Race to the Top (RTTT) and the New York State Regents Reform Agenda Dr. Timothy T. Eagen Assistant...
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Transcript of Race to the Top (RTTT) and the New York State Regents Reform Agenda Dr. Timothy T. Eagen Assistant...
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