SLOs for School LibrariansAugust 20, 2012

“There are known knowns. These are things we know that we know. There are known unknowns. That is to say, there are things that we know we don't know. But there are also unknown unknowns. There are things we don't know we don't know.”

~Donald Rumsfeld

What do you know?

Chance to review what

we currently do!

Let’s show our school

community how School

Library Media

Specialists make a

difference to student

learning!

Goals of SLOs What students need to know and be able to do at the end of the

year

SLOs place student learning at the center of the conversation

SLOs are critical part of all great educator’s practice

SLOs are an opportunity to document the impact educators make

with students

SLOs provide principals with critical information that can be used

to manage performance, differentiate and target professional

development, and focus supports for teachers

The SLO process encourages collaboration within school buildings

“SLO process drives collaboration which drives better practices.”

~Mary Ratzer

Getting to 100 Points

Who Does What?STUDENT LEARNING OBJECTIVES From NYSED SLO GUIDANCE MAY 2012 WHAT IS DECIDED BY THE STATE VERSUS DISTRICT LEVEL AND/OR SCHOOL/TEACHER LEVELS FOR COMPARABLE GROWTH MEASURES?

I apologize…very wordy slides coming up!

The State determines the following for comparable growth measures:

The overall SLO framework, including required elements. Requirements in the context of Regulations:

Requirements for which teachers must set SLOs and which teachers must have State-provided growth measures.

Requirements for which assessments must be used, and which are allowable options, under the Regulations.

Requirements around scoring: The scoring ranges and categories for the measures of

student growth subcomponent. Rules for scoring SLOs that include a State-provided growth

measure. Rules for scoring multiple SLOs.

Provides training to Network Teams and Network Team Equivalents on SLOs prior to 2012-13 school year.

Districts (in the context of State Regulations and frameworks) determine the following:

Assess and identify their unique priorities and needs. Identify who in the District will have State-provided growth

measures and who must have SLOs as “comparable growth measures” as per the State’s rules.

District-wide rules for how specific SLOs will get set. Expectations for scoring SLOs and for determining teacher

ratings for the growth component, within State rules. District-wide processes for setting, reviewing, and

assessing SLOs in schools. Create processes to ensure that any assessments are not

scored by teachers and principals with a vested interest in the outcome of the assessment they score, and address assessment security issues.

Establish which decisions are made at the District level versus in schools by principals, and/or principals with teachers.

Provide or arrange for training to lead evaluators.

Schools (in the context of State Regulations and frameworks, and District decisions) determine the following:

Implement State and District-determined processes. Make choices as needed when District leaves

flexibility to schools. Ensure that lead evaluator approves each teacher’s

goals and monitors/assesses results. Ensure all assessments are secure and that any

assessments, including those used as evidence for SLOs, are not scored by teachers and principals with a vested interest in the outcome of the assessment they score.

Teachers (in the context of State Regulations and framework, District decisions, and school decisions) determine the following:

Propose, in consultation with lead evaluator, SLOs and targets based on District and school requirements.

Obtain all possible data on students to best inform baseline, starting level of student learning.

Reflect on student learning results and consider implications for future practice.

August 13 Guidance

B12. When must school librarians be evaluated under Education Law § 3012-c?Only classroom teachers and building principals must be evaluated under Education Law§ 3012-c. "Classroom teacher" is defined as a teacher in the classroom teaching servicewho is a teacher of record. Librarians who are certified as a library media specialist orschool media specialist (library) are teachers in the classroom teaching service. For the2012-2013 school year, teacher of record is defined as a teacher who is primarily anddirectly responsible for a student’s learning activities that are aligned to the performancemeasures of a course, consistent with guidance.

Therefore, a certified librarian who is not a teacher of record is not a "classroom teacher"and therefore would not need to be evaluated under Education Law § 3012-c. However, ifa certified librarian is a teacher of record, he/she would be considered a "classroomteacher" and therefore must be evaluated under Education Law § 3012-c.

In English: Only a “teacher of record” needs an SLO

District defines what a teacher of record is…on the safe side, anyone with regularly scheduled classes!

The Guidance says only for 2012-2013 school year, will probably come next year

So, why should we do one…

Baseline can be

scored by YOU!

Summative must

be scored by

SOMEONE ELSE!

Oct 3 is BEDS

DAY

Dissecting the SLO Template

Dissecting the SLO Template

Let’s look at Exampleshttp://teachersites.schoolworld.com/webpages/SLS/common.cfm?subpage=1562946

Shortcut: www.monroe2boces.org/slsClick on Common Core CentralClick on APPR

Parking Lotimportant yes, but they can bog us down!

Student population Length of an instructional unit Teacher of record Who will grade assessments Librarians do not have an approved

state wide curriculum for standards

Things to Consider Using last year’s test as this year’s

baseline assessment. Multiple SLOs provide you with more

opportunities to show growth in student learning.

Consider exceeding the minimum population requirements.

Cannot fill in target(s) until baseline assessment is complete.

"Assessment should be deliberately designed to improve and educate student performance, not merely to audit as most school tests currently do."

-Grant Wiggins, EdD., president and director of programs, Relearning by Design, Ewing, New Jersey

What IS Assessment? Table top twitter In table groups, one person at a time

writes one word on the chart in response to the question: “What is assessment?” No one talks You can write as many times as you want 3 minutes Be ready to share

So…what IS assessment??? Educational assessment is the process

of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system as a whole.

http://en.wikipedia.org/wiki/Educational_assessment

Effective assessment will…

Provide diagnostic feedback

Evaluate progress

Relate to a student’s progress

Types of assessment:

Formative Used to gather

student feedback Used to improve

instruction Done during

instruction

Summative Reflect student

learning Given at the end

of a unit of study

Think, pair, share… What are some assessments you

currently use?

Are they formative or summative?

Authentic assessment could be…• Observation• Essays• Interviews• Performance tasks• Exhibitions and

demonstrations

• Portfolios• Journals• Teacher-created

tests• Rubrics• Self- and peer-

evaluation

High & Low-Inference Constructed Response Questions

Key Components of CR Items:• Task: a specific item, problem, question,

prompt, or assignment• Response: Any kind of performance to be

evaluated, including short/extended answer, essay, presentation, & demonstration

• Rubric: scoring criteria used to evaluate responses

• Scorers: people who evaluate responses (ETS, 2005)

For Short Response Questions:Measures targeted reasoning skillTask is clearly specifiedQuestion can be answered in allotted

timeAvoid choices among several questionsMeasures higher order thinking skills

(Upper Levels of Bloom’s Taxonomy)

Steps to Writing Constructed Response Questions

Bloom’s Taxonomy

Item Review Guidelines • Requires Content Experts

• Item Coding: Content (Aligned to correct Learning Standard-See Common Core Exemplars) & Cognition (e.g. Bloom Taxonomy; Webb’s Depth of Knowledge)

Webb’s Depth of Knowledge

Level Description

Level 1 Recall: recall of a fact, information, or procedure

Level 2 Skill/Concept: use of information or conceptual knowledge, two or more steps, etc.

Level 3 Strategic Thinking: requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer.

Level 4 Extended Thinking: requires an investigation, time to think and process multiple conditions of the problem

(www.wcer.wisc.edu)

Flying the plane while we’re building it… ..\Common Core\Regional CCS Unit Writi

ng for 10711\EDS_Airplane.wmv

Let’s break for lunch!!!! Enjoy!!!

Now What… We will spend the remainder of our time

working on assessments The assessments will be regional:

Monroe 2 Orleans, Monroe 1, RCSD, and WFL

We will be using the Information Fluency Continuum for our standards