District Evaluation Advisory Committee
Office of Accountability
Ms. Brenda Patterson, Chief Accountability OfficerMr. Sham Bacchus, Interim Executive Director
Dr. Burnie Bristow, Interim DirectorDr. Vanessa Serrano, Interim SupervisorTammy Williams, Program CoordinatorEvelyn McLeod, Confidential Secretary
DEAC Meeting-April 23, 2013-Dr. Burnie Bristow 1
Welcome District Evaluation
Advisory Committee
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DEAC Meeting-April 23, 2013-Dr. Burnie Bristow3
AGENDAOffice of Accountability
DEAC Committee Meeting
April 23, 2013 Facilitator: Dr. Burnie Bristow, NBCT90 Delaware Avenue Cafeteria, 2:30-4:30 pm
Thoroughly Trained 2:30-2:40 Meet and Greet 2:40-2:50 Revisit Roles and Responsibilities of the DEAC Committee 2:50-3:05 Steering Committee Updates
Sub-CommitteeStudent Information System
3:05 AchieveNJ Updates 3:05-3:20 Non-Tested Grades and Subjects
Developing Student Growth Objectives (Teacher Focus) 3:20-3:35 Tested Grades and SubjectsStudent Growth Percentiles (Teacher Focus)Developing Student Growth Objectives (Teacher Focus) 3:35-3:40 Summer Professional Development Opportunities for Teachers
3:40-4:00 Exemplary Teacher Training
-Dave Roudebush, Ph.D., Curriculum Focal Point
4:00-4:25 How will the Paterson Public School District define “THOROUGHLY TRAINED”?
4:25-4:30 Action Items: Next steps
DeliverablesNext meeting date
Roles and Responsibilities of the DEAC Committee
The DEAC committee (formed Dec. 2011) functions as an advisor to the Paterson Public Schools in the
implementation of the TEACH NJ Act. Embedded in the TEACHNJ Act is a requirement to revise the Principal and Teacher
Evaluation System. Membership on the DEAC Committee provides an opportunity for committee members to provide feedback on the performance rubrics, program development
and implementation at the school and community level. The DEAC committee is comprised of teachers, principals, central office staff, school board members and parents.
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DEAC Meeting-April 23, 2013-Dr. Burnie Bristow
The goal of this legislation is to raise student achievement by improving instruction through
the adoption of evaluations that provide specific feedback to educators, inform the
provision of aligned professional development, and inform personnel decisions;
Teacher Effectiveness and Accountability for the Children of New Jersey (TEACHNJ) Act.”
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Cross-Departmental Steering CommitteeUpdate on the Student Information
SystemSham Bacchus
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Current Data Sources/Systems that directly impact new Evaluation Instrument
Student Achievement
Data
Performance Matters
Renaissance Learning
Scholastic/Pearson
NJSMART
Class Gradebooks
Student Information
Fusion/Keystone
Genesis (Eastside/JFK)
EasyIEP
Staff Information
Edumet
Kronos
Applitrack
PDPro
McRel
Teachscape*
Financial
Edumet
Alio
Communication/Technology
Active Directory
ParentLink
Currently requires human input from schools and central office. (Error Laden) - 17
Currently gets data from other systems. (Preferred) - 5
Brenda Patterson, Chief Accountability Officer, PPS
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DEAC Meeting-April 23, 2013-Dr. Burnie Bristow
Data IntegrationThere was a need for an internal review of the programs, processes and technical components required to effectively support the implementation of the new Principal and Teacher Evaluation. This review of our infrastructure necessitated a cross departmental collaboration to integrate various systems.
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Communications, Business, HR Assessment, MIS, Technology
Merging platform ALIO and MISSupport to assessmentDevelop data platform to record and
keep track of teacher and school achievement data
Teacher E-board / blog /DropboxCollaborative Teams as Decision Makers:
Communications/Technology/MIS, Business,
Reform - Assessment/HR/PD, C & I,
Special Programs and Accountability
STUDENT GROWTH OBJECTIVESIntroduction to the Guidebook
w/ Sham Bacchus
April, 2013
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Charlotte –Mecklenburg SLO study
Key findings:
• The higher the quality of the SLO, the more likely it is to be attained
• The quality of SLOs increases significantly in just two years
• Students whose teachers had higher quality SLOs achieve higher scores on math and ELA tests
• Students whose teachers met their SLOs achieve higher scores on math and ELA tests
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Charlotte –Mecklenburg SLO study
What principals said about SLOs
“The way of doing business in the school is the SLO process. It adds to the spirit of cooperation.”
“Developing SLOs forces teachers to target low performing kids and then work harder to pull those kids up.”
“We have moved from a priority school to a high growth school, and I give a lot of credit for this change to the SLO process.”
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Charlotte –Mecklenburg SLO study
What mattered most in the SLO process1) Analyze student baseline data, for use in planning
and teaching
2) Set individual student growth targets, for both more informative and accurate assessment of student learning
3) Participate in collegial collaboration in the development of SLOs
Shift in Practice
Student Growth Objectives
Brenda Patterson, Chief Accountability Officer, PPS
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What is an SGO?
A Student Growth Objective is a long-term academic goal that teachers set for groups of students and must be:
• Specific and measureable • Aligned to New Jersey’s curriculum standards • Based on available prior student learning data • A measure of student learning between two points in
time• Ambitious and achievable
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Type of SGO Definition Examples
Course-level
Focused on the entire student population for a given course, which often includes multiple classes.
Covers all of the students in a teacher’s Algebra I classes (Ideally the same form of assessment covering all standards in the curriculum)
Class-levelFocused on the student population in a given class.
Covers all of the students in ninth period.
Targeted studentsFocused on a subgroup of students that need specific support.
Covers a group of students that scored below 45% on the pre-test.
Targeted contentFocused on specific skills or content that students must master.
Students will all master 80% of CCSS standards related to Quadratic Functions and Modeling
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NTGS 101: Student Growth Objective OverviewDifferent types of Student Growth Objectives: Student Growth Objectives can take many different forms
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Type Student Growth Objective
Targeted students The average score on the post-test for the ten ELL students who scored below 40% on the pre-test will be at least 70%.
Targeted standard The average student score on questions related to Standard 5.1.12.B (scientific thinking and design) will increase from 40% to 80%.
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Specific Objective: ExamplesThe word “specific objective” would likely be used to identify anything that does not cover your general population or is not a cumulative test
NTGS 101: Specific Student Growth Objective
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SGOs in Achieve NJ - requirements
• A teacher develops SGOs in consultation with his or her principal.
• All teachers who receive an SGP score must set between 1 and 2 SGOs.
• Teachers who do not receive an SGP score must set 2 SGOs.
• SGOs must be aligned to NJCCCS or CCSS and measure student achievement and/or growth.
• SGOs must be specific and measurable and based on available student learning data.
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NTGS 101: Pilot Districts Student Achievement Goals (SAGs): Pilot Districts were given the recommendation to use SAGs for the 2012 – 2013 school year
DEAC Meeting-April 23, 2013-Dr. Burnie Bristow
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NTGS 101: SGO – a high school biology example
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SGO Components: General Timeline
Assessment • Administer department developed pre-test aligned with 2009 CCCS
Baseline Data
• Determine general preparation level .• Group students into three categories
(low, medium, high).• Determine specific areas of deficit .
Growth Objectives
• General – set an objective for all students at each preparation level covering all content.
• Specific – set an objective for all students to grow in a particular content standard.
August
November
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NTGS 101: SGO – a high school biology example
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SGO Components: General Timeline
Monitor and Adjust
• Use benchmark assessments to monitor progress and adjust instruction.
Measure
• Administer department-developed standards-based post-test at the end of the year and analyze data.
Evaluate• Determine to what degree growth
objective was met and produce a summative rating.
January
June
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June Annual summary conference includes:
Available component measures.
November/DecemberNJASK scores released.
Department calculates SGP data and sends to districts the SGP and
summative ratings of each teacher with a SGP score.
Teacher Evaluation: Summative Rating Timeline
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• At summative conference, all available component scores (i.e. teacher practice, SGO results) will be discussed.
• SGP data will be available on the following timeline.
Teacher
Practice
Student Growth Percent
ile
Student
Growth
Objective
Sum. Rating
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5 Steps
• Step 1: Choose or develop a quality assessment aligned to NJCCCS or CCSS.
• Step 2: Determine students’ starting points.
• Step 3: Set ambitious and achievable SGOs with the approval of the principal/supervisor.
• Step 4: Track progress, refine instruction.
• Step 5: Review results and score in consultation with your principal/supervisor.
Page 8 – Quick Start Guide
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Traditional Assessments Portfolio Assessments Performance Assessment
• National/State tests (e.g., Advanced Placement exams, DIBELS, EOC Biology test)
• District, school and departmental tests (e.g., final exams)
• Teaching Strategies Gold® (pre-K, K) • Writing and reflection samples (LAL) • Laboratory research notebook
(sciences) • Portfolio of student work (visual and
performing arts, etc.) • Student project-based assessments
(all subjects)
• Lab Practicum (sciences) • Sight reading (music) • Dramatic performance
(drama) • Skills demonstration (physical
education) • Persuasive speech (public
speaking)
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• Develop assessments collaboratively.
• Align all assessments with NJCCCS or CCSS.
• Align all assessments with district, school and department goals.
• Make sure all the content in your SGO is covered in the assessment.
• Incorporate test items that vary in levels of difficulty.
• Include a sufficient number of test items to ensure rigor.
• Collaboratively determine possible modifications to meet the needs of students.
• Develop rubrics to assess essay responses.
• Make sure content- and skill-based rubrics are specific and address multiple levels of proficiency.
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Source of Performance Data to Determine Students’ Starting
PointsExamples and Notes
Results from beginning-of-course diagnostic tests or performance tasks
Department-generated pre-assessment
Early course testResults from prior-year tests that assess knowledge and skills that are pre-requisites to the current subject/grade
NJASK for math, LAL and science DRA for reading End of course tests assessments,
e.g. results on English 9 writing portfolio are used by the English 10 teacher
Results from tests in other subjects including both teacher- or school-generated tests and state tests (tests must have assessed pre-requisite knowledge and skills)
A physics teacher uses results of her students’ prior math assessments
Students’ grades in previous classes Teachers should make sure they understand the basis for the grades given by students’ previous teachers
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SGO Guidebook Development
Continuous improvement with information from the field
– Modification and addition of forms
– Clarity of language
– Models of SGOs
– More guidance on assessments, including portfolios
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Summer Professional Development
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Dr. Vanessa Serrano
Principal and Teacher Evaluation System Training Discussion
Dr. Dave Roudebush, Focal Point
April 23, 2013
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Teacher Evaluation System
• Performance Standard #1: Preparation for Instruction
– Establishing a culture of high expectations for learning and achievement
– Uses district adopted curriculum and content knowledge to design coherent lessons
– Post aligned lesson objectives and plan for demonstration of learning
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Teacher Evaluation System
• Performance Standard #2: Use of Data to Inform Instruction
– Focus on improving instruction using data
– Use a variety of assessment methods when designing classroom assessments
– Involve students in assessing their own learning
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Teacher Evaluation System
• Performance Standard #3: Delivers Quality Instruction
– Instruct bell to bell
– Use a variety of instructional strategies to focus instruction
– Engages students in learning
– Continually checks for understanding
– Deliver rigorous and relevant content
– Integrate 21st Century Skills in instruction
– Provides feedback about student proficiency
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Teacher Evaluation System
• Performance Standard #4: Interventions to Meet Diverse Needs
– Differentiate instruction based on student needs and background
– Implements interventions with fidelity and adjusts interventions based on results
– Adapt and modify instruction for the unique needs of learners
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Teacher Evaluation System
• Performance Standard #5: Classroom Environment
– Contribute to a safe and orderly learning environment
– Use effective classroom management procedures
– Effectively manage student behavior
– Foster collaboration and self-regulation in students
– Promote positive and respectful rapport
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Teacher Evaluation System
• Performance Standard #6: Leadership
– Understand their role and responsibility for professional growth and positive leadership
– Promote the concept of Professional Learning Communities through collaboration and purposeful involvement
– Continue professional growth
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Teacher Evaluation System
• Performance Standard #7:Professional Responsibilities
– Adhere to Federal laws, state statutes and regulation pertaining to education, Board of Education policies, Memoranda of Understanding and school rules
– Demonstrates professionalism
– Effectively communicates and solves problems
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Teacher Evaluation SystemProfessional Development Opportunities
• Two Major Professional Development Strands
– Curriculum Alignment/Instructional Strategies
– The Teacher Evaluation Performance Rubric
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Professional Development Opportunities
• Aug. 18-19, 2011 * Aug. 25-27, 2011
• Sep. 19-21, 2011 * Oct. 8, 2011
• Aug. 21-30, 2012 * Sep. 4-5, 2012
• Oct. 12, 2012 * Feb. 15, 2013
To Date 2,300 teachers have been trained
Approximately 202 teachers need to be trained
DEAC Meeting-April 23, 2013-Dr. Burnie Bristow 55
Thoroughly Train Teachers:
Stop.Reflect and Discuss:
Think about what you have seen presented here,
How will the Paterson Public School District define “THOROUGHLY TRAINED”?
Please write down and discuss your thoughts and ideas at your table. Please be prepared to share your most salient ideas with the committee.
DEAC Meeting-April 23, 2013-Dr. Burnie Bristow
Next Steps
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DEAC Meeting-April 23, 2013-Dr. Burnie Bristow
THANK-YOU
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