virginia supporting and evaluating educators (vsee) webinar
DESCRIPTION
Virginia Supporting and Evaluating Educators (VSEE) Webinar. Date: November 1, 2011 Time: 3:30 – 4:30 p.m. Participants : elementary school teachers and administrators. TODAY’S AGENDA. Wiki Familiarization Top Ten Frequently Asked Questions Sample Goal Setting Forms. VSEE Wiki. - PowerPoint PPT PresentationTRANSCRIPT
Virginia Supporting and Evaluating Educators (VSEE) Webinar
Date: November 1, 2011
Time: 3:30 – 4:30 p.m.
Participants : elementary school teachers and administrators
TODAY’S AGENDA
• Wiki Familiarization
• Top Ten Frequently Asked Questions
• Sample Goal Setting Forms
FREQUENTLY ASKED QUESTIONS ABOUT THE VIRGINIA UNIFORM TEACHER
PERFORMANCE STANDARDS FOR TEACHERS
The Top Ten
FA Q # 1
Are the Virginia Uniform Performance Standards for Teachers required for use in
teacher evaluation?
Yes. Pursuant to Section 22.1-253.13.5 of the Code of Virginia (Virginia statute), school boards are required to develop and implement a teacher evaluation system that is consistent with the Uniform Teacher Performance Standards.
FA Q # 2
Are measures of student progress required in teacher evaluation?
Yes. Section 22.1-295 of the Code of Virginia requires that teacher evaluations in Virginia must address student academic progress.
FA Q # 3Is a school board required to include a portion of a teacher’s
evaluation that is based on student progress using the Virginia Student Growth Percentiles (SGPs) or Student Achievement Goal
Setting as recommended in the 2011 Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers?
No, unless you are a pilot school. The use of SGPs and SAGS are recommended, but not required. These are required for pilot schools A school board may use other legitimate measures of student academic progress to augment or replace these recommended measures. However, the measures that a school board chooses to use must be valid, reliable, and feasible for ongoing use.
FA Q # 4
Must the portion of a teacher’s evaluation that is based on student progress equal
40 percent of the total evaluation?
No, unless you are a pilot school. The weighting for each of the seven Uniform Performance Standards for Teachers is recommended, but not required. Pilot schools must use the recommended weighting. The final determination for weighting is a decision to be made by the local school board.
FA Q # 5
What is the weighting for each performance standard if implemented according to the Guidelines for Uniform Performance Standards and Evaluation
Criteria for Teachers?
Performance Standard 1 Professional Knowledge 10%Performance Standard 2 Instructional Planning 10%Performance Standard 3 Instructional Delivery 10%Performance Standard 4 Assessment of and for Learning 10%Performance Standard 5 Learning Environment 10%Performance Standard 6 Professionalism 10%Performance Standard 7 Student Academic Progress 40%
FA Q # 6
Must teachers receive a rating for each of the seven standards included in the Uniform Teacher
Performance Standards?
Yes. Evaluations must be consistent with the Uniform Performance Standards for Teachers (see §22.1-253.13:5 Standard 5 of the Code of Virginia noted earlier). Additionally, the language regarding the procedures that local school boards must adopt for teacher evaluation include such standards as student academic progress and the skills and knowledge of instructional personnel, including, but not limited to, instructional methodology, classroom management, and subject matter knowledge, all of which are consistent with the Uniform Performance Standards for Teachers (see §22.1-295 of the Code of Virginia noted earlier).
FA Q # 7
Must teachers receive an overall summative rating of performance?
Yes. The Code of Virginia regarding dismissal of continuing contract teachers includes incompetency as one basis for dismissal. For performance to be documented as less than satisfactory, it is necessary to provide an overall rating of “unsatisfactory” or “less than satisfactory” (i.e., often described as “unacceptable” or “unsatisfactory” in teacher evaluation procedures).
FA Q # 8
Must teachers be evaluated using multiple data sources?
Yes. The Code of Virginia requires two explicit data sources for documenting performance in teacher evaluation systems: observation (§22.1-253.13:5) and measures of student academic progress (§22.1-295). Various data sources suggested in the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, such as student surveys, document logs, portfolios, and self-assessment, are provided only as options to consider.
FA Q # 9
Does the teacher need to set a goal for each class/subject taught?
No. During the pilot, each teacher sets one goal for improving student growth. A secondary teacher, teaching in a 4X4 block schedule, should develop one goal for each semester.
FA Q # 1 0
How will the Teacher Performance Evaluation System affect resource teachers?
The full measure of Standard 7 (40% of the total evaluation score) would be based on student achievement goal setting and other applicable measures of student progress. Goal setting for student progress should be appropriate for the content/subject/field area.
STUDENT ACHIEVEMENT GOAL SETTING
• One of the measures of student growth that might be used as evidence for Standard 7 (measures of academic progress)
• Must have a pre- and post-test component
• Must be SMART (specific, measureable, appropriate, realistic, and time-bound)
• Must be rigorous
Goal Setting for Student Progress FormTeacher Performance Evaluation System
2011 – 2012 Pilot YearSubject/Grade: Reading/4th Grade
I. Setting (Describe the population and special learning circumstances)
For the 2011-2012 school year, I am the case manager for 9 students. 5 students are identified with learning disabilities, 3 students are identified as Other Health Impairment, and 1 student with a speech-language impairment. With the exception of 1 student who receives reading instruction in a self-contained classroom setting, all of the other students receive their public education in a general education classroom setting.
II. Content/Subject/Field Area For the 2011-2012 school year, I am providing small group special education reading instruction for 7 of the 9 students. One student does not receive reading instruction and the other student receives reading instruction in a self-contained classroom setting.
III. Baseline Data (What is shown by the current data?) 2011-2012 school year- all 9 students completed MAP testing during the Fall 2010 and Spring 2011 sessions. MAP testing results indicate that 100% of the students on my current case load made progress (growth) in their reading performance. RIT (Rausch unit) scores increased between 9 – 33 points. Seventy-eight percent of the students on my current case load exceeded typical growth during the 2010-2011 school year.
Goal Setting for Student Progress FormTeacher Performance Evaluation System
2011 – 2012 Pilot YearSubject/Grade: Reading/4th Grade
IV. Goal Statement (Describe what you want learners/program to
accomplish)
During the 2011-2012 school year, each student will improve in reading by one year as measured by the MAP (Measures of Academic Progress) assessment. Students’ RIT (Rausch unit) scores will increase between 5 – 25 points, which is differentiated based on the amount of growth each student needs in order to close the learning gap between being able to read on grade level and his/her present reading level.
V. Means for Attaining Goal (Strategies used to accomplish the goal)
Strategy Evidence Target Date
Setting high expectations for students Expressed verbally to students during daily instruction.
Already in place
Guided reading instruction, to include mini-lessons on reading skills for comprehension, such as story elements, character development, retelling, sequencing, summarizing, inferencing, predicting, analyzing, and synthesizing information.
Lesson plans focus on a particular reading skill each week, however, any and all reading skills are included in daily guided reading instruction whenever possible, which is dependent on the story or passage the students are assigned to read.
Already in place
Goal Setting for Student Progress FormTeacher Performance Evaluation System
2011 – 2012 Pilot YearSubject/Grade: Reading/4th Grade
V. Means for Attaining Goal (Strategies used to accomplish the goal)
Strategy Evidence Target Date
www.raz-kids.com Students will be assigned an account on www.raz-kids.com. Students can access www.raz-kids.com in school and at home to listen and read stories on their reading levels. They can also take a comprehension quiz on the story. Student documentation as to progress is available to the teacher.
Already in place
Independent reading packets for class work Students will complete independent reading packets for class work throughout the school week. Comprehension quizzes for these reading packets will focus on skills such as details, context clues, sequencing, main ideas, inferences, generalizations, and fact and opinion. Formative assessment data is collected and assessed for each student on a weekly basis.
Already in place
Goal Setting for Student Progress FormTeacher Performance Evaluation System
2011 – 2012 Pilot Year
Subject/Grade: Music/PK-5
I. Setting (Describe the population and special learning circumstances)
I teach music to five classes of third-grade students. There are 81 students total. Seven students receive special education services and have IEPs. Seven students are classified as ELL. All 3rd grade students receive 40 minutes of music instruction per week.
II. Content/Subject/Field Area As laid out in the Performance and Production strand of the Virginia Department of Education Music SOLs, students in the 3rd grade will perform melodies from the treble staff using traditional notation on melodic instruments.
III. Baseline Data (What is shown by the current data?) When given a teacher- designed pre-test in September, all of the students tested (n=77) performed the melody with less than 13% pitch accuracy (3/23 notes played accurately) and less than 25% rhythmic accuracy (6/24 notes played with the correct rhythm). 70% of the students tested had no pitch accuracy and 57% of the students tested had no rhythmic accuracy.
Goal Setting for Student Progress FormTeacher Performance Evaluation System
2011 – 2012 Pilot Year
Subject/Grade: Music/PK-5
IV. Goal Statement (Describe what you want learners/program to
accomplish)
By the end of the year, 80% (n=65) of all 3rd grade students will read traditional music notation and use the alto xylophone to play a 10-bar pentatonic melody containing quarter and eighth note rhythms and rests with 80% accuracy (18/23 correct pitches and 18/24 correct rhythms).
V. Means for Attaining Goal (Strategies used to accomplish the goal)
Strategy Evidence Target Date
On the Staff rap Students will be able to correctly name the lines and spaces on the treble staff when given a paper and pencil quiz.
End of November
Mallet Madness Orff curriculum Students will be able to read short motifs on the alto xylophone – first with rhythmic notation and then with traditional notation.
Reading rhythmic notation – end of DecemberReading traditional notation – end of April
Hand staff Students will use their fingers to represent the lines of the staff and the spaces in between their fingers to represent the spaces on the staff.
On-going use as we sing songs throughout the year
Goal Setting for Student Progress FormTeacher Performance Evaluation System
2011 – 2012 Pilot Year
Subject/Grade: Library/PK-2
I. Setting (Describe the population and special learning circumstances)
_____ Elementary has approximately 140 students Pre-K to second grade. 37% of the population is economically disadvantaged. My goal includes the two second grade classes with 39 students. 17% are below grade level according to Rigby scores. 7% are in SPED. 17% are in Title I.
II. Content/Subject/Field Area My goal is based on student achievement and progress in reading – primarily in comprehension skills.Based on AR scores, most students are weak in comprehension skills.
III. Baseline Data (What is shown by the current data?) 82% are below the target goal of 85% correct on AR tests. All but one child are below the expected end of year goal of reading level 3.0.None have attained the expected number of points.
Goal Setting for Student Progress FormTeacher Performance Evaluation System
2011 – 2012 Pilot YearSubject/Grade: Library/PK-2
IV. Goal Statement (Describe what you want learners/program to
accomplish)
80% of the students will score 85% correct or higher by the end of the year.80% of the students will be choosing books on grade level or one grade level above current below grade level using their Rigby scores.80% of the students will have attained at least 20 AR points.
V. Means for Attaining Goal (Strategies used to accomplish the goal)
Strategy Evidence Target Date
Run reports on beginning of year AR scores: Diagnostic Report-Reading Practice
Diagnostic Report September 14, 2011
Encourage reading AR books during Daily Five and taking tests carefully.
Weekly monitoring of AR Diagnostic reports of Reading Practice. Monthly meeting with individuals on their goal using Reading Practice Goals Record Book.
2011-2012
Improve student’s readingcomprehension by asking higherlevel questions from Bloom’sTaxonomy during library classes.
Teacher observation 2011-2012
Generate excitement about attaining goals through extrinsic rewards.
Every 9 weeks – AR prize store End of each reporting period
Goal Setting for Student Progress FormTeacher Performance Evaluation System
2011 – 2012 Pilot Year
Subject/Grade: Second Grade Reading
I. Setting (Describe the population and special learning circumstances)
I teach second grade in an urban school with 612 students. There is an 87% free and reduced lunch rate. I have 15 students in my classroom. One out of 15 receives Special Education services. Two out of 15 receive Speech services. Five out of 15 receive ELL services.
II. Content/Subject/Field Area Reading
III. Baseline Data (What is shown by the current data?) In September, the istation overall reading level assessment indicated that 2 students met benchmark on grade level at tier one. Four students are tier 2 requiring strategic interventions and 9 students are tier 3 needing intensive interventions. In text fluency, 12 students need strategic interventions (tier 2) and 3 students met benchmark on grade level at tier one.
Goal Setting for Student Progress FormTeacher Performance Evaluation System
2011 – 2012 Pilot YearSubject/Grade: Second Grade Reading
IV. Goal Statement (Describe what you want learners/program to
accomplish)
For the current school year all students will make measurable progress as measured by overall reading in istation. The 4 students at tier 2 will be on grade level and the 9 at risk students (tier 3) will be at lower risk in at least tier 2. The students in tier 1 will be on or above grade level making at least one year's growth in overall reading. Additionally, 9/12 (80%) who need strategic intervention (tier 2) will be on grade level (tier 1) in text fluency at the end of the year.
V. Means for Attaining Goal (Strategies used to accomplish the goal)
Strategy Evidence Target DatePrioritize usage of istation according to the tier needs of each child.
Usage Reports -Ongoing-Monthly assessment results will guide the usage time for students
Intervention lessons delivered and documented in response to the
data; text fluency will be targeted.
-Intervention log in istation and data -Lesson plans from intervention lessons
Weekly
Use team time to strategically and intentionally target the areas of need identified in Istation.
Tier movement charts by skill On an ongoing basis as needed, but at least monthly
Learning is not attained by chance, it must be sought for with ardor and attended to with diligence.
Abigail Adams, 1780