Aligning Priorities, Goals and Initiatives for School and Student Success Presenters: Dr. Regina...
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Teacher Lead Evaluator Training Module 4 Aligning Priorities, Goals and Initiatives for School and Student Success Presenters: Dr. Regina Cohn Dr. Robert Greenberg January 2013
Aligning Priorities, Goals and Initiatives for School and Student Success Presenters: Dr. Regina Cohn Dr. Robert Greenberg January 2013
Aligning Priorities, Goals and Initiatives for School and
Student Success Presenters: Dr. Regina Cohn Dr. Robert Greenberg
January 2013
Slide 2
Overview SEDs research? Student Learning Objectives (SLOs)
Evidence-Based Teacher Performance Evaluation Informing District
Decision Making Ensuring the objectivity and indicator alignment of
our work
Slide 3
Theory of Action Improved Student Outcomes 3 Analysis of
Individual Administrator Behaviors & Actions 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 Logic ModelOutcome Analysis of Individual
Teacher Behaviors & Actions SOCIAL CAPITAL STRATEGY HUMAN
CAPITAL STRATEGY
Slide 4
Alignment of our Priorities and Goals Sound strategy starts
with having the right goal. ~ Michael Porter
Slide 5
District, Building, Teacher Improvement PLCs Principal
Evaluation Teacher Evaluation Teacher Performance Standards Data
Teams School Improvement Plans In-services - PD Coaching &
Mentoring Teacher Induction Teacher Growth Plans Resource
Allocation Assessments/Screenings Initiative District Improvement
Plan Adapted From: Marzano, R.J. (2010). Whitepaper: Creating an
aligned system
Slide 6
Supporting Improvement Through Alignment and Coherence Adapted
From: Marzano, R.J. (2010). Whitepaper: Creating an aligned system
Initiatives PLCs Principal Evaluation Teacher Supervision &
Evaluation Teaching Standards Data Teams School Improvement Plans
In-services - PD Coaching & Mentoring Teacher Growth Plans
Resource Allocation Multi-Tier Support District Improvement
Plan
Slide 7
Student Learning Objectives A student learning objective is an
academic goal for a teachers 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.
Slide 8
Key Messages for SLOs 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. 8 Illustrative Alignment
of Annual Goals: District, School, Teacher From NY DOE engageny.org
Introduction to SLO Deck
Slide 9
SLO 101 on EngageNY
http://engageny.org/resource/student-learning- objectives-101
Slide 10
Evidenced-Based Teacher Evaluation Evidence Based Teacher
Evaluation 20% 60% State Assessments (4-8 ELA/Math) Local
MeasureOther SLOs Other subjects SLOsObservations 3 rd party
assessments, district or BOCES TBD
Slide 11
GROWTH IN SUBJECTS WITHOUT STATE- PROVIDED 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
Slide 12
SLO - Objectives Discussion of SLO status by each district
Levels Baselines Targets
Slide 13
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. 13 From NY DOE
engageny.org Introduction to SLO Deck District Step 1: Assess and
identify priorities and academic needs. March 1, 2012
Slide 14
Slide 15
MUSTs & Rules Table Activity Determine Which Teachers Will
Have SLOs? Where do you stand?
Slide 16
Slide 17
Slide 18
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? Identify
which grades/ subjects and assessments: 1.From NYSEDs list of
approved State or 3 rd party? 2.District or BOCES - developed?
3.Department, school, or teacher- created? Identify which grades/
subjects and assessments: 1.From NYSEDs list of approved State or 3
rd party? 2.District or BOCES - developed? 3.Department, school, or
teacher- created? Are there groups of teachers where school-wide,
group or team results based on State assessments are most
appropriate? no Are there grades/subjects where the District wants
to prioritize buying or creating additional district-wide
assessments? yes What will the District require for any remaining
teachers who are not yet covered?
Slide 19
SLOs Focus Attention on Essential Learning, Data, and Outcomes
September/October November/December January/February March/April
May/June What is the aggregate of what my students will learn this
year? From NY DOE engageny.org Introduction to SLO Deck
Slide 20
What is the aggregate of what our students will learn through
their school career? SLOs Focus Attention on Essential Learning,
Data, and Outcomes Kindergarten Primary Grades Elementary Grades
Middle School High School From NY DOE engageny.org Introduction to
SLO Deck
Slide 21
Example of an SLO (Part 1) 21 Spanish II Class; all 30 students
New York State Learning Standards for Languages Other Than English
(LOTE) SY 2012-13 (1 year) 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.
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 District- wide
diagnostic assessment. Population Learning Content Interval
Evidence Baseline
Slide 22
Example of an SLO (Part 2) 22 1.80% of students will
demonstrate mastery of at least 75% of the Spanish II performance
indicators, as measured by the districts summative assessment in
May 2012. Highly Effective (18-20 points) Effective (9-17 points)
Developing (3-8 points) Ineffective (0-2 points) 86-100% of
students demonstrate mastery of 75% of the Spanish II performance
indicators. 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% of the Spanish II materials. Target(s) and HEDI Scoring
Rationale
Slide 23
Scope and Sequence for a Teacher with an SLO Refer to APPR
Guidance document (109 pages) for details Email
[email protected]@mail.nysed.gov From NYSED:
engageny.org Introduction to SLO Deck
Slide 24
Domains, Elements, VocabularyOh, 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?
Slide 25
Evidence-based observation Script using your preferred method
You will be asked to: Focus on a cognitive aspect of your districts
rubric Key the evidence you gather to the indicator/element level
of your rubric
Slide 26
Classroom Video Math Lesson
Slide 27
On your own Align the evidence you collected against the
indicator/element of your rubric
Slide 28
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.