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DPI ASW August 2014

Training

ASW 101

Standard I: Teachers demonstrate leadership.

Standard II: Teachers establish a respectful environment for a diverse population of students.

Standard III: Teachers know the content they teach.

Standard IV: Teachers facilitate learning for their students.

Standard V: Teachers reflect on their practice.

Standard VI: Teachers contribute to the academic success of students.

NC Professional Teaching Standards

5 Rating Categories

1 65432Demonstrate Leadership

Establish Environment

KnowContent

Facilitate Learning

Reflect on Practice

Contribute

to Academic

Success

3 Rating Categories

Not Demonstrated

Developing

Proficient

Accomplished

Distinguished

Effectiveness Status NC Educator Evaluation System

Overview of Standard 6

Contribute to

Academic Success

End of Grade (EOG) or End of Course (EOC) tests

6 NC Final Exams

6 Career Technical Education Assessment

6 Analysis of Student Work

K-3 Checkpoints6

6

Analysis of Student Work

6 Analysis of Student Work

Contribute

to Academic

Success

In 2014-2015, ASW is the Standard 6 measure for teachers in Advanced Placement, Arts Education, Healthful Living, International Baccalaureate, and World Languages.

Growth is based on student work submitted by teachers and rated by content experts in a “blind review” process.

Principal’s Input

Confirm Teacher Participation

Overview: Analysis of Student Work ASW Process

Overview: Analysis of Student Work ASW Process

ASW Process: A Quick Guide

Teaching Context

• Screen shot

Principal receives a notification once a teacher’s schedule has been validated. The principal will then log into the Online Platform to confirm that the schedule is correct.

Principal’s Input

Participation in ASW Processfor High School Teachers (60% rule)

1. If 60% of an educator’s classes* are in ASW subject areas, then the educator must participate in both ASW and any other Standard 6 measure covering the remaining classes.

2. If 60% of an educator’s classes* can be covered by an existing measure of student learning, then the teacher is not required to participate in ASW.

*Please note that locally developed electives that do not follow the standards set forth in the NC Standard Course of Study are not included in the ASW Process.

Class schedule composition:

English II EOCLocally-developed classSpanish I ASWSpanish II ASWSpanish III ASWSpanish IV ASW6 classes

4 divided by 6 = 67%


4 ASW classes

Required to Participate in

ASW

Class schedule composition:

Math 1 EOCMath 1 EOCMath 1 EOCAP Statistics ASWAP Statistics ASWAP Statistics ASW6 classes

3 divided by 6 = 50%


3 ASW classes

Not Required to Participate

in ASW

Participation in ASW Processfor K-8 Teachers (45 minute rule)

1. Educators who have 45 minutes per week scheduled with students in these content areas are required to participate in ASW.

2. Educators who do not have 45 minutes per week scheduled with students in these content areas are not required to participate in ASW.

For educators who do not meet the requirements to participate in the ASW Process, the district may choose to opt in to the ASW Process for those educators. The decision to opt in for a group of educators must be a district-wide decision.

Frequency and Duration of classes:

General Music – 4th Grade

Mon. Ms. DeNeal’s Class 40 mins.Tues. Mr. Jenkins’ Class 40 mins.Wed. Ms. DeNeal’s Class 40 mins.Thurs. Mr. Jenkins’ Class 40 mins.Fri. Plan 40 mins.

Required to Participate in ASW


80 mins. Each class

Frequency and Duration of classes:

K-5 Physical Education

Mon. Ms. DeNeal’s Class 30 mins.Tues. Mr. Jenkins’ Class 30 mins.Wed. Mrs. Gunter’s Class 30 mins.Thurs. Mr. Mapp’s Class 30 mins.Fri. Mr. Brooks’ Class 30 mins.

Not Required to Participate in ASW


30 mins. Each class

Teaching Context on Timeline

September to early-mid October

Teachers confirm and correct schedules.


Class Selection

Beginning in 2014 – 2015, the online platform will select the classes in which the teacher must collect artifacts.

Class & Objective Selection

Mid-late October

Online Platform selects classes, and then teachers can choose objectives.

Note: Teachers who are on a semester schedule will have classes selected for 1st semester and then later 2nd semester.


Objectives:Using the Strands and Standards guidance charts, the teacher will choose 5 objectives.

Objective Selection

Principal meets with the teacher to confirm that the 5 objectives chosen use the parameters in the Strands & Standards Guidance Chart

Some examples of meetings:• PDPs• teacher meetings

Principal’s Input

Class & Objective Selection

Mid-late October

Online Platform selects classes, and then teachers can choose objectives.

Note: Teachers who are on a semester schedule will have classes selected for 1st semester and then later 2nd semester.


Teacher decisions needed to compile a Timelapse Artifact (TA):a) A specific objective

b) Sample type• Individual Student

or

• Whole Class

c) Collection Method

d) Samples from Point 1 and Point 2

5 Timelapse Artifacts

The Teacher may choose:Option 1 – Individual Student Work SamplesCollect and keep 2 work samples:• for each class member• for a specific objective • at 2 separate points in time

OR

Sample Type

The Teacher may choose:Option 2 – Whole Class Work Samples2 work samples that represent the entire class• for a specific objective • at 2 separate points in time

Sample Type

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sdfklsdflkjf fsl flk sdflkjsdf sdf

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Sdmsdf0 lsdjlkjsdflkjsdfljk

Ljdflkjf ljkdlkjsdf tjtlkjltj ;jke;ljkw;jkw ;kw;lkwet ;w;jw ;jkw;ljkw klwe

ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf


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Ljdflkjf ljkdlkjsdf tjtlkjltj ;jke;ljkw;jkw ;kw;lkwet ;w;jw ;jkw;ljkw klwe

ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf


Collection Method Method(s) or tool(s) for collecting:

Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf

sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf

sdf

Ljsdflksdf ;mf sdflmdf sdf;df msdf;sdf

sdfmsdf lmf, sdfmsd. Sdmsdf0

lsdjlkjsdflkjsdfljkLjdflkjf ljkdlkjsdf tjtlkjltj ;jke;ljkw;jkw ;kw;lkwet ;w;jw ;jkw;lj

kw klwe ljsdfljsdf sdljsdfljsdf

Sljd

Collection Method → File Size

Up to 10 MB per file!

Late October - late May

Teachers will compile student work samples.

Note:

Teachers on a semester schedule will finish collecting 1st semester work samples by the end of December and will upload their artifacts to the Online Platform. Then, they will repeat the class selection and objective choosing processes for 2nd semester classes.

5 Timelapse Artifacts

Time passes

Teachers Collect Work Samples for Timelapse Artifacts

. . . . . . . . . . . . . . . . . . . . .


TA 1

Timelapse Artifact Option 1 – Individual Student Work Samples

Online platform will select3 students

The TA will be compiled using the Individual Student Work Samples from these selected students.

Student Selection


If a student work sample is unavailable, that student will be reshuffled to create another sampling.

Student Selection

TA 1

TA 1

Principal’s Input

The Principal is notified when a reshuffle is used by a teacher.

Student Selection & Upload Evidence

Late May-early June

Teachers with individual student work samples will have the Online Platform select 3 students at random for uploading. Then, teachers will upload student artifacts and submit completed Evidence Collections to the Online Platform.


Context for 1st work sample in each Timelapse Artifact

How does this artifact show where the studentis in relation to the chosen clarifying objective?

Upload Evidence

How does this artifact show where the student is in relation to the chosen clarifying objective?

This artifact was created using an 8th grade Healthful Living Health Education Class containing 32 students before instruction on the objective began. In this video, the student did not show proper technique in the their performance of CPR in the following ways.1. The students body position has him sitting on the victims waist. 2. The hands have been placed separately on the victims upper chest.3. The compressions given are of insufficient depth and are given too slow.4. The elbows are bending during the compression.

Context for 2nd work sample in each Timelapse Artifact

How does this artifact show where the studentis in relation to the chosen clarifying objective?

Upload Evidence

How does this artifact show where the student is in relation to the chosen clarifying objective?

This artifact was created using an 8th grade Health Education Class containing 32 students three class days after instruction began. In this video, the student shows proper technique in the their performance of CPR in the following ways. 1. The student has the proper body position, on his knees next to the victim. 2. The force of the compression is generated from the hips and applied in a vertical direction. 3. The hands are positioned with an interlocking grip.4. The heel of the bottom hand has been placed on the sternum.

Context for Growth in each Timelapse Artifact

Describe the growth that occurred between Points 1 and 2.

Upload Evidence

Describe the growth that occurred between Points 1 and 2.

CPR performed with the technique in video #1 was inadequate and would not have given the victim an opportunity to survive. The technique in video #2 would provide blood flow and oxygen to give the victim a chance of survival


1

2

1

2

1

2

1 Timelapse

Artifact

Upload Evidence

Timelapse Artifact Option 2 – Whole Class Work Samples 2

1

1 Timelapse Artifact

Upload Evidence

All 5 Timelapse Artifacts will be uploaded to the online platformas the teacher’sEvidence Collectionfor the school year.

TA 3Student

TA 4Student

TA 5Whole Class

TA 1 Student

TA 2 Whole Class

Upload Evidence

Student Selection & Upload Evidence

Late May-early June

Teachers with individual student work samples will have the Online Platform select 3 students at random for uploading. Then, teachers will upload student artifacts and submit completed Evidence Collections to the Online Platform.


The Evidence Collection will be reviewed by 2 content area specialists.

Reviewer #1 Reviewer #2

Blind Review

ED M


The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise.

Blind Review

If the category ratings from each reviewer are the same, then the review process is complete and the Standard 6 rating will be posted for that year.

Category Rating: Meets Expected Growth


M

Blind Review

M


If the category ratings from the two reviewers are not the same, the Evidence Collection is automatically sent to a 3rd reviewer for an additional review to get a rating for that year.

M

Reviewer #3

Blind Review

E

2-Step ASW Process ReviewThese will be explained in detail in later modules.

#1Evidence Collection Checklist

#2

ASW Quality Rubric

Blind Review

Summer 2015

Content area specialists complete the review process.

Blind Review

Qualifications Application Training


• D = Does Not Meet Expected Growth

• M = Meets Expected Growth

• E = Exceeds Expected Growth

Transfer your rating for each TA from the quality rubric to the table below:

Use this table to determine the overall rating for the evidence collection

Overall Rating for the entire Evidence Collection

Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth

Evidence Collection Rating Form:

TA 1 TA 2 TA 3 TA 4 TA 5

Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED D D M M D M M M E D D E E E D D M M E D D M E E D M M E E

Receive Rating

• D = Does Not Meet Expected Growth • M = Meets Expected Growth • E = Exceeds Expected Growth

Transfer your rating for each TA from the quality rubric to the table below:

Evidence Collection Rating Form:

TA 1 TA 2 TA 3 TA 4 TA 5

Receive Rating

D M M M E

Synthesis table to determine Standard 6 rating

a

Receive Rating

aDoes Not Meet Meets Exceeds

D D D D D M M M M M E E E E E

D D D D E M M M M E M E E E E

D D D D M D M M M M M M E E E

D D D E E M M M E E D E E E E

D D D M E D D M M M D M E E E

D D D M M D M M M E D D E E E D D M M E

D D M E E

D M M E E

Fall 2015

Teachers receive their Standard 6 ratings for 2014-2015.

Receive Rating

An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6

Effectiveness Status

3 Years of Combined Data for Standard 6

6 6 6Year 1 Year 2 Year 3

Standard Standard Standard

6 6

Contribute to Academic

Success

6Year 1

2014-2015Does Not Meet

Expected Growth

Year 22015-2016

Meets Expected Growth

Year 32016-2017


Standard Standard Standard

Mr. NC’s 3 years of growth data:

2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)

Mr. NC’s Standard 6 rating for 2014-2017 Meets Expected Growth

Effectiveness Status Only for 2014 – 2017: Best 2 out of 3 years of data

Effectiveness Status for 2016 - 2017

2016 - 2017 Developing Proficient Accomplished Distinguished

Standard 1 Demonstrate leadership

Standard 2 Establish Environment

Standard 3Know Content

Standard 4Facilitate Learning

Standard 5 Reflect on Practice

Standard 6Three year growth

data

X

X

XX

XBest 2 out of 3 years of growth data for 2014 – 2017


Principal Role

In Need of Improvement

Effective Highly Effective

Any rating lower than proficient

Proficient or Higher

on Standards1-5

Accomplishedor Higher

on Standards1-5

1Demonstrate Leadership

2Establish Environment

345

Know Content

Facilitate Learning

Reflect on Practice

Standards

Does Not Meet

Expected Growth

Meets or Exceeds Expected Growth

Exceeds Expected Growth


6Contribute to Academic Success (3 yrs. of data)


2016 - 2017 Developing Proficient Accomplished Distinguished

Standard 1 Demonstrate leadership

Standard 2 Establish Environment

Standard 3Know Content

Standard 4Facilitate Learning

Standard 5 Reflect on Practice

Standard 6Three year growth

data

X

X

XX

XBest 2 out of 3 years of growth data for 2014 – 2017


Effective

Principal Role

Wiki Walkabout

• 5 Online Training ModulesAugust - ASW Overview September - Year 1 Planning, Capturing 2 Points in Time October – November - Context and ASW Review Process

• Important Forms • Frequently Asked Questions

Visit the ASW Wikispace here: http://ncasw.ncdpi.wikispaces.net/

ASW Wikispace Public wiki - No need to join!

http://ncasw.ncdpi.wikispaces.net/

http://ncasw.ncdpi.wikispaces.net/

Online Platform Tour







Choosing Objectives

Lessons Learned from Pilots

• Work together across content areas

• Focus on the philosophy behind the standards and objectives and how to assess them in your classroom

• Know your guidance chart and standards well

Lessons Learned from Pilots

• Choose objectives carefully– Match teacher’s instruction and assessment – Select artifacts that demonstrate:

• the objective selected • at 2 points in time

– Realize not all objectives link easily to ASW process

Activity Coming Soon!

Activity: Choosing Objectives for the ASW Process

1. On your own, mark the box

to indicate how well each objective from the course on your activity sheet links to the ASW process.

Yes, links wellNOW

Might linkSOON

May link butNOT AT THE MOMENT

X X X


2. With a partner or small group, discuss the following questions and adjust your checked boxes as needed:

– Is this objective observable and measurable at two separate points in time?

– How could the work samples for this objective be captured by a collection method at hand?

– How well does this objective connect to how you teach and assess?


3. Review the checked objectives in the SOON and NOT AT THE MOMENT columns and brainstorm how they might be included in ASW this year.

Could a teacher create an Evidence Collection with 5 Timelapse Artifacts using the objectives highlighted for this course?

Strands & Standards Guidance Charts

Wrap-up / Exit Ticket

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