ssjcss teacher evaluation process
DESCRIPTION
SSJCSS Teacher Evaluation Process. For New Certified Staff August 2013. We know how folks feel…. http://www.youtube.com/watch?v=6kBGxv-U6Lg. the show must go on……. Agenda. SSJCSS Evaluation Handbook Background Information/Purpose Student Learning Objectives (SLO’s) - PowerPoint PPT PresentationTRANSCRIPT
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SSJCSS Teacher Evaluation Process
For New Certified StaffAugust 2013
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We know how folks feel…..• http://www.youtube.com/watch?
v=6kBGxv-U6Lg
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the show must go on……
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Agenda • SSJCSS Evaluation Handbook
– Background Information/Purpose
• Student Learning Objectives (SLO’s)
• Standard for Success (SFS)
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Teacher Eval Handbook
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Definition of SLOA goal that targets a particular skill and a
particular group of students.
Most SSJCSS staff use two targeted SLO’s
A few staff are trying a caseload SLO.
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Intent of SLO’s• Targeting a group of students
with a low level of readiness• Implementing instruction to
improve the outcome for that group
• Monitoring the outcome
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SLO PROCEDURES
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1) Pick a goal
• Identify the target group• Define the targeted goal for the
group
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2) Determine the assessment• Identify the assessment that will
be utilized to gather data
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3) Set the data parameters• Gather individual baseline data
for all students in target group• Set individualized student
targets which must be rigorous, but able to be obtained by April 30th.
• Record information on the Excel Data Tracking Sheet
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4) Progress monitor• Record progress monitoring data
at on the SLO Data Tracking Worksheet.
• Discuss frequency of SLO progress monitoring with supervisor
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5) Submit data in May• Submit the completed SLO Data
Tracking Worksheet to your supervisor
• Be prepared with evidence to compliment your data
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SOME ADVICE & EXAMPLES
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Targeted Population• Look for similar skills that need
to be addressed• The group doesn’t need to meet
at the same time • This will determine your target
group
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SLP Example Skills• Elementary students with articulation
errors• Students on the spectrum who
struggle with “WH questions”• Preschoolers who can’t follow
directions• Non-English speakers• AAC Users
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Essential Skills Example Skills • Steps of a task analysis• Domain areas
– Personal management– Functional academics– Vocational
• Levels of prompting
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Behavioral Example Skills• Using a personal schedule• Using “break cards” • Self-monitoring behavior• Assignments turned in on time
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OT/PT Example Skills• Jumping• Hand writing• Use of sensory supports• Self-feeding• Reduction of physical prompts
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Preschool Example Skills• Identifying shapes, colors, #’s,
letters• Following directions• Increased time in seat• Personal management
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Targeted Goal Wording• Identified students will meet
their individualized target goal for…. (insert skill here)
• In the skill area each student will have an individualized baseline & an individualized target
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Assessment• How are you going to progress
monitor this goal? • What do you already have
available?– Task analysis– Trials of performing the skill– Event recording– Prompt reduction
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SLO DATA
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SLO Data Process• Determine individual student baseline
& set individualized targets in the beginning of September.
• The individual student targets are set to be achieved by April 30th (8 months).
• Progress monitor throughout the year.
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SLO Data Tracking Worksheet
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SCORING THE SLO’SStep Four
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SLO Effectiveness Scoring• End of year data point for each
student.• Could be an average level of
performance throughout the year for certain goals.
• Each student met or did not meet the goal set by the educator at the beginning of the school year.
• Use SLO Effectiveness Scale to determine score.
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SLO Effectiveness Scale• 90%+ : Highly Effective
• 75-89%: Effective
• 60-74%: Improvement Necessary
• 59% or less: Ineffective
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Effectiveness Determination Example
• 9/12 students met their individualized goal= 75% (Effective)
• 3/5= 60% (Improvement Necessary)
• Tips:– Larger sample– Expect rigorous, but attainable
progress
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Is this an IEP goal?• Maybe….• For purposes of SLO, we want to see
– Baseline in fall– Treatment throughout year with data– End point in spring
• SLO’s may parallel IEP Goals• Some data points may be used for
both needs
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CASELOAD SLO
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Goal for an EFFECTIVE Professional:
80% of a random sample of IEP goals (at least 5 IEPs/3 goals each) will demonstrate a positive trend line through progress monitoring of goals.
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Data Process• Begin by collecting baseline data
on IEP goals at the start of the school year
• Revise IEP goals as necessary• Progress monitor• Determine performance at end of
year. Meaningful educational benefit?
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Time frame for student progress• School year, not ACR to ACR• Can meaningful educational benefit
at the end of the school year be proven? (Rio Rancho Public Schools 2003)
• What has the teacher been working on with the student this academic year?
• May choose not to “evaluate” recently written goals
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Meaningful educational benefit
• This is what we expect/standard set by Article 7
• Allows for unique circumstances– Student out for surgery
• Can use other sources of data as evidence
• Not only focused on the small group of students within two targeted goals, but entire caseload
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Caseload SLO Data Process• Given names of students on
caseload• Meet with supervisor. Bring IEP &
data• Look at each goal: positive
growth trend. Yes or no• Total # of yes/Total # of goals=
Effectiveness %
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Questions