check-in & preparation
DESCRIPTION
Check-in & Preparation. ASW Wiki http://ncasw.ncdpi.wikispaces.net/ has today’s materials posted under ASW Professional Development on the Summer RESA Sessions page. Direct link: http ://ncasw.ncdpi.wikispaces.net / Summer+2014+RESAs. 1. Review the agenda - PowerPoint PPT PresentationTRANSCRIPT
Check-in & Preparation
ASW Wikihttp://ncasw.ncdpi.wikispaces.net/
has today’s materials posted under ASW Professional Development on the Summer RESA Sessions page.
Direct link: http://ncasw.ncdpi.wikispaces.net/Summer+2014+RESAs
1. Review the agenda
2. Access our materials for today, either at your table or online
DPI ASW August 2014
Training
Welcome & Introductions
Introductions: ASW Team
Arts EducationChristie Lynch Ebert
Slater Mapp
AP/IBSneha Shah-Coltrane
David Brooks
Healthful LivingBurt Jenkins
World LanguagesAnn Marie Gunter
CoordinatorJen DeNeal
Introductions from Tables
Team lead will share:– Name of District/Charter– Name and role
of each team member:• Arts Education• AP/IB• Healthful Living• World Languages• District/School Administrator
Welcome: Agenda
ASW 101
Wiki Walkabout
Online Platform Tour
Choosing Objectives Activity
Gallery Walk of District/Charter Training Plans
Wrap-up
Welcome: ASW Questions
Please use post-its notes to capture your questions today, individually and from your team.
Periodically, your table will compile the questions, and unanswered ones from that section will be addressed.
August 2014 Training
Bathrooms
August 2014 Training
LunchBegin and End On Time
Breaks
Take care of your own needs
August 2014 Training
Please switch cell phones to “vibrate” or silent
August 2014 Training
Limit Sidebar conversations
August 2014 Training
August 2014 Training
Know when to step up and when to step back
Work Together
Your team will train educators on the ASW Process and serve as the local points of contact for the ASW Process during 2014-2015.
August 2014 Training
Activity: Team Socrative Quiz
Have 1 - 5 team member(s) access the Internet . . .
Go to:m.socrative.com
Join Room: 942133
Activity: Team Socrative Quiz
Go to: m.socrative.comRoom: 942133
What was the most fun over the summer?• Beach vacation• Mountain retreat• Staycation• Trip abroad• Vegas rules…can’t tell
Activity: Team Socrative Quiz
Go to: m.socrative.comRoom: 942133
Are you ready for school to start?• Yes!• It already started.• Sure, we’re game.• We will be when it’s time.• Wait . . . school’s starting?
Activity: Team Socrative Quiz
Room: 942133
Were you involved in the ASW pilot(s)?• Yes, some team members here today
were pilot participants.• Yes, educators in our district/charter were
pilot participants.• Not sure.• No, but we understand the basics of ASW.• No, we’re all new to ASW.
ASW 101
Activity: ASW Process Timeline Sequencing
Pull out the laminated pieces from the envelope on your table
and place them in the correct order for the ASW Process.
Standard I: Teachers demonstrate leadership.
Standard II: Teachers establish a respectful environment for a diverse population of students.
Standard III: Teachers know the content they teach.
Standard IV: Teachers facilitate learning for their students.
Standard V: Teachers reflect on their practice.
Standard VI: Teachers contribute to the academic success of students.
NC Professional Teaching Standards
5 Rating Categories
1 65432Demonstrate Leadership
Establish Environment
KnowContent
Facilitate Learning
Reflect on Practice
Contribute
to Academic
Success
3 Rating Categories
Not Demonstrated
Developing
Proficient
Accomplished
Distinguished
Effectiveness Status NC Educator Evaluation System
Overview of Standard 6
Contribute to
Academic Success
End of Grade (EOG) or End of Course (EOC) tests
6 NC Final Exams
6 Career Technical Education Assessment
6 Analysis of Student Work
K-3 Checkpoints6
6
Analysis of Student Work
6 Analysis of Student Work
Contribute
to Academic
Success
In 2014-2015, ASW is the Standard 6 measure for teachers in Advanced Placement, Arts Education, Healthful Living, International Baccalaureate, and World Languages.
Growth is based on student work submitted by teachers and rated by content experts in a “blind review” process.
Principal’s Input
Confirm Teacher Participation
Overview: Analysis of Student Work ASW Process
Overview: Analysis of Student Work ASW Process
ASW Process: A Quick Guide
Teaching Context
• Screen shot
Principal receives a notification once a teacher’s schedule has been validated. The principal will then log into the Online Platform to confirm that the schedule is correct.
Principal’s Input
Participation in ASW Processfor High School Teachers (60% rule)
1. If 60% of an educator’s classes* are in ASW subject areas, then the educator must participate in both ASW and any other Standard 6 measure covering the remaining classes.
2. If 60% of an educator’s classes* can be covered by an existing measure of student learning, then the teacher is not required to participate in ASW.
*Please note that locally developed electives that do not follow the standards set forth in the NC Standard Course of Study are not included in the ASW Process.
Class schedule composition:
English II EOCLocally-developed classSpanish I ASWSpanish II ASWSpanish III ASWSpanish IV ASW6 classes
4 divided by 6 = 67%
Participation in ASW Processfor High School Teachers (60% rule)
4 ASW classes
Required to Participate in
ASW
Class schedule composition:
Math 1 EOCMath 1 EOCMath 1 EOCAP Statistics ASWAP Statistics ASWAP Statistics ASW6 classes
3 divided by 6 = 50%
Participation in ASW Processfor High School Teachers (60% rule)
3 ASW classes
Not Required to Participate
in ASW
Participation in ASW Processfor K-8 Teachers (45 minute rule)
1. Educators who have 45 minutes per week scheduled with students in these content areas are required to participate in ASW.
2. Educators who do not have 45 minutes per week scheduled with students in these content areas are not required to participate in ASW.
For educators who do not meet the requirements to participate in the ASW Process, the district may choose to opt in to the ASW Process for those educators. The decision to opt in for a group of educators must be a district-wide decision.
Frequency and Duration of classes:
General Music – 4th Grade
Mon. Ms. DeNeal’s Class 40 mins.Tues. Mr. Jenkins’ Class 40 mins.Wed. Ms. DeNeal’s Class 40 mins.Thurs. Mr. Jenkins’ Class 40 mins.Fri. Plan 40 mins.
Required to Participate in ASW
Participation in ASW Processfor K-8 Teachers (45 minute rule)
80 mins. Each class
Frequency and Duration of classes:
K-5 Physical Education
Mon. Ms. DeNeal’s Class 30 mins.Tues. Mr. Jenkins’ Class 30 mins.Wed. Mrs. Gunter’s Class 30 mins.Thurs. Mr. Mapp’s Class 30 mins.Fri. Mr. Brooks’ Class 30 mins.
Not Required to Participate in ASW
Participation in ASW Processfor K-8 Teachers (45 minute rule)
30 mins. Each class
Teaching Context on Timeline
September to early-mid October
Teachers confirm and correct schedules.
ASW Questions
Have 1 person compile your post-it notes with questions from the previous section
Listen carefully!
Only unanswered questions will be addressed to save time . . .
ASW Process: A Quick Guide
Class Selection
Beginning in 2014 – 2015, the online platform will select the classes in which the teacher must collect artifacts.
Class & Objective Selection
Mid-late October
Online Platform selects classes, and then teachers can choose objectives.
Note: Teachers who are on a semester schedule will have classes selected for 1st semester and then later 2nd semester.
ASW Process: A Quick Guide
Objectives:Using the Strands and Standards guidance charts, the teacher will choose 5 objectives.
Objective Selection
Principal meets with the teacher to confirm that the 5 objectives chosen use the parameters in the Strands & Standards Guidance Chart
Some examples of meetings:• PDPs• teacher meetings
Principal’s Input
Class & Objective Selection
Mid-late October
Online Platform selects classes, and then teachers can choose objectives.
Note: Teachers who are on a semester schedule will have classes selected for 1st semester and then later 2nd semester.
ASW Process: A Quick Guide
Teacher decisions needed to compile a Timelapse Artifact (TA):a) A specific objective
b) Sample type• Individual Student
or
• Whole Class
c) Collection Method
d) Samples from Point 1 and Point 2
5 Timelapse Artifacts
The Teacher may choose:Option 1 – Individual Student Work SamplesCollect and keep 2 work samples:• for each class member• for a specific objective • at 2 separate points in time
OR
Sample Type
The Teacher may choose:Option 2 – Whole Class Work Samples2 work samples that represent the entire class• for a specific objective • at 2 separate points in time
Sample Type
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ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
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sdfklsdflkjf fsl flk sdflkjsdf sdf
Collection Method Method(s) or tool(s) for collecting:
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sdf
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sdfmsdf lmf, sdfmsd. Sdmsdf0
lsdjlkjsdflkjsdfljkLjdflkjf ljkdlkjsdf tjtlkjltj ;jke;ljkw;jkw ;kw;lkwet ;w;jw ;jkw;lj
kw klwe ljsdfljsdf sdljsdfljsdf
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Collection Method → File Size
Up to 10 MB per file!
Late October - late May
Teachers will compile student work samples.
Note:
Teachers on a semester schedule will finish collecting 1st semester work samples by the end of December and will upload their artifacts to the Online Platform. Then, they will repeat the class selection and objective choosing processes for 2nd semester classes.
5 Timelapse Artifacts
Time passes
Teachers Collect Work Samples for Timelapse Artifacts
. . . . . . . . . . . . . . . . . . . . .
ASW Questions
Have 1 person compile your post-it notes with questions from the previous section
Listen carefully!
Only unanswered questions will be addressed to save time . . .
ASW Process: A Quick Guide
TA 1
Timelapse Artifact Option 1 – Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students.
Student Selection
Timelapse Artifact Option 1 – Individual Student Work Samples
If a student work sample is unavailable, that student will be reshuffled to create another sampling.
Student Selection
TA 1
TA 1
Principal’s Input
The Principal is notified when a reshuffle is used by a teacher.
Student Selection & Upload Evidence
Late May-early June
Teachers with individual student work samples will have the Online Platform select 3 students at random for uploading. Then, teachers will upload student artifacts and submit completed Evidence Collections to the Online Platform.
ASW Process: A Quick Guide
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective?
Upload Evidence
How does this artifact show where the student is in relation to the chosen clarifying objective?
This artifact was created using an 8th grade Healthful Living Health Education Class containing 32 students before instruction on the objective began. In this video, the student did not show proper technique in the their performance of CPR in the following ways.1. The students body position has him sitting on the victims waist. 2. The hands have been placed separately on the victims upper chest.3. The compressions given are of insufficient depth and are given too slow.4. The elbows are bending during the compression.
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective?
Upload Evidence
How does this artifact show where the student is in relation to the chosen clarifying objective?
This artifact was created using an 8th grade Health Education Class containing 32 students three class days after instruction began. In this video, the student shows proper technique in the their performance of CPR in the following ways. 1. The student has the proper body position, on his knees next to the victim. 2. The force of the compression is generated from the hips and applied in a vertical direction. 3. The hands are positioned with an interlocking grip.4. The heel of the bottom hand has been placed on the sternum.
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2.
Upload Evidence
Describe the growth that occurred between Points 1 and 2.
CPR performed with the technique in video #1 was inadequate and would not have given the victim an opportunity to survive. The technique in video #2 would provide blood flow and oxygen to give the victim a chance of survival
Timelapse Artifact Option 1 – Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact Option 2 – Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacher’sEvidence Collectionfor the school year.
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
Student Selection & Upload Evidence
Late May-early June
Teachers with individual student work samples will have the Online Platform select 3 students at random for uploading. Then, teachers will upload student artifacts and submit completed Evidence Collections to the Online Platform.
ASW Process: A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists.
Reviewer #1 Reviewer #2
Blind Review
ED M
Reviewer #1 Reviewer #2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise.
Blind Review
If the category ratings from each reviewer are the same, then the review process is complete and the Standard 6 rating will be posted for that year.
Category Rating: Meets Expected Growth
Reviewer #1 Reviewer #2
M
Blind Review
M
Reviewer #1 Reviewer #2
If the category ratings from the two reviewers are not the same, the Evidence Collection is automatically sent to a 3rd reviewer for an additional review to get a rating for that year.
M
Reviewer #3
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules.
#1Evidence Collection Checklist
#2
ASW Quality Rubric
Blind Review
Summer 2015
Content area specialists complete the review process.
Blind Review
Qualifications Application Training
ASW Process: A Quick Guide
• D = Does Not Meet Expected Growth
• M = Meets Expected Growth
• E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below:
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form:
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED D D M M D M M M E D D E E E D D M M E D D M E E D M M E E
Receive Rating
• D = Does Not Meet Expected Growth • M = Meets Expected Growth • E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below:
Evidence Collection Rating Form:
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes Not Meet Meets Exceeds
D D D D D M M M M M E E E E E
D D D D E M M M M E M E E E E
D D D D M D M M M M M M E E E
D D D E E M M M E E D E E E E
D D D M E D D M M M D M E E E
D D D M M D M M M E D D E E E D D M M E
D D M E E
D M M E E
Fall 2015
Teachers receive their Standard 6 ratings for 2014-2015.
Receive Rating
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr. NC’s 3 years of growth data:
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr. NC’s Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 – 2017: Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 – 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs. of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 – 2017
Meets Expected Growth
Effective
Principal Role
ASW Questions
Have 1 person compile your post-it notes with questions from the previous section
Listen carefully!
Only unanswered questions will be addressed to save time . . .
Team Planning Time
Wiki Walkabout
• 5 Online Training ModulesAugust - ASW Overview September - Year 1 Planning, Capturing 2 Points in Time October – November - Context and ASW Review Process
• Important Forms • Frequently Asked Questions
Visit the ASW Wikispace here: http://ncasw.ncdpi.wikispaces.net/
ASW Wikispace Public wiki - No need to join!
Online Platform Tour
ASW Questions
Have 1 person compile your post-it notes with questions from the previous section
Listen carefully!
Only unanswered questions will be addressed to save time . . .
Team Planning Time
Choosing Objectives
Lessons Learned from Pilots
• Work together across content areas
• Focus on the philosophy behind the standards and objectives and how to assess them in your classroom
• Know your guidance chart and standards well
Lessons Learned from Pilots
• Choose objectives carefully– Match teacher’s instruction and assessment – Select artifacts that demonstrate:
• the objective selected • at 2 points in time
– Realize not all objectives link easily to ASW process
Activity Coming Soon!
Activity: Choosing Objectives for the ASW Process
Move to a content area group:
• Arts Education
• AP/IB
• Healthful Living
• World Languages
District/School Administrators choose a content area group.
Get an activity sheet with the objectives from one course in that area.
Activity: Choosing Objectives for the ASW Process
1. On your own, mark the box
to indicate how well each objective from the course on your activity sheet links to the ASW process.
Yes, links wellNOW
Might linkSOON
May link butNOT AT THE MOMENT
X X X
Activity: Choosing Objectives for the ASW Process
2. With a partner or small group, discuss the following questions and adjust your checked boxes as needed:
– Is this objective observable and measurable at two separate points in time?
– How could the work samples for this objective be captured by a collection method at hand?
– How well does this objective connect to how teachers teach and assess?
Activity: Choosing Objectives for the ASW Process
3. Review the checked objectives in the SOON and NOT AT THE MOMENT columns and brainstorm how they might be included in ASW this year.
4. Consider how you might use or adapt this activity with your teachers.
Could a teacher create an Evidence Collection with 5 Timelapse Artifacts using the objectives highlighted for this course?
Strands & Standards Guidance Charts
District/Charter Training Plans
District/Charter Training Plans
Synthesize your Team Planning ideas from today’s session onto a chart paper poster.
Your team’s poster should show your ‘big picture’ plan for 2014-2015 ASW training.
District/Charter Training Plans
Poster should contain answers to the 5 W’s and H:
• Who will you be training?• Where will you share the information?
(PLC’s, online modules, face to face, etc.)• What information needs to be shared?• When throughout the year will the information be shared?• Why did you make these decisions?• How will you measure your progress with ASW training
during the year?
Don’t forget to include all areas involved in the ASW process:Healthful Living, World Languages, Arts Education, AP/IB
Gallery Walk of District/Charter Training Plans
Gallery WalkDistrict/Charter Training Plans
Place your team’s poster in the gallery area.
As we do the Gallery Walk, use your dot to vote for the:
– Most Interesting Training Plan Ideas
Gallery WalkDistrict/Charter Training Plans
1. Go get your poster
2. Make a note of the ideas that you may want to incorporate into your district/charter training plan.
Wrap-up / Exit Ticket
Activity: Exit Ticket
Go to:m.socrative.com
Join Room: 942133
- Date
- Content Area
- Plus and Delta
- Best about ASW
- 1 Concern about
ASW
Questions about Educator Effectiveness, NCEES or ASWVisitwww.ncpublicschools.org/effectiveness-model
or http://ncees.ncdpi.wikispaces.net/NCEES+Wiki
or
ASW Wiki at http://ncasw.ncdpi.wikispaces.net/
You can also email questions to