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DPAS II (R) Training
Delaware Department of Education
August 2012
Version 2 – 8/15/2012 1
Welcome
• Coming together is a beginning. Keeping together is progress. Working together is success.– Henry Ford
2
Norms
• We will:– Begin and end on time– Respect one another by having one
conversation at a time, unless otherwise directed
– Silence all cell phones, computers, iPads, pagers, or other electronic devices that have sound
3
Goals for Today
1) Understand the DPASII(R) evaluation system for Components I-V for the 2012-13 school year
2) Review the policies and implementation of Component V
3) Understand tools and resources for implementing Component V
4) Team/Implementation Planning
4
Agenda
• Welcome 8:15 – 8:30• DPAS Components I-IV 8:30 – 9:00• DPAS Component V 9:00 – 10:45• Break 10:45 – 11:00• Tools and Resources 11:00 – 12:00• Lunch – on your own 12:00 – 1:30• SunGard Presentation 1:30 – 3:00• Team Planning 3:00 – 3:45
5
Team Expectations
• Teamwork divides the task and doubles the success. – Unknown
• Today’s focus:– Understand the changes and new features of
DPAS II (R) Component V– Share this information and support
implementation back in your schools
6
Goal 1: Understand the DPASII(R) Evaluation System
for Components I-V for the 2012-13 School Year
7
8
Understanding DPAS II (R): Components I-IV
9
Teachers SpecialistsAdministrator
s
Component 1Planning & Preparation
Planning & Preparation
Vision & Goals
Component 2Classroom
Environment
Professional Practice & Delivery of Services
Culture of Learning
Component 3 InstructionProfessional
Collaboration & Consultation
Management
Component 4Professional
ResponsibilitiesProfessional
ResponsibilitiesProfessional
Responsibilities
Component 5Student
ImprovementStudent
ImprovementStudent
Improvement
Understanding DPAS II(R): Components I-IV
What changed in 2011-2012?
– Use of rubrics during the evaluation process to guide discussion and appraisal
– Addition of “expectations” and definition of recommendation versus expectation
– Added classroom assessment criterion in Teacher and Specialist Components 1 and 3
– Shifted to Component 4 being assessed throughout the evaluation process
– Created DOE Supports/Structures: DOE monitoring of DPAS II documentation, Development Coaches, & Expert Evaluators
10
Understanding DPAS II(R): Components I-IV
What’s new in 2012-2013?
– Educators should continue to move forward with Components I-IV, building upon the rigor/focus from last year.
– Component V as described here today, and its overall impact on an educator’s evaluation, is the major shift in DPAS II (R) for 2012-2013.
11
Goal 2: Review the Policies and Implementation of
Component V
12
Background: How we got here…
• National Conversation…
• Race to the Top…
• Educator involvement…
13
Understanding DPAS II(R): Component V
• Purpose/Philosophy– Focus on building a school climate
where everyone is focused on the improvement of student achievement.
– Bringing back a focus on conferences and conversation between educators and administrators.
14
Understanding policy and implementation for
Component V.
• What’s New?– Three Educator Groups
– Three Measures
15
Who are the educator groups?
• Teacher of Record – The teacher of record is a full-time teacher, as defined in the DPAS II regulation 106A (revised), who has been assigned the primary responsibility for a student’s learning in a course/class, provided the student has been enrolled at least 85% of the time that the class is in session.
Groups Generalizations about the category
Group I Are you the reading and/or math Teacher of Record and give grades for at least 10 students in a DCAS – tested grade 3-10?
Group II Are you the Teacher of Record and give grades for at least 10 students at any grade level or subject other than DCAS reading and/or math?
Group III Any educator who does not meet the criteria for Group I or Group II will defer to Group III
16
Examples
• I am a third grade teacher of record for 22 students – which group?
• I am a ninth grade science teacher of record for 6 different classes – which group?
• I am a fourth grade special education teacher in a TAM classroom – which group?
• I am a second grade Music teacher who only reports “S” or “U” for students – which group? 17
What are the three (3) types of Measures?
• MEASURE A
• MEASURE B
• MEASURE C
18
Measure A
• Based upon DCAS instructional scale scores for reading and/or math in grades three (3) through ten (10)
19
Measure B• Two (2) different assessments • External Assessment
– DDOE approved, standardized assessments that can be used at the discretion of the district
– DIBELS, STAR Math, STAR Reading
• Internal Assessment– DDOE approved, educator developed
assessments specific to subject and grade level
– Pre/Post Student Assessments20
Measure C
• Growth Goals– DDOE approved, educator developed goals– Specific to content area and/or job
assignment– Includes a mix of: student growth and
professional outcomes
21
How do we match educator groups to the measures?
Measure A Measure B Measure C
Group I 50% 50%
Group II 50% 50%
Group III 100%
22
Group I Educators and Measures
• Group I Teachers:– MUST use a minimum of two (2) measures– MUST use Measure A for all students
assessed by DCAS in reading and/or math for grades three (3) through (10)
– MUST use at least one (1) Measure B– Measure A and Measure B weighted 50%
each
Measure A – DCAS Measure B – External/Internal
Group I 50% 50%
23
Group II Educators and Measures
• Group II Teachers:– MUST use a minimum of four (4) measures– MUST use at least one (1) Measure B and
one (1) Measure C– Measure B and Measure C weighted 50%
each
Measure B – External/Internal
Measure C – Growth Goals
Group II 50% 50%
24
Group III Educators and Measures
• Group III Educators:– MUST use a minimum of four (4) Measure
C’s– Measure C weighted 100%
Measure C – Growth Goals
Group III 100%
25
Examples
• I am a third grade teacher of record for 22 students – Group 1, which measures?
• I am a ninth grade science teacher of record for 6 different classes – Group 2, which measures?
• I am a fourth grade special education teacher in a TAM classroom – Group 1, which measures?
• I am a second grade Music teacher who only reports “S” or “U” for students – Group 2, which measures?
26
Other Considerations
• Alternative Internal Measures– Internal Measure Rubric will serve as a guide
to provide feedback about the alternative measure.
– Form must be submitted to DDOE for approval
• Alternative Growth Goal Measures– Growth Goal Template used as a guide for
development of alternative growth goal(s).
27
DPAS II Ratings
• Remember…– Criterion Ratings
• Unsatisfactory, Basic, Proficient, Distinguished– Component I-IV Ratings
• Satisfactory or Unsatisfactory– Component V Ratings
• Exceeds, Satisfactory, Unsatisfactory– Summative Ratings
• Highly Effective, Effective, Needs Improvement, Ineffective
• Component V acts as a gate-keeper
28
How will Measure A be rated?
Exceeds Satisfactory Unsatisfactory (with administrator discretion)
Unsatisfactory
65% or more of a teacher’s DCAS student growth targets are met
50-64% of a teacher’s DCAS student growth targets are met
35-49% of a teacher’s DCAS student growth targets are met (conference between administrator and teacher could provide option to upgrade to a “Satisfactory” rating)
Less than 35% of a teacher’s DCAS student growth targets are met
29
How are Measure A Growth Targets set?
• Growth Targets will be provided by the Department of Education
• For the 2012-13 school years, Growth Targets will be determined based on DCAS instructional scale score growth achieved by “similar students” in 2010-11 and 2011-12 school years.– Similar students are:
• Students in the same grade and subject• Same fall score• Same ELL (English Language Learner)• Same SWD (Student with Disability); or,• Non-SWD/ELL
• Students who achieve PL4s in the spring will count as having met their growth targets for that school year.
30
How will Measure B and C be rated?
Exceeds Satisfactory Unsatisfactory
The agreed upon “exceeds” target is met or surpassed.
The agreed upon “satisfactory” target is met or surpassed, but the “exceeds” target is not met.
The agreed upon “satisfactory” target is not met.
31
How are Measure B and Measure C Growth Targets
set?
• Based on professional conversations between the administrator and educator– Agree upon measures used– Agree upon a “satisfactory” target and an
“exceeds” target
32
Example for Measure B
• In the Fall, administrator and educator agreed upon:– Grade 2 ELA pre/post assessment
• 80% of the targeted group will show improvement in fluency within the last six weeks of the school year as compared to the first six weeks of the school year.– Achievement ranges:
• Exceeds: 90% of all students received a 70 or higher on the spring post-test compared to 55% receiving a 70 or higher on the fall pre-test.
• Satisfactory: 80% of all students received a 70 or higher on the spring post-test compared to 55% receiving a 70 or higher on the fall pre-test.
33
Example for Measure C• In the Fall, administrator and educator agreed upon:
– Standard 5 – Implementation (for access to learning)
– Indicator – Absences Due to Illness
• Students will demonstrate decreased absenteeism
• Target Goal: 50% improvement – Number of students showing improvement at the end of selected time divided by total number of students in cohort
– Achievement ranges:
• Exceeds: 60% of targeted number of students showing improvement at the end of the selected time period compared to the beginning time period (i.e., current school year compared to previous school year or identified marking period)
• Satisfactory: 50% of targeted number of students showing improvement at the end of the selected time period compared to the beginning time period
34
Component Five Ratings
Possible Rating Combinations
Overall Component V Rating
Exceeds Exceeds Exceeds
Exceeds Satisfactory Satisfactory
Exceeds Unsatisfactory Satisfactory
Satisfactory Satisfactory Satisfactory
Satisfactory Unsatisfactory Unsatisfactory – administrator can upgrade to “Satisfactory” rating
Unsatisfactory Unsatisfactory Unsatisfactory
35
Summative Ratings
Total # of Satisfactory ratings in Components I-IV
Component Five Summative Rating
4/4 Exceeds Highly Effective
4/4 Satisfactory Effective
4/4 Unsatisfactory Needs Improvement
3/4 Exceeds Highly Effective
3/4 Satisfactory Effective
3/4 Unsatisfactory Needs Improvement
2/4 Exceeds Effective
2/4 Satisfactory Effective
2/4 Unsatisfactory Ineffective
1/4 Exceeds Needs Improvement
1/4 Satisfactory Needs Improvement
1/4 Unsatisfactory Ineffective
0/4 Exceeds Needs Improvement
0/4 Satisfactory Needs Improvement
0/4 Unsatisfactory Ineffective
36
How does my Component V rating impact my Evaluation in a year when
my evaluator does not complete a Summative Evaluation for me?
• Novice educators receive a full evaluation cycle annually (complete Summative).
• A previous year's Summative Evaluation rating of "Needs Improvement" or "Ineffective" mandates a Summative Evaluation for that educator be completed the following year.
• LEAs have the option of conducting Summative Evaluations for all educators on a annual basis.
37
How does my Component V rating impact my Evaluation in a year when
my evaluator does not complete a Summative Evaluation for me?
• For Experienced educators, Regulation 106A denotes that only when a Summative Evaluation is completed can Component V impact the educator's summative rating.
• Component V is conducted, calculated and shared for each educator each year even when a Summative Evaluation is not being completed.
• The Department, and LEAs, can promulgate programs that utilize the Component V rating (standing alone) such as the state’s Talent Retention/Attraction program(s).
38
Goal 3: Understand Tools and Resources for Implementing
Component V
39
DPAS II(R) Component V ProcessTeacher of Record
The teacher of record is a full-time teacher, as defined in the DPAS II regulation 106A (revised), who has been assigned the responsibility for a student’s learning in a course/class, provided the student has been enrolled at least 85% of the time that the class is in session.
40
DPAS II(R) Component V ProcessMeasures / Target Process
Review: Educator Groups
• Group 1: Includes any teacher who instructs reading and/or mathematics in DCAS grades three (3) through (10).
• Group 2: Includes any teacher who reports student grades in any grade or subject where DCAS reading and math is not administered.
• Group 3: Includes any teacher who generally does NOT report student grades and any educator who cannot otherwise be categorized into Groups I or 2. 41
DPAS II(R) Component V ProcessEducator Groups 1 & 2 ONLY: Roster Verification
• Due to the nature of Measure A & B and their alignment with student growth, it is necessary to ensure valid class rosters.
• Educator Groups 1 & 2 will be measuring student growth across all classes, a class and/or a cohort of students within a class.
• To ensure an accurate account of the students an educator is responsible for, it is necessary to verify an educator’s roster.
42
DPAS II(R) Component V ProcessEducator Groups 1 & 2 ONLY: Roster Verification
• Teacher reviews class rosters for all classes in PerformancePLUS.
• If a student is listed on roster and is not attending class, the teacher will notify the school administrator in writing and request the change(s) be made in eSchool.
• Remember, a student attending a program such as SCOPE or PEAK cannot be removed from a teacher’s roster even though they are not attending class.
• If this is the case, the teacher should print out roster, note the discrepancy including the reason, and discuss with administrator.
43
DPAS II(R) Component V ProcessMeasures Selection
44
DPAS II(R) Component V ProcessReview: Measures
45
DPAS II(R) Component V ProcessMeasures / Target Selection Form
*Note: October 15th is a recommended date
46
DPAS II(R) Component V ProcessMeasures / Target Selection Form
*Note: October 15th is a recommended date
47
DPAS II(R) Component V ProcessMeasures / Target Selection Form
*Note: October 15th is a recommended date
48
DPAS II(R) Component V ProcessMeasures / Target Selection Form
*Note: October 15th is a recommended date
49
DPAS II(R) Component V ProcessMeasures / Target Selection Form
*Note: October 15th is a recommended date
50
DPAS II(R) Component V Process
Measures MUST be approved by evaluators prior to using any measure!
*Note: October 15th is a recommended date
51
DPAS II(R) Component V ProcessTarget Selection Process
52
DPAS II(R) Component V ProcessTarget Selection Process
53
DPAS II(R) Component V ProcessTarget Selection Process
54
DPAS II(R) Component V ProcessTarget Selection Process
55
DPAS II(R) Component V Process
What does a good Student Growth Target look like?
56
DPAS II(R) Component V ProcessStudent Growth Target Guiding Principles
57
DPAS II(R) Component V ProcessWhat is a Student Growth Target?
• A Student Growth Target is a measurable goal for student achievement over a given period of time.
• Strong student growth targets share three key characteristics:
High-Quality EvidenceAssessment
provides data from the beginning and
end of students’ time with teacher and is
based on a common assessment when
available.
RigorRepresents an
appropriate amount of student learning (challenging, yet attainable) for the
specified interval of instruction and specified set of
students.
Priority Content
Focuses on learning content that is aligned to state
and/or common core standards (when
applicable).
58
DPAS II(R) Component V ProcessWhat Do Strong Student Growth Targets Look Like?
Goal Statement:
Increase the percentage of students who are
proficient (above 70%) in Integrated Mathematics I from 33% in September,
2012 to 75% in June, 2012, as measured by the Department of Education
Internal Measure B: Integrated Mathematics I.
A good goal statement is one that is…
Specific
Measurable
Appropriate
Realistic
Time-bound
59
DPAS II(R) Component V ProcessWhat Do Strong Student Growth Targets Look Like?
Specific: Focused on physical education, specifically the Presidential Fitness sub areasMeasurable: Identified Presidential Fitness Test to be used to assess goalAppropriate: The teacher teaches the content and skills contained in the Presidential Fitness Tests. Realistic: The goal of increasing student performance by 20% is realistic. It is not out of reach and yet not too easy.Time-bound: Goal attainment can be addressed by the end of the year with the final Presidential Fitness Test.
During the school year, my sixth grade physical education students will improve
performance by 20% on each of the Presidential Fitness Test sub areas.
60
DPAS II(R) Component V ProcessTarget Selection Process
61
DPAS II(R) Component V ProcessSCENARIO: Hypothetical Classroom Data
Suppose you’re teaching mathematics to a class of 20 fourth grade students. You know that students from this school have had trouble with measurement items on the state test in previous years, and you’re wondering whether you need to do more teaching in this area. After reviewing Measure B for fourth grade mathematics, you discover that the assessment targets the Domain: Measurement and Data.
You received approval from your evaluator to use the Internal Measure developed by educators to identify the strengths and/or weaknesses of your students in measurement, and administered the assessment to your entire class. Your students obtained the scores shown in Table 1.
62
DPAS II(R) Component V ProcessSCENARIO: Hypothetical Classroom Data
63
DPAS II(R) Component V ProcessFall Conference
• The teacher and administrator will meet (Fall Conference) to discuss the growth expectations for students.
• Using the Measures / Target Form, the teacher and administrator will agree upon the identified areas of need and focus for the school year.
64
DPAS II(R) Component V ProcessFall Conference
• Group 1• Measure A targets will be provided by the Department of
Education: Student Growth Tables• Finalize targets for Measure B assessment• Record in Data and Evidence Collection Procedures Chart.
• Group 2• Set targets for Measure B assessment(s)• Record in Data and Evidence Collection Procedures Chart.• Finalize targets for Measure C Growth Goals• Record in Data and Evidence Collection Procedures Chart.
• Group 3• Finalize targets for Measure C Growth Goals• Record in Data and Evidence Collection Procedures Chart.
65
Department of Education
Performance PLUS and Component V
66
Why SunGard?
• Pupil Accounting contracted in1999 with SunGard
• eSchoolPLUS and IEPPlus• Student Longitudinal Data Systems
Grant– $5 million for three years– Performance PLUS products for
curriculum and assessment management
• Component V– Growth Module– Delivery mechanism 67
Performance Plus software
• The software is hosted at SunGard and is currently being set up so that Delaware may use it
• The goal is to be live by August 27, 2012
• This week in the DOE we are setting up agents which will synchronize the eSchoolPLUS databases with the Performance PLUS databases
68
Component V Assessments
• SunGard has received most of the assessments from DOE and are entering them into the Performance Plus software
• The goal is to be live by August 27, 2012• The DOE will work with contributors to
verify the assessments in the software before going live
69
Growth Goal Module
• The Growth Goal Module is currently being programmed into Performance PLUS and will be available by August 27
70
Implementation
• Phase 1 is going on now with the purpose of delivering the Component V assessments in September
• Phase 2 will begin in October. This will be the full implementation of Performance Plus (Assessment Builder, Performance Tracker, Curriculum Connector)
• The planning has not begun with SunGard yet on Phase 2
71
Training
• Technical training schedule has been sent out to the districts and charters:
• There are two parts to the training:– printing, scanning, and uploading bubble
sheets; and entering growth goals (early September)
– bubble sheet scanning and uploading onsite assistance; and entering growth goals assistance (mid to late September)
72
Cost
• The DOE will provide the districts and charters $3.00 per student to defray the costs of printing and scanning
• You may use these funds as you wish for this project
73
Access to Performance Plus
• There will be a link in eSchoolPLUS or Teacher Access Module which will take you to Performance PLUS
• There is no need to log into Performance PLUS separately
74
Bubble SheetsThe DOE decided to use bubble sheets this
September for the Component V assessments because there was not enough time to set up online testing
However in Phase 2 implementation you will have the ability to use the online module
The bubble sheets and test booklets will be printed out in your school/district
The teacher/specialist will log into Performance Plus, pick the class, and print the bubble sheets and test booklets
The printer must be a laser printerThe DOE is currently testing printing and
scanning and will send an update next week
75
Scanners
• The DOE is not recommending a particular scanner or vendor
• I have tested scanning and have been successful. But I have not gotten to the point of saving to a file on a computer
• Basic scanner settings: – scan black and white images– save as TIFF format– 200 DPI
76
Helpdesk
• The helpdesk for Performance Plus will be the same as eSchoolPLUS or IEPPlus
• District and Charter pupil accounting coordinators will be the primary contact
• For policy questions please refer to your curriculum office
• For assistance during the September Component V assessments we will provide the pupil accounting coordinators with a phone number to directly call SunGard if our helpdesk cannot assist you
77
Scheduling in eSchoolPLUS
• For teachers/specialists to print out bubble sheets they must have a class and students enrolled in that class
• The DOE is currently in the process of assisting the districts and charters in scheduling primarily elementary schools and special schools
• This must be completed before you can use the Component V module in Performance PLUS
78
Integration
• All of the DOE systems are integrated:– IMS– eSchoolPLUS– IEPPlus– PerformancePLUS– Dashboard
79
“….develop each child intellectually,
artistically, emotionally, physically, and
socially so that all students are life-long
learners, complex thinkers, responsible
global citizens and effective communicators.”
PerformancePLU
S
Agenda
• PerformancePLUS Products Overview– PerformanceTRACKER– AssessmentBUILDER– CurriculumCONNECTOR– Implementation
• Measure B– Pre/Post Assessment Facilitation
• Measure C– Growth Goal Module
81
82
Implementation
• Phase I– Measures B & C– Training
• Phase II– Individual district/school full implementation– More to come…
83
Training
• Starting August 28– 2 sessions for each district
• Printing bubble sheets, scanning and uploading• Scanning and uploading support
– Who should attend?• Bubble Builder/Reader
– Pupil Accounting Coordinator
– Testing Coordinator
– District Representative
– High School Representative
• Growth Goals– Core team of 25 people who will train remainder of staff
84
Pre/Post Assessment FacilitationMeasure B
• Validate Class Roster• Print Bubble Sheets and Assessments
– Easy 3-Step Process
• Administer Assessments• Scan Bubble Sheets• Upload Bubble Sheets
85
Validate Class Roster
86
Print Bubble Sheets
87
Print Bubble Sheets
88
Print Bubble Sheets
**Install bubble and bar code fonts before printing, if necessary.
89
Print Bubble Sheets/Test Booklets
• Bubble Sheet Printing Instructions– Must be printed via a laser jet printer– Must be printed with correct margins
• See sample instructions
• Student Test Booklets, Scoring Guides, etc– Can all be printed from this page!
90
Print Bubble Sheets
91
Scan Bubble Sheets
200 DPI
Black and White TIF Images
Single Page Files
92
Upload Bubble Sheets
93
Growth Goal ModuleMeasure C
• Minimum of 4 goals• Enter Goal Information
– Choose Goal– Enter Baseline Data– Enter Target Data
94
Growth Goal Module
95
Growth Goal Module
Selecting a goal immediately adds it to the section.
96
Growth Goal Module
Every goal has its own statement, but all goals have the same 10 user entered fields.
97
Growth Goal Module
98
Goal 4: Team/Implementation Planning
99
Team Planning Time
• 1) How will you communicate Component V and the tasks that educators need to complete to the rest of your school?
• How will you support the educators in your school on the process during the upcoming academic year?
100
Next Steps• Power Point Updated and put on DOE website by August
17, 2012• FAQs from training put on DOE website by August 17,
2012• Excerpts from DPAS II(R) Teacher’s Guide put on DOE
website by August 17, 2012• DPAS II(R) Teacher, Specialist, Administrator Guides
updated by August 24, 2012• Online DOE Training Modules for Teachers, Specialists,
Administrators• Online SunGard Training – Performance Plus• September DOE Trainings for any school team not able to
attend the August trainings. Tentative dates & locations:– Monday, September 24th – New Castle County– Tuesday, September 25th – Kent County– Thursday, September 27th – Sussex County 101