ASW Process

World Languages, Arts Education, Health and

Physical Education, AP & IB

Analysis of Student WorkASW 101

Cheryl Maney and Mark PropstArts Education Department

Kim CookeHealthful Living Department

Mara CobeWorld Languages

Parker MorseAP and IB

A Little History and a Look into the Future

Pilot

Required by state

Alternatives

CMS Analysis of Student Work Feedback Form

• MSL = Measures of Student Learning

• Small Pilot = 100 people across state

Analysis of Student Work

Contribute

to Academic

Success

ASW demonstrates a teacher’s contribution towards academic growth in the content area.

Teachers submit student work which is rated by content experts in a “blind review” process.

Standard I: Teachers demonstrate leadership.

Standard II: Teachers establish a respectful environment for a diverse population of students.

Standard III: Teachers know the content they teach.

Standard IV: Teachers facilitate learning for their students.

Standard V: Teachers reflect on their practice.

Standard VI: Teachers contribute to the academic success of students.

NC Professional Teaching Standards

Overview of Standard 6

Contribute to

Academic Success

End of Grade (EOG) or End of Course (EOC) tests

6 NC Final Exams

6 Career Technical Education Assessment

6 Analysis of Student Work

K-3 Checkpoints6

6

5 Rating Categories

1 65432Demonstrate Leadership

Establish Environment

KnowContent

Facilitate Learning

Reflect on Practice

Contribute

to Academic

Success

3 Rating Categories

Not Demonstrated

Developing

Proficient

Accomplished

Distinguished

Effectiveness Status NC Educator Evaluation System

ASW Process: Step 1: Teaching Context

Sept. to Oct 15 and Feb

AFs and APIs!

Course and

Teacher Coding!

ASW Process: Step 2: Class Selection

ByOct 15And inFeb

Class Selection

The online platform will select the 5 classes in which the teacher must collect artifacts.

Note: Teachers who are on a semester or 4x4 schedule will have classes selected for 1st semester. Classes for 2nd semester will be selected prior to 2nd semester.

ASW Process: Step 3: Objective Selection

Looking at the NC Essential Standards, teachers will use the Strands guidance charts to select 5 clarifying objectives one for each class selected by the platform.

NC Essential Standards: Clarifying Objective Selection

Arts EducationChoose one objective for each of the strands in your

Arts Education discipline plus 1-2 additional objectives

Healthful LivingChoose objectives based on Health, PE, or both

depending on teaching situation

World LanguagesObjectives encompass each of the 3 strands of World Languages and all of the Essential Standards that are

part of your language program.

AP/IB

• AP Teachers will use the AP objectives posted on AP Central.

• IB Teachers will use the IB objectives posted on the IB Online Curriculum Centre.

Considerations for Teachers in Objective Selection

• Realize that not all objectives link easily to the ASW process

• Careful alignment between Objective chosen, instruction, assessment, and artifacts.

• Focus on performance based assessment

Principal meets with the teacher to confirm that the 5 objectives chosen use the parameters in the Strands & Standards Guidance Chart

Principal’s Input

Note: Teachers who are on a semester schedule will select for their first semester classes. After their second semester classes are selected by the platform, they will select their remaining objectives.

AFs and APIs!

Objective Selection

ASW Process: Step 4: Timelapse Artifacts

Oct. to Jan.2AndMarch- May

Timelapse Artifacts

• 5 timelapse artifacts are required• One timelapse artifact for each objective

selected• Each Timelapse Artifact has:

– 2 whole class work samples with context OR – 6 individual student work samples, two from each

of the 3 students, with context

Compile Timelapse Artifacts2 distinct points in time

Time Teachers must choose two points in time to gather and harvest evidence of student growth on the clarifying objective chosen.

Collect and keep 2 work samples:• for each class member• for the objective • at 2 separate points in

time

Compile Timelapse ArtifactsIndividual Student Work Samples

2 work samples that represent the entire class

• for the objective • at 2 separate points in

time

Compile Timelapse ArtifactsWhole Class Work Samples

Assumptions?

Compile Timelapse Artifacts: Methods to Harvesting Student Work

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AFs and APIs!

TECHNOLOGY

ASW Process: Step 5: Student Selection

Early Jan and in June

TA 1

Only for:Individual Student Work Samples

Online platform will select3 students

The TA will be compiled using the Individual Student Work Samples from these selected students.

Student Selection

TA 1

Only for: Individual Student Work SamplesStudent Selection

If a student work sample is unavailable, that student will be reshuffled to create another sampling.

Principal is notified when a reshuffle is used by a teacher

Student Selection

• This step is not necessary for the classes where teachers have chosen to gather whole class work samples.

• Even if the composition of a class changes, the teacher will still submit the whole class sample.

ASW Process Step 6: Upload Artifacts

By Jan 20 and in June

Context for 1st work sample in each Timelapse Artifact

How does this artifact show where the studentis in relation to the chosen clarifying objective?

Upload Evidence

How does this artifact show where the student is in relation to the chosen clarifying objective?

This artifact was created using an 8th grade Healthful Living Health Education Class containing 32 students before instruction on the objective began. In this video, the student did not show proper technique in the their performance of CPR in the following ways.1. The students body position has him sitting on the victims waist. 2. The hands have been placed separately on the victims upper chest.3. The compressions given are of insufficient depth and are given too slow.4. The elbows are bending during the compression.

Context for 2nd work sample in each Timelapse Artifact

How does this artifact show where the studentis in relation to the chosen clarifying objective?

Upload Evidence

How does this artifact show where the student is in relation to the chosen clarifying objective?

This artifact was created using an 8th grade Health Education Class containing 32 students three class days after instruction began. In this video, the student shows proper technique in the their performance of CPR in the following ways. 1. The student has the proper body position, on his knees next to the victim. 2. The force of the compression is generated from the hips and applied in a vertical direction. 3. The hands are positioned with an interlocking grip.4. The heel of the bottom hand has been placed on the sternum.

Context for Growth in each Timelapse Artifact

Describe the growth that occurred between Points 1 and 2.

Upload Evidence

Describe the growth that occurred between Points 1 and 2.

CPR performed with the technique in video #1 was inadequate and would not have given the victim an opportunity to survive. The technique in video #2 would provide blood flow and oxygen to give the victim a chance of survival

AFs and APIs!

READING AND

WRITING

Timelapse Artifact Option 1 – Individual Student Work Samples with Context

1

2

1

2

1

2

1 Timelapse

Artifact

Upload Evidence

Timelapse Artifact Option 2 – Whole Class Work Samples 2

1

1 Timelapse Artifact

Upload Evidence

All 5 Timelapse Artifacts will be uploaded to the online platformas the teacher’sEvidence Collectionfor the school year.

TA 3Student

TA 4Student

TA 5Whole Class

TA 1 Student

TA 2 Whole Class

Upload Evidence

ASW Process Step 7: Blind Review

Summer

2015

The Evidence Collection will be reviewed by 2 content area experts.

Reviewer #1 Reviewer #2

Blind Review

ED M

Reviewer #1 Reviewer #2

The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise.

Blind Review

If the category ratings from each reviewer are the same, then the review process is complete and the Standard 6 rating will be posted for that year.

Category Rating: Meets Expected Growth

Reviewer #1 Reviewer #2

M

Blind Review

M

Reviewer #1 Reviewer #2

If the category ratings from the two reviewers are not the same, the Evidence Collection is automatically sent to a 3rd reviewer for an additional review to get a rating for that year.

M

Reviewer #3

Blind Review

E

2-Step ASW Process Review

#1Evidence Collection Checklist

#2

ASW Quality Rubric

Blind Review

ASW Process Step 8: Receive Rating

Fall 2015

• D = Does Not Meet Expected Growth • M = Meets Expected Growth • E = Exceeds Expected Growth

Evidence Collection Rating Form:

TA 1 TA 2 TA 3 TA 4 TA 5   

Receive Rating

D M M M E

Synthesis table to determine Standard 6 rating

Receive Rating

Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED D D M M D M M M E D D E E E D D M M E D D M E E D M M E E

An educator receives an Effectiveness Status when he or she has 3 years of their own content data for Standard 6

Effectiveness Status

3 Years of Combined Data for Standard 6

6 6 6Year 1 Year 2 Year 3

Standard Standard Standard

6 6 6Year 1

2014-2015Does Not Meet

Expected Growth

Year 22015-2016

Meets Expected Growth

Year 32016-2017

Meets Expected Growth

Standard Standard Standard

Mr. NC’s 3 years of growth data:

2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)

Mr. NC’s Standard 6 rating for 2014-2017 Meets Expected Growth

Effectiveness Status Only for 2014 – 2017: Best 2 out of 3 years of data

Effectiveness Status for 2016 - 2017

2016 - 2017 Developing Proficient Accomplished Distinguished

Standard 1 Demonstrate leadership

Standard 2 Establish Environment

Standard 3Know Content

Standard 4Facilitate Learning

Standard 5 Reflect on Practice

Standard 6Three year growth

data

X

X

XX

XBest 2 out of 3 years of growth data for 2014 – 2017

Meets Expected Growth

Principal Role

In Need of Improvement

Effective Highly Effective

Any rating lower than proficient

Proficient or Higher

on Standards1-5

Accomplishedor Higher

on Standards1-5

1Demonstrate Leadership

2Establish Environment

345

Know Content

Facilitate Learning

Reflect on Practice

Standards

Does Not Meet

Expected Growth

Meets or Exceeds Expected Growth

Exceeds Expected Growth

Effectiveness Status for 2016 - 2017

6Contribute to Academic Success (3 yrs. of data)

Effectiveness Status for 2016 - 2017

2016 - 2017 Developing Proficient Accomplished Distinguished

Standard 1 Demonstrate leadership

Standard 2 Establish Environment

Standard 3Know Content

Standard 4Facilitate Learning

Standard 5 Reflect on Practice

Standard 6Three year growth

data

X

X

XX

XBest 2 out of 3 years of growth data for 2014 – 2017

Meets Expected Growth

Effective

Principal Role

• For more information

http://ncasw.ncdpi.wikispaces.net/

NCDPIASW Wikispace