Act 82 Boot CampDay 1

July 29th, 2015Angela Kirby-Wehr, Educator Effectiveness

Participants will work with their district teams to develop a plan for the implementation of Act 82, in accordance with the legislative intent of the law for Teaching Professionals, Non-Teaching Professionals, and Principals.  

• Remote sites-  https://todaysmeet.com/PA-EEbootcamp

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Objective:

• 8:30-9:00 AM- Welcome and Overview• 9:00-10:30 AM-Observation and Practice • 10:30-10:45 AM-Break• 10:45 AM -11:45 AM- SPP (timeliness of data, finalizing summative evaluations for

temporary professional employees and professional employees)• 11:45 – 12:00PM – Share out• 12:00-1:00 PM- Lunch on your own• 1:00-3:00 PM-Teacher Specific Data (State assessments, PVAAS, IEP progress, and

Locally Developed Rubrics)• o   Utilization of n count of 11• 3:00-3:15 PM-Break • 3:15-4:00 PM- Elective data • 4:00-4:30 PM- District sharing of implementation plans for teaching professionals

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Today’s Agenda- 7.29.15

• Facilitated Dialogue at each site– Appreciate flexibility we want to make this as

productive for each team as possible.

• Structured breaks for share out statewide

• Back Channel for questions from remote sites- https://todaysmeet.com/PA-EEbootcamp

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Logistics

• Act 82 of 2012 Passed- June 30th, 2012

Defined Three Groups of Educators

• Teaching Professionals

• Non-Teaching Professionals

• Principals/CTC Directors

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Overview: Act 82 2012

• Act 82 of 2012 Passed- June 30th, 2012 – Applied to teaching professionals-2013-2014

school year– Applied to non-teaching professionals- 2014-

2015 school year– Applied to principals/CTC directors – 2014-

2015 school year

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Overview: Act 82 2012

Overview: Pennsylvania Certifications and Act 82

Instructional Certificates Educational Specialists

Supervisors Principals

Career Technology Directors Vocational Education Certificates

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Teaching Professionals

Non-Teaching Professionals Principals/CTC

Directors

Overview: Pennsylvania Certifications and Act 82

Instructional Certificates Educational Specialists

Supervisors Principals

Career Technology Directors Vocational Education Certificates

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Teaching Professionals

Non-Teaching Professionals Principals/CTC

Directors

• Job Descriptions classifying individuals per the three categories defined in Act 82– Two Prong Test

• Working under an instructional certificate? • Providing direct instruction to students (PTA)?

• Instructional Certificates with Unique Roles and Functions– District wide norming

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Overview Considerations

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Overview-Act 82 for Teaching Professionals (82-1)

Building Level Data15%

Teacher Specific Data

15%

Elective Data20%

Observation/Practice

50%

Building Level Data/School Performance Profile

Indicators of Academic AchievementIndicators of Closing the Achievement Gap, All StudentsIndicators of Closing the Achievement Gap, Historically Underperforming StudentsIndicators of Academic Growth /PVAASOther Academic IndicatorsExtra Credit for Advanced Achievement

Teacher Observation/Practice

Planning and PreparationClassroom EnvironmentInstructionProfessional Responsibilities

Teacher Specific Data

Student Performance on AssessmentsPVAAS 3 - Year Rolling AverageIEP Goals Progress*LEA Developed Rubrics**Student Learning Objective Process

Elective Data*

District-Designed Measures and ExaminationsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local RequirementsStudent Portfolios Pursuant to Local Requirements*Student Learning Objective Process

• What model?–Danielson 2008

–Danielson 2011

–Danielson 2013

–Marzano cross-walk to Danielson

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Observation and Practice

• Preponderance of Evidence at the Domain Level?• Temporary Professional Employees vs. Professional

Employees? • Plan for evidence collection?

– Formal Evaluations- how many? – Walk-throughs- how many?– Instructional Certificates with Unique Roles? District

norming? • Differentiated Supervision? • Data Collection System?

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Observation and Practice

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Temporary Professional Employees: Given this language in regulation, the current and existing building level score may be utilized in anymid-year or year-end evaluation of a temporary professional employee’s second or third year of employment.PDE understands that the release date of the SPP/building level data score is prompting some LEAs to consider finalizing the required second/year-end evaluation for temporary professionals in the fallwhen the most recent SPP/building level data is published. Given this and the possibility of legal challenges related to the application of a building level data score, each LEA should consult with itssolicitor concerning the application of the SPP/building level data score to a temporary professional’s evaluation including the impact of the requirements of 24 P.S. §11-1108.

School Performance Profile (SPP)

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Timeliness of data

•Plan for finalizing Temporary Professional Employees Mid-year Summative. When? By Whom?

•Plan for finalizing Temporary Professional and Professional Employees end of year summative. When? By Whom?

http://paschoolperformance.org/

School Performance Profile (SPP)

• Themes?

• Consensus?

Statewide Share Out

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• Performance on State Assessment

• PVAAS- 3 year rolling average

• IEP Goals Progress

• LEA Developed Rubric (LDR)

Teacher Specific Data

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• N count considerationLEAs are encouraged to utilize a “n” count of 11 across teacher

specific and elective data. This is consistent with the “n” count PDE utilizes for other data sources such as the SPP and PVAAS. In absence of teacher specific and elective data the observation and practice components of the evaluation system could be substituted. It is a local decision whether an LEA chooses to utilize a lower “n” count for teacher specific and elective data. Hence, an LEA could chose to develop a SLO for less than eleven students, if they believe that they can attribute student achievement to the teacher. An LEA should discuss any decision to use the “n” count of 11 or a lower “n” count with its solicitor.

Teacher Specific Data

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What decision has your LEA made regarding n count?

Will you apply n count decision across all teacher specific and elective data?

Why? Provide a rationale

Teacher Specific Data

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Performance on State Assessment

•PSSA’s, PASA and Keystones

Considerations:

•Teacher Determinations? – Teacher of record? Special Education? ESL?– Average across all subjects?– Weighting (.10-5%)

Teacher Specific Data –Decision Making Guide

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Considerations:

•Teacher Determinations? – Given PDE guidance, what determinations

have you made regarding teachers with attributable PVAAS? Teacher of record? Special Education? ESL?

– Weighting? (Minimum of 10%)

Teacher Specific Data –PVAAS

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• SLO process for IEP Progress-  a simple streamlined SLO process to account for the IEP progress. Per Act, any teacher with available and applicable IEP progress must have that data attributed (general education and special education teachers).  This template will allow you to address the provisions of Act 82 by filling out a one page summary of the aggregated case load data for students

Teacher Specific Data –SLO IEP Progress

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Considerations:•Teacher Determinations?

– Teacher of record? – Who is Providing Direct Instruction (PTA)?– Across what content areas? – Shared responsibility? – Plan for monitoring of progress data?– Who monitors? – IDEA Compliance?

Teacher Specific Data –SLO IEP Progress

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Considerations:– District developed assessments?– District Approved Assessments?– Link with Elective SLO? – Who signs off?– Consistency across subject areas and

grades?– Who monitors?

Teacher Specific Data –LDR using SLO

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Considerations:– Link with Teacher Specific LDR SLO? – Who signs off?– Consistency across subject areas and

grades?– Who monitors?

Elective Data-validated via SLO Process

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• Themes?

• Consensus?

Statewide Share Out

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