Race to the Top (RTTT) and the New York State

Regents Reform Agenda

Dr. Timothy T. EagenAssistant Superintendent for Instruction & Curriculum

South Huntington UFSD

Dr. Joan Ripley Assistant Superintendent for Curriculum & Instruction

Farmingdale Public Schools

May 22, 2012

Working to Make Sense of the SLO’s: Professional Sharing

Common CoreELA & Math Standards

Data-DrivenInstruction(DDI)

Great Teachers & Leaders

The BIG Picture: 3 Components of the Race To The Top (RTTT) Initiative

The perfect storm!

College and Career Readiness

www.engageNY.orgwww.engageNY.org

5 District Decisions (recommended by NYSED 5/31/2012)

3

1. Assess and identify district priorities and academic needs.

2. Identify who will have State-provided growth measures and who must have SLOs as “comparable growth measures.”

3. Determine district rules for how specific SLOs will get set.

4. Establish expectations for scoring SLOs and for determining teacher ratings for the growth component.

5. Determine district-wide processes for setting, reviewing, and assessing SLOs in schools.

3/01

4/16

5/31

Note: These dates are recommended so NTI participants are prepared for their training sessions.

Begin with the End in Mind

APPR Item Points

Growth (state provided or SLOs) 20 (25 under value-added)

Local assessments 20 (15 under value added)

Other multiple measures of effectiveness

60

At least 31 points must be based on observations, at least one of which must be unannounced.

On the teacher side, any remaining points shall be based on the following:•Obs. by independent evaluators •Obs. by in-school peer teachers •Feedback from students and/or parents •Review of lesson plans, student portfolios and/or other teacher artifacts

Scoring or HEDI Bands

Need to be cautious in setting up point ranges.

The Key: It is all about BALANCE!

Achievement vs. performanceGrowth vs. proficiencyComplexity vs. fairnessLeadership opportunity vs. disasterChange vs. status quo

Complexity vs. Fairness

Student Learning Objectives (SLOs)Data driven instructionWho needs SLOs and how many are needed?Who is going to do the work (crunch the

numbers)?How will data be stored and growth/local scores

calculated? Do we need a new data tool?How can we make this manageable at the

building level? Who can help support us?

Complexity vs. Fairness

Student Learning Objectives (SLOs) based on: State assessments State approved list of 3rd party assessments District, regional or BOCES-developed

assessments (district of BOCES verifies comparability and rigor… to the extent possible)

School or BOCES-wide, group or team results based on State assessments

Leadership Opportunity vs. Disaster

District/school priorities “Assess and identify district priorities and

academic needs.”A chance to align with the Common Core

State Standards (CCSS) and the most important learning for each course

Formulate an overall plan that allows this all to be manageable

SLO Required Elements

PopulationLearning ContentEvidenceBaselineTarget(s)HEDI CriteriaRationale

(see handouts for a detailed description of each element)

SLO “Rules”

SED provided examples (Global II & 7th Grade Visual Arts)

Template (visit engageNY.org or www.liascd.org)Conversion table (converts % meeting target to

score out of 20 points)How many SLOs does a teacher need? (50% rule)

Teachers without a state supplied growth measure need at least one SLO. Start with the courses taught with the highest enrollment. If this covers >=50% of students, then only 1 SLO is needed. Otherwise, a second or third SLO would be needed until >=50% of students are covered.

References, guides, and “helps” http://engageny.org/resource/student-learning-objectives/

It All Boils Down to Points

HIGHLY EFFECTIVE

EFFECTIVE DEVELOPING INEFFECTIVE

20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing), and “well-above” (highly effective)?

Rigorous Target

The Task

Work in groups at your tablesChoose either the Global II or 7th Grade Fine

Arts NYSED example SLODiscuss the essential questions (next slide)

and how they relate to the chosen SLOApply the SLO Analytic Rubric to the chosen

SLOBe pared to share any “ah hah” or “OMG”

moments with the larger groupQ&A

Essential Questions for Discussion

A. How many assessments should students take?

B. How are district priorities reflected in the SLO process?

C. How are SLO targets set and met?D. What is the difference between

performance and written assessments?E. How can SLO assessments be tied to

standards?

Questions and Discussion

Additional Thoughts

With SLOs, less is moreBuild district/school priorities into the systemAggregate groups and grade levels where possibleBuild teamwork into the systemPut the data ownership into the hands of the

teachersHelpful Links:

http://engageny.org/ School Leadership 2.0 (APPR/SLO Best Practice and Sharing

Discussions) http://www.ocmboces.org/teacherpage.cfm?teacher=1518 http://www.LIASCD.org