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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
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You are not alone! We will work together and we will prevail!
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.
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.
EducatorEvaluation Components • Rubric-Based Observationsand 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)
Comparison of Rating Levels 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
Who are the VAM and SLO teachers 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 3-year rolling average so that it can be comparable and can by used to make personnel decisions in time
State Decisions TBD…. • 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 Department TimelineTrain the Trainer Model • 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
Growth versus Proficiency Models Proficient Teacher A: In terms of growth, Teachers A and B are performing equally. “Success” on Achievement Levels Teacher B: “Failure” on Achievement Levels End of School Year Start of School Year
Student Learning Objectives SMART: Specific Measurable Appropriate Realistic Time limited • 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
SLO Development Checklist -Tool for Teachers in checking their SLO -Tool for Administrators in approving SLO
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
Interval of Instruction • 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
Pre- and Post- Assessment • 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
Objective Statement • 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
Student Population • 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.
Baseline & Trend Data • 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
Assessment Description • 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.“
Data Spreadsheet up to 3 growth measures Final Result
Assessments Used • 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
Growth Targets • 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
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
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 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 (7thdecile)}
Strategies/Progress Monitoring • 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.
Professional Development • 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.
Calculating Final Ratings up to 3 growth measures Final Result
