2013-2014 compass results presentation
TRANSCRIPT
-
8/10/2019 2013-2014 Compass Results Presentation
1/19
Compass: Year Two of Louis ianas
Educator Support Tool
October 2014
-
8/10/2019 2013-2014 Compass Results Presentation
2/19
Background
2Louisiana Believes
Louisianas jobs have changed: In 2011, 28 percent of Louisianas workforce had a 2- or 4-
year degree. To meet future needs, that number must double.
Our students are just as capable as their peers around the country: While a score of
masterydenotes readiness to complete a year of technical college or university on-time,
in our state basichas been accepted as full proficiency.
Our students deserve high expectations: Over the last 10 years we have seen a steady
increase in our students
basic
proficiency (over a 15 point increase). We now mustturn our attention to increasing masterystudent performance.
-
8/10/2019 2013-2014 Compass Results Presentation
3/19
3Louisiana Believes
Louisianas Transition to Higher Expectations
-
8/10/2019 2013-2014 Compass Results Presentation
4/19
4Louisiana Believes
Transition Policies
As we continue giving educators time to learn the new expectations and adjust their practice,BESE approved a series of policies to support educator and student learning.
School accountability. Letter grade distributions will remain the same from 2013 to 2014
and 2015. During the two year transition, any school or district that maintained or
improved its annual performance score will not experience a decrease in its current letter
grade. As in any other year, if a school improves, the performance score and letter grade
may go up.
Teacher accountability.For 2014 and 2015, the state will not produce value-added data
because there will be no baseline from which to calculate. Compass policies will remain in
effect, but student learning scores will not need to be based on value-added data.
Student accountability. In 2014 and 2015, the state will maintain current 4thgrade policy
but allow districts to issue waivers for students demonstrating readiness to progress. The
state will shift the 8thgrade retention standard to be a remedial standard and require that
remediation take place on the high school campus in a transitional 9thgrade year.
For more information on the transition policies, click here.
http://www.louisianabelieves.com/academics/common-core-state-standards/louisiana's-transition-to-higher-expectationshttp://www.louisianabelieves.com/academics/common-core-state-standards/louisiana's-transition-to-higher-expectations -
8/10/2019 2013-2014 Compass Results Presentation
5/19
Evaluators can use Compass to set highexpectations through the transition.
Educators are shifting how they plan and instruct to ensure student success with higher expectations.
There are three key activities around which evaluators and educators can partner to support educators.
Evaluators and educators can partner to:
Set ambitious yet reasonable goals for student achievement that focus students and educators on
priority content
Design an instructive, helpful observation cycle that ensures educators are getting regular feedback
on their practice
Create time to reflect on how educator practice is leading to the student shifts through the
observation and feedback cycle and end-of-year evaluations
Consistently, the districts and schools that are doing these three activities well, particularly the observation
cycle, are demonstrating the most progress with students. This presentation describes the way in which
schools and districts are using the Compass rubric and what the impact of that is on kids.
Louisiana Believes
-
8/10/2019 2013-2014 Compass Results Presentation
6/19
Evaluators use multiple measures of performanceto help educators grow and develop.
50%1.00 4.00
50%1.00 4.00
1.00 1.49 1.50 2.49 2.50 3.49 3.50 4.00
Ineffective Effective:
Emerging
Effective:
Proficient
Highly Effective
Student Growth Score
Student learning targets, for
all educators
Transitional student growth
data, where available therewas no requirement to use this
in 13-14
Professional PracticeScore
Evidence and ratings from
classroom and school
observations and
walkthroughs
OVERALL EVALUATION RATING(average of Student Growth and Professional Practice scores)
6
*A score of ineffectivein either Student Growth or Professional Practice results in an overall rating of ineffective.
Louisiana Believes
-
8/10/2019 2013-2014 Compass Results Presentation
7/19
Beyond these basic requirements, districts designthe Compass process.
Louisiana Believes 7
Compass is a locally designed tool that empowers districts to make the most important design and
implementation decisions.
At least two observations
At least two goals, called studentlearning targets
Annual summative evaluation
Statewide Compass Standards
Rubric used to rate performance
Assessments used to set student learning targets
Frequency and number of observations beyond
the minimum
Style and duration of observations and feedback
conferences
Types of evidence used to rate performance
Compensation to recognize and reward
performance
Use of transitional student growth data
Local Decisions
-
8/10/2019 2013-2014 Compass Results Presentation
8/19
In the past, administrators feedback did notvary, limiting the improvement process.
8Louisiana Believes
0.5
99
0.4
99
Unsatisfactory Satisfactory
P
ercentageo
fEdu
cators
Educator Ratings in 2010-2011
Teachers Leaders
-
8/10/2019 2013-2014 Compass Results Presentation
9/19
In 2012-2013, educators received more
differentiated feedback than in prior years.
9Louisiana Believes
48
57
32
2
9
61
27
Ineffective Effective: Emerging Effective: Proficient Highly Effective
Percentageo
fEducators
Compass Ratings in 2012-2013
Teachers Leaders
-
8/10/2019 2013-2014 Compass Results Presentation
10/19
This year, as last year, administrators assessedperformance across a wider spectrum.
10Louisiana Believes
2 6
4943
1 6
59
34
Ineffective Effective: Emerging Effective: Proficient Highly Effective
Percentageo
fEducators
Compass Ratings in 2013-2014
Teachers Leaders
-
8/10/2019 2013-2014 Compass Results Presentation
11/19
Comparing 2013-2014 Results to 2012-2013 Results
11Louisiana Believes
Compass has resulted in educators receiving more differentiated feedback than they have under
previous systems. While this was true in 2013-2014, it was not as pronounced as in 2012-2013 whenonly 32 percent of teachers and 27 percent of leaders were rated highly effective compared to 43
and 34 percent respectively this year.
While there are likely a variety of reasons for the inflation of ratings outpacing student achievement
gains, two seem most plausible:
In 2013-2014, the Department did not require the use of value-added data in the evaluation
rating. Rather, the Department produced transitional student growth data for teachers of value-
added subjects, and evaluators had the discretion to use that data as part of the teachers
evaluation. Many districts and schools chose to use that data for instructional planning purposes
only and relied on more subjective student learning targets for purposes of evaluation.
At the same time, student learning target ratings themselves saw outsized inflation statewide.In 2013-2014, 62 percent of teacher student learning targets were rated highly effective
compared to 58 percent in 2012-2013.
Still, as was true in 2012-2013, the districts achieving the most with students, tended to hold
educators to the highest expectations, reserving the highly effective designation only for the most
exceptional teaching and leading.
-
8/10/2019 2013-2014 Compass Results Presentation
12/19
High expectations for teaching lead to morepronounced student gains.
Louisiana Believes 12
Statewide, 38 percent of teachers received highly effective observation ratings. The districts that achieved
the most progress with students, however, generally reserved the highly effective designation for only forthe most exceptional observed teaching. For example:
Of the top 10 districts that increased the percentage of students who achieved Basic and above, 8 rated
fewer classroom observations highly effective than the state average
Of the top 10 districts that increased the percentage of students who achieved Mastery and above, 6
rated fewer classroom observations highly effective than the state average
Of the top 25 districts that increased the percentage of students who achieved Basic and above, 19 rated
fewer classroom observations highly effective than the state average
Of the top 25 districts that increased the percentage of students who achieved Mastery and above, 13
rated fewer classroom observations highly effective than the state average
Of the top 100 schools that increased the percentage of students who achieved Basic and above, 72
rated fewer classroom observations highly effective than the state average
Of the top 100 schools that increased the percentage of students who achieved Mastery and above, 56
rated fewer classroom observations highly effective than the state average
Basic and above and Mastery and above measures in the Compass Final Report include EOC results. Basic
and above includes Good and above scores. Mastery and above includes Excellent scores.
-
8/10/2019 2013-2014 Compass Results Presentation
13/19
Expectations for leaders were not as consistent asexpectations for teachers.
Louisiana Believes 13
Across districts statewide, expectations for leaders are not as consistent as are expectations for
teachers. The 2013-2014 results suggest that districts can do more to establish consistently high
expectations for school leadership. In 2013-2014:
28 districts rated 100 percent of their administrators proficient or higher on site visits. Of those
28, 14 districts were below the state average in terms of the percentage of students who achieved
Basic and above compared to last year.
63 districts assigned no ineffective ratings to any administrators.
Administrators were assigned ineffective overall evaluation ratings at less than half the rate of
teachers.
-
8/10/2019 2013-2014 Compass Results Presentation
14/19
Districts that held leaders to high expectations sawhigher expectations for teachers and students.
Louisiana Believes 14
Interestingly, the districts that did set high expectations for administrators tended to be the same
districts that set high expectations for teaching excellence. This suggests that where district leaders
set high expectations for school leadership, school leaders, in turn, set high expectations for teaching:
Of the top 10 districts that increased the percentage of students who achieved Basic and above, 8
rated fewer site visits highly effective than the state average. Of these, 6 are listed above as
having the states highest expectations for teacher observations.
Of the top 10 districts that increased the percentage of students who achieved Mastery and above,
8 rated fewer site visits highly effective than the state average. Of these, 6 are listed above as
having the states highest expectations for teacher observations.
Of the top 25 districts that increased the percentage of students who achieved Basic and above, 20
rated fewer site visits highly effective than the state average. Of these, 16 are listed above as
having the states highest expectations for teacher observations. Of the top 25 districts that increased the percentage of students who achieved Mastery and above,
15 rated fewer site visits highly effective than the state average. Of these, 11 are listed above as
having the states highest expectations for teacher observations. Statewide, 41 percent of leaders
were rated highly effective on site visits.
-
8/10/2019 2013-2014 Compass Results Presentation
15/19
High Growth with Students High Bar for Leader Excellence
Statewide, 41 percent of leaders received highly effective ratings on the observation portion of their
evaluation. The districts that achieved the most progress with students, however, generally reserved thehighly effective designation for only for the most exceptional observed leadership.
The districts below were among the top 25 districts that increased the percentage of students achieving at
Mastery and above or Excellent from last year to this year, and also rated fewer leaders highly effective
than the state average of 41%.
DistrictsAcadia Jefferson
Ascension Plaquemines
Assumption Rapides
Bienville St. Charles
Catahoula Tangipahoa
Claiborne Vermilion
East Carroll Washington
East Feliciana
Louisiana Believes
-
8/10/2019 2013-2014 Compass Results Presentation
16/19
High Growth with Students High Bar for Teacher Excellence
Statewide, 38 percent of teachers received highly effective observation ratings. The schools that achieved
the most progress with students, however, generally reserved the highly effective designation for only forthe most exceptional observed teaching.
The schools below were among the top 100 schools that increased the percentage of students achieving at
Mastery and above or Excellent from last year to this year, and also rated fewer teachers highly effective
than the state average of 38%.
SchoolsAcadia Parish Ross Elementary School
South Crowley Elementary School
Ascension Parish Dutchtown Middle School
East Ascension High School
Lakeside Primary School
St. Amant Middle School
Assumption Parish Bayou LOurse Primary School
Pierre Part Primary School
Caddo Parish Northside Elementary School
Calcasieu Parish Ralph F. Wilson Elementary School
City Of Baker Baker Heights Elementary School
City of Bogalusa Central Elementary School
SchoolsClaiborne Parish Haynesville Elementary School
DeSoto Parish N. DeSoto Elementary School 3-5
East Baton Rouge Parish Brownfields Elementary School
Capitol Elementary School
Crestworth Elementary School
J.K. Haynes Elementary Charter
SchoolLaSalle Elementary School
Thrive Baton Rouge
East Carroll Parish Griffin Middle School Academy
East Feliciana Parish Clinton Elementary School
Iberia Parish Jeanerette Elementary School
Louisiana Believes
-
8/10/2019 2013-2014 Compass Results Presentation
17/19
High Growth with Students High Bar for Teacher Excellence
Schools
Jefferson Parish Bridgedale Elementary SchoolGreen Park Elementary School
Marrero Academy for Advanced Studies
Riverdale High School
Vic A. Pitre Elementary School
Lafayette Parish David Thibodaux STEM Magnet Academy
Lafourche Parish Bayou Community Academy Charter
School
Sixth Ward Middle School
Livingston Parish Denham Springs Freshman High School
Natchitoches Parish N.S.U. Elementary Lab School
Provencal Elementary & Junior High
School
Orleans Parish Robert Russa Moton Charter School
Rapides Parish Ball Elementary SchoolD.F. Huddle Elementary New Vision
Academy
Richland Parish Mangham Junior High School
RSD-NO L.B. Landry O. Perry Walker High School
KIPP Renaissance High School
Pierre A. Capdau Learning Academy
ReNEW SciTech Academy at Laurel
Schools
Sabine Parish Many High School
St. Charles Parish Albert Cammon Middle School
Ethel Schoeffner Elementary School
Norco Elementary School
St. Landry Parish Grand Prairie Elementary School
Highland Elementary School
St. Mary Parish Berwick Junior High School
St. Tammany Parish Bayou Wood Elementary School
Woodlake Elementary School
Terrebonne Parish H.L. Bourgeois High School
Vermilion Parish Erath High School
Kaplan Elementary School
Voices for International
Business & Education
International High School of New
Orleans
Webster Parish North Webster High School
Louisiana Believes
-
8/10/2019 2013-2014 Compass Results Presentation
18/19
In year three, evaluators must examine and adjustthe quality and rigor of their feedback.
Louisiana Believes 18
To support ongoing improvement in 2013-2014, the Department will:
Work with a special sub-committee of the Accountability Commission convened by
Representative Frank Hoffmann (R-Monroe) to make recommendations to BESE for the use of
value-added data after the conclusion of the time to learn transition period.
Make recommendations regarding principal accountability for student learning and principal
capacity to assist teachers in professional learning.
Review tests administered by districts for their alignment with end-of-year state tests, so thatteachers know whether their student learning target goals are aligned with state standards
and tests.
Expand Believe and Prepare pilots to prepare classroom educators through a yearlong
apprenticeship.
-
8/10/2019 2013-2014 Compass Results Presentation
19/19
Accessing the Compass Report
Lo isiana Believes 19
On the Compass Annual Reportwebpage, readers can access:
- Compass Annual Report
- Compass Annual Report Presentation
- Report Methodology
- Appendices
- Teacher Data at the Parish Level- Leader Data at the Parish Level
- Counselor Data at the Parish Level
- Teacher Data at the School Level
http://www.louisianabelieves.com/teaching/compass-final-reporthttp://www.louisianabelieves.com/teaching/compass-final-report