Update on Standards and Educator Evaluation

Transcription

1 Update on Standards and Educator Evaluation Briana Timmerman, Ph.D. Director Office of Instructional Practices and Evaluations Instructional Leaders Roundtable October 15, 2014

2 Instructional Practices and Evaluations Professional Development Development and revision of standards Standards and Practices Team Data and Evaluations Team Educator Support and Evaluation

3 Standards Cyclical Review Process Health Education 2009 Visual and Performing Arts 2010 Social Studies 2011 World Languages 2013 Science 2014 Physical Education 2014 ELA and Math 2015

4 Why do we have standards?

5

6 South Carolina College- and Career-Ready Standards for English Language Arts and Mathematics

7 How are the standards being written? Construction of college- and career-ready graduate portrait Teams meet 2 days per week face-to-face Electronic collaboration other weekdays and weekends Review of Common Core and standards from other states with college- and career-ready standards Review of additional resources such as ACT College and Career Readiness Standards and test specifications for the SAT Knowledge of South Carolina needs

8 College- and Career-Ready Portrait: ELA Academic Success and Employability: Student demonstrates the ability to analyze deep content and construct conceptual knowledge through strategic and appropriate academic and technical skills and tools to complete tasks and solve problems in real world situations. Interdependent Thinking and Collaborative Spirit: Student develops and applies interpersonal skills through listening, speaking, writing, and reading, in order to respect diversity and seek an understanding of varied perspectives. Student works collaboratively to achieve goals, solve problems, and foster innovation, Intellectual Integrity and Curiosity: Student demonstrates intellectual integrity in the ethical selection and application of resources. Student discerningly assimilates, synthesizes, and verifies research while citing relevant sources and evaluating evidence. Logical Reasoning: Student appropriately employs a variety of strategies to discern the meaning of increasingly complex texts and other modes of communication to form logical, evidence-based conclusions. Self-Reliance and Autonomy: Student demonstrates qualities of an independent, reflective learner and contributor to varied societies through self-reliance, self-improvement, constructive interactions with others and perseverance of life-long learning. Effective Communication: Student fluently and appropriately uses various modes of communication for authentic purposes based on audience, task, and discipline.

9 English Language Arts Overview of the Process Determination of Key Concepts and Key Ideas Collaboration across Grade Levels to Ensure Vertical Articulation Collaboration within Grade Bands

10 Key Concepts (Strands) Inquiry-Based Literacy Practices Reading-Literary Text Reading-Informational Text Writing Communication Disciplinary Literacy

11 Key Ideas (Standards) For each of the Key Concepts, specificity is created by defining: Meaning and Context Language, Structure, and Craft Range and Complexity Fundamentals of (Reading, Writing and Communication)

12 Innovations Research-based with citations Time-tested Implicit made explicit Concrete suggestions and resources to support teachers for whom this is new Those who are doing the reading, writing and talking are the ones who are learning. Knowledge is doing

13 Innovations Fundamentals of Reading, Writing and Communication Foundational skills that must be in place to ensure all students will become proficient readers, writers, and communicators Apply to students in kindergarten through grade twelve because not all students are proficient by 3 rd grade. Intended to support teachers understanding of what is necessary for students to be proficient.

14 Fundamentals of Reading Integrate an information system that includes meaning (semantics), structure (syntax), visual (graphophonic), and pragmatics (schematics) to make meaning from text. Writing Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting. Communication Adjust speech, using formal English when indicated or appropriate, in a variety of contexts and tasks for presenting or participating in the social exchange of ideas both in person and electronically.

15 Innovations Literacy Inquiry Practices Formulate relevant, self-generated questions based on interests or needs that can be investigated. Transact with texts to formulate questions, propose explanations and consider alternative views and multiple perspectives.

16 Literary Inquiry Practices continued Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration and analysis. Synthesize integrated information to share learning and/or take action. Reflect throughout the inquiry process to assess metacognition, broaden understanding and guide actions, both individually and collaboratively.

17 Disciplinary Literacy How the author s intent, reader s strategies, craft and structure vary depending on the discipline. How to read, write, listen, speak, think critically and perform in different ways and for different purposes depending on the disciplinary context.

18 South Carolina College- and Career- Ready Standards for ELA yields: CCR Student Portrait CCR Content Standards including Fundamentals and Disciplinary Literacy Inquiry-Based Literacy Practices

19 College- and Career Ready Portrait: Mathematics Academic Success and Employability: Student demonstrates strong conceptual knowledge and strategically applies appropriate academic and technical skills and tools to model and solve problems. Interdependent Thinking and Collaborative Spirit: Student collaborates effectively with others and respectfully critiques varied perspectives. Intellectual Integrity and Curiosity: Student researches by appropriately collecting, assimilating, and synthesizing data and information, cites relevant sources, and verifies with evidence. Student investigates mathematical situations in order to develop and test conjectures. Logical Reasoning: Student analyzes and evaluates evidence in a comprehensive and discerning manner and forms conclusions based on evidence using logic and reason. Self-Reliance and Autonomy: Student demonstrates qualities of an innovative, creative and independent learner and contributor to society, including goal setting, selfmonitoring and regulation, constructive interactions with others, time management, and tenacity. Effective Communication: Student communicates appropriately, fluently, and with precision in a variety of written and oral modes, including appropriate technologies, based on audience, task, purpose, and discipline.

20 Mathematics Overview of Process Worked in grade band teams Initially divided work load by Key Concepts Subjects Put drafts together by grades or courses Examined relationships across key concepts within a grade/subject to ensure content of one key concept supports another Examined content across grades/subjects to ensure vertical articulation

21 Mathematics Key Concepts Grades K-5 Number Sense and Base Ten Algebraic Thinking and Operations Geometry Measurement and Data Analysis

22 Mathematics Key Concepts Middle School Grades 6 8: Number System Expressions, Equations and Inequalities Geometry and Measurement Grade 6: Data Analysis and Statistics Grades 6 and 7: Ratios and Proportional Relationships Grades 7 and 8: Data Analysis, Statistics and Probability Grade 8: Functions

23 Mathematics Key Concepts High School Algebra 1 Algebra 2 Geometry Foundations in Algebra Intermediate Algebra Probability and Statistics Pre-Calculus Calculus

24 Mathematics Process Standards

25 Mathematics Process Standards Make sense of problems and persevere in solving. Reason both contextually and abstractly. Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others. Connect mathematical ideas and realworld/contextual situations through modeling.

26 Mathematics Process Standards Use a variety of mathematical tools effectively and strategically. Communicate mathematically and approach mathematical situations with precision. Identify and utilize structure and patterns.

27 South Carolina College- and Career- Ready Standards for Mathematics yields: Student Portrait Content Standards Process Standards

28 Standards Timeline Posted to website Nov. 3 Public comment period until Nov. 30th Draft finalized December First reading by State Board Jan. 14th ASA subcommittee Jan. 26th Full EOC Feb. 9th State Board 2nd reading March 11th Release to Public

29 Questions?

30 Expanded Educator Support and Evaluation System Guidelines Approved by State Board of Education Must be supportive of the ESEA Flexibility Waiver requirements. More detailed Guidelines to go to State Board for approval in February 2015 SCDE consulting regularly with Advisory Team

31 Expanded Educator Evaluation System Guidelines Foundational Assumptions The majority of experienced educators are competent professionals Educators benefit from feedback focused on increasing student learning. Based on an educator s characteristic level of job performance, not on an atypical or rare performance. Struggling educators can be identified and supported in their professional growth. Instructional practices are context and content specific. Evaluators must be successful educators with a Why? demonstrated competence at evaluation (must pass a certification test). Because this is what s good for children.

32 Beta Year schools Value-added measures calculated Pilot Year schools participating Choice of one of two rubrics Enhanced ADEPT SC Teaching Standards All teachers observed > twice per year Online data management system Roster verification Value-added measures calculated at teacher level and provided for information

33 State-wide Teachers in tested grades and subjects will have value-added measures calculated on for information only basis. Grade 4 ELA and Math Grade 5-8 ELA, Math, Science, Social Studies Algebra 1, English 1, Biology 1, US History These teachers will need to do roster verification in May SC has requested to delay the inclusion of value-add measures in educator evaluation until Participants in the pilot can log in NOW and see their results from and diagnostics for

34 Observation and Professional Practice RFP Procurement pending valid, reliable, and empirically tested Observation rubric Online data management system Video-based Evaluator certification system

35 Observation RFP Rubric based on ADEPT Standards Scores, comments, feedback, and prescriptive suggestions immediately available to educator Open communication between teacher and observers. Automatic notifications and reminders Ability to aggregate data at classroom, school and district level Will replace ADS

36 Classroom Observations Multiple over the course of the school year Criteria: Quality of teacher s planning and preparation Effectiveness of teacher in the classroom Degree to which classroom culture facilitates learning Professionalism how much the educator contributes to the other teachers at the school.

37 What does this mean for educators? Increased capacity for data driven instruction Enhanced skill level for creating and selecting assessments Opportunities to collaborate with other educators Opportunities to link classroom instruction, assessment, and student outcomes.

38 Value-added Measures RFP B&CB Procurement process is pending. After Intent to Award, Protest period = 2 weeks Will provide value-add calculations and webportal with secure login for educators to see results. Includes diagnostic reports for informing instruction Breakdown of in which groups of students a teacher is stimulating the greatest growth Participants in the pilot can log in NOW and see their results from and diagnostics for

39 and Forward All classroom teachers 50% Observation and Professional Practice. 30% Student growth (SLOs or Value-add) 20% District Choice All principals 50% PADEPP standards % student growth (school-wide value-add)

40 Critical for Districts to do in Attend SLO training Identify goals and available data sources Train teachers Construct practice SLOs and growth targets for the spring semester Collect data and measure growth Learn and adjust SLOs = data-informed instruction Let s practice and make our mistakes this year so we get it right for !

41 What are SLOs? Teacher-driven, student-centered, standards-based set of goals that establish expectations for students academic growth Choose the most important learning for the school year, semester, or quarter SLOs directly link a teacher s classroom instruction to student growth Centered on rigorous, yet attainable growth targets 9 regional two-day trainings RECOMMEND DOING PRACTICE SLOs THIS YEAR

42 District Choice recommended timeline Prior to Oct. 31, 2014 Prior to Dec. 1, 2014 Prior to Jan. 30, 2015 Jan. 30, 2015 Within 30 days of receipt of LOI Within 30 days of receipt of feedback Before April 15th On or before June 1 Meet with principals and instructional leaders in district to discuss various district choice options Make decision about district choice and inform principals and instructional leaders. Develop LOI including scoring rubric Letter of Intent Due to SCDE SCDE will provide either approval or feedback on selected option. If feedback is provided, district will convene appropriate staff and make changes. District will submit revisions to SCDE. This iterative process will continue until approval is reached. Inform and educate teachers regarding the district s choice so that they may make whatever relevant preparations are necessary for the school year. Submit final ADEPT plan to SCDE.

43 District Choice Options Options 4-8 will require submission of additional information. Option # Option(s) selected for the school year 1 District-wide value-add measures provided by state-contracted vendor 2 School-wide value-add measures provided by state-contracted vendor 3 Value-add measures based on formative assessments or locally procured assessments and calculated by a vendor contracted by the District 4 Surveys of parents 5 Surveys of students 6 District-wide Student Learning Objective (SLO) 7 Teacher self-reflection 8 District-created option*

44 Options 4 8 require Identify the instrument(s) and/or data source(s). Provide evidence are psychometrically reliable, valid and free from bias. Explain how the results of the District Choice option will inform decisions and actions in the district and how the impact on student learning will be determined. Explain teachers, principals and district-level staff roles and responsibilities. Explain how the district will monitor and ensure compliance and integrity of results for all teachers. Describe how de-identified results will be made available to the parents.

45 Options 4 8 require Scoring Rubric to be created by District How will the District translate the results into a 1 to 5 pt scale? Use prior data / experience to estimate an expected change over the course of the year More than expected change = 4 or 5 Expected change = 3* Less than expected change = 1 or 2 Recommend that a similar scale be used for scoring SLOs *should be slightly aspirational

46 Scoring Rubric Example District has experience communicating with parents with survey response rate of < 30% and average satisfaction rating of 60% Level Response rate Outcome Satisfaction Outcome 1 < 20% of surveys are returned and are mostly complete. 2 31%-20% - of surveys are returned and are mostly complete. 3 32% - 37% of surveys are returned and are mostly complete. 4 38% to 42% of surveys are returned and are mostly complete. 5 >43% of surveys are returned and are mostly complete. <56% of parents report satisfaction 57%-61% of parents report satisfaction 62%-67% of parents report satisfaction. 68%-72% of parents report satisfaction > 72% of parents report satisfaction.

47 Questions? Contact information: Briana Timmerman, Ph.D. Director, Office of Instructional Practices and Evaluations