SESSION IV“Certifying the Certified”

Putnam/Northern Westchester BOCES

Race to the Top Series

December 16, 2011

Presenters

Dr. Jackie Taylor, Byram Hills C.S.D. Superintendent

Judy Powers Education Program Consultant

Abby Bergman Education Program Consultant

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Agenda (AM Session)

Fulfilling the Requirements of Lead Evaluator 8:30 – 9:00

Nine Elements for Lead Evaluators Summary of District Implementation Decisions Student Assessments for Use by School Districts Guidance on Student Learning Objectives SLO Roadmap

Considerations for Teachers & Principals of ELL Students 9:00 – 9:45 Led by our Ossining Educators:

Dr. Angela White, Assistant Superintendent of Schools Mr. Raymond Sanchez, Deputy Superintendent of Schools Ms. Ann Dealy, Brookside School Principal

Break 9:45 – 9:55 Considerations for Teachers & Principals of SWD 9:55 - 10:25 Statewide Reporting System, Growth Model & Value Added 10:25 -

11:25 Led by Kathleen Conley, Director of Pupil Personnel Services Public Schools of the Tarrytowns

Celebration 11:25 –11:30

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Agenda (PM Session)

Fulfilling the Requirements of Lead Evaluator 12:30 – 1:00

Nine Elements for Lead Evaluators Summary of District Implementation Decisions Student Assessments for Use by School Districts Guidance on Student Learning Objectives SLO Roadmap

Considerations for Teachers & Principals of ELL Students 1:00 – 1:45 Led by our Ossining Educators:

Dr. Angela White, Assistant Superintendent of Schools Mr. Raymond Sanchez, Deputy Superintendent of Schools

Ms. Ann Dealy, Brookside School Principal

Break 1:45 – 1:55 Considerations for Teachers & Principals of SWD 1:55 - 2:25 Statewide Reporting System, Growth Model & Value Added 2:25 - 3:25 Led by Kathleen Conley, Director of Pupil Personnel Services

Public Schools of the Tarrytowns

Celebration 3:25 - 3:30

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Lead Evaluator Training Elements Network Team Training on Common Core Standards, Data driven Instruction, and APPR

1. NYS teaching standards and their related elements and the Leadership standards

Reviewed NYS teaching standards, State Common Core Standards, and conducted several activities involving their implementation.

2. Evidence based observations that are grounded in research Addressed the principles of evidence-based observations with examples.

3. Application and use of the student growth percentile model and the value added growth model

Reviewed the student growth model, value added models, and status to date.

4. Application and use of the State approved teacher or principal rubrics, including training on the effective application of such rubrics

Discussed and demonstrated approved evaluation rubrics and how to implement them.

5. Application and use of any assessments tools that school district or BOCES utilizes to evaluate its classroom teacher or building principals

Reviewed regulations regarding local assessment option and third part approved assessments.

6. Application and use of any State approved locally selected measures of student achievement used by the school district or BOCES to evaluate its teachers or principals

Reviewed testing standards, rigor and comparability, and the development of local and BOCES assessments.

7. Use of the State wide Reporting system Reviewed data elements related to SIRS collection process including:Foundation dataTeacher student linkageStudent grading

8. The scoring methodology utilized by the Department/ and or district or BOCES to evaluate a teacher or principal, including how scores are generated for each subcomponent and the composite effectiveness core

Reviewed the 100 point HEDI system and its subcomponents.

9. Specific considerations in evaluating teacher and principals of ELL and Students with disabilities

Guidance for principals and superintendents in how they can evaluate the performance of educators (teachers and principals) of SWD and ELLs using data and other techniques.

PNW BOCES Network Team Training and Nine Elements for Lead Evaluators

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Assessment Name / Vendor Name

Grade(s) / Subject(s) Can this assessment be used for the growth subcomponent?

Explore

ACT Inc.

8-9

ELA, Math, Science

No

PLAN

ACT Inc.

10

ELA, Math, Science

No

The ACT

ACT Inc.

11-12

ELA, Math, Science

No

QualityCore End of Course Assessments

ACT Inc.

9-12

English 9, Biology, Integrated Algebra

No

AP Program

College Board

9-12

ELA, Math, Science, Social Studies, Arts

No

PSAT/NMSQT

College Board

10-11

ELA, Math

No

ReadiStep

College Board

8

ELA, Math

No

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Assessment Name / Vendor Name Grade(s) / Subject(s) Can this assessment be used for the growth subcomponent?

SAT

College Board

11-12

ELA, Math

No

SAT Subject Tests

College Board

10-12 and other

ELA, Math, Science, Social Studies, Foreign Language

No

Assessment Center/ip Growth

CORE K12 Education

3-12

ELA, Math, Science

Yes

Acuity

CTB /McGraw-Hill)

3-8

ELA, Math

Yes

Terra Nova

CTB/McGraw-Hill

K-12

ELA, Math, Science, Social Studies

Yes

i-Ready Dignostic Assessment

Curriculum Associates

K-8

ELA, Math

Yes

Measures of Academic Progress (ELA, Math)

Northwest Evaluation Association (NWEA)

2-12

ELA, Math

Yes

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Assessment Name / Vendor Name. Grade(s) / Subject(s) Can this assessment be used for the growth subcomponent?

Measures of Academic Progress (Science)

Northwest Evaluation Association (NWEA)

2-10

Science

Yes

Performance Based Task Assessment

Pearson

3-12

ELA, Math, Science, Social Studies

Yes

STAR Early Literacy Enterprise

Renaissance Learning, Inc.

K-3

Literacy skills

Yes

STAR MATH Enterprise

Renaissance Learning, Inc.

K-12

Math

Yes

STAR Reading Enterprise

Renaissance Learning, Inc.

K-8 Reading Skills Yes

The Iowa Tests

The Riverside Publishing Company

K-12

ELA, Math, Science, Social Studies, Other

Yes

Performance Series

Scantron Corporation

2-12

Reading (grades 2-12), Math (grades 2-9), ELA (grades 2-8), life science and inquiry (grades 2-8)

Yes

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Student Learning Objectives

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• Guidance on the New York State District-Wide Goal Setting Process: Student Learning Objectives

• New York State District-wide Growth Goal Setting Process: Student Learning Objectives Road Map for Districts: November 2011

(Handouts in Packets)

Considerations for Teachers & Principals of ELL Students

Led by our good colleagues from Ossining:

Dr. Angela White, Assistant Superintendent of Schools

Mr. Raymond Sanchez, Deputy Superintendent of Schools

Ms. Ann Dealy, Brookside School Principal

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Considerations for Teachers & Principals of SWD

Knows and seeks information on the range of students with disabilities in their school (e.g., Asperger’s, learning disabilities, cognitive impairments)

Collaborates with the Director of Special Education on learning the regulations for students with disabilities and implementation in their school

Understands and seeks new learning on 504 regulations and Part 200 regulations Occasionally observes teachers and service providers in CSE meetings or 504 meetings Uses data inquiry to understand specific performance levels of students with disabilities and observes support

strategies for students with disabilities Is knowledgeable about the needs of parents of students with disabilities and plans resources to support these

parents Seeks general education extra-curricular opportunities for students with disabilities Coordinates curriculum initiatives with the assistant superintendent of instruction and director of special

education Is knowledgeable about differentiated instruction, grading and homework practices and builds the capacity of

general educators and special educators to improve their practice Develops building schedules and testing schedules that address the testing accommodations identified on IEPs

and the related service needs of students with disabilities Is knowledgeable about and plans for assistive technology and other equipment needed for students with

disabilities Evaluates programs for students with disabilities regularly in collaboration with the assistant superintendent for

instruction and the director of special education 12

As you review the Considerations for Teachers & Principals of SWD, answer the following questions:

1. What do you notice that makes the evaluation of special educators different that general educators?

2. What specifically would you add to this list?

3. What on this list might apply to general educators and why ?

4. What  supports do you have to provide to special educators to enhance the achievement of students with disabilities?

5. How does this impact  the evaluation of special educators?

Statewide Reporting System

Student Growth ModelValue-Added Models

Led by our good colleague from Tarrytown:

Ms. Kathleen Conley, Director of Pupil Personnel Services

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Wrap Up

This series of workshops reminds me of a New Year’s noisemaker because . .

.

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Auld Lang Syne