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Transcript of DPAS II – “Base Camp” Eric Niebrzydowski, DDOE, Educator Effectiveness & DASL Delaware...
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DPAS II – “Base Camp”DPAS II – “Base Camp”
Eric Niebrzydowski, DDOE, Educator Effectiveness & DASL
Delaware Department of Education
Summer 2014
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Somewhere near the Townsend Somewhere near the Townsend BuildingBuilding
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Agenda for Base CampAgenda for Base Camp
Time Activity
8:30 – 9:30 DPAS-II for Administrators
9:30 – 10:30 Goal Setting Revisited
10:30 – 10:40 Case Study Preview
10:40 – 11:35 Case Study: Video Observation
11:35 – 12:05 Case Study: Component I
12:05 – 1:05 Lunch on your own
1:05 – 1:50 Case Study: The “Short”
1:50 – 2:00 Landscape for the Year
2:00 – 2:15 Break
2:15 – 4:00 Credentialing
4:00 Adjourn
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ADMINISTRATOR EVALUATION
108A
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Changes in 108A
• Collaborative Process• DPAS Regulatory Changes • Differentiated System
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System Changes• Annual Appraisal Cycle
– Goal Setting Conference– Mid Year Conference– Summative Conference
• Components• Differentiated System• Ratings• Evidence Collection• Goal Setting
– Student Performance Measures (C-V) REQUIRED
– Leadership Priority Areas (C I-IV) STRONGLY RECOMMENDED
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PrincipalRubric
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Components of Leadership Practice
Written as Delaware Administrator Standards Directly linked to ISLLC Standards Each component has descriptive criteria and leadership
behaviors that indicate a level of performance
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Rubric Design
Directly linked to ISLLC standards.
Components titles have changed
Criteria are the basis upon which the performance n administrator is evaluated
Each criterion has four performance levels described in the rubric.
ComponentPerformance level
and descriptor Criterion
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Content and Language of the Rubric
Provides lens for evaluating administrators
Articulates new performance descriptors for highly effective and effective leadership
Provides common language to describe leadership practice
Puts focus on evidence to describe level of performance
Orients feedback toward professional growth with descriptors
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Take 3 minutes to review the Principal Practice Rubric looking specifically for the following:
Activity: Getting Familiar With the Rubric
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• Take 5 minutes to closely read the effective category in your assigned component.
• Please discuss the following:− -What actions would I need to demonstrate in order to be
rated effective?
Discuss as a table and note your key ideas/principals actions from your
discussion.
What Is Effective Practice?
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Types of Evidence
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GOAL-SETTING PROCESS
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Goal-Setting Process
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Component 5: Student Improvement
Part A: Part A will be based on student scores from the State Assessment in ELA and Math. In 2014-2015, Part A will not count toward Administrator Evaluation.
0% 50% 100%50%
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External Measure B• Adaptive Behavior Assessment System®, • Ages and Stages Questionnaires®, 3rd Ed. • AIMS web®: Curriculum-Based Measures of
Reading (R-CBM) and CBM Reading Maze • Battelle Developmental Inventory®, 2nd Ed.
(BDI®-2) 38.0/45.0 • BRIGANCE®: Diagnostic Inventory of Early
Development-II • DCAS Alt-1• Developmental Assessment for the Severely
Handicapped®, 2nd Ed. (DASH®-2) • Devereux Early Childhood • Diagnostic Assessment of Reading® (DAR®) • Dynamic Indicators of Basic Early Literacy
Skills® (DIBELS®) • DIBELS (Next)• EOC – Algebra II • EOC – Integrated Math III Gates-MacGinitie
Reading Tests® (GMRT®) • Group Reading Assessment and Diagnostic
Evaluation® (GRADE®)
• Iowa Test of Basic Skills® (ITBS®). • Measure of Academic Progress® (MAP®)• Oral and Written Language Scales®
(OWLS®) • Otis-Lennon School Ability Test®, 8th Ed.
(OLSAT® 8) • Preschool Language Scale®, 4th Ed. (PLS®-4)
• Preschool Language Scale®, 5th Ed. (PLS®-5)
• Scantron® Lexile® Performance Series ™ Diagnostic Solutions
• Scholastic Reading Inventory® (SRI®) • Scholastic Math Inventory® (SMI®) • STAR® Early Literacy. • STAR® Math 43.5/47.0 • STAR® Reading 40.5/47 • Test of Adult Basic Education® (TABE®) • Test of Early Mathematics Ability®, 3rd Ed.• Test of Preschool Early Literacy® (TOPEL®)• TerraNova®, • Tool for Real-time Assessment of
Information Literacy Skills® (TRAILS®)
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Component 5: Student Improvement
Part B, Section 1: The first section will be based upon the local selection of state-approved measure(s) in ELA and/or Mathematics for students in the applicable grade levels taught by Group 1 teachers for that administrator.
0% 50% 100%50%
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Component 5: Student Improvement
Part B, Section 2: The second section of Part B shall be based upon state-approved measures, other state-recommended measures, current success plan measures pertaining to student performance, or other district priority student achievement measures.
0% 50% 100%50%
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Component 5: Student Improvement
0% 50% 100%50%
The total Component V score (2014-2015) equals (Part B-1 score + Part B-2 score) = Component V score.
0-59 = Unsatisfactory60-79 = Satisfactory80-100 = Exceeds
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Principal Student Performance Measure: An example
• By May 2015, 80% K-2nd grade students at Breakwater Elementary meet their growth goal on the MAP assessment in reading.
Reading level set up to monitor and measure student growth. This goal also addresses grades not tested in state assessment data.
Setting ambitious goals for students early on is instrumental in moving toward district goal of all students reading at or above grade level by 3rd grade,
Assessment measure has three administrations which allows for monitoring benchmark growth toward goal. Student growth goals are clearly outlined.
Reading comprehension is a critical area of
growth for all students in all sub-groups at
Breakwater.
Time bound to May but set up to track progress on benchmark administrations throughout year.
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Internal Measure BBy May 2015, 80% of students in grades 6-8 will meet their growth target as identified by the math grade level pre/post-test.
Teacher Students reaching target Total Students
Teacher A 21 25Teacher B 14 19Teacher C 22 24Teacher D 15 16Teacher E 10 20Teacher F 17 20Teacher G 8 12Teacher H 18 21Teacher I 23 30Teacher J 22 26TOTAL 170 213
80%
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Alignment of Performance Targets
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Leadership Priority 1
Goal Statement: I will manage my time effectively in order to increase the frequency and impact of classroom walkthroughs by conducting X walkthroughs per week, on average and providing feedback to teachers. (Criterion 2C: Increases Teacher Effectiveness through Evaluation and Support)
Key Actions:•By September 1: Develop a schedule and method for logging classroom walkthroughs between October 1st and May 30th.
•By January 1st: Share at least 5 (anonymous) samples of feedback I’ve written with principal colleagues and/or principal supervisor and analyze their feedback.
•By June: Log demonstrates at least X walkthroughs with feedback weekly, on average between October 1 and May 30th.
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Component V Policy for 2014-2015Component V Policy for 2014-201527
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How does Smarter fit in?How does Smarter fit in?
Remains as Measure A ◦Group 1 Educators◦Administrators
Informational only in 2014-2015◦Roster Verification will still take place◦Calculated and reported
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Component V for Group IComponent V for Group I
Measure B – 2 sections (data points)50% = Approved Measure B for ELA/math
◦Strongly recommend for all students50% = a second Measure BException – when no “B” use growth goal
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Group 2 & 3 EducatorsGroup 2 & 3 Educators
No changesSame process
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Goal-SettingGoal-Setting31
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Five Problems with GoalsFive Problems with Goals
Not ambitious enough (rigor across educator groups)
Not transparent (unclear goals)
Difficult to calculate (% of % of %)
Not student centered – actual impact of targets/goals
Lack of connection between educator goals and school goals
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Goal Example #1Goal Example #1
Measure B Goal: STAR Math - By the end of the year 100% of students will be at 6th grade GE. Students who are at grade level will sustain or increase their score and students who are below will increase their score to a 6th grade GE.
Baseline: No baseline data on form
Satisfactory Target: 34-64% will be at 6th grade GE by end of year
Exceeds Target: 65-100% of students will be at 6th grade GE by the end of year
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More to the storyMore to the story
In the attached STAR Summary Report
63% (17/27) already at 9th grade GE
Zero (0) students below 5th grade GE
Already met Satisfactory target
Close to Exceeds
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Example #2Example #2
Measure B Goal: P-Plus Assessment (Social Studies)
Baseline: 50% scored 81% or higher (20 students)
Satisfactory Target: 55% will score 81%
Exceeds Target: 57% will score 81%
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Activity: Goal ExaminationActivity: Goal Examination
Review sample goals
◦Identify potential issues
◦Discuss how to improve
◦Re-write Goal
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What we thought – Example 4What we thought – Example 4
Baseline: 11 out of 98 students scored 15 or greater on pre-test (out of possible 30).
Satisfactory Target: At least 70% of students will
score 21/30 (70%, or a “C”) on the post-test.
Exceeds Target: At least 90% of students will either score 21/30 (70%) on the post-test OR improve their scores by 15 points on the post-test.
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A Differentiated VersionA Differentiated Version
Baseline: 30 out of 98 students scored 15 or greater on pre-test (out of possible 30). Satisfactory Target: At least 70% of students will meet targets set by their performance on the pre-test. If a student scored below 50% (15/30) on the pre-test, s/he will score above 70% (21/30) on the post-test.
If a student scored above 50% (15/30) on the pre-test, s/he will score above 90% (27/30) on the post-test.
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A Differentiated Version – Cont’dA Differentiated Version – Cont’d
Exceeds Target: At least 90% of students will meet targets set by their performance on the pre-test. If a student scored below 50% (15/30) on the pre-test, s/he will score above 70% (21/30) on the post-test.
If a student scored above 50% (15/30) on the pre-test, s/he will score above 90% (27/30) on the post-test.
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Case Study: Mr. GarciaCase Study: Mr. Garcia
Group 1 EducatorMathGrade 5NoviceSummative
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Case Study: Mr. GarciaCase Study: Mr. Garcia
Examine profile
Look at Component V form
Look at Component V data
Discuss
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Garcia: Measure B #1Garcia: Measure B #144
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Garcia: Measure B #2Garcia: Measure B #246
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Case Study: Video of Mr. GarciaCase Study: Video of Mr. Garcia
Observe for 3a, 3d, & 3e
What would we expect to see for a Distinguished rating
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Mr. Garcia VideoMr. Garcia Video
Observing for 3a, 3d, & 3e
Collect evidence that will support rating
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Observation DiscussionObservation Discussion
Discuss evidence
Rate on 3a, 3d, & 3e
Indicate table rating on White Board
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5 Minute Stretch Break5 Minute Stretch Break56
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106A Revisions: Component I 106A Revisions: Component I FormForm
For Unannounced Observations, Credentialed Observers may have questions for educators about Component One (Planning & Preparation).
Use of the Component I Form after an observation allows educators the opportunity to provide, and administrators the opportunity to review, critical information that may not have been apparent during an observation.
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How to rate Component IHow to rate Component I
Regulatory changes
Analyze “Component I Form”
Develop questions that you might ask to rate Component I
What type of feedback will you provide?
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Possible FeedbackPossible Feedback
Plan for higher levels of questions (DOK)
Incorporate assessment prompts
Structure cooperative learning
Randomize choice of student
Graphic organizer
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1 hour on your own
We will begin promptly at 1:05 PM
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Case Study: “Shorts”Case Study: “Shorts”
Would like to see more of Mr. Garcia
Go back for a “Short” observation
Focus on 3a & 3d
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What is a “Short?”What is a “Short?”
Must be at least 10 minutes
Focus on Components II & III only, and cannot include the use of the Component I Form
Must be followed by a brief conference within 10 days of the observation
One “Short” alone cannot lead to a mid-year Improvement Plan—evidence should be from multiple sources
“Shorts” shall not be conducted until at least one full observation (no less than 30 minutes) has occurred
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Post Short DiscussionPost Short Discussion
What evidence were you able to collect?
What type of feedback?
Does it matter what part of the lesson you observe for a “Short?”
When might you use a “Short?”
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Landscape for 2014-2015Landscape for 2014-201565
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Component V for Group IComponent V for Group I
Measure B – 2 sections (data points)50% = Approved Measure B for ELA/math
◦Strongly recommend for all students50% = a second Measure BException – when no “B” use growth goal
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How does Smarter fit in?How does Smarter fit in?
Remains as Measure A ◦Group 1 Educators◦Administrators
Informational only in 2014-2015◦Calculated and reported
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Novice vs. ExperiencedNovice vs. Experienced
Needs Improvement not Satisfactory year No difference in Guide and Rubrics
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106A Revisions: System Alignment
Previously: Rows 2, 3 and 5 would all allow a Novice Teacher to receive a continuing license.
Under new regulation, these will not allow a teacher to receive a continuing license.
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Component I FormComponent I Form
“Component I Form”
For Unannounced Observations, Credentialed Observers may have questions for educators about Component One (Planning & Preparation).
Use of the Component I Form after an observation allows educators the opportunity to provide, and administrators the opportunity to review, critical information that may not have been apparent during an observation.
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““Short Observation”Short Observation”
At least 10 minutes in length
Focus on Components II & III only, and cannot include the use of the Component I Form
Must be followed by a brief conference within 10 days of the observation
One “Short” alone cannot lead to a mid-year Improvement Plan—evidence should be from multiple sources
“Shorts” shall not be conducted until at least one full observation (no less than 30 minutes) has occurred
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BreakBreak
15 minutes
Restart at 2:15 PM
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Credentialing AssessmentCredentialing Assessment
The Multi-Faceted Role of the Assessment:
Skill DevelopmentOngoing Professional TrainingEvaluation of TrainingBolstering PracticeFormal Credentialing
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Credentialing AssessmentCredentialing Assessment
Questions the TLEU has heard:
Nature of Confidentiality
Notification of Results
Passing Score
Frequency of Re-Credentialing
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What if I don’t pass today?What if I don’t pass today?
2014 Credentialing for APs/Principals:
Pass online assessment by September 30.
Register for DPAS-II training(s) in 2014-15. Re-Credential next summer.
Does not preclude one from beginning evaluations in 2014-2015.
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Credentialing AdministrationCredentialing Administration
Administrative Guidelines Today:
90 Minutes: With Lesson Observations
Access to Notes
Work as individuals, not collaboratively
Circle the best answer
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Thank You!Thank You!
Please make sure you complete the feedback form
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Questions?Questions?