Entry Task

Place a ‘dot’ that represents your self-assessment against our year-long learning targets

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TPEP- Regional Implementation GrantYear 2September 18, 2012

www..esd113.org

ESD 113Equity Through Service

Implementation

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Group Norms

• We will work together as a community• We will operate in a collegial and friendly atmosphere • We will be fully “present” at the sessions by being attentive

to behaviors that affect physical and mental engagement• We will invite and welcome the contributions of every

member and listen to each other• We will use humor as appropriate to help us work better

together• We value consensus rather than majority rule• We will be responsible for examining all points of view

before a consensus is accepted

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Overview of the year

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New Learning• Student Growth• Summative

Evaluation

Application to practice• Early Year• Mid-year• End of year

Drawing upon resources• Peers• State and local

Today’s Agenda

Student Growth

Goal Setting

District Sharing

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Drawing Upon Resources

Checking our understanding

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Pieces to the puzzle

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Two Big Interconnected Ideas

1. Arriving at a final summative score

2. Role of student growth

• Teachers and principals will receive two final scores• Summative rating• Student Growth Impact

Ratings

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Final Summative Scoring- Do Not Freak Out…

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Criteria ‘Score”Criterion 1 3

Criterion 2 4

Criterion 3 3

Criterion 4 2

Criterion 5 3

Criterion 6 2

Criterion 7 3

Criterion 8 2

Total = 22

Unsatisfactory Basic Proficient Distinguished

8 - 14 15 - 21 22 - 28 29 - 32

Final Summative Scoring- Still do not freak out…One more factor

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Student Growth

Goal Setting and Collaboration

Student Growth*

Criterion 3 3 2

Criterion 6 2 2

Criterion 8 2 NA

Total(s) 7 4

Low Average High

5 - 12 13 - 17 18 - 20

Total Score 11

*Must include a minimum of 2 student growth measures

Kinda like a…

Getting to a final score

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State Frameworks Local• 8 Criteria• Four level descriptors• Student growth rubrics• Final summative

model

• Teacher Rubrics• Leader Rubrics• Suggested

evidence/look-fors

• Criteria scoring methodology?

• Evidence?• Forms/Tools?• Evaluation protocols?• Training and

supports?

Educators are miracle workers…

• Absent clear direction and guidance, they will create solutions

• Individually created solutions will result in random and inconsistent interpretations of quality

Your team must manage change…we have three suggestions for you1. Find the bright spots – Who within your organizations (or external to your

organizations) is doing exemplary work? What can we learn from them?2. Script the critical moves- What are the clear, near-term steps?3. Point to the destination- Why are we doing this in the first place, and what will

the end product look like?

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This year your team will

• Need to provide clear guidance on how to determine criteria scores

• Determine how student growth will be implemented

• Script the critical steps in self-assessment, goal setting and cycles of evidence gathering

Debrief with Team, & Questions?

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ESSB 5895 Student Growth Measures Definitions

E2SSB 6696 and ESSB 5895 student growth language

• Student growth data that is relevant to the teacher and the subject matter must be a factor in the evaluation process and must be based on multiple measures that can include classroom-based, school-based, district-based and state-based tools. Student growth means the change in students achievement between two points in time.

Changes• Student growth data must be a

substantial factor in evaluating the summative performance of certificated classroom teachers for at least 3 of the evaluation criteria

• Student growth data elements may include the teacher’s performance as a member of a grade-level, subject matter, or their instructional team within a school when the use of data is relevant and appropriate

Key Terms

• Student Achievement: the status of subject-matter knowledge, understandings, and skills at one point in time

• Student Growth (Learning): The growth in subject-matter knowledge, understandings, and skill over time

It is student growth, not student achievement that is relevant in demonstrating impacts teachers and principals have on students

Formal Tests in

Core

Subjects OnlyKnowledge and

Learning that can be Measured

All Classroom Learning

Student Growth Rubrics

• OSPI has provided student growth rubrics for each of the three criterion:

– Teachers: #3, #6, and #8– Principals: #3, #5, and #8

Connecting it to the practice of Teaching

• Review the 5 rubrics under the 3 criteria for student growth as it relates to teachers– How do the rubrics connect with the content of

the criteria?– What are the actions that teachers should be

considering in the beginning of the school year to prepare to gather evidence related to the student growth cycle?

– How can you support teachers in this work?

Connecting it to the practice of Leading

• Review the 3 rubrics under the 3 criteria for student growth as it relates to principals– How do the rubrics connect with the content of

the criteria?– What are the actions that principals should be

considering in the beginning of the school year to prepare to gather evidence related to the student growth cycle?

– How can you support principals in this work?

Establishing Student Growth Goals

Review the teacher rubrics associated with student growth goals:• Consider the 7 guiding questions and decide

which role group (district, school, teacher/principal) is responsible for each question

Growth Plan ConsequencesWithin two months of receiving the low student growth score or at the beginning of the following school year, whichever is later, one or more of the following must be completed by the evaluator:

• Conduct two thirty minute observations;‐• Schedule monthly conferences with the teacher to discuss/revise

goals, progress toward meeting goals, and best practices;• Triangulate student growth measure with other evidence (including

observation, artifacts and student evidence) and additional levels of student growth based on classroom, school, district and state-based tools;

• Examine extenuating circumstances possibly including: goal setting process/expectations, student attendance, and curriculum/assessment alignment; and/or

• Create and implement a professional development plan to address student growth areas.

You can do it….We can help

• How can the ESD support your teams in implementing the student growth rubrics for principals and teachers?

Let’s Take a Break…

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Perspectives• Early in year:

• Self-assessment• Goal Setting• Growth Planning

• During the year:• Evidence gathering• Evidence sorting• Formative feedback

• End of year:• Summative feedback• Final Evaluations

Elementary Music

Topics addressed this yearStudent Growth-

Final Summative Evaluation

Early Year Evidence Cycle

Evidence Cycle

Cycles of evidence gathering and feedback

Attending to the dialogueWatch/listen for:1. How is the culture you observe

different from past practice?

2. What topics were included in the dialogue?

“Pay no attention to that man behind the curtain”

Decon

1. How is the culture you observe different from past practice?

2. What topics were included in the dialogue?

What did observe?

structing The Dialogue

• Review the Conf. Form and Script• Using a highlighter, indicate the

evidence in support of your claims of culture shift and topics addressed

Deconstructing The Dialogue

Decision PointsExample: Craig: Yup I believe this has the potential to improve my practice, (chuckle) as well as yours. I brought my self-assessment and was hoping we could start from there.

Deconstructing The Dialogue

Using the script

Identify other decision points that

emerge from the dialogue

Deconstructing The Dialogue

Roles– • Facilitator• Recorder

Deconstructing The Dialogue

Here is what we intended

Connecting To Your Plan

• Is there evidence of these decision points in your district implementation plan?

• Do you need to modify your plan?• What questions did this surface for

your team?

Reconnecting with the Rubrics

1. Individually score the conference using Rubric “6”

2. Share with an elbow partner

Thinking About My Work

Job-alike Discussion (T, P-A)

How is the goal setting process different from past practice?

Exit Slip (on 3x5)“Aha” and “I need…”

On your own

Lunchtime!

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Afternoon Session

Please sit in your Team Groups

Team sharing

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Lake Quinault

Elma

Tumwater

Resources

• State• Regional• Associations/Other• District?

Make it…take it…

• Your task, is to script your next moves…– How will you inform staff

of your learning today?– What are the critical

next steps for your team?

– What will you accomplish between now and our next session?

Exit Task

Place a ‘dot’ that represents your self-assessment against or year-long learning targets

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