Transcript Planning for District Optimization

Formative Assessments
Training for Evaluators
Type Date Here
January 2013
Type Presenter Name/Contact Here
http://educatoreffectiveness.weebly.com
• For more information, visit:
- EDFS: http://eval.mybps.org/
- http://educatoreffectiveness.weebly.com
• Email questions, comments and feedback to:
- [email protected]
• MA Department of Elementary and
Secondary Education (DESE) Evaluation Site:
- http://www.doe.mass.edu/edeval/
Norms
How can we, as a team of adults
looking to support and help children
learn, work together most effectively
today?
- Respect diversity of perspectives
- Engage in active listening
- Assume best intentions
- Provide safety and confidentiality
- Know that there are “no dumb questions”
- Others?
Today’s Agenda
Overview
Formative Assessment:
What is it? What is it not?
What does it look like on EDFS?
Using evidence (observations and
artifacts) to roll up into a rating.
Work Time
Your goals for the session
• What are you hoping to get out of our
time here today?
Plan Development & Implementation
Self-Assessment
Summative
Evaluation
Formative
Assessment/Evaluation
Analysis, goalsetting & plan
development
Implementation of
the plan
Overall Ratings
Progress on
Goals
• Student
Learning
• Professional
Practice
Ratings on
4 Standards
I. Curriculum, Planning
and Assessment
II. Teaching All Students
III. Family & Community
Engagement
IV. Professional Culture
Overall
Rating
• Exemplary
• Proficient
• Needs
Improvement
• Unsatisfactory
Educators are responsible for providing evidence
for all standards and goals
What is a formative assessment?
• A mid-plan check-in
-rating on progress towards each goal
-rating on each standard
• A document that considers all evidence
-observations to date
-evidence to date
• It may be used to change a plan
-If there is a significant change in practice,
however, this is not mandatory. The plan may
continue until the summative.
What isn’t a formative assessment?
It is NOT a formal observation and a write
up of that observation.
Formative Assessment & Summative Evaluation
 Meetings
 Upon request of educator or evaluator
 Required for ratings of NI or Unsatisfactory
 Prescriptions issued for standards
rated less than proficient
Steps to Completing the Formative Process
1. Schedule dates for your Formative
Assessments
• Spread them out, aim for Feb. 15
• Prioritize people of concern
2. Inform teachers in writing
• As far in advance in possible
3. Review evidence
• Observation, artifacts
4. Complete in EDFS
5. Meet with teachers
Today’s Agenda
Overview
Formative Assessment:
What is it? What is it not?
What does it look like on EDFS?
Using evidence (observations and
artifacts) to roll up into a rating.
Work Time
Evaluations in EDFS
Formative Assessment
Step 1
Step 2
Evaluations in EDFS
Evaluations in EDFS: Rating Goals
Evaluations in EDFS: Rating Standards
Evaluations in EDFS: Overall Rating
Formative Assessment: Prescriptions
Prescriptions for any standard in which
an educator is rated NI or UNSAT.
Formative Assessment: Comments
Comments are optional for both the evaluator & the
educator
Evaluations in EDFS: Release
Evaluations in EDFS: Educator Sign-Off
Today’s Agenda
Overview
Formative Assessment:
What is it? What is it not?
What does it look like on EDFS?
Using evidence (observations and
artifacts) to roll up into a rating.
Work Time
Overall Ratings
Progress on
Goals
• Student
Learning
• Professional
Practice
Ratings on
4 Standards
I. Curriculum, Planning
and Assessment
II. Teaching All Students
III. Family & Community
Engagement
IV. Professional Culture
Overall
Rating
• Exemplary
• Proficient
• Needs
Improvement
• Unsatisfactory
Educators are responsible for providing evidence
for all standards and goals
Evidence: Observations & Artifacts
 Ratings on Goals & Standards based on:
o Evidence collected in observations
o Evidence documented in artifacts
 Artifacts can be submitted by the
Educator OR the Evaluator
Activity
Examine the artifacts and observations of a BPS
teacher, “Ms. Z.”
• What claims might we make in the formative
assessment?
• Do we have enough evidence to make informed
ratings for each goal and standard?
• Which observations & artifacts are the most
informative? The least? Why?
Activity 2: Rating Goals and Writing a Rationale
Goal
Rating
Exceeded, Met, Significant Progress, Some Progress, or Did Not Meet
Rationale
Claim:
Evidence 1:
Evidence 2:
Evidence 3:
Rationale: What claim can you make
and what is the evidence to support it?
Activity 2: Rating Standards & Writing a
Rationale
Standard
I. Curriculum, Planning, & Assessment
Rating
Exceeded, Met, Significant Progress, Some Progress, or Did Not Meet
Rationale
Claim/Connection to rubric:
Evidence 1:
Evidence 2:
Evidence 3:
Rationale: What claim can you make and
what is the evidence to support it?
Formative Assessments: Tips for giving feedback
Consider this:
Actionable
Realistic
Specific
Growth oriented
Formative Assessments: Tips for giving feedback
• How do you personalize feedback for the various educators you
work with?
-Different levels of experience
-Different personalities
-Different strengths and needs
• Work Time
Artifacts
Good: Log showing dates of contact
with families
Better: Include content of each point
of contact
Best:
Document impact of contact
on behavior of a particular
student
Uploading onto EDFS
Step 1:
Select the “Artifacts” icon
and you will get this screen:
Step 2:
Uploading onto EDFS
When you click “Add Artifacts,” you will get this:
Description
(what is it?)
Rationale
(why this?)
Tags
(which goals
& standards?)
Choose
File & Save
Resources, Support, Questions, and Feedback
• For more information, including examples of
formative assessments, visit:
- EDFS: http://eval.mybps.org/
- http://educatoreffectiveness.weebly.com
• Email questions, comments and feedback to:
- [email protected]
http://educatoreffectiveness.weebly.com
• For more information, visit:
- EDFS: http://eval.mybps.org/
- http://educatoreffectiveness.weebly.com
• Email questions, comments and feedback to:
- [email protected]
• MA Department of Elementary and
Secondary Education (DESE) Evaluation Site:
- http://www.doe.mass.edu/edeval/
Office of Educator Effectiveness
• Ross Wilson, Assistant Superintendent for Educator
Effectiveness ([email protected])
• Jared Joiner, Implementation Specialist (jjoiner)
• Emily Kalejs Qazilbash, Implementation Specialist
(eqazilbash)
• Angela Rubenstein, Implementation Specialist
(arubenstein)
• Kris Taylor, Implementation Specialist (ktaylor2)
• Jenna Costin, EDFS On-line System Coordinator
(jcostin)
• Chason Ishino, Consultant (cishino)
Timelines and Requirements
Type of Educator
Plan
Self-Directed
Growth Plan
1 school year*
Directed Growth
Plan
Less than 1 school
year
Announced
observations
None
required
1
None
required
2
30 calendar days to
1 school year
Developing
Educator Plan
1 school year
Required Dates
Oct. 1: Educator submits self-assessment & proposes
2 goals
Nov. 1: Evaluator completes educator plans by
approving goals & action steps
May 15: Evaluator completes Summative Evaluation
Report
June 1: Evaluator meets with educators whose
overall Summative Evaluation ratings are moved
from Proficient or Exemplary to Needs Improvement
or Unsatisfactory
Dates established in educator plan.
Improvement
Plan
Unannounced
observations
1
1
2 if plan is less than 6
months
4 if plan is between 6
months and 1 year
4
Dates established in educator plan.
Oct. 1: Evaluator meets with 1st year
educators to assist with self-assessment and
goal-setting.
Other dates are same as above for 1-year SelfDirected Growth Plan.