1. Delaware Department of Education September 2012 Version 2 – 8/15/2012
DPAS II (R) Training
Delaware Department of Education
September 2012
Version 2 – 8/15/2012
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2. Agenda 8:00 – 8:05 Welcome 8:05 – 8:25 DPAS Component V Overview (DOE)
8:25 – 8:35 Questions (DOE)
8:35 – 8:50 Overview Continued (DOE)
8:50 – 9:00 Questions (DOE)
9:00 – 9:45 Activity Follow-up with Q&A (DOE)
9:45 – 10:00 Break
10:00 – 10:15 Performance Plus Introduction (SunGard)
10:15 – 11:00 Comp V Scenarios Using P-Plus (Joint)
11:00 – 11:30 Scanning/Bubble Sheets/Tech (SunGard)
11:30 – 12:00 Synthesis and Questions (Joint)

4. Understanding DPAS II (R): Components I-IV
Teachers
Specialists
Administrators
Component 1
Planning & Preparation
Vision & Goals
Component 2
Classroom Environment
Professional Practice & Delivery of Services
Culture of Learning
Component 3
Instruction
Professional Collaboration & Consultation
Management
Component 4
Professional Responsibilities
Component 5
Student Improvement
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5. 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.

6. Understanding policy and implementation for Component V.
What’s New?
Three Educator Groups
Three Measures

7. 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 for at least 10 students at any grade level or subject other than DCAS reading and/or math? Do you have a Measure B available?
Group III
Any educator who does not meet the criteria for Group I or Group II will defer to Group III

8. 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?

9. What are the three (3) types of Measures?
MEASURE A
MEASURE B
MEASURE C

10. Measure A
Based upon DCAS instructional scale scores for reading and/or math in grades three (3) through ten (10)

11. 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 Assessments

12. 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

13. How do we match educator groups to the measures?
Measure A
Measure B
Measure C
Group I
50%
Group II
Group III
100%

14. Group I Educators and Measures
Measure A – DCAS
Measure B – External/Internal
Group I
50%
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

15. 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%

16. Group III Educators and Measures
MUST use a minimum of four (4) Measure C’s
Measure C weighted 100%
Measure C – Growth Goals
Group III
100%

17. 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?
Pause for questions
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18. Questions?

19. DPAS II Ratings Remember… Component V acts as a gate-keeper
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

20. 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

21. How are Measure A Growth Targets set?
Growth Targets will be provided by the Department of Education
For the school years, Growth Targets will be determined based on DCAS instructional scale score growth achieved by “similar students” in and 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.

22. 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.

23. 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

24. 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.
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25. 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

26. Component Five Ratings
Possible Rating Combinations
Overall Component V Rating
Exceeds
Satisfactory
Unsatisfactory
Unsatisfactory – administrator can upgrade to “Satisfactory” rating

27. Summative Ratings Total # of Satisfactory ratings in Components I-IV
Component Five
Summative Rating
4/4
Exceeds
Highly Effective
Satisfactory
Effective
Unsatisfactory
Needs Improvement
3/4
2/4
Ineffective
1/4
0/4

28. DPAS II(R) Component V Process Educator 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.
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29. DPAS II(R) Component V Process Measures / Target Selection Form
DPAS II(R) Component V Process Measures / Target Selection Form *Note: October 15th is a recommended date
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30. DPAS II(R) Component V Process Measures / Target Selection Form
DPAS II(R) Component V Process Measures / Target Selection Form *Note: October 15th is a recommended date
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31. DPAS II(R) Component V Process Measures / Target Selection Form
DPAS II(R) Component V Process Measures / Target Selection Form *Note: October 15th is a recommended date
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32. DPAS II(R) Component V Process Measures / Target Selection Form
DPAS II(R) Component V Process Measures / Target Selection Form *Note: October 15th is a recommended date
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33. DPAS II(R) Component V Process Measures / Target Selection Form
DPAS II(R) Component V Process Measures / Target Selection Form *Note: October 15th is a recommended date
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34. DPAS II(R) Component V Process Measures MUST be approved by evaluators prior to using any measure! *Note: October 15th is a recommended date
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35. DPAS II(R) Component V Process Target Selection Process
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36. DPAS II(R) Component V Process
Activity: What does a good Student Growth Target look like?
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37. DPAS II(R) Component V Process Student Growth Target Guiding Principles1
Setting ambitious, achievable goals for students is good instructional practice. Goals establish a vision for what students should be able to accomplish at the end of the year. 2
Strong goals share certain characteristics. However, no single goal or assessment is appropriate for all grades, content areas, or students. 3
Therefore, it is not the intent of the state to prescribe how educators set student growth targets. This practice should be driven by those closest to students.
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38. DPAS II(R) Component V Process What 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:
Priority Content
Focuses on learning content that is aligned to state and/or common core standards (when applicable).
Rigor
Represents an appropriate amount of student learning (challenging, yet attainable) for the specified interval of instruction and specified set of students.
High-Quality Evidence
Assessment provides data from the beginning and end of students’ time with teacher and is based on a common assessment when available.
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39. A good goal statement is one that is…
DPAS II(R) Component V Process What 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
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40. DPAS II(R) Component V Process What Do Strong Student Growth Targets Look Like?
During the school year, my sixth grade physical education students will improve performance by 20% on each of the Presidential Fitness Test sub areas.
Specific: Focused on physical education, specifically the Presidential Fitness sub areas
Measurable: Identified Presidential Fitness Test to be used to assess goal
Appropriate: 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.
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41. DPAS II(R) Component V Process Target Selection Process
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42. DPAS II(R) Component V Process SCENARIO: 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.
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43. DPAS II(R) Component V Process SCENARIO: Hypothetical Classroom Data
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44. DPAS II(R) Component V Process Fall 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.
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45. DPAS II(R) Component V Process Fall 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)
Finalize targets for Measure C Growth Goals
Group 3
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46. DDOE Resources
DDOE Website: Hotline Numbers: eSchool Plus Sungard - DPAS-II policy –