SSJCSS Teacher Evaluation Process

1. SSJCSS Teacher Evaluation Process For New Certified Staff August 2013

2. We know how folks feel….. • http://www.youtube.com/watch?v=6kBGxv-U6Lg

3. the show must go on……

4. Agenda • SSJCSS Evaluation Handbook • Background Information/Purpose • Student Learning Objectives (SLO’s) • Standard for Success (SFS)

6. Teacher Eval Handbook

7. Definition of SLO A goal that targets a particular skill and a particular group of students. Most SSJCSS staff use two targeted SLO’s A few staff are trying a caseload SLO.

8. Intent of SLO’s • Targeting a group of students with a low level of readiness • Implementing instruction to improve the outcome for that group • Monitoring the outcome

9. SLO Procedures

10. 1) Pick a goal • Identify the target group • Define the targeted goal for the group

11. 2) Determine the assessment • Identify the assessment that will be utilized to gather data

12. 3) Set the data parameters • Gather individual baseline data for all students in target group • Set individualized student targets which must be rigorous, but able to be obtained by April 30th. • Record information on the Excel Data Tracking Sheet

13. 4) Progress monitor • Record progress monitoring data at on the SLO Data Tracking Worksheet. • Discuss frequency of SLO progress monitoring with supervisor

14. 5) Submit data in May • Submit the completed SLO Data Tracking Worksheet to your supervisor • Be prepared with evidence to compliment your data

15. Some advice & EXAMPLES

16. Targeted Population • Look for similar skills that need to be addressed • The group doesn’t need to meet at the same time • This will determine your target group

17. SLP Example Skills • Elementary students with articulation errors • Students on the spectrum who struggle with “WH questions” • Preschoolers who can’t follow directions • Non-English speakers • AAC Users

18. Essential Skills Example Skills • Steps of a task analysis • Domain areas • Personal management • Functional academics • Vocational • Levels of prompting

19. Behavioral Example Skills • Using a personal schedule • Using “break cards” • Self-monitoring behavior • Assignments turned in on time

20. OT/PT Example Skills • Jumping • Hand writing • Use of sensory supports • Self-feeding • Reduction of physical prompts

21. Preschool Example Skills • Identifying shapes, colors, #’s, letters • Following directions • Increased time in seat • Personal management

22. Targeted Goal Wording • Identified students will meet their individualized target goal for…. (insert skill here) • In the skill area each student will have an individualized baseline & an individualized target

23. Assessment • How are you going to progress monitor this goal? • What do you already have available? • Task analysis • Trials of performing the skill • Event recording • Prompt reduction

24. SLO Data

25. SLO Data Process • Determine individual student baseline & set individualized targets in the beginning of September. • The individual student targets are set to be achieved by April 30th (8 months). • Progress monitor throughout the year.

26. SLO Data Tracking Worksheet

27. Step Four Scoring the SLO’s

28. SLO Effectiveness Scoring • End of year data point for each student. • Could be an average level of performance throughout the year for certain goals. • Each student met or did not meet the goal set by the educator at the beginning of the school year. • Use SLO Effectiveness Scale to determine score.

29. SLO Effectiveness Scale • 90%+ : Highly Effective • 75-89%: Effective • 60-74%: Improvement Necessary • 59% or less: Ineffective

30. Effectiveness Determination Example • 9/12 students met their individualized goal= 75% (Effective) • 3/5= 60% (Improvement Necessary) • Tips: • Larger sample • Expect rigorous, but attainable progress

31. Is this an IEP goal? • Maybe…. • For purposes of SLO, we want to see • Baseline in fall • Treatment throughout year with data • End point in spring • SLO’s may parallel IEP Goals • Some data points may be used for both needs

32. Caseload SLO

33. Goal for an EFFECTIVE Professional: 80% of a random sample of IEP goals (at least 5 IEPs/3 goals each) will demonstrate a positive trend line through progress monitoring of goals.

34. Data Process • Begin by collecting baseline data on IEP goals at the start of the school year • Revise IEP goals as necessary • Progress monitor • Determine performance at end of year. Meaningful educational benefit?

35. Time frame for student progress • School year, not ACR to ACR • Can meaningful educational benefit at the end of the school year be proven? (Rio Rancho Public Schools 2003) • What has the teacher been working on with the student this academic year? • May choose not to “evaluate” recently written goals

36. Meaningful educational benefit • This is what we expect/standard set by Article 7 • Allows for unique circumstances • Student out for surgery • Can use other sources of data as evidence • Not only focused on the small group of students within two targeted goals, but entire caseload

37. Caseload SLO Data Process • Given names of students on caseload • Meet with supervisor. Bring IEP & data • Look at each goal: positive growth trend. Yes or no • Total # of yes/Total # of goals= Effectiveness %

39. Questions