Transcript Document

STUDENT
GROWTH
UPDATE
VILLA PARK DISTRICT 45
SCHAFER SCHOOL
MAY 5, 2015
MAY 7, 2015
OBJECTIVES
• Understand the required components of student growth
based on PERA (Student Growth will be included in
teacher evaluations beginning in the 2016-2017 school
year.)
• Determine the differences between the types of
assessments required for Student Growth
• Understand the expectations of teacher categories in
creating assessments
• Become informed about plans for summer work to
develop assessments
• Gain an overview of the no-stakes pilot of assessments
next year
QUESTIONS?
After this presentation, there will be
time for questions for those who wish
to stay
3x5 cards have been provided for
questions that will be answered in
writing to the staff
Contact one of the committee
members
PERA TIMELINE
2010
 Performance Evaluation Reform Act (PERA) approved
2012
 Four ratings for teachers and principals
 Principal evaluations must include student growth
 Evaluators complete on-line training (modules)
2016
 Full implementation by September 1 (80% of districts)
D45 PROGRESSION TOWARD
COMPLIANCE OF PERA
2012 - 2013
 Teacher Evaluation Task Force studied PERA and researched
instructional frameworks for effective practices in instruction
 Evaluators completed on-line training modules
 Four ratings for teachers and administrators implemented
 Administrators’ evaluations began to include student growth
2013 – 2014
 Task Force began D45 Evaluation Plan revisions and chose to use the
Danielson Framework to evaluate professional practice
2014 – 2015
 The Danielson Framework was implemented and PD was provided
 The Teacher Evaluation Student Growth Committee began decision
making on recommendations for Student Growth in the D45 Evaluation
Plan
 Organized summer work to develop Type II and Type III assessments
HOW DOES STUDENT GROWTH
WORK WITH PROFESSIONAL
PRACTICE?
Professional Practice + Student Growth =
100%
Teacher Evaluation Student Growth
Committee is recommending:
• Professional Practice = 70% (Danielson)
• Student Growth = 30%
• Each Assessment = 15%
• (State Default Model = 50% for Student Growth)
What is Student Growth? A
demonstrable change in
students’ knowledge or
skills, as evidenced by gain
and/or attainment on two or
more assessments, between
two or more points in time.
Note: Comparing students’
knowledge at two or more points
in time differentiates student
growth from achievement, where
only one snapshot of student
knowledge is used.
TEACHER
CATEGORIES
• All staff members were placed in a teacher category
• PERA exempts school service personnel (psychologist,
social worker, speech and language pathologist, nurse,
counselor)
• All other categories of teachers except the following will
have Student Growth as part of their evaluation in D45.
These teachers are exempt because their responsibilities
do not include direct instruction to students.
• Full-time Instructional Coaches
• Middle School Library Media Specialist
• Math Coach
• Assessment List for Teacher Categories - Handout
STUDENT GROWTH FINAL
RATING CALCULATIONS
ASSUMPTIONS:
Ratings:
• Excellent/Higher than Expected Growth = 4
• Proficient/Typical Growth = 3
• Needs Improvement/Lower than Expected Growth = 2
• Unsatisfactory/Unsatisfactory Growth = 1
Professional Practice + Two Assessments = Final Rating
PP + A1 + A2 = Final Rating
Professional Practice is worth 70% and Assessments are worth 15%
each
PP x .70 + A1 x .15 + A2 x .15 = Final Rating
STUDENT GROWTH FINAL
RATING CALCULATIONS
Example #1 (Excellent Teacher)
PP = 4 (Excellent)
A1 = 4 (Higher than Expected Growth)
A2 = 4 (Higher than Expected Growth)
PP x .70 + A1 x .15 + A2 x .15 = Final Rating
4 x .70 + 4 x .15 + 4 x .15 = Final Rating
2.80
+
.60
+
.60
= Final Rating
4.0
= Final Rating (Excellent)
STUDENT GROWTH FINAL
RATING CALCULATIONS
Example #2 (Unsatisfactory Teacher)
PP = 1 (Unsatisfactory)
A1 = 1 (Unsatisfactory Growth)
A2 = 1 (Unsatisfactory Growth)
PP x .70 + A1 x .15 + A2 x .15 = Final Rating
1 x .70 + 1 x .15 + 1 x .15 = Final Rating
.70 + .15 + .15
= Final Rating
1.0
= Final Rating (Unsatisfactory)
STUDENT GROWTH FINAL
RATING CALCULATIONS
Ratings
Excellent/Higher than Expected Growth = 4
Proficient/Typical Growth = 3
Needs Improvement/Lower than Expected Growth = 2
Unsatisfactory/Unsatisfactory Growth = 1
Range of Scores for Final Rating
Excellent = 3.5 – 4
Proficient = 2.5 - 3.49
Needs Improvement = 1.5 – 2.49
Unsatisfactory = 1 - 1.49
STUDENT GROWTH FINAL
RATING CALCULATIONS
Example #3
PP = 3 (Proficient)
A1 = 2 (Lower than Expected Growth)
A2 = 3 (Typical Growth)
PP x .70 + A1 x .15 + A2 x .15 = Final Rating
3 x .70 + 2 x .15 + 3 x .15 = Final Rating
2.10
+
.30
+
.45
= Final Rating
2.85
= Final Rating (Proficient)
STUDENT GROWTH FINAL
RATING CALCULATIONS
Example #4
PP = 4 (Excellent)
A1 = 3 (Typical Growth)
A2 = 3 (Typical Growth)
PP x .70 + A1 x .15 + A2 x .15 = Final Rating
4 x .70 + 3 x .15 + 3 x .15 = Final Rating
2.80 + .45 + .45
= Final Rating
3.70 = Final Rating (Excellent)
STUDENT GROWTH FINAL
RATING CALCULATIONS
Example #5
PP = 3 (Proficient)
A1 = 1 (Unsatisfactory)
A2 = 2 (Lower than Expected Growth)
PP x .70 + A1 x .15 + A2 x .15 = Final Rating
3 x .70 + 1 x .15 + 2 x .15 = Final Rating
2.10
+
.15
+
.30
= Final Rating
2.55
= Final Rating (Proficient)
See handout for easy to understand Y-chart!
TYPE I AND II ASSESSMENTS - JOINT
COMMITTEE
TYPE III ASSESSMENTS - TEACHER
Type I
A nationally normed
assessment, scored by
non-district entity and is
widely administered
beyond Illinois.
Examples:
MAP (NWEA)
STAR (PERA Joint
Committee determines
Type I assessments)
Type II
Type III
An assessment
developed or adopted
and approved by the
school district, used on
a district-wide basis
that is given by all
teachers in a given
grade or subject area.
A rigorous assessment
aligned with the
course's curriculum that
the teacher and
evaluator determine
measures student
learning.
Examples:
Commonly developed
assessments, curriculum
tests, AIMSweb, Fountas &
Pinnell (PERA Joint
Committee determines Type
II assessments)
Examples:
Teacher-created assessments,
assessments of student
performance (Teacher and
evaluator determine Type III
assessment. They may also
select a Type I or Type II
assessment to be used as a
Type III assessment)
WHAT DOES STUDENT
GROWTH INCLUDE?
• Two assessments are required for each teacher
• Each assessment must have a pretest, midpoint check-in,
and a posttest
• Meetings with evaluator
• Each teacher will have one Type I or II assessment (when
possible) and one Type III
• Some teachers will have two Type III assessments
• Assessments must align with standards, are valid,
reliable, and contain rigor
• Depth of Knowledge (DOK)
EXAMPLES OF ASSESSMENTS BY
TEACHER CATEGORY
Teaching Category
Assessment #1
(required by Joint Committee)
Type I or II
Third Grade
Type III,
Teacher
Created
X
Create Type II as a department
Type III Options, teachers may choose
additional assessments outside of the lists
below
MAP Math, F&P, Writing, Teacher Created
Type III
MAP Reading
Multi-needs primary
Science 6
Assessment #2
(chosen by teacher and evaluator)
Verbal Behavior MAPP (Milestones and
Placement Program), Teacher Created
Type III
Create Type II as a department, Teacher
Created Type III
ASSESSMENT PILOT 2015-16
(NO-STAKES)
• Summer 2015 – Create Type II and Type III assessments (2)*
• Fall 2015 – All teachers administer (pilot) assessments
• Pretest
• Midpoint check-in
• Posttest
• Complete posttest no later than March 1
• Spring 2016 – Teachers meet to evaluate assessments
• Quality of assessments
• Determine growth model
• Determine cut scores/percentages
September 1, 2016 – Full implementation of Student Growth
SUMMER
ASSESSMENT WORK
See attached document: Workshops to Develop Type II and Type
III Assessments
•
Who Attends? (See following slide)
•
• 2-3 teachers from each Type II teacher category (9 hours)
• Each teacher from Type III (6 hours)
What happens if I can’t attend?
•
• Beginning of August workshops
What if I’m not in the teacher categories listed and I want to
attend the workshops to gain a better understanding of
assessments?
•
•
Anyone is welcome to attend. Unfortunately, only those in the
identified categories will receive compensation
Express your interest in professional development on an
upcoming CCI survey
SUMMER WORK: IDENTIFIED CATEGORIES OF
TEACHERS WHO WILL CREATE TYPE II AND
TYPE III ASSESSMENTS THIS SUMMER
CREATING TYPE II
ASSESSMENTS
CREATING TYPE III
ASSESSMENTS
Band: Elem/MS
Art: Elem, MS
Early Childhood (At-Risk,
Instructional SPED, MN,
Autism, Bilingual At-Risk
PE: Elem, MS
Autism: Pri, Interm, MS
Orchestra: Elem/MS
ELL Resource: Elem, MS
Music: Elem, MS
Science: 6, 7, 8
Social St: 6, 7, 8
Math: 6, 7, 8
Industrial Arts
Multi-needs: Pri,
Intermediate, MS
Cross-cat: Pri, Interm, MS
Explorations
Bilingual Cross-cat
Spanish
LEAP
TEACHER EVALUATION - STUDENT
GROWTH COMMITTEE MEMBERSHIP
VPEA
D45 ADMINISTRATORS
Martha Cederblad - AR
Ellen Bruning - YC
Holly Eichholz - WE
Shawna Chambers – WE
Holly Hudecek - ST
Diane Cody – DuPage ROE
Lauryn Humphris - JA
John Gibbas - WE
Kathy Ivey - JE
Olga Karwoski - ST
Ann Larsen - YC
Faith Pasek - NO
Susie Scott - SC
Nancy Munoz - CO
Kelly Nettleton - CO
Renee Reynolds - JA
Erin Slater - CO