south carolina’s new educator evaluation system
DESCRIPTION
South Carolina’s New Educator Evaluation System. You are not alone!. We will work together and we will prevail!. DISCLAIMER. Objectives. Review the teacher evaluation program to be implemented in SC Review the anatomy of an SLO Provide overview of how to write an SLO - PowerPoint PPT PresentationTRANSCRIPT
South Carolina’s New Educator Evaluation System
You are not alone!
We will work together and we will prevail!
DISCLAIMER
Objectives
• Review the teacher evaluation program to be implemented in SC
• Review the anatomy of an SLO• Provide overview of how to write an SLO• Examine Growth Measure Decision Rules
What Do You Already Know?True or False?
1. The new educator evaluation system in SC becomes effective in school year 2015-16.
2. As part of the ESEA Waiver, student growth must be 50% of the educator’s evaluation score.
3. A classroom value added score can be calculated for every educator.
4. Multiple measures must be used to calculate an educator’s effectiveness.
5. The measures in SC’s proposed plan are Professional Practice, Student Growth, and Family Input
6. SLOs cannot be written by a team of educators.
7. SC’s proposed plan rates an educator at 2 levels.
7
ESEA Waiver Requirements
• Evaluates a teacher regularly• Rates a teacher at more than 2 levels• Includes student growth as a significant factor in teacher
evaluation• Uses multiple measures to determine a teacher’s
effectiveness• Includes state accountability tests if teacher teaches a
tested subject• Must be a rigorous evaluation• Must be comparable within the district for all teachers• Any district “opt out” method must include these features.
ESEA Waiver Requirements and South Carolina’s PlanFederal Requirements South Carolina Opt-Out
Evaluates a teacher regularly
Regularly =annually Evaluate all portions every 3 year or every 5 years
Rates a teacher at more than 2 levels
Currently met/not met; New plan= 5 levels
Could rate at 3, 4, or 5 levels
Includes student growth as a significant factor in teacher evaluation
30% is the proposed value SC’s waiver shows 30% as significant unless we provide data showing otherwise
Includes state accountability tests if teacher is in a tested subject
Value Added Measure (VAM)
Could use SLO with VAM as one measure
Must be a rigorous evaluation
Must be a rigorous evaluation
Must be a rigorous evaluation
Must be comparable within the district for all teachers
Same components for all teachers regardless of level
Same components for all teachers regardless of level
Educator Evaluation Model
Student Growth District Choice Professional Performance
30%
50%
20%
System Overview for Teachers
• Rubric-Based Observations and Professional Practice (50%)– SC Teaching Standards– Enhanced ADEPT– Other – if you opt out (Ex. Danielson)
• Student Growth over school year (30%)– Three-year rolling average– Classroom Value-added (tested grades and subjects)– Student Learning Objectives (non-tested grades and subjects)
• District Choice (20%)– Survey/Family Input– Professional development– Reflection– School Value Added (SVA)– Another growth measure (MAP, Action Research, SLO)
EducatorEvaluation Components
Proposed State Levels (5)• 5-Exemplary• 4-Highly Effective• 3-Effective• 2-Needs Improvement• 1-Ineffective
Clover’s Levels (4)• 4-Highly Effective• 3-Effective• 2-Needs
Improvement• 1-Unsatisfactory
Comparison of Rating Levels
11
VAM teachers = 35%• TGS in grades 4-8 +
HS EOC courses • Grade 3 excluded
because no prior year’s test scores to predict growth
SLO teachers = 65%• NTGS + 3rd grade• Elementary – PreK-3,
art, music, PE, RR, RtI• Middle – all elective
teachers• High – every teacher
except EOC teachers• K-12 – Speech, media
specialists, guidance
Who are the VAM and SLO teachers
12
3-year rolling average so that it can be comparable and can by used to make personnel decisions in time
• Induction Teachers– Will the induction year be a practice year for student growth rating?– Is the induction year, year 1 of the 3-year rolling average?– Should we keep teachers at the induction level for 3 years to get a 3-year
rolling average before they start into formal evaluation?
• Annual Contract– How soon should we advance teachers to the annual contract level if student
growth on 3-year rolling average is 30%?
• Continuing Contract– What’s the distinction between continuing contract level and other levels with
regard to teacher evaluation?– Would we calculate professional practice, student growth, and district choice
for every teacher every year?
State Decisions TBD….
• Fall 2014 -SCDE sponsored regional SLO trainings
• Fall/Spring 2014 – SCDE sponsored EVAAS training (VAM)
• Spring 2015 –SCDE sponsored evaluation instrument trainings
• Fall 2015 – Full implementation of new educator evaluation system
State Department TimelineTrain the Trainer Model
What exactly is an SLO??
Growth versus Proficiency Models
16
Proficient
Start of School Year
Teacher A:
“Success” on Achievement
Levels
Teacher B:
“Failure” on Achievement Levels
In terms of growth,
Teachers A and B are
performing equally.
End of School Year
A More Complete Picture of Student Learning
Growth> Compare student to
own prior performance
> Consider student characteristics
> Progress between points
> Critical to student success
Proficiency> Compare student to
a standard
> Does not consider student characteristics
> Performance at a point in time
> Critical to postsecondary
opportunity
&
• An SLO is a measurable, long-term, academic goal informed by available data that a teacher or teacher team sets at the beginning of the interval of instruction for all students or for subgroups of students
Student Learning Objectives
SMART:
SpecificMeasurable
Appropriate
RealisticTime limited
SLO Evaluation Process
SLO Development Checklist
-Tool for Teachers in checking their SLO-Tool for Administrators in approving SLO
Interval of Instruction
Student Population
Baseline and Trend Data
Assessments Growth Targets Instructional Strategies
Professional Development
Other
D Matches the length of the course (e.g., quarter, semester, year, specific number of lessons
D Covers all students in the class (or in the case of a targeted SLO, covers all students in the subgroup) D Describes the
student population and considers any contextual factors that may impact student growth
D Identifies sources of information about students D Draws upon
trend data if available, i.e. prior grades, test results
D Identifiesassessments that have been reviewed by content experts to effectively measure course content and reliably measure student learning as intended D Accurately
describesassessment and administration procedures
D Ensures all students in the course have a growth target D Uses baseline
or pretest data to determine appropriate growth D
Demonstrates teacher knowledge of students and content D Explains why
target is appropriate for the population D Uses student
assessment data to determine student academic needs and appropriate growth targets D Rigorous yet
attainable student growth goals
D Highlightsthe instructional strategies that will best meet the student growth goals set in the SLO D Discusses
how the teacher will measure student progress toward the goal D Discusses
how the teacher will remediate students who are struggling
D Relevant to the student growth goals set in the SLO
D Follows appropriate business rules for SLOs
Criteria Description
SLO Cover Page Teacher, school, evaluatorContent area, grade levelType/Approach of SLO and rationaleInterval of instructionPre-Post Assessment Conference dates and signatures
Student Population Objective statementCharacteristics of target audienceBaseline or trend data that may impact growth targets
Assessments and Growth Targets
Assessment descriptionGrowth targets and rationale (separate spreadsheet)
Anatomy of the SLO
Course Level Class Level
Accounts more accurately for students taught by teacher
Can reduce the amount of data a teacher collects and analyzes
Can be difficult for teachers without a course, i.e. special educators
Can place emphasis on one class over another
i.e. All the students in Algebra I i.e. a 2nd grade teacher’s class
Approaches to SLO Development
Targeted Tiered
Focuses on students who need additional support
Ideal for educators with small classes or groups
The targeted SLO focuses on specific academic needs
Difficult to set differentiated growth goals for students
Small sample of students yields an increased potential for measurement error
Best when similar standards are used across grade levels
Approaches to SLO Development
Types of Teachers for Targeted SLOs-Reading Recovery-Interventionist-Special Education-ESOL
Decision-Schools/Districts may decide to focus on a targeted subgroup across multiple classes
Individual SLO Team SLO
Written by an individual teacher Written by a team of teachers
Teacher is accountable for only his/her students
Each teacher is accountable for his/her studentsEncourages collaboration among teachers
Types of SLOs
• Specifies the period of instruction– Year– Semester– quarter
• Total number of days of instruction– Ideal for elementary related arts teachers, Reading Recovery,
interventionists, etc. who only see students a certain number of days per week/per year
– Example = Elementary PE Interval of Instruction = 32 class periods
Interval of Instruction
• Identify the name of the assessment to be used– Example = MAP, Fountas & Pinnell, Pre/Post
common assessment, etc.
• Identify the assessment windows – Example = Fall MAP window 9/7/14 – 10/7/14,
Spring MAP window 4/15/15 – 5/31/15
Pre- and Post- Assessment
Criteria Description
SLO Cover Page Teacher, school, evaluatorContent area, grade levelType of/Approach to SLO and rationaleInterval of instructionPre-/Post- Assessment Conference dates & signatures
Student Population Objective statementCharacteristics of target audienceBaseline or trend data that may impact growth targets
Assessments and Growth Targets
Assessment descriptionGrowth targets and rationale (separate spreadsheet)
Anatomy of the SLO
• By the end of School Year 2014-15, 100% of my students will show measurable growth as defined by at least one of the three identified student growth measures.
• Clover:– Tiered growth targets for children based on pre-test starting points– Tiered effectiveness ratings for teachers based on the growth measures
identified in the SLO
Objective Statement
• Specific population targeted by the SLO including– Demographics– RTI– 504/IEP (exceptionalities and/or support given)– Social/emotional issues – Teacher should also reflect on how these
demographics will impact his/her teaching the content.
Student Population
• Identifies relevant past data that the teacher reviewed to set growth targets– Example = prior PASS/EOC scores, prior grades in course, prior MAP percentiles,
etc.
• Identifies the teacher’s prior trends with a similar grade level or course or prior trends of the cohort of students currently in the class– 8th grade Algebra I teachers have traditionally had a 90% or higher pass rate on
the Algebra 1 EOC– 2nd grade MAP percentile scores indicate that the 3rd grade cohort of students
in this school do not perform as well as other cohorts
Baseline & Trend Data
Criteria Description
SLO Cover Page Teacher, school, evaluatorContent area, grade levelType of/Approach to SLO and rationaleInterval of instructionPre-/Post- Assessment Conference dates & signatures
Student Population Objective statementCharacteristics of target audienceBaseline or trend data that may impact growth targets
Assessments and Growth Targets
Assessment descriptionGrowth targets and rationale (separate spreadsheet)
Anatomy of the SLO
• Describes the growth measure(s) the teacher will use and how it will be scored
• Example: • “I will administer Pre/Post Test that is scored on a 100 pt.
scale which covers essential standards for my course. Growth targets will be set based using the district’s 100 pt. scoring guide which outlines adequate growth from a given pre-test score. Post-Test growth projections will be raised or lowered based on prior data or prior trends for this course.“
Assessment Description
Data Spreadsheet
up to 3 growth measures
Final Result
• MAP• Fountas and Pinnell• District Common Assessments in Math,
Science, ELA, and Social Studies• PASS Science and Social Studies• Rubrics and Performance Tasks in Fine Arts
Assessments Used
• Identifies individual student growth targets for one or more assessments
• Uses a spreadsheet to document each student’s:– Baseline score (pre-assessment)– Target growth score– End of year score (post-assessment)– Overall effectiveness rating for each assessment
Growth Targets
Ratings:
1=0-19% of total students in class meet the target RIT score
2=20-49% of total students in class meet the target RIT score
3=50-79% of total students in class meet the target RIT score
4=80-100% of total student in class meet the target RIT score
To calculate the above, tally the number of students who meet the target RIT score and then divide by the total number of students in the class. For example, in a class of 25 students, if 15 meet the target RIT score, divide 15 by 25 and the result is 60%. In this example, the teacher would have a rating of 3.
MAP Growth Projections
F & P Growth Projections
• Level 1= Any score below the beginning of year (BOY) Level
• Level 2= Any score between BOY Level and end of year (EOY) Target Level
• Level 3= Meets EOY Target Level
• Level 4= Exceeds EOY Target Level
Pretest MetTarget
ExceedsTarget
Pretest Met Target Exceeds Target
Pretest Met Target Exceeds Target
Pretest Met Target Exceeds Target
1 65 73 26 65 73 51 72 86 76 88 94
2 65 73 27 65 73 52 72 86 77 88.5 94.25
3 65 73 28 65 73 53 72 86 78 89 94.5
4 65 73 29 65 73 54 72 86 79 89.5 94.75
5 65 73 30 65 73 55 72 86 80 90 95
6 65 73 31 65 73 56 72 86 81 90.5 95.25
7 65 73 32 65 73 57 72 86 82 91 95.5
8 65 73 33 65 73 58 72 86 83 91.5 95.75
9 65 73 34 65 73 59 73 86.5 84 92 96
10 65 73 35 65 73 60 74 87 85 92.5 96.25
11 65 73 36 65 73 61 75 87.5 86 93 96.5
12 65 73 37 65 73 62 76 88 87 93.5 96.75
13 65 73 38 65 73 63 77 88.5 88 94 97
14 65 73 39 65 73 64 78 89 89 94.5 97.25
15 65 73 40 65 73 65 79 89.5 90 95 97.5
16 65 73 41 66 83 66 80 90 91 95.5 97.75
17 65 73 42 67 83.5 67 81 90.5 92 96 98
18 65 73 43 68 84 68 82 91 93 96.5 98.25
19 65 73 44 69 84.5 69 83 91.5 94 97 98.5
20 65 73 45 72 85 70 84 92 95 97.5 98.75
21 65 73 46 72 86 71 85.5 92.75 96 98 99
22 65 73 47 72 86 72 86 93 97 98.5 99.25
23 65 73 48 72 86 73 86.5 93.25 98 99 99.5
24 65 73 49 72 86 74 87 93.5 99 99.5 99.75
25 65 73 50 72 86 75 87.5 93.75 100 100 100
100 Point Scale Rules for SLOs
Piecewise functions for “met” and “exceed” target
100 Pt. Scale Growth Projections• Level 1= Any number lower than the pretest score • {Ex. Pretest = 56/ Posttest = 52)
• Level 2= Any number between the pretest score and the met target score
{Ex. Pretest = 56/Met Target = 72/Posttest = 70)
• Level 3= Any score below the exceeds target score but at or above the met target score
• {Ex. Pretest = 56/Met Target = 72/Exceeds Target = 86/Posttest = 80}
• Level 4= Any number at the “exceeds target” score or higher • {Ex. Pretest = 56/Met Target = 72/Exceeds Target = 86/Posttest =
92}
PASS Science Cut Scores
Grade Min Not Met 1 Not Met 2 Met Exemplary 4 Exemplary 5 Maximum
3 500 <537 537 600 649 664 900
4 500 <564 564 600 674 689 900
5 500 <566 566 600 676 699 900
6 500 <560 560 600 669 688 900
7 500 <571 571 600 664 686 900
8 500 <562 562 600 651 672 900
Deciles
Not Met 1
1/10th Diff. Min. 1 2 3 4 5 6 7 8 9 10 Grade
3.7 37 500 503.7 507.4 511.1 514.8 518.5 522.2 525.9 529.6 533.3 537 3
6.4 64 500 506.4 512.8 519.2 525.6 532 538.4 544.8 551.2 557.6 564 4
6.6 66 500 506.6 513.2 519.8 526.4 533 539.6 546.2 552.8 559.4 566 5
6 60 500 506 512 518 524 530 536 542 548 554 560 6
7.1 71 500 507.1 514.2 521.3 528.4 535.5 542.6 549.7 556.8 563.9 571 7
6.2 62 500 506.2 512.4 518.6 524.8 531 537.2 543.4 549.6 555.8 562 8
Not Met 2
1/10th Diff. Min. 1 2 3 4 5 6 7 8 9 10 Grade
6.3 63 537 543.3 549.6 555.9 562.2 568.5 574.8 581.1 587.4 593.7 600 3
3.6 36 564 567.6 571.2 574.8 578.4 582 585.6 589.2 592.8 596.4 600 4
3.4 34 566 569.4 572.8 576.2 579.6 583 586.4 589.8 593.2 596.6 600 5
4 40 560 564 568 572 576 580 584 588 592 596 600 6
2.9 29 571 573.9 576.8 579.7 582.6 585.5 588.4 591.3 594.2 597.1 600 7
3.8 38 562 565.8 569.6 573.4 577.2 581 584.8 588.6 592.4 596.2 600 8
2014-15 Science Decile Chart
PASS Social Studies Cut ScoresGrade Min Not Met 1 Not Met 2 Met Exemplary 4 Exemplary 5 Maximum
3 500 <580 580 600 653 680 9004 500 <590 590 600 668 693 9005 500 <570 570 600 658 672 9006 500 <585 585 600 671 688 9007 500 <562 562 600 646 663 9008 500 <571 571 600 656 675 900
DecilesNot Met 1
1/10th Diff. Min. 1 2 3 4 5 6 7 8 9 10 Grade8 80 500 508 516 524 532 540 548 556 564 572 580 39 90 500 509 518 527 536 545 554 563 572 581 590 47 70 500 507 514 521 528 535 542 549 556 563 570 5
8.5 85 500 508.5 517 525.5 534 542.5 551 559.5 568 576.5 585 66.2 62 500 506.2 512.4 518.6 524.8 531 537.2 543.4 549.6 555.8 562 77.1 71 500 507.1 514.2 521.3 528.4 535.5 542.6 549.7 556.8 563.9 571 8
Not Met 21/10th Diff. Min. 1 2 3 4 5 6 7 8 9 10 Grade
2 20 580 582 584 586 588 590 592 594 596 598 600 31 10 590 591 592 593 594 595 596 597 598 599 600 43 30 570 573 576 579 582 585 588 591 594 597 600 5
1.5 15 585 586.5 588 589.5 591 592.5 594 595.5 597 598.5 600 63.8 38 562 565.8 569.6 573.4 577.2 581 584.8 588.6 592.4 596.2 600 72.9 29 571 573.9 576.8 579.7 582.6 585.5 588.4 591.3 594.2 597.1 600 8
2014-15 Social Studies Decile Chart
PASS Growth Projections• Level 1 = Any score 2 or more deciles below the level achieved on PASS the
previous year; {Ex. 4th grade science 538 (6th decile); need 527 (4th decile)}
• Level 2 = Any score 1 decile below the level achieved on PASS the previous year
{Ex. 4th grade science 538 (6th decile); need 533 (5th decile)}
• Level 3 = Any score at the decile level achieved on PASS the previous year{Ex. 4th grade science 538 (6th decile); need 540 (6th decile)}
• Level 4 = Any score that is at least one decile level above the level achieved on PASS the previous year or remaining in the 10th decile
{Ex. 4th grade science 538 (6th decile); need 547 (7th decile)}
Criteria Description
SLO Cover Page Teacher, school, evaluatorContent area, grade levelType of/Approach to SLO and rationaleInterval of instructionPre-/Post- Assessment Conference dates & signatures
Student Population Objective statementCharacteristics of target audienceBaseline or trend data that may impact growth targets
Assessments and Growth Targets
Assessment descriptionGrowth targets and rationale (separate spreadsheet)
Anatomy of the SLO
Criteria Description
Strategies/Progress Monitoring
High-yielding instructional strategiesMethods for checking progressHelping students who are struggling
Professional Development OptionalDescribes any PD necessary to assist teacher in achieving the goals of the SLO
Anatomy of the SLO
• Identifies specific measures to help students reach growth targets
-I will implement guided reading groups based on students’ instructional reading level.• Identifies processes to track student growth
toward target-I will use bi-weekly tests to measure
students’ mathematics computation skills. • Identifies processes to remediate students
-I will provide after school tutoring in strategies for math computation.
Strategies/Progress Monitoring
Criteria Description
Strategies/Progress Monitoring
High-yielding instructional strategiesProfessional development the teacher engages in to meet the goals of the SLO
Professional Development OptionalDescribes any PD necessary to assist teacher in achieving the goals of the SLO
Anatomy of the SLO
• Identifies any courses, workshops, etc. that a teacher takes in order to help meet the growth targets
• Example:• -I will enroll in a graduate level reading course
in order to learn new strategies for implementing guided reading.
Professional Development
Criteria Description
Strategies/Progress Monitoring
High-yielding instructional strategiesProfessional development the teacher engages in to meet the goals of the SLO
Professional Development OptionalDescribes any PD necessary to assist teacher in achieving the goals of the SLO
Anatomy of the SLO
Criteria Description
Calculating Performance Rating Levels
Calculate rating of 1, 2, 3, or 4 for individual growth measures;Average growth measures for overall effectiveness rating of 1, 2, 3, or 4
Anatomy of the SLO
Calculating Final Ratings
up to 3 growth measures
Final Result
Educator Evaluation Model
Student Growth District Choice Professional Performance
30%
50%
20%
System Overview for Teachers
• Observation score = 3.5 x 5 • Student growth score = 2.5 x 3• District Choice = 3.0 x 2• Total
Calculating the Final Rating
17.5
7.5
6.0
-------------31.0/ 10
Final Rating 3.1
Growth Measure Highly Effective3.5-4.0
Effective2.5-3.4
Needs Improvement1.5-2.4
Unsatisfactory1.0-1.4
The teacher attains a high level of student achievement with all populations of learners.
The work of the teacher results in acceptable, measurable progress based on established standards for a significant number of students.
The work of the teacher results in student growth but does not meet the established standard and/or is not achieved with all populations taught by the teacher.
The work of the teacher does not achieve growth.
Measures of Academic Progress(MAP)
80-100% of students meeting or exceeding their growth target. Ex. For a class size of 20 16-20 students meeting or exceeding their growth target.
50%-79% of students meeting or exceeding their growth target. Ex. For a class size of 20 10-15 students meeting or exceeding their growth target.
20-49% of students meeting or exceeding their growth target. Ex. For a class size of 20 4-9 students meeting or exceeding their growth target.
Less than 20% of students meeting or exceeding their growth target. Ex. For a class size of 20 3 or fewer students meeting or exceeding their growth target.
Other Assessmentsi.e. Pre/Post Test on 100-point scale; PASS; Fountas and Pinnell; Rubrics
Add all student individual ratings together; Divide by the number of students-The quotient should be 3.5-4.0
Add all student individual ratings together; Divide by the number of students-The quotient should be 2.5-3.4
Add all student individual ratings together; Divide by the number of students-The quotient should be 1.5-2.4
Add all student individual ratings together; Divide by the number of students-The quotient should be 1.0-1.4
Calculating Performance Level Ratings
Final Rating: Add individual rating from each growth measure; divide sum by the number of growth measures
Example:MAP=4Pre/Post Test =3Fountas and Pinnell=24+3+2=99/3=3 Final Rating = 3 Effective
Criteria Description
Calculating Performance Rating Levels
Calculate rating of 1, 2, 3, or 4 for individual growth measures;Average growth measures for overall effectiveness rating of 1, 2, 3, or 4
Anatomy of the SLO
• Where possible, teachers of like subjects will use a common assessment and common scoring process
• Each teacher in a NTGS will write at least one SLO but no more than two SLOs
• Each SLO a teacher writes will have at least two growth measures
• If a teacher teachers NTGS and TGS, the teacher will have one SLO and one VAM
• The building principal in collaboration with the teacher will decide whether a teacher’s SLO is course, class, or targeted
• The teacher will adhere to grade level/department guidelines for the administration and scoring of assessments
Clover School District SLO Business Rules
Don’t Panic!
You are not Alone!
The OEC will work together, and we will prevail!
Questions