacher to help insure her students achieve the standards set forth in the SLO? • What elements of the teaching standards would apply?