Delaware County Curriculum Directors Educator Effectiveness Update

1. Delaware County Curriculum DirectorsEducator Effectiveness Update August 19, 2014

2. What happened? • EE Admin Manual updated • Regs for PE and NTPs formalized • Teacher specific data “clarified”

3. Timelines • Teacher Effectiveness Components • Observation (in effect 13-14 +) • Building level (in effect 13-14 eval year+) • SLOs (in effect 14-15+) • Teacher specific (in effect 14-15—except PVAAS) • Principal Effectiveness Components • Observation – FFL (in effect 14-15+) • Correlation data (in effect 14-15+) • SLOs (in effect 15-16+, optional for 14-15) • NTP Effectiveness Components • Observation – rubric-specific (in effect 14-15) • Building level (in effect 14-15 eval year +)

4. Keywords for TSD Elements • LEAs must use these elements when they are available and applicable to teachers • Recommendation is to work closely with bargaining unit and solicitor in determining which TSD elements apply when and to whom

5. Reference Material • EE Administrative Manual (Overviews of EE) • PA Bulletin Rules and Regulations (Conversion Tables) • Teacher Effectiveness Student Performance Data FAQ • Act 82 (original language)

6. Teacher Effectiveness – Teacher Specific Data (TSD) • Formerly this was addressed as teacher level PVAAS only • Act 82 includes 4 elements of TSD • Section 1123: Rating System--(b)(1)(ii)(B): • (B)  Fifteen per centum (15%) teacher-specific data, including, but not limited to, student achievement attributable to a specific teacher as measured by all of the following: • (I)  Student performance on assessments. • (II)  Value-added assessment system data made available by the department under section 221. • (III)  Progress in meeting the goals of student individualized education plans required under the Individuals With Disabilities Education Act (Public Law 91-230, 20 U.S.C. § 1400 et seq.). • (IV)  Locally developed school district rubrics.

7. Teacher Effectiveness – Teacher Specific Data (TSD)

8. Teacher Effectiveness – Teacher Specific Data (TSD) Student performance on assessments • Based upon % of students who score PROF/ADV on state standardized assessments (PSSA, KE) • Cannot count for more than 5% of TSD • Convert % to 0-3 scale using Table H (from PA Bulletin):

9. Teacher Effectiveness – Teacher Specific Data (TSD) Value-added assessment system data • 3 year trend data per eligible teacher • In effect for evaluation year 15-16 (3rd year) • Cannot count for less than 10% of TSD • Convert % to 0-3 scale using Table I (from PA Bulletin):

10. Teacher Effectiveness – Teacher Specific Data (TSD) Value-added assessment system data

11. Teacher Effectiveness – Teacher Specific Data (TSD) Progress in meeting the goals of student individualized education plans • Use SLO process for determination • Cannot count for more than 5% of TSD • “[This element] is a measure of growth and student performance related to special education students meeting IEP goals. Any measure based upon progress made in meeting students’ IEPs may be developed by the local LEA, if applicable to a particular classroom teacher, and shall be validated through a Student Learning Objective (SLO) process to compile a score for such measure.” (from FAQ)

12. Teacher Effectiveness – Teacher Specific Data (TSD) Progress in meeting the goals of student individualized education plans • “Teachers may use aggregated case load data of the percentage of students meeting IEP goals through documented progress monitoring. The supervising administrator should work in collaboration with the special education teacher to set the performance measures and indicators and should meet frequently with the special education teacher to review progress monitoring data (e.g. select a targeted subject area and grade level).” • “Per IDEA, it is expected if students’ progress monitoring data indicates a student is not making progress, the IEP team must be reconvened to consider all data and make adjustments to the students program. This IEP progress monitoring aggregate data for a targeted subject and targeted case load should only be used in circumstances that preclude the use of the general education performance measures.” (from FAQ)

13. Teacher Effectiveness – Teacher Specific Data (TSD) Locally developed school district rubrics • Use SLO process for determination • For teachers with PVAAS: Cannot count for more than 5% of TSD • For teachers without PVAAS: Cannot count for more than 15% of TSD (from PA Bulletin)

14. Teacher Effectiveness – Teacher Specific Data (TSD) Locally developed school district rubrics • “Because LDR is not defined in Act 82, pursuant to regulation, LEAs may choose to utilize a measure from the list of elective data measures as the LDR. It is recommended that a classroom teacher’s evaluation which utilizes an elective data measure as the LDR also include an additional and separate elective data measure attributed to the 20% elective data measure.” • “Although it is recommended that classroom teachers be given a separate LDR/elective measure and separate elective data measure, a LEA and classroom teacher may agree to use a single elective data measure chosen from the list of elective measures to comprise both the 15% teacher specific data score and the 20% elective score, which would account for 35 % of an educator’s evaluation if no other teacher specific data elements are available or applicable.” (from FAQ)

15. Teacher Effectiveness – Teacher Specific Data (TSD) Locally developed school district rubrics • “The LEA should consult with its solicitor regarding any possible agreement made between the LEA and classroom teachers to utilize a single elective/LDR measure as the combined teacher specific data and elective data measure in light of the requirements of Act 82 and current regulation.” (from FAQ)

16. Teacher Effectiveness – Teacher Specific Data (TSD) Who decides the proportion and weights of TSD elements? • The LEA determines what teacher specific data elements are utilized for a classroom teacher based upon the availability of the data and applicability to the individual classroom teacher in accordance with Act 82 and regulation. The LEA also determines the final weight allotted to applicable teacher specific data component in accordance with regulation and as explained in these FAQs. (from FAQ)

17. Principal Effectiveness

18. Principal Effectiveness • Correlation Data • Formerly, this was the “Correlation to Teacher PVAAS” piece of Principal Effectiveness • Correlation based on teacher –level measures includes “any combination of one or more of the following data for classroom teachers who are evaluated by the Principal/School Leader: • (i) Building level data • (ii) Teacher specific data • (iii) Elective data” (from PA Bulletin)

19. Principal Effectiveness • The Correlation Data Performance Level Descriptors in Table H below are provided for the rater to use as a basis for developing a rating of 0, 1, 2 or 3 for the Correlation Rating (from PA Bulletin—see next slide)

20. Principal Effectiveness

21. Principal Effectiveness SLOs for Principals:

22. Principal Effectiveness Training • 2 Components to training • Framework for Leadership • Data elements (Correlation and SLOs) • DCIU will be hosting upcoming PE training sessions in the fall • If you have completed FFL training already, there is no requirement to attend again • PIL hours • 30 PIL hours will be available for each training • Awaiting job embedded assignment from PDE

23. NTP Effectiveness

24. NTP Effectiveness Who are NTPs? 1. CSPG-defined Specialists: • CSPG – 75 Dental Hygienist • CSPG – 76 Elementary and Secondary School Counselor • CSPG – 77 Home and School Visitor • CSPG – 78 Instructional Technology Specialists • CSPG – 80 School Nurse • CSPG – 81 School Psychologists 2. Supervisors (not Principals) • CSPG – 88 Supervisor of Curriculum and Instruction • CSPG – 89 Supervisor of Pupil Services • CSPG – 90 Supervisor of s Single Area (Subject) • CSPG – 91 Supervisor of Special Education • CSPG – 92 Supervisor of Vocational Education

25. NTP Effectiveness Who are NTPs? 3. Instructionally Certified but provide No Direct Instruction (ICNDI) • Remember the 2 prong test: • To determine whether you are a teaching professional, you must be able to answer yes to the following two questions: • 1) Are you working under your instructional certification? • 2) Do you provide direct instruction* to students in a particular subject or grade level? • *Direct instruction is defined as planning and providing the instruction, and assessing the effectiveness of the instruction. • Teaching Professionals with Unique Roles and Functions (from EE Admin Manual)

26. NTP Effectiveness • Rubrics • Rubrics for CSPG defined specialists finalized • Supervisors (not Principals) included as NTPs with Guiding Questions and Examples but no rubrics • Staff members who are Instructionally Certified but provide NO Direct Instruction (ICNDI) would be evaluated based on their corresponding rubric, but… • Disparity between ICNDI FFT and NTP 83-3: The rubric for ICNDI may utilize domains different from those found on the NTP summative eval form 83-3 • Training • Process is the same as teachers • Training not required if you’ve already done it • DCIU will be offering NTP Effectiveness training in 2 parts • Danielson process • Rubric review