Transcript Dr. Kimbrell`s Presentation - Arkansas Association of Educational

Supporting Teaching and Learning
Arkansas Department of Education
Dr. Tom Kimbrell, Commissioner
May 11, 2012
Today’s Topics for Teaching and
Learning
1. Teacher Excellence and Support System
2. Partnership for Assessment of Readiness for
College and Careers (PARCC)
– Technology Specs
3. ESEA Flexibility Request
– Targeted Achievement Gap Groups
(TAGG)
– Accountability, Reporting & Responding
Teacher Excellence and Support
System
• Act 1209 of 2011 – Teacher Excellence and
Support System (TESS)
• Rules are out for public comment until May 18
• Charlotte Danielson’s Framework for Teaching –
Based on 4 Domains and 22 Components
• Appropriate external measures of assessment for
teachers of non-tested areas
• Incorporate student learning into Danielson’s
framework
• Training for 35,000 teachers and administrators
Teacher Excellence and Support System
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Measure individual teacher performance.
Guide for teachers as they reflect upon and
improve their effectiveness.
Serve as the basis for instructional
improvement.
Focus the goals and objectives of schools
and districts - support, monitor and
evaluate their teachers.
ARKANSAS TEACHER EXCELLENCE SUPPORT SYSTEM (TESS)
Teacher Eval.
Task Force
Comprised of
36 members
representing
all stakeholder
groups
2009
Regional
Meetings held
throughout the
state to gain
input and
inform
stakeholders.
2010-11
4 Schools Pilot
New Evaluation
System
Act 1209 Passed
in March 2011
201112
*Training of
Evaluators - 1 day
face-to-face
training held at
co-ops will kick
off the 30 hours
of on-line training
and certification
test
Jan – May 2013
11 Schools
Pilot – TESS
Using Teachscape
Software and
360° cameras
2012
Rules and Regs
approved by
State Board of
Education
Summer 2012.
201213
2012
Train the Trainers
80 to 100 trainers
located
throughout the
state will be
trained
Fall 2012
2013
Pilot Year
All districts will
pilot TESS.
Committee of
stakeholders will
obtain input and
feedback from
pilot
2013
Training of
Teachers – Halfday face-to-face
training held at
districts and coops will kick off
18 hours on-line
training .
June – Aug 2013
*The face-to-face training will take place in
January and February 2013 – Evaluators
will need to complete the on-line training
and certification test by August 2013
20132014-15
14
First Year of Full
Implementation
All districts will
implement TESS;
Data from 14-15,
15-16, and 16-17
will be published
on school report
cards in 17-18
ARKANSAS PRINCIPAL EVALUATION SYSTEM TIMELINE
ACT 222 of 2009
School
Leadership
Council
Set up Council of
Educational
Assoc, and
Leadership
Groups to aid in
development of
evaluation tools
2009
10 Schools in
Principal Evaluation
Pilot
Dr. Connie Kamm w/
Doug Reeves
Leadership and
Learning Center
facilitates training
2010-11
Act 222 Council
develops
principal
evaluation
system based on
ISLLC standards
201112
10 Schools Pilot –Year 2
Training and Support will
continue w/ pilot schools
to obtain feedback,
gather data, and
determine professional
development needsWork will also begin on
revising rubrics for asst
prin., curr specialists, etc.
Spring
2012
Revisions
made to
evaluation
rubric, forms,
etc., based on
feedback from
piot
201213
Work w/
Stakeholders and
Legislators for
legislation of
principal
evaluation system
to mirror TESS
Fall 2012
Jan 2013
Conduct Meetings
with appropriate
stakeholders to
receive input for
principal evaluation
system and possible
legislation – Explore
options for on-line
platforms
Pilot Year
All districts will
pilot principal
evaluation
system.
Committee of
stakeholders will
obtain input and
feedback from
pilot
Summer
2013
20132014-15
14
Training for Principals
and Superintendents
All principals and
superintendents will
be trained on principal
evaluation system -
First Year of Full
Implementation
All districts will
fully implement
principal
evaluation system
–Data will be
collected on
system
Partnership for the Assessment of Readiness
for College and Careers
The PARCC assessments have six priority purposes, which are
driving the design of the system:
•Determine whether students are college- and career-ready or on
track
•Assess the full range of the Common Core Standards, including
standards that are difficult to measure
•Measure the full range of student performance, including the
performance high and low performing students
•Provide data during the academic year to inform instruction,
interventions and professional development
•Provide data for accountability, including measures of growth
•Incorporate innovative approaches throughout the system
Partnership for the Assessment of Readiness
for College and Careers (PARCC)
PARCC will develop an assessment system comprised of four
components.
•Two summative, required assessment components designed to:
Make “college- and career-readiness” and “on-track”
determinations,
Measure the full range of standards and full performance
continuum, and
Provide data for accountability uses, including measures of growth.
•Two non-summative, optional assessment components designed to:
Generate timely information for informing instruction, interventions,
and professional development during the school year.
•An additional third non-summative component will assess students’
speaking and listening skills
Partnership for the Assessment of Readiness
for College and Careers (PARCC)
Minimum Guidelines for New Hardware Purchases
ESEA Flexibility Request
Why ?
Core values
•Reduce complexity
•Fairness & sensitivity
•Measure what is important—proficiency, growth/progress, gap closure
•Honor history—use data & lessons learned to improve system
•Fairness is not always simple-parsimony vs. simplicity
•Infuse incentives & rewards
•Credit schools for progress & growth
•All efforts support & ensure path to CCR
•Anticipate & minimize unintended consequences
•Do what is best for Arkansas’s children
.
Accountability System and Feedback Loop
TAGG: Targeted Achievement Gap
Group
• Students from low income families;
• Students with disabilities; and
• English learners
TAGG: Targeted Achievement Gap
Group
• Reduces unintended consequences
– Students may belong to several groups, stakeholders have
been concerned this exaggerates school failure.
• Focuses more schools on achievement gaps
– 90% of schools have a TAGG
– Differentiates accountability and response for students
with lowest performance
• AMOs for ESEA subgroups
• Reporting ESEA subgroups with N ≥ 10
Accountability, Reporting &
Responding
• Accountability: Classification of Schools
– 95% tested
– Proficiency Gap-Combined Population & TAGG
– Growth Gap-Combined Population & TAGG
– Graduation Rate Gap-Combined Population & TAGG
• College & Career Ready Indicators developed during transition to
PARCC
• Reporting & Responding with Interventions (N ≥ 10)
– 95% tested
– Proficiency Gap-Combined Population, TAGG & ESEA Subgroups
– Growth Gap-Combined Population, TAGG & ESEA Subgroups
– Graduation Rate Gap-Combined Population, TAGG & ESEA Subgroups
• College & Career Ready Indicators reported
ESEA Flexibility Request
• Arkansas is one of 26 states, along with the
District of Columbia, in the second round of ESEA
Flexibility applications.
• Application was submitted February 28, 2012.
• Following peer review, the state has been
involved in an iterative process with the USDE to
provide clarification and coherence.
• Has submitted the third revision this week.
• Hope to receive approval within next two weeks.
Supporting Teaching and Learning
Arkansas Department of Education
For more information contact:
TESS—Dr. Karen Cushman, Assistant
Commissioner Human Resources/Licensure
PARCC—Dr. Laura Bednar, Assistant
Commissioner Learning Services
ESEA Flexibility—John Hoy, Assistant
Commissioner Academic Accountability
Questions and Answers?