Update on Standards and

Educator Evaluation

Briana Timmerman, Ph.D.

Director

Office of Instructional Practices and Evaluations

Instructional Leaders Roundtable

October 15, 2014

Instructional Practices and Evaluations

Development and revision of standards

Professional Development

Educator Support and Evaluation

Data and

Evaluations Team

Standards and

Practices Team

Standards Cyclical Review Process

• Health Education 2009

• Visual and Performing Arts 2010

• Social Studies 2011

• World Languages 2013

• Science 2014

• Physical Education 2014

• ELA and Math 2015

Why do we have standards?

www.ed.sc.gov

South Carolina

College- and Career-Ready Standards

for

English Language Arts

and

Mathematics

How are the standards being written?

• Construction of college- and career-ready graduate

portrait

• Teams meet 2 days per week face-to-face

• Electronic collaboration other weekdays and weekends

• Review of Common Core and standards from other states

with college- and career-ready standards

• Review of additional resources such as ACT College and

Career Readiness Standards and test specifications for

the SAT

• Knowledge of South Carolina needs

College- and Career-Ready Portrait: ELA • Academic Success and Employability: Student demonstrates the ability to

analyze deep content and construct conceptual knowledge through strategic and appropriate academic and technical skills and tools to complete tasks and solve problems in real world situations.

• Interdependent Thinking and Collaborative Spirit: Student develops and applies interpersonal skills through listening, speaking, writing, and reading, in order to respect diversity and seek an understanding of varied perspectives. Student works collaboratively to achieve goals, solve problems, and foster innovation,

• Intellectual Integrity and Curiosity: Student demonstrates intellectual integrity in the ethical selection and application of resources. Student discerningly assimilates, synthesizes, and verifies research while citing relevant sources and evaluating evidence.

• Logical Reasoning: Student appropriately employs a variety of strategies to discern the meaning of increasingly complex texts and other modes of communication to form logical, evidence-based conclusions.

• Self-Reliance and Autonomy: Student demonstrates qualities of an independent, reflective learner and contributor to varied societies through self-reliance, self-improvement, constructive interactions with others and perseverance of life-long learning.

• Effective Communication: Student fluently and appropriately uses various modes of communication for authentic purposes based on audience, task, and discipline.

English Language Arts

•Overview of the Process

•Determination of Key Concepts

and Key Ideas

•Collaboration across Grade Levels

to Ensure Vertical Articulation

•Collaboration within Grade Bands

Key Concepts (Strands)

• Inquiry-Based Literacy Practices

•Reading-Literary Text

•Reading-Informational Text

•Writing

•Communication

•Disciplinary Literacy

Key Ideas (Standards)

For each of the Key Concepts,

specificity is created by defining:

•Meaning and Context

•Language, Structure, and Craft

•Range and Complexity

•Fundamentals of…(Reading,

Writing and Communication)

Innovations

• Research-based with citations

• Time-tested

• Implicit made explicit

• Concrete suggestions and resources to support teachers for whom this is new

• “Those who are doing the reading, writing and talking are the ones who are learning.”

• “Knowledge is doing”

Innovations

Fundamentals of Reading,

Writing and Communication • Foundational skills that must be in place to ensure all

students will become proficient readers, writers, and

communicators

• Apply to students in kindergarten through grade

twelve because not all students are proficient by 3rd

grade.

• Intended to support teachers’ understanding of what

is necessary for students to be proficient.

Fundamentals of…

• Reading

• Integrate an information system that includes meaning

(semantics), structure (syntax), visual (graphophonic), and

pragmatics (schematics) to make meaning from text.

• Writing

• Employ a recursive writing process that includes planning,

drafting, revising, editing, rewriting, publishing, and reflecting.

• Communication

• Adjust speech, using formal English when indicated or

appropriate, in a variety of contexts and tasks for presenting

or participating in the social exchange of ideas both in person

and electronically.

Innovations

Literacy Inquiry Practices

• Formulate relevant, self-generated

questions based on interests or needs

that can be investigated.

• Transact with texts to formulate questions,

propose explanations and consider

alternative views and multiple

perspectives.

• Construct knowledge, applying disciplinary concepts and

tools, to build deeper understanding of the world through

exploration, collaboration and analysis.

• Synthesize integrated information to share learning and/or

take action.

• Reflect throughout the inquiry process to assess

metacognition, broaden understanding and guide actions,

both individually and collaboratively.

Literary Inquiry Practices continued

Disciplinary Literacy

• How the author’s intent, reader’s strategies,

craft and structure vary depending on the

discipline.

• How to read, write, listen, speak, think

critically and perform in different ways and

for different purposes depending on the

disciplinary context.

South Carolina College- and Career-

Ready Standards for ELA yields:

•CCR Student Portrait

•CCR Content Standards

including Fundamentals and

Disciplinary Literacy

•Inquiry-Based Literacy Practices

College- and Career Ready Portrait:

Mathematics • Academic Success and Employability: Student demonstrates strong conceptual

knowledge and strategically applies appropriate academic and technical skills and

tools to model and solve problems.

• Interdependent Thinking and Collaborative Spirit: Student collaborates effectively

with others and respectfully critiques varied perspectives.

• Intellectual Integrity and Curiosity: Student researches by appropriately collecting,

assimilating, and synthesizing data and information, cites relevant sources, and

verifies with evidence. Student investigates mathematical situations in order to develop

and test conjectures.

• Logical Reasoning: Student analyzes and evaluates evidence in a comprehensive

and discerning manner and forms conclusions based on evidence using logic and

reason.

• Self-Reliance and Autonomy: Student demonstrates qualities of an innovative,

creative and independent learner and contributor to society, including goal setting, self-

monitoring and regulation, constructive interactions with others, time management,

and tenacity.

• Effective Communication: Student communicates appropriately, fluently, and with

precision in a variety of written and oral modes, including appropriate technologies,

based on audience, task, purpose, and discipline.

Mathematics

• Overview of Process

• Worked in grade band teams

• Initially divided work load by

• Key Concepts

• Subjects

• Put drafts together by grades or courses

• Examined relationships across key concepts within a

grade/subject to ensure content of one key concept

supports another

• Examined content across grades/subjects to ensure

vertical articulation

Mathematics Key Concepts

Grades K-5

•Number Sense and Base Ten

•Algebraic Thinking and Operations

•Geometry

•Measurement and Data Analysis

Mathematics Key Concepts

Middle School • Grades 6 – 8:

• Number System

• Expressions, Equations and Inequalities

• Geometry and Measurement

• Grade 6: • Data Analysis and Statistics

• Grades 6 and 7: • Ratios and Proportional Relationships

• Grades 7 and 8: • Data Analysis, Statistics and Probability

• Grade 8: • Functions

Mathematics Key Concepts

High School

• Algebra 1

• Algebra 2

• Geometry

• Foundations in Algebra

• Intermediate Algebra

• Probability and Statistics

• Pre-Calculus

• Calculus

Mathematics Process Standards

Mathematics Process Standards

• Make sense of problems and persevere in

solving.

• Reason both contextually and abstractly.

• Use critical thinking skills to justify

mathematical reasoning and critique the

reasoning of others.

• Connect mathematical ideas and real-

world/contextual situations through

modeling.

Mathematics Process Standards

• Use a variety of mathematical tools

effectively and strategically.

• Communicate mathematically and

approach mathematical situations with

precision.

• Identify and utilize structure and patterns.

South Carolina College- and Career-

Ready Standards for Mathematics yields:

•Student Portrait

•Content Standards

•Process Standards

Standards Timeline

• Posted to website Nov. 3

• Public comment period until Nov. 30th

• Draft finalized December

• First reading by State Board Jan. 14th

• ASA subcommittee Jan. 26th

• Full EOC Feb. 9th

• State Board 2nd reading March 11th

• Release to Public

Questions?

Expanded Educator Support and

Evaluation System Guidelines • Approved by State Board of Education

• Must be supportive of the ESEA Flexibility Waiver

requirements.

• More detailed Guidelines to go to State Board for

approval in February 2015

• SCDE consulting regularly with Advisory Team

Expanded Educator Evaluation System

Guidelines Foundational Assumptions • The majority of experienced educators are competent

professionals

• Educators benefit from feedback focused on increasing

student learning.

• Based on an educator’s characteristic level of job

performance, not on an atypical or rare performance.

• Struggling educators can be identified and supported in

their professional growth.

• Instructional practices are context and content specific.

• Evaluators must be successful educators with a

demonstrated competence at evaluation (must pass a

certification test). Why?

Because this is what’s good for children.

Pilot Year 2013-14

• 47 schools participating

• Choice of one of two rubrics • Enhanced ADEPT

• SC Teaching Standards

• All teachers observed > twice per year

• Online data management system

• Roster verification

• Value-added measures calculated at teacher level and provided for information

Beta Year 2012-13 • 22 schools

• Value-added measures calculated

2014-15 • State-wide Teachers in tested grades and subjects will

have value-added measures calculated on for information

only basis.

• Grade 4 – ELA and Math

• Grade 5-8 – ELA, Math, Science, Social Studies

• Algebra 1, English 1, Biology 1, US History

• These teachers will need to do roster

verification in May 2015.

SC has requested to delay the inclusion

of value-add measures in educator

evaluation until 2015-16 Participants in the pilot can log in NOW and see their

results from 2013-14 and diagnostics for 2014-15

Observation and Professional Practice

RFP

•Procurement pending

• “valid, reliable, and empirically tested

Observation rubric”

• Online data management system

• Video-based Evaluator certification

system

Observation RFP

• Rubric based on ADEPT Standards

• Scores, comments, feedback, and prescriptive

suggestions immediately available to educator

• Open communication between teacher and

observers.

• Automatic email notifications and reminders

• Ability to aggregate data at classroom, school

and district level

• Will replace ADS

Classroom Observations

• Multiple over the course of the school year

• Criteria:

• Quality of teacher’s planning and preparation

• Effectiveness of teacher in the classroom

• Degree to which classroom culture facilitates

learning

• Professionalism – how much the educator

contributes to the other teachers at the school.

What does this mean for educators?

• Increased capacity for data driven instruction

• Enhanced skill level for creating and selecting assessments

• Opportunities to collaborate with other educators

• Opportunities to link classroom instruction, assessment, and student outcomes.

Value-added Measures RFP

• B&CB Procurement process is pending.

• After Intent to Award, Protest period = 2 weeks

• Will provide value-add calculations and webportal

with secure login for educators to see results.

• Includes diagnostic reports for informing

instruction

• Breakdown of in which groups of students a

teacher is stimulating the greatest growth

• Participants in the pilot can log in NOW and

see their results from 2013-14 and diagnostics

for 2014-15

2015-16 and Forward

• All classroom teachers

• 50% Observation and Professional Practice.

• 30% Student growth (SLOs or Value-add)

• 20% District Choice

• All principals

• 50% PADEPP standards 1-9

• 50% student growth (school-wide value-add)

Critical for Districts to do in 2014-15

• Attend SLO training

• Identify goals and available data sources

• Train teachers

• Construct practice SLOs and growth targets for

the spring semester

• Collect data and measure growth

• Learn and adjust

• SLOs = data-informed instruction

• Let’s practice and make our mistakes this

year so we get it right for 2015-16!

What are SLOs?

• Teacher-driven, student-centered, standards-based set of goals that establish expectations for students’ academic growth

• Choose the most important learning for the school year, semester, or quarter

• SLOs directly link a teacher’s classroom instruction to student growth

• Centered on rigorous, yet attainable growth targets

• 9 regional two-day trainings

• RECOMMEND DOING PRACTICE SLOs THIS YEAR

Prior to Oct. 31, 2014 Meet with principals and instructional leaders in district to discuss various district choice options

Prior to Dec. 1, 2014 Make decision about district choice and inform principals and instructional leaders.

Prior to Jan. 30, 2015 Develop LOI including scoring rubric

Jan. 30, 2015 Letter of Intent Due to SCDE

Within 30 days of

receipt of LOI

SCDE will provide either approval or feedback on selected option. If

feedback is provided, district will convene appropriate staff and make

changes.

Within 30 days of

receipt of feedback

District will submit revisions to SCDE. This iterative process will

continue until approval is reached.

Before April 15th Inform and educate teachers regarding the district’s choice so that

they may make whatever relevant preparations are necessary for the

2015-16 school year.

On or before June 1 Submit final ADEPT plan to SCDE.

District Choice recommended timeline

District Choice Options

• Options 4-8 will require submission of additional

information.

Option

# Option(s) selected for the 2015-16 school year

1 District-wide value-add measures provided by state-contracted vendor

2 School-wide value-add measures provided by state-contracted vendor

3 Value-add measures based on formative assessments or locally procured

assessments and calculated by a vendor contracted by the District

4 Surveys of parents

5 Surveys of students

6 District-wide Student Learning Objective (SLO)

7 Teacher self-reflection

8 District-created option*

Options 4–8 require

• Identify the instrument(s) and/or data source(s).

• Provide evidence are psychometrically reliable, valid and

free from bias.

• Explain how the results of the District Choice option will

inform decisions and actions in the district and how the

impact on student learning will be determined.

• Explain teachers, principals and district-level staff roles

and responsibilities.

• Explain how the district will monitor and ensure

compliance and integrity of results for all teachers.

• Describe how de-identified results will be made available

to the parents.

Options 4–8 require Scoring Rubric to

be created by District • How will the District translate the results into a 1 to 5 pt

scale?

• Use prior data / experience to estimate an expected

change over the course of the year

• More than expected change = 4 or 5

• Expected change = 3*

• Less than expected change = 1 or 2

*should be slightly aspirational

Recommend that a similar scale be used for

scoring SLOs

Scoring Rubric Example

• District has experience communicating with parents with

survey response rate of < 30% and average satisfaction

rating of 60%

Level Response rate Outcome Satisfaction Outcome

1 < 20% of surveys are returned and are mostly complete.

<56% of parents report satisfaction

2 31%-20% - of surveys are returned and are

mostly complete.

57%-61% of parents report satisfaction

3 32% - 37% of surveys are returned and are

mostly complete.

62%-67% of parents report satisfaction.

4 38% to 42% of surveys are returned and are

mostly complete.

68%-72% of parents report satisfaction

5 >43% of surveys are returned and are mostly complete.

> 72% of parents report satisfaction.

Questions?

Contact information:

•Briana Timmerman, Ph.D.

•Director, Office of Instructional

Practices and Evaluations

•btimmerman@ed.sc.gov

•803-734-8046