Connecting the DPI Dots: CCSS, Balanced Assessment and Educator Effectiveness Updates January 2012

1. Connecting the DPI Dots: CCSS, Balanced Assessment and Educator Effectiveness UpdatesJanuary 2012

2. Common Core State Standards UpdatesJanuary 2012

3. Our Goal • The Common Core State Standards are the impetus for: • A more connected, systems-change approach to school/district innovation and improvement • Clear definitions of “high quality” and “college and career readiness” • True instructional change for ALL educators and instructional leaders • Increased student LEARNING

5. School-wide Implementation Review • An infrastructure is in place that ensures that every student accesses grade level CCSS. • Educators and administrators know and understand the content of the CCSS. • Literacy strategies are used to deepen students’ understanding of each discipline. • A comprehensive system is in place so students develop the dispositions and skills to prepare them for college and career. • Formative and summative classroom assessments are used to gauge student progress and make instructional decisions.

6. Items currently in progress • CCSS School-wide Implementation Review • Disciplinary literacy Google sites in each content area • Planning underway for content support for educators in ELA and mathematic • Partnership between PK-12 and IHEs to assist in common language, approach, priorities around CCSS implementation

7. Some things to do TODAY • Download WI CCSS Guidance documents for ELA and mathematics and begin content area PLC conversations • Download WI CCSS Guidance documents for disciplinary literacy and begin a conversation about DL with your school-level leadership team • Download and examine the SBAC Content Specifications and consider the implications for curriculum and instruction • Visit www.readwisconsin.net and join a community of practice to implement the CCSS to improve reading instruction

8. Getting SMARTER: The Future of Online Balanced Assessment in WisconsinJanuary 2012

9. Today • SMARTER Balanced Assessment Consortium • Background • System overview • Updates • Dynamic Learning Maps Consortium • WIDA Consortium

10. Changes in Assessment • We know the WKCE, WAA-SwD, and ACCESS for ELLs assessments are going away. • What will replace them? How will the new assessments be different?

11. An Introduction

12. 29 Member States

13. Assessment System Components Summative assessments benchmarked to college and career readiness Common Core State Standards specify K-12 expectations for college and career readiness Teachers can access formative processes and tools to improve instruction All students leave high school college and career ready Interim assessments that are flexible, open, and provide actionable feedback

14. Assessment System Components Assessment system that balances summative, interim, and formative components for ELA and mathematics: Summative Assessment (Computer Adaptive) • Mandatory comprehensive assessment in grades 3–8 and 11 (testing window within the last 12 weeks of the instructional year) that supports accountability and measures growth • Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks Interim Assessment (Computer Adaptive) • Optional comprehensive and content-cluster assessment • Learning progressions • Available for administration throughout the year • Selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks Formative Processes and Tools • Optional resources for improving instructional learning • Assessment literacy

15. Timeline

16. Wisconsin Department of Public Instruction Future of Alternate Assessment in Wisconsin

17. Wisconsin Department of Public Instruction General Supervision Enhancement Grant (GSEG) 2010-2014 IDEA funded grant awarded by the Office of Special Education Programs, at the U.S. Dept. of Education. • Four Years • Two consortia were awarded grants • National Center and State Collaborative • Dynamic Learning Maps

18. http://dynamiclearningmaps.org/

19. DLM Consortium Member States

21. Outcomes of the Consortium • New extended standards and achievement level descriptors based on the Common Core State Standards for ELA and Math • Learning maps, which will include tasks of various proficiency levels leading to formative assessment and tools for educators. • Annual summative assessment (used for accountability purposes)- online, adaptive • Professional development modules for teacher training • Advanced feedback and reporting systems (including growth modeling)

22. Assessment System Components An assessment system that provides a summative (point-in-time) assessment as well as formative and interim assessment components for ELA and mathematics throughout the year. • Computer adaptive summative assessment • Grades 3–8 and 11 (testing window in the Spring) • Selected response, constructed response, technology enhanced instructionally relevant items • Computer adaptive formative and interim tools • Based on learning maps • Administered throughout the year • Professional development modules for educators • Advanced feedback and reporting systems

23. Wisconsin Department of Public Instruction Contacts Kristen Burton Office of Educational Accountability kristen.burton@dpi.wi.gov Erin Faasuamalie Special Education Team erin.faasuamalie@dpi.wi.gov

24. For more information • Ongoing updates are available in the OEA Newsletter • Produced quarterly during the school year • Available online: http://dpi.wi.gov/oea/dacnwltrs.html • SBAC Quarterly Reports • Available on OEA’s SBAC webpage: http://dpi.wi.gov/oea/sbac.html • General SBAC info: www.smarterbalanced.org • Dynamic Learning Maps Consortium • http://dynamiclearningmaps.org • WIDA Consortium (ASSETS for ELs) • http://wida.us.index.aspx

25. An Update on Educator Effectiveness in the State of WisconsinJanuary 2012

26. American Federation of Teachers (AFT) (Bryan Kennedy) • Association of Wisconsin School Administrators (AWSA) (Jim Lynch) • Office of the Governor (Michael Brickman) • Professional Standards Council (PSC) (Lisa Benz) • Wisconsin Association of Colleges of Teacher Education (WACTE) (Julie Underwood) • Wisconsin Association of Independent Colleges & Universities(WAICU) (Kathy Lake) • Wisconsin Association of School Boards (WASB) (John Ashley) • Wisconsin Association of School District Administrators (WASDA) (Miles Turner) • Wisconsin Education Association Council (WEAC) (Mary Bell) Design Team

27. An educator evaluation system must deliver information that Guides effective educational practice that is aligned with student learning and development. Documents evidence of effective educator practice. Documents evidence of student learning. Informs appropriate professional development. Informs educator preparation programs. Supports a full range of human resource decisions. Is credible, valid, reliable, comparable, and uniform across districts. Guiding Principles

28. Effective Teacher:An effective teacher consistently uses educational practices that foster the intellectual, social and emotional growth of children, resulting in measurable growth that can be documented in meaningful ways. Effective Principal: An effective principal shapes school strategy and educational practices that foster the intellectual, social and emotional growth of children, resulting in measurable growth that can be documented in meaningful ways. Definition of Effective Educators

29. Seamless Transitions

30. Teachers Foundation for Teacher Practice Interstate New Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards Framework for Teacher Evaluation Charlotte Danielson Domains and Components Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities

31. Principals Foundation for Principal Practice 2008 Interstate School Leaders Licensure Consortium (ISLLC) Standards Framework for Principal Evaluation Subordinate functions of ISLLC standards

32. Equivalency Review Process • Districts may create their own rubrics of educator practice. • Districts must apply to the State Superintendent for approval through an equivalency review process.

33. Teacher Practice Each component should be evaluated on multiple sources of evidence. These could include: • Observations of teacher practice • Review of documents • Surveys/data • Discussions with the teacher Principal Practice Each component should be evaluated on multiple sources of evidence. These could include: • Observations of principal practice • Review of documents • Interviews with stakeholders • Surveys/data • Discussions with the principal Educator Practice

34. System Weights Educator Practice Student Growth

35. Models of Practice Detail (50 % of evaluation)

36. Student Outcome Detail (50% of evaluation) Models of Practice Student Learning Objectives District Choice

37. Student Outcome Weights—PK- 8 State assessment, district assessment, SLOs, and other measures SLOs and other measures

38. Student Outcome Weights—9 -12 District assessment, SLOs, and other measures SLOs

39. Educator Effectiveness System Matrix • Asterisks indicate a mismatch between educator’s practice performance and student outcomes and requires • a focused review to determine why the mismatch is occurring and what, if anything, needs to be corrected.

40. Category Ratings Developing: does not meet expectations and requires additional support and directed action Effective: areas of strength and improvement addressed through professional development Exemplary: expand expertise through professional development and use expertise in leadership

41. Educator Effectiveness Timeline 2011-12 2012-13 2013-14 2014-15

42. Educator Effectiveness Timeline 2011-12 Timeline: January – June 2012 Work groups meet once or twice per month

43. Fundamental Tasks in Stage 1 • Teacher Practice rubric • Principal Practice rubric • Student/School Learning Outcomes (SLOs) • Data Systems Development & Management Framework • Pre-Pilot Process • Evaluation Process and Manuals

44. Teacher Practice Rubric Work Group Representatives: • DPI • WCER • Stakeholder representatives: teachers principals district leaders Actions & Products: • Rubric review & adaptation. Draft teacher rubric developed by March 2012 Final rubric completed by May 2012 • Identification of evidence sources determined by end of April 2012 • Evidence & rubric weight scoring determination process completed by end of June 2012 • Evidence collection forms & processes completed by end of June 2012

45. Principal Practice Rubric Work Group Representatives: • DPI • WCER • Stakeholder representatives: teachers principals district leaders Actions & Products: • Rubric review & adaptation. Draft principal rubric developed by March 2012 Final rubric completed by May 2012 • Identification of evidence sources determined by end of April 2012 • Evidence & rubric weight scoring determination process completed by end of June 2012 • Evidence collection forms & processes completed by end of June 2012

46. Student/School Learning Outcome Work Group Representatives: • WCER • Stakeholder representatives: teachers principals district leaders Actions & Products: • Create “checklist” for selecting & creating SLOs by reviewing existing versions (Denver, Charlotte-Mecklenburg, Austin, Rhode Island) & modify as necessary. • Scoring rubric: beginning with guidance developed previously by other districts, and adapting as necessary, create a rubric for evaluators (principals and/or content experts) to use in evaluating SLO evidence submitted by teachers. • Process document: create a document (perhaps a “short” and a “long” version) which describes the entire process for creating SLOs, gathering evidence, and rating evidence, with timelines for each step in the process. This document could form the basis for school-level, district-level, or regional trainings around the SLO process.

47. Data Systems Development & Management Framework Work Group Representatives: • DPI • WCER • Stakeholder representatives: teachers principals district leaders Actions & Products: • Status report due in June 2012 containing: current status of statewide SIS when specific areas of functionality within SIS will be available when a pilot version of “full” system implementation will be possible for a select group of districts • Preliminary report & recommendations regarding a “digitization tool” for capturing and storing practice data.

48. Pre-Pilot Process Work Group Representatives: • DPI • WCER • External evaluator Actions & Products: • Pre-pilot of SLO process will need to include: an assessment of the SLO process for teachers & principals SLOs the assessment constructed as “action research” designed to maximize feedback from teachers & principals • The review of the pre-pilot work will be completed by end of June 2012.

49. Evaluation Process & Manuals Work Group Representatives: • DPI • WCER • Representatives from SLO and educator practice teams Actions & Products: • Teacher evaluation manual will encompass the process for evaluating teacher practice and the student learning objective measures. The draft manual will be completed by end of June 2012 • Principal evaluation manual will encompass the process for evaluating principal practice and the school learning objective measures. The draft manual will be completed by end of June 2012

50. Educator Effectiveness Timeline* 2012-13 2013-14 *All work contingent on funding and resources