Understanding Hawaii’s Educator Effectiveness System An Introduction for Educators

1. Understanding Hawaii’s Educator Effectiveness System An Introduction for Educators Training GuideRevised 07/17/2013 EES Website: http://doeohr.notlong.com Teacher Tab Password: 4OurKeiki! Password is case sensitive. It is not necessary for most pages.

2. Guide Contents EES Overview........................................ Page 2, Slide 3 Hawaii Growth Model (SGP)............... Page 7, Slide 13 Student Learning Objectives (SLOs).. Page 19, Slide 38 Tripod Student Surveys..................... Page 34, Slide 67 Classroom Observations………………… Page 44, Slide 87 Core Professionalism......................... Page 49, Slide 97

3. Educator Effectiveness System Overview Understanding Hawaii’s Educator Effectiveness System

4. Objectives for Today

5. Why a new system? • Historically, evaluation systems have not supported professional growth or improved effectiveness of all teachers • The EES will provide data that supports school improvement and gives teachers tools to make their classroom practice more effective • When done right, a teacher evaluation can help identify and encourage classroom practices that promote real student learning • When teachers succeed, students succeed

6. Goals for EES Year 3

7. The EES Uses Multiple Measures • Student Growth and Learning • Teacher Practice • Hawaii Growth Model • Student Learning Objectives • Classroom Observations • Core Professionalism • Tripod Student Survey • Working Portfolio (non-classroom) • Educator Effectiveness Data • Improved Student Outcomes

8. Calculating Weighting

9. Common Core Shifts

10. EES Timeline

11. Expectations for 2013 - 2014

12. EES on PDE3

13. Introduction to the Hawaii Growth Model Educator Effectiveness System Training

14. Objectives for Today

15. SGP Is New for Everyone Full EES Implementation

16. Questions Answered by SGP • What is? • What should be? • What could be? • How much growth did a student make since last tested? • How much growth would be enough for a student to meet proficiency standards? • How much growth has been made by students with similar score histories?

17. SGP Data complements SLOs

18. SGP Impacts All Levels Impact

19. Proficiency Measures Status Proficiency metrics measure achievement relative to standards criteria for a given point in time

20. Growth Measures Progress Student growth metrics factor in historical data to measure the pace of progress over time. How do we know if students and schools are making enough progress?

21. Video: What is Growth? Answer the following questions: • What are the fundamentaldifferences between looking at proficiency vs. looking at growth? • How does context influence our interpretation of how well a student has progressed? • What does a growth percentile tell us?

22. SGP Is a Normative Measure A Student Growth Percentile (SGP) defines how much relative growth a student made, compared to the growth of his or her Academic Peer Group

23. Fair Comparisons Are Necessary Maria Martha

24. Fair Comparisons Are Necessary Maria Monica Maria’s sixth grade Student Growth Percentile is determined by comparing her new results against peers with similar score histories.

25. Academic Peer Groups

26. Activity: Experiencing SGP • Use the Student Growth Index Cards • Form a group with all of the “students” with the same 3rd grade scale score – academic peers. • Within your academic peer group get in order by 4th grade scale score. • Turn your cards over and compare your growth percentiles.

27. Interpreting SGP Is Easy 77th In 6th Grade, Maria scored higher than 77% of her academic peers. 99 35 1 65 Low Growth High Growth Typical Growth

28. Reading a Student Level Report 6th Grade Report

29. Data Limitations Impact Model

30. Student-Level Growth Reports • Show student growth and achievement over time in mathematics and reading. • Include recent grade levels for which assessment results are available. • Indicate low, typical, high growth each year. • Provide growth projections for the next tested grade level.

31. High Growth - Not Proficient

32. High Growth - Proficient

33. Student-Level Reports Help • Flag potential weaknesses in prior knowledge • Alert educators to students at risk of falling far behind • Inform student grouping decisions • Set realistic goals for student performance • Motivate students

34. SGP Classroom-Level Report Low Growth – Proficient High Growth – Proficient Exceeds Proficiency Meets Proficiency Approaches Proficiency Well Below Proficiency Low Growth – Not Proficient High Growth – Not Proficient

35. Using Classroom-Level Reports • Consider from two perspectives: • Different questions guide the data analysis from each perspective

36. Key Takeaways • SGP enriches our understanding of HSA data. • SGP highlights areas of interest, but does not provide a recommended course of action. • Models help us check our assumptions and biases. • New data only helps students if educators access and use it.

37. SGP Timeline Roster Verification Drives Reporting and Evaluation Roster Verification Informs Research:What student-teacher attributions matter?

38. Introduction to Student Learning Objectives Educator Effectiveness System Training

39. Presentation Objectives • Understand what is an SLO • Understand the components of the SLO template • Understand expectations for the SLO process from beginning to end

40. SLO Core Value Teachers are at the heart of a child’s education and profoundly impact student achievement. Thus, a high priority is placed on the enhancement of our teachers’ professional practices and the structures that support them.

41. Working in Alignment Common Initiatives: Academic Review Team (ART) Common Core State Standards (CCSS) Response to Intervention (RTI) Formative Instruction Induction & Mentoring Educator Effectiveness System (EES)

42. What is an SLO? • An academic goal for a teacher’s students that are set at the start of a course • Reflects the most important learning for the year (or semester) • Specific and measurable, based on available baseline data • Aligned to Common Core, state, or national standards, as well as any other school and complex priorities

43. SLO Process • Teacher teams set grade level or department objectives based on student performance data • Through the Academic Review Team process, schools identify and monitor priorities and implementation efforts Data Team Process • Teachers and administrator collaboratively monitor and review implementation and results • Teachers set customized classroom SLOs aligned to grade level or department objectives Formative Instruction • Teachers review progress through data team structure and schedule midtermcheck-in as needed • Teachers and administrator agree on SLOs

44. Learning Goal Learning goal: What students will be able to do at the end of the interval of instruction that reflects the standards and supports the big idea

45. Depth of Knowledge

46. Learning Goal Sample Learning Goal: Students will carry out a scientific investigation (through life science content standards mentioned below to determine the effect of A on B ) that will be based on observations and questions, leading to the generation of a testable hypothesis. The students will design and conduct a controlled experiment to test their hypothesis; collect, organize and analyze data; draw evidence-based conclusions and propose logical next steps. Big Idea: Through carefully controlled investigations which deliberately isolate and control key variables, scientific knowledge advances our understanding of the natural world.

47. Learning Goal Sample Scientific Process Standards (Hawaii Content and Performance Standards III) Scientific Inquiry 7.1.1--Design and safely conduct a scientific investigation to answer a question or test a hypothesis Scientific Inquiry 7.1.2--Explain the importance of replicable trials Scientific Knowledge 7.1.3--Explain the need to revise conclusions and explanations based on new scientific evidence Life Science Standards/Benchmarks In order to learn the inquiry process through life science content, the students’ inquiries will be based on one or more of the following standards: Cycles of Matter and Energy7.3.1--Explain how energy moves through food webs, including the roles of photosynthesis and cellular respiration Interdependence7.3.2--Explain the interaction and dependence of organisms on one another 7.3.3--Explain how biotic and abiotic factors affect the carrying capacity and sustainability of an ecosystem

48. Learning Goal Sample Rationale: Scientific inquiry process is a school-wide and departmental focus because historical HSA data has shown that this is an area of need for our students. Using the scientific method requires questioning, hypothesizing, organizing data, analyzing, reasoning, and practicing extended thinking. Given the combination of these higher-order thinking skills, this learning goal measures a high depth of knowledge (DOK) with a DOK level 3 or 4. Interval of instruction necessary to address goal: _X_ Yearlong ___ Semester

49. Assessments, Scoring and Criteria

50. Quality Assessment Criteria