district evaluation advisory committee office of accountability ms. brenda patterson, chief...

District Evaluation Advisory Committee

Office of Accountability

Ms. Brenda Patterson, Chief Accountability OfficerMr. Sham Bacchus, Interim Executive Director

Dr. Burnie Bristow, Interim DirectorDr. Vanessa Serrano, Interim SupervisorTammy Williams, Program CoordinatorEvelyn McLeod, Confidential Secretary

DEAC Meeting-April 23, 2013-Dr. Burnie Bristow 1

Welcome District Evaluation

Advisory Committee


DEAC Meeting-April 23, 2013-Dr. Burnie Bristow3

AGENDAOffice of Accountability

DEAC Committee Meeting

April 23, 2013 Facilitator: Dr. Burnie Bristow, NBCT90 Delaware Avenue Cafeteria, 2:30-4:30 pm

Thoroughly Trained 2:30-2:40 Meet and Greet 2:40-2:50 Revisit Roles and Responsibilities of the DEAC Committee 2:50-3:05 Steering Committee Updates

Sub-CommitteeStudent Information System

3:05 AchieveNJ Updates 3:05-3:20 Non-Tested Grades and Subjects

Developing Student Growth Objectives (Teacher Focus) 3:20-3:35 Tested Grades and SubjectsStudent Growth Percentiles (Teacher Focus)Developing Student Growth Objectives (Teacher Focus) 3:35-3:40 Summer Professional Development Opportunities for Teachers

3:40-4:00 Exemplary Teacher Training

-Dave Roudebush, Ph.D., Curriculum Focal Point

4:00-4:25 How will the Paterson Public School District define “THOROUGHLY TRAINED”?

4:25-4:30 Action Items: Next steps

DeliverablesNext meeting date

Roles and Responsibilities of the DEAC Committee

The DEAC committee (formed Dec. 2011) functions as an advisor to the Paterson Public Schools in the

implementation of the TEACH NJ Act. Embedded in the TEACHNJ Act is a requirement to revise the Principal and Teacher

Evaluation System. Membership on the DEAC Committee provides an opportunity for committee members to provide feedback on the performance rubrics, program development

and implementation at the school and community level. The DEAC committee is comprised of teachers, principals, central office staff, school board members and parents.


DEAC Meeting-April 23, 2013-Dr. Burnie Bristow

The goal of this legislation is to raise student achievement by improving instruction through

the adoption of evaluations that provide specific feedback to educators, inform the

provision of aligned professional development, and inform personnel decisions;

Teacher Effectiveness and Accountability for the Children of New Jersey (TEACHNJ) Act.”

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Cross-Departmental Steering CommitteeUpdate on the Student Information

SystemSham Bacchus


Current Data Sources/Systems that directly impact new Evaluation Instrument

Student Achievement

Data

Performance Matters

Renaissance Learning

Scholastic/Pearson

NJSMART

Class Gradebooks

Student Information

Fusion/Keystone

Genesis (Eastside/JFK)

EasyIEP

Staff Information

Edumet

Kronos

Applitrack

PDPro

McRel

Teachscape*

Financial

Edumet

Alio

Communication/Technology

Email

Active Directory

ParentLink

Currently requires human input from schools and central office. (Error Laden) - 17

Currently gets data from other systems. (Preferred) - 5

Brenda Patterson, Chief Accountability Officer, PPS

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Data IntegrationThere was a need for an internal review of the programs, processes and technical components required to effectively support the implementation of the new Principal and Teacher Evaluation. This review of our infrastructure necessitated a cross departmental collaboration to integrate various systems.

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Communications, Business, HR Assessment, MIS, Technology

Merging platform ALIO and MISSupport to assessmentDevelop data platform to record and

keep track of teacher and school achievement data

Teacher E-board / blog /DropboxCollaborative Teams as Decision Makers:

Communications/Technology/MIS, Business,

Reform - Assessment/HR/PD, C & I,

Special Programs and Accountability

STUDENT GROWTH OBJECTIVESIntroduction to the Guidebook

w/ Sham Bacchus

April, 2013

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Charlotte –Mecklenburg SLO study

Key findings:

• The higher the quality of the SLO, the more likely it is to be attained

• The quality of SLOs increases significantly in just two years

• Students whose teachers had higher quality SLOs achieve higher scores on math and ELA tests

• Students whose teachers met their SLOs achieve higher scores on math and ELA tests

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What principals said about SLOs

“The way of doing business in the school is the SLO process. It adds to the spirit of cooperation.”

“Developing SLOs forces teachers to target low performing kids and then work harder to pull those kids up.”

“We have moved from a priority school to a high growth school, and I give a lot of credit for this change to the SLO process.”

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What mattered most in the SLO process1) Analyze student baseline data, for use in planning

and teaching

2) Set individual student growth targets, for both more informative and accurate assessment of student learning

3) Participate in collegial collaboration in the development of SLOs

Shift in Practice

Student Growth Objectives

Brenda Patterson, Chief Accountability Officer, PPS

14DEAC Meeting-April 23, 2013-Dr. Burnie Bristow

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What is an SGO?

A Student Growth Objective is a long-term academic goal that teachers set for groups of students and must be:

• Specific and measureable • Aligned to New Jersey’s curriculum standards • Based on available prior student learning data • A measure of student learning between two points in

time• Ambitious and achievable

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Type of SGO Definition Examples

Course-level

Focused on the entire student population for a given course, which often includes multiple classes.

Covers all of the students in a teacher’s Algebra I classes (Ideally the same form of assessment covering all standards in the curriculum)

Class-levelFocused on the student population in a given class.

Covers all of the students in ninth period.

Targeted studentsFocused on a subgroup of students that need specific support.

Covers a group of students that scored below 45% on the pre-test.

Targeted contentFocused on specific skills or content that students must master.

Students will all master 80% of CCSS standards related to Quadratic Functions and Modeling

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NTGS 101: Student Growth Objective OverviewDifferent types of Student Growth Objectives: Student Growth Objectives can take many different forms

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Type Student Growth Objective

Targeted students The average score on the post-test for the ten ELL students who scored below 40% on the pre-test will be at least 70%.

Targeted standard The average student score on questions related to Standard 5.1.12.B (scientific thinking and design) will increase from 40% to 80%.

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Specific Objective: ExamplesThe word “specific objective” would likely be used to identify anything that does not cover your general population or is not a cumulative test

NTGS 101: Specific Student Growth Objective

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SGOs in Achieve NJ - requirements

• A teacher develops SGOs in consultation with his or her principal.

• All teachers who receive an SGP score must set between 1 and 2 SGOs.

• Teachers who do not receive an SGP score must set 2 SGOs.

• SGOs must be aligned to NJCCCS or CCSS and measure student achievement and/or growth.

• SGOs must be specific and measurable and based on available student learning data.

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NTGS 101: Pilot Districts Student Achievement Goals (SAGs): Pilot Districts were given the recommendation to use SAGs for the 2012 – 2013 school year


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NTGS 101: SGO – a high school biology example

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SGO Components: General Timeline

Assessment • Administer department developed pre-test aligned with 2009 CCCS

Baseline Data

• Determine general preparation level .• Group students into three categories

(low, medium, high).• Determine specific areas of deficit .

Growth Objectives

• General – set an objective for all students at each preparation level covering all content.

• Specific – set an objective for all students to grow in a particular content standard.

August

November

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NTGS 101: SGO – a high school biology example

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SGO Components: General Timeline

Monitor and Adjust

• Use benchmark assessments to monitor progress and adjust instruction.

Measure

• Administer department-developed standards-based post-test at the end of the year and analyze data.

Evaluate• Determine to what degree growth

objective was met and produce a summative rating.

January

June

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June Annual summary conference includes:

Available component measures.

November/DecemberNJASK scores released.

Department calculates SGP data and sends to districts the SGP and

summative ratings of each teacher with a SGP score.

Teacher Evaluation: Summative Rating Timeline

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• At summative conference, all available component scores (i.e. teacher practice, SGO results) will be discussed.

• SGP data will be available on the following timeline.

Teacher

Practice

Student Growth Percent

ile

Student

Growth

Objective

Sum. Rating

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5 Steps

• Step 1: Choose or develop a quality assessment aligned to NJCCCS or CCSS.

• Step 2: Determine students’ starting points.

• Step 3: Set ambitious and achievable SGOs with the approval of the principal/supervisor.

• Step 4: Track progress, refine instruction.

• Step 5: Review results and score in consultation with your principal/supervisor.

Page 8 – Quick Start Guide

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Traditional Assessments Portfolio Assessments Performance Assessment

• National/State tests (e.g., Advanced Placement exams, DIBELS, EOC Biology test)

• District, school and departmental tests (e.g., final exams)

• Teaching Strategies Gold® (pre-K, K) • Writing and reflection samples (LAL) • Laboratory research notebook

(sciences) • Portfolio of student work (visual and

performing arts, etc.) • Student project-based assessments

(all subjects)

• Lab Practicum (sciences) • Sight reading (music) • Dramatic performance

(drama) • Skills demonstration (physical

education) • Persuasive speech (public

speaking)

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• Develop assessments collaboratively.

• Align all assessments with NJCCCS or CCSS.

• Align all assessments with district, school and department goals.

• Make sure all the content in your SGO is covered in the assessment.

• Incorporate test items that vary in levels of difficulty.

• Include a sufficient number of test items to ensure rigor.

• Collaboratively determine possible modifications to meet the needs of students.

• Develop rubrics to assess essay responses.

• Make sure content- and skill-based rubrics are specific and address multiple levels of proficiency.

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Source of Performance Data to Determine Students’ Starting

PointsExamples and Notes

Results from beginning-of-course diagnostic tests or performance tasks

Department-generated pre-assessment

Early course testResults from prior-year tests that assess knowledge and skills that are pre-requisites to the current subject/grade

NJASK for math, LAL and science DRA for reading End of course tests assessments,

e.g. results on English 9 writing portfolio are used by the English 10 teacher

Results from tests in other subjects including both teacher- or school-generated tests and state tests (tests must have assessed pre-requisite knowledge and skills)

A physics teacher uses results of her students’ prior math assessments

Students’ grades in previous classes Teachers should make sure they understand the basis for the grades given by students’ previous teachers

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SGO Guidebook Development

Continuous improvement with information from the field

– Modification and addition of forms

– Clarity of language

– Models of SGOs

– More guidance on assessments, including portfolios

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Summer Professional Development

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Dr. Vanessa Serrano

Principal and Teacher Evaluation System Training Discussion

Dr. Dave Roudebush, Focal Point

April 23, 2013

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Teacher Evaluation System

• Performance Standard #1: Preparation for Instruction

– Establishing a culture of high expectations for learning and achievement

– Uses district adopted curriculum and content knowledge to design coherent lessons

– Post aligned lesson objectives and plan for demonstration of learning

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• Performance Standard #2: Use of Data to Inform Instruction

– Focus on improving instruction using data

– Use a variety of assessment methods when designing classroom assessments

– Involve students in assessing their own learning

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• Performance Standard #3: Delivers Quality Instruction

– Instruct bell to bell

– Use a variety of instructional strategies to focus instruction

– Engages students in learning

– Continually checks for understanding

– Deliver rigorous and relevant content

– Integrate 21st Century Skills in instruction

– Provides feedback about student proficiency

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• Performance Standard #4: Interventions to Meet Diverse Needs

– Differentiate instruction based on student needs and background

– Implements interventions with fidelity and adjusts interventions based on results

– Adapt and modify instruction for the unique needs of learners

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• Performance Standard #5: Classroom Environment

– Contribute to a safe and orderly learning environment

– Use effective classroom management procedures

– Effectively manage student behavior

– Foster collaboration and self-regulation in students

– Promote positive and respectful rapport

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• Performance Standard #6: Leadership

– Understand their role and responsibility for professional growth and positive leadership

– Promote the concept of Professional Learning Communities through collaboration and purposeful involvement

– Continue professional growth

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• Performance Standard #7:Professional Responsibilities

– Adhere to Federal laws, state statutes and regulation pertaining to education, Board of Education policies, Memoranda of Understanding and school rules

– Demonstrates professionalism

– Effectively communicates and solves problems

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Teacher Evaluation SystemProfessional Development Opportunities

• Two Major Professional Development Strands

– Curriculum Alignment/Instructional Strategies

– The Teacher Evaluation Performance Rubric

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Professional Development Opportunities

• Aug. 18-19, 2011 * Aug. 25-27, 2011

• Sep. 19-21, 2011 * Oct. 8, 2011

• Aug. 21-30, 2012 * Sep. 4-5, 2012

• Oct. 12, 2012 * Feb. 15, 2013

To Date 2,300 teachers have been trained

Approximately 202 teachers need to be trained


Thoroughly Train Teachers:

Stop.Reflect and Discuss:

Think about what you have seen presented here,

How will the Paterson Public School District define “THOROUGHLY TRAINED”?

Please write down and discuss your thoughts and ideas at your table. Please be prepared to share your most salient ideas with the committee.


Next Steps

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THANK-YOU

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district evaluation advisory committee office of accountability ms. brenda patterson, chief...

Documents

committee members

pps7deac meeting

burnie bristowthe goal

student achievement

teacher evaluation system

chief accountability

program development

new principal