1 / 59

Summer 2014 Evaluation Training Non-Rhode Island Model Districts One Day Training

Summer 2014 Evaluation Training Non-Rhode Island Model Districts One Day Training.

sorcha
Download Presentation

Summer 2014 Evaluation Training Non-Rhode Island Model Districts One Day Training

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Summer 2014 Evaluation TrainingNon-Rhode Island Model DistrictsOne Day Training The contents of this training were developed under a Race to the Top grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

  2. 2014 Summer Training Overview

  3. RIDE website: http://www.ride.ri.gov/ Evaluation email: EdEval@ride.ri.gov

  4. Icebreaker

  5. What did you draw?

  6. Introductions Introduce yourself to someone at your table, share your drawing with them and have them describe your drawing in three words or less.

  7. The SLO Process: Increasing Qualitywith a Focus on Target Setting

  8. Objectives and Agenda • Objectives: • Understand the purposes of and differences between an SLO Approval calibration session with the Quality Review Tool and an SLO self-audit with the SLO Audit Tool (at the school and/or district level) to apply the tools in the upcoming school year. • Use a case study to explore implementation challenges and the impact of local decisions as well as develop possible solutions for school and district challenges in participants’ contexts. • Examine resources that administrators can use to support teachers as they write high-quality SLOs, particularly with target setting. Agenda: Introduction When the SLO process goes well Monitoring Quality: SLO Audit Supporting Teachers as they Write SLOs: Creating a Quality Process ---- BREAK ----- Supporting Teachers as they Write SLOs: A Focus on Target Setting Reflection and Closing

  9. The Challenge of Getting From Intent to Reality The Intent of the SLO Process The Reality of Implementation • Reflects the most important content and skills students should learn • Respects the diversity of all grades, subjects, and courses • Written by educators for their own students • Tied directly to the teaching and learning happening in every teacher’s individual classroom • Requires time for educators to collaborate in the writing of SLOs and the monitoring of student learning • Teachers and administrators need to have a strong foundation in standards & curriculum, assessment, and data use • The SLO process often shines a light on areas that districts or schools needed to attend to (with or without SLOs) • Local policies or practices can either turn SLOs into disconnected compliance or make them an integral part of reflective instruction

  10. Making the Leap Video: Implementing SLOs in Rhode Island As you watch: What are the: a) Big Ideas and Messages; and b) Strategies or Lessons Learned that the educators in the video touch upon?

  11. Discussion Whip: everyone share one idea/message or strategy/lesson learned from the educators in the video touched upon. As a group, select the one you think would be most powerful for your school or district to work towards. Each table shares out.

  12. Monitoring and Improving SLO Quality On the 2013-14 mid-year survey building administrators were asked about the quality of the SLOs they approved. Most evaluators reported that only a small group of SLOs (1-10%) were of Very high quality, Low quality, or Very low quality. The majority of evaluators thought that most SLOs they approved were a range of Moderate to High quality. So, how can individual districts and schools better understand their SLO’s quality so that they can better support educators in the process and improve their quality in an effort to increase student achievement?

  13. What is an SLO Audit? • Process: • Form an Audit Team • Select a random sampling of SLOs and redact all identifying information • Put the SLO Audit Tool into SurveyMonkey or GoogleForms • Have your team calibrate multiple times before beginning audit • Double-score and score all SLOs blindly • A third reviewer can be utilized when any original two reviewers’ ratings do not align • Analyze the data and discuss as a team how it might inform work in the district or school moving forward.

  14. SLO Audit vs. SLO Approval Calibration Session How is an SLO Audit different from an SLO Approval Calibration Session? Note: Calibration Sessions or Audits could occur at the district or school level and be geared to either administrators or teachers.

  15. Why conduct an SLO Audit? The SLO audit from RIDE was incredibly useful for my team.  It helped us to see where our current SLOs could have been strengthened to give us truly actionable information about student learning.  The results of this audit will inform and improve the SLO setting process for the 2014-15 school year.  -Leader from SLO Audit pilot district • Better understand the level of quality of SLOs throughout the district (a snapshot in time or to track from year to year). • Discover trends that could impact local policies and inform professional development for teachers and evaluators, particularly around curriculum, data use, and assessment. • Evaluate Building Administrator Professional Practice (specifically, component PP3B but an SLO quality audit could yield evidence for other components such as PP2A, PP2B, and PP3C).

  16. Resources to Support a Quality SLO Process • Guidebook • SLO FAQs • Indicators of a Strong SLO • SLO and SOO samples • The Process for Writing a Student Learning Objective: A Guide for Educators in Rhode Island • SLO Quality Review Tool • SLO Video • SLO Online Modules: • Understanding SLOs • Writing an Objective Statement • Using Baseline Data and Information to Set SLO Targets • Setting Targets for Student Learning • Deepening Assessment Literacy • The Assessment Toolkit • Approving SLOs • Scoring SLOs • Special Educators and SLOs/SOOs • Building Administrator SLOs • Assessment Tool #1: Quality Assessment Guidance • Assessment Tool #2: Using Baseline Data & Information Guidance and Worksheet • Assessment Tool #3: Assessment Review Tool • Assessment Tool #4: Protocols for Analyzing and Scoring Student Work • Setting Targets in Student Learning Objectives Guidance Document • Standard Setting for Local Assessments Guidance Document • Evolving SLO samples • SLO Approval Calibration Workshop materials • Scoring SLOs Calibration Workshop materials • SLO Self-Audit for LEAs and Schools What resources and tools can help educators and evaluators through the SLO process?

  17. Reflecting on Implementation: A Case Study Case Study This case study is based on various RI district experiences throughout the last two years of full implementation. • Part I: • Read the case study. • As you read code the text: • Your district or school faced a similar challenge as Rockcliff. • This is something that I might want to try. • Then identify the continuing challenges for Rockcliff by completing the graphic organizer on page 10 of your participant packet.

  18. Analyzing Implementation and Planning for the Future: A Case Study Part II: In small groups, use the Reflection Protocol in groups to unpack the case study. Write Step #1 and #5 on chart paper and post on the wall.

  19. Break During break, see if other groups identified the same challenge and approached the solution in similar or different ways than you. Agenda: Introduction When the SLO process goes well Monitoring Quality: SLO Audit Supporting Teachers as they Write SLOs: Creating a Quality Process ---- BREAK ----- Supporting Teachers as they Write SLOs: A Focus on Target Setting Reflection and Closing Appendix 1 and 2 of your participant packet

  20. Supporting Teachers as they Write SLOs: A Focus on Target Setting On the 2013-14 Mid-Year Survey more teachers ranked “Determining targets that were rigorous yet attainable” as the most challenging part of writing an SLO/SOO compared to other aspects.

  21. SLO Online Module: Setting Targets for Student Learning As you watch: Fill in the graphic organizer in your participant packet. Need to add link to module.

  22. Discussing the Online Module Compare the notes you took while watching the online module with your table. Did you take away similar Big Ideas, Details/Questions, or Next Steps? If target setting has been a particular struggle for your school, how will you share the guidance and resources with teachers?

  23. Supporting Teachers as they Write SLOs: A Focus on Target Setting Directions: Read the SLO. For all completed answers code: I would have answered the question the same way I would have answered this question differently Answer the five questions related to targets on your own. Using stickers, indicate your answers to the five target questions on the posters around the room. Be prepared for discussion.

  24. The Evolution of an SLO 6th grade sample: Writing Arguments in Response to Text 1 2 3 4

  25. Reflecting and planning for the upcoming school year Agenda: Introduction When the SLO process goes well Monitoring Quality: SLO Audit Supporting Teachers as they Write SLOs: Creating a Quality Process ---- BREAK ----- Supporting Teachers as they Write SLOs: A Focus on Target Setting Reflection and Closing Consider your own district and school as a case study. What have been your challenges, your decisions, and the impact of both? Complete the Reflection Protocol and plan how, as a school leader, you might move forward in the 2014-15 school year.

  26. Lunch 30 Minute Lunch Break

  27. “Great teachers have high expectations for their students, but even higher expectations for themselves.” ― Todd Whitaker • Taylor Mali:What Do Teachers Make? I'm a Teacher: An Educator's Anthem

  28. Session Two

  29. RIDE’S DATA SYSTEMS InfoWorks The portal for accessing RIDE’s Data Systems EPSS RIDEmap GMV InstructionalSupportSystem

  30. Session Objectives After completing this session, you should be able to:

  31. EPSS • EPSS Roles • Adding forms • EPSS Reports • Growth Rating Information

  32. EPSS Roles

  33. Adding Forms EPSS

  34. System Reports EPSS District Configuration Administrator can run district-level reports.

  35. EPSS Rubric Explorer 1. Set the date span. 2. Choose the evaluation type. 3. Choose the form (PPGR) 4. Choose the component scores via the rubric tab that you wish to include in the report. 4. Click View.

  36. EPSS Reports

  37. Growth Summary Information EPSS

  38. Administration View EPSS

  39. Teacher View EPSS

  40. Interactive Activity Using the directions given to you:

  41. EPSS Resources on RIDE Website

  42. Interactive GMVT Activity

  43. Every time you hover over an item on the screen and you see a hand or the word More you can dig deeper into the report!

  44. Instructional Support System Return to the dashboard. Go back to previous page. Save reports as: Find feature for specific text.

  45. Instructional Support System Search by SASID or search by Year, System, School, Grade and Student.

More Related