student growth - iaase · dinaro, gunnell, furbush, nelson (2016). pera jc key decisions & ex...

1/14/2016

Dinaro, Gunnell, Furbush, Nelson (2016). PERA JC Key Decisions & Ex Type III Assess. for Low Incidence Teachers. IAASE Winter Conference 1

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PERA JOINT COMMITTEE KEY DECISIONS AND EXAMPLE

TYPE III ASSESSMENTS FOR LOW-INCIDENCE TEACHERS

Dr. Jim Gunnell, AERO Executive Director

Dr. Andrea Dinaro, AERO Curriculum and PD

Coordinator (2007-12/2015); Concordia University

Associate Professor of Special Education

Mr. Jim Nelson, CASE Executive Director

Dr. Mary Furbush, CASE Itinerant Administrator

Illinois Alliance of Administrators of Special Education Winter Conference

Thursday, February 18, 2016

11:30-12:30

Plaza H

STUDENT GROWTH

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Dr. Jim Gunnell, AERO Executive Director

Dr. Andrea Dinaro, AERO Curriculum and PD

Coordinator (2007-Dec. 2015);

Concordia University Associate Professor

Presented at IAASE Winter Conference 2016

AERO’s Student Growth Journey:A. Background

• Principal Evaluation's student growth

• Joint Committee Members

• Educator Evaluation tool development

– Student Growth as 'later'

B. Process

• How we got started

– Lay the foundation

• Expectations-ppt, main focus, purpose

• Common understanding-make sure we all understood the parameters

• Provide resources

C. Building on initial efforts addressing student growth

• Identifying and discussing decision points and providing rationale

• Developing 'Rules'

• Prioritizing professional development with staff

• Type III samples and rubric development

• What's next

Background

■ Principal Evaluation Tool Student Growth Component

■ Joint Committee Members

■ Educator Evaluation Tool Development

– Student Growth as 'later'

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B. Process

■ How we got started

– Lay the foundation

■ Expectations (ppt, main focus, purpose…)

■ Common understanding

■ Provide resources

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C. Building on initial efforts addressing student growth

■ Identifying and discussing decision points and providing rationale

■ Developing 'Rules'

■ Prioritizing professional development with staff

■ Type III samples and rubric development

■ What's next?

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PERA JC Memo and To-Do/In Progress List

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Conclusions Drawn■ Type III Assessments considered include curriculum-based with a ‘common assessments’

approach by program and/or grade level teams

– tentative Targeted Menu of Approved Measures: Assessments and Rubrics

■ Ties into Supervisor/Principal Student Growth for a student-centered focus and for an efficient use of time for both Principal and Educator Evaluation Tools

– By utilizing a Coop-created master rating scale terminology, such as:

■ Awareness Acquisition Fluency Maintenance Generalization

OR

■ Awareness Beginning Emerging Developing Proficient Advanced

■ Other specific decisions will be made by evaluator and teacher guided by the Joint Committee ‘Student Growth Rules’

– Students/number of courses included

– Group and Individual SLOs

– Length of SLO (high school semester courses versus September-February timeframe)

– Growth Target

– Criterion(a)

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The following slides include content presented to the

AERO Joint Committee

specific to Student Growth and SLOs

EXAMPLE

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AERO PERA JOINT COMMITTEE JUBILEE

Topic: SLOs

December 9, 2015

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EXAMPLE

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EXAMPLE

Agenda

Purpose of the meeting: define student growth for AERO

Expand Awareness of SLOs

Efficiency and Alignment

SLO, Assessment and Scoring Review

Consider each Operating Rules recommendation

1. PLCs Summary

2. Pros and Cons

Plan next steps

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EXAMPLE

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Measuring Growth Article

Measuring Growth with Diverse Classes or Caseloads (IAASE newsletter volume 450#2, Nov. 2015)

By: Anne F. WeerdaKids at the Corewww.KidsAtTheCore.com

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EXAMPLE

Type III AERO SLO Review:

Scope of SLOs

1. Broad reaching

2. Rigorous, high quality and descriptive

SLO

1. Big Idea (most important learning=multiple content

standards)

Writing Growth Goals

Who/How many

Expected Growth in Big Idea (target)

Assessment Tool

Interval/timeframe

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EXAMPLE

http://www.kidsatthecore.com/

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Refresher: Assessments and Scoring

Must include: Equal in Complexity for Baseline and Summative, be Authentic

and Rigorous, Curriculum/Standards Aligned. Shows learner benefits from your

instruction.

1. Performance-based Assessment (demonstrated, multiple opportunities for

observation)

1. Demonstration/Skill Achievement

1. Rubric

2. Task Analysis

2. Product-based Assessment (essay, test, single opportunities for testing)

1. Test/Exam/Project

1. Close-ended response (multiple choice, match)

1. Correct responses

2. Open-ended constructed response (fill in)

1. Correct Responses

3. Essay or Project

1. Rubric

2. Checklist/Rating Scale15

EXAMPLE

AERO Programs

Priority skills

A. FALP K-8:

B. STAR K-8:

C. CD:

D. EC/DD:

E. PRIDE Elem/JH:

F. PRIDE HS:

G. FALP/STAR HS:

H. FALP/STAR Post HS:

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EXAMPLE

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Growth Targets (threshold)

1. Who

2. How much-Where did they start and where do you want them to

go?

1. Set from Baseline

2. By student, class, or holsitic

3. Be able to aggregate results as a class and as a program

3. What assessment tool

4. From (Sept to February)

Who/How many

Expected Growth

Tool

Interval/timeframe

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EXAMPLE

PRIDE and CD examplesFluency: Using the AIMSweb R-CBM Assessment, 75% of eligible elementary students

(who score below, at, or above grade level) will demonstrate a rate of improvement

(ROI) at or above the AIMSweb Average National Growth Rate Sample for students who

scored within their percentile range.

SEL Group: Using the SEL Common Assessment Rubric, 75% of eligible students will

increase their application of 1 strategy in a minimum of 1 SEL subskill from

September to February.

SEL Individual Class-Elementary: Using the SEL Common Assessment Rubric, 75% of

my elementary class will increase their application of 1 strategy in a minimum of 1 SEL

subskill from September to February.

SEL Individual Class-High School: Using the PRIDE Guides Checklist, 75% of my

Algebra high school class will increase their application of 1 strategy in a minimum of

1 PRIDE Guides Checklist subskill from September to February.

Academic/Content Vocabulary Group: Using the PRIDE academic vocabulary rating

scale (beginning, emerging, developing, proficient, distinguished), 90% of eligible

students will increase their academic vocabulary achievement by a minimum of one

rating level from September to February.

Academic/Content Vocabulary Class: Using the PRIDE academic vocabulary rating

scale (beginning, emerging, developing, proficient, distinguished), 100% of eligible

students will increase their academic vocabulary achievement by 20% from

September to February.

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EXAMPLE

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FALP/STAR/MN examples

Literacy Group:

Using the Story-Based Lessons Rubric, 75% of eligible students in the FALP and

STAR K-8 programs will show growth in prompt intrusiveness by moving one prompt

level (from most to least intrusive prompt) in at least 2 of the 12 skills (SBL steps)

from September to February.

Literacy Individual:

In the area of literacy, 20% of eligible students will improve their literacy skills by

demonstrating a minimum of one level increased independence of subskills in

column aa on the coop SBL rubric from September to February as measured by the

AERO Prompting Hierarchy.

Life Skills Group: Using the Life Skills Rubric and AERO prompting hierarchy scoring,

75% of eligible students will increase their level of independence on a minimum of

2 subskills from September to February.

Who/How many

Expected Growth

Tool

Interval/timeframe

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EXAMPLE

Writing GoalsINDIVIDUAL GROUP

PROS CONS PROS CONS

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EXAMPLE

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Operating RulesSee Summary of AERO Student Growth PLCs as of December 9, 2015 (Compiled by A. Dinaro)

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Operating Rules Topic

SLO Goal Individual

SLO Goal Group

Use IEP

Timeframe

Recommended Content Area/Scope of SLO

Teacher Rating

Assessments

Student Exclusion from Educator Eval Growth Scores

And…

EXAMPLE

Other Considerations by PERA Joint Committee

Student Growth SLO template ISBE AERO-created

SLO Approval form Summative calculation rating (weight) …

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EXAMPLE

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Joint Committee Jubilee Next Steps

■ Look back to see how far we’ve come

■ Continue Work Groups as PLCs/late days. May need to use time

during Spring SIP and Institute

■ Current work groups and PLCs: Life Skills rubric (communication,

employability, leisure/rec, self-advocacy), SBL expansion (form A

and C), Dec 14th PRIDE content rubrics, Dec 11th CD and tbd EC

■ Decide communication of AERO Student Growth

– Guidebook

– SLO Operations Manual

■ Meeting Schedule

■ …23

EXAMPLE

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CASE’s Student Growth Journey:

A. Overview of Joint Committee

B. Philosophy of Student Growth

C. Guidebook – review of components (Table of Contents)

D. Low-Incidence Process

E. Sample SLOs

F. Where do we go from here

Mr. Jim Nelson, CASE Executive Director

Dr. Mary Furbush, Itinerant Administrator

Presented at IAASE Winter Conference 2016

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Joint Committee

■ Pre-Joint Committee 14-15

■ Issues identified and discussed

– Inclusion of related services staff

– Team goals

– Composition of Joint Committee

– Distilling requirements and recommendations

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Philosophy and Language

■ Student growth for all

■ Teamwork – particularly for students receiving multiple services

■ Using SLO process to foster staff collaboration

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Setting Priorities

■ Although not all staff members will have student growth “count” in

their summative evaluations, all staff will set student growth goals

during each evaluation cycle

■ Focus on flexibility – itinerants, instructional support staff, Glenwood

teachers, multi-needs teachers

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Student Growth

■ 100% of our staff work with low-incidence populations

■ Improvement of staff is through collaboration

■ Data-driven

■ Not driven by IEPs but will focus on same skill areas – is there

opportunity for crossover

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SLO Guidebook

■ Table of Contents (see handout)

■ Key areas of sub-committee work and discussion

– Requirements and Guidelines

– SLO Approval, Revisions

– Key Terms

– Standardized Form

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Conclusions Drawn

■ Student growth – CASE will evaluate

■ Type III Assessments will be both curriculum-based and teacher

created

■ Specific decisions will be made by evaluator and teacher

– Number of students included

– Team or individual SLO

– Length of SLO

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CASE SLO Rubric

Performance

Ratings

Thresholds

Unsatisfactory •Did not use approved assessment•Did not correctly score assessment•Did not accurately administer assessment•Did not use approved SLO•Did not complete a goal plan

Needs Improvement • Staff completed a goal plan, but expected growth was not evident

Proficient • Use approved SLO and adjusted and implemented goals as needed• Growth was evident

Excellent • Use approved SLO• Growth targets were met or exceeded

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DHH/VI Type III Assessments

■ 2013-14

– Formation of PLCs

– Focus on IEP goals, measurement tools

■ 2014-15

– Formation of Type III Assessments

– Trial of Type III Assessments

■ 2015-16

– Trial of SLOs

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Type III Assessments

■ Checklists

■ Aligned to IEP goals/benchmarks

■ Pulled from multiple resources and assessments

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DHH SLOs

■ Self-Advocacy

■ Post-Secondary Outcomes

■ Vocabulary Development

■ Speech Perception

■ Language Development Skills

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DHH Self-Advocacy ChecklistSelf-Advocacy Checklist (SAMPLE)

Category: (Insert date)

Communication Strategies: No

Knowledge

(0 pts)

Novice

(1 point)

Apprentice

(2 pts)

Practitioner

(3 pts)

Expert

(4 pts)

1. Alerts the speaker when he/she cannot hear

Interpreter Information

1. Asks interpreter for clarification when interpretation is unclear

and notifies interpreter of unclear signs/concepts.

School Resources

1. Knows names and roles of school staff members who can help

with problems related to hearing loss or academic areas.

Amplification Management

1. Wearing hearing aids/CIs consistently

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DHH Self-Advocacy SLO

■ Student Learning Objective

■ Description of Students

■ Instructional Strategies

■ Assessment

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Vision SLOs

■ Intersection Analysis

■ Multi-needs checklist

■ IPAD Proficiency

■ Keyboard Commands

■ Visual Skills/Self-Advocacy

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Vision Skill Acquisition ChecklistLow Vision Tools/Technology No

Knowledge

Novice

(1)

Apprentice

(2)

Practitioner

(3)

Expert

(4)

INTERMEDIATE:

Uses low vision aids/technology options for various

learning situations

Monitors and maintains own equipment on a daily basis

Troubleshoots when technology is not working and solves

minor problems

Understands information shown by Functional Vision

Assessment or Learning Media Assessment

Able to scan and navigate on needed technology device

(CCTV, computer, braille note)

Can identify appropriate tool for a given task

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Vision Skills Acquisition SLO

■ Student Learning Objective

■ Description of Students

■ Instructional Strategies

■ Assessment

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Fidelity

■ No Knowledge: “I do not have any idea what this means”

■ Novice: “I’m just starting to learn this and I don’t understand it.” Student

needs modeling and prompts

■ Apprentice: “I can do this if I get help or look at an example.” Student needs

direct prompts

■ Practitioner: “I can do this on my own without help.” Student needs indirect

prompts

■ Expert: “I can do this on my own and can explain how to do it"

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Issues through pilot

■ Standardized SLOs

■ Sample size issues

■ Time needed for assessments

■ Focus on individual

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Itinerant Office Conclusions…so far

■ Team SLOs

■ Targets set with PLCs

■ Use of peers for fidelity

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To Do List

■ Finalize handbook with Joint Committee

■ Staff Development/Training

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TAKE AWAYS

Resources and References

■ http://isbe.net/PEAC/pdf/guidance/13-4-te-guidebook-slo.pdf

■ http://www.isbe.net/PEAC/pdf/student-growth-component-guidebook.pdf

■ http://www.isbe.net/PEAC/pdf/guidance/13-6-te-model-sys-meas-typeiii.pdf

■ http://www.isbe.net/PEAC/pdf/guidance/14-3-teacher-eval-sped-ell-preschool.pdf

■ (Zaleski, 2013) http://isbe.net/assessment/powerpoint/slo-process-

pres141203.pdf)

■

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http://isbe.net/PEAC/pdf/guidance/13-4-te-guidebook-slo.pdf

http://www.isbe.net/PEAC/pdf/student-growth-component-guidebook.pdf

http://www.isbe.net/PEAC/pdf/guidance/13-6-te-model-sys-meas-typeiii.pdf

http://www.isbe.net/PEAC/pdf/guidance/14-3-teacher-eval-sped-ell-preschool.pdf

http://isbe.net/assessment/powerpoint/slo-process-pres141203.pdf

student growth - iaase · dinaro, gunnell, furbush, nelson (2016). pera jc key decisions & ex...

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