Putnam/Northern Westchester BOCES
Race to the Top Series
SESSION IV
“Certifying the Certified”
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
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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
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
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
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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PNW BOCES Network Team Training and Nine Elements for Lead Evaluators
Lead Evaluator Training Elements
1. NYS teaching standards and their related elements and the
Leadership standards
2. Evidence based observations that are grounded in research
3. Application and use of the student growth percentile model and
the value added growth model
4. Application and use of the State approved teacher or principal
rubrics, including training on the effective application of such
rubrics
5. Application and use of any assessments tools that school district
or BOCES utilizes to evaluate its classroom teacher or building
principals
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
7. Use of the State wide Reporting system
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
9. Specific considerations in evaluating teacher and principals of
ELL and Students with disabilities
Network Team Training on Common Core Standards, Data driven
Instruction, and APPR
Reviewed NYS teaching standards, State Common Core Standards,
and conducted several activities involving their implementation.
Addressed the principles of evidence-based observations with
examples.
Reviewed the student growth model, value added models, and status to
date.
Discussed and demonstrated approved evaluation rubrics and how to
implement them.
Reviewed regulations regarding local assessment option and third part
approved assessments.
Reviewed testing standards, rigor and comparability, and the
development of local and BOCES assessments.
Reviewed data elements related to SIRS collection process including:

Foundation data

Teacher student linkage

Student grading
Reviewed the 100 point HEDI system and its subcomponents.
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.
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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
Yes
Reading (grades 2-12), Math
(grades 2-9), ELA (grades 2-8),
life science and inquiry (grades 28)
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Student Learning Objectives
•
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)
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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
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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 Model
Value-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 . . .
Auld Lang Syne
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