1. Check-in & Preparation ASW Wiki http://ncasw.ncdpi.wikispaces.net/ has today’s materials posted under ASW Professional Development on the Summer RESA Sessions page. Direct link: http://ncasw.ncdpi.wikispaces.net/ Summer+2014+RESAs 1. Review the agenda 2. Access our materials for today, either at your table or online

2. DPI ASW August 2014 Training

3. Welcome & Introductions

4. Introductions: ASW Team Arts Education Christie Lynch Ebert Slater Mapp AP/IB Sneha Shah-Coltrane David Brooks Healthful Living Burt Jenkins World Languages Ann Marie Gunter Coordinator Jen DeNeal

5. Introductions from Tables Team lead will share: – Name of District/Charter –Name and role of each team member: Arts Education AP/IB Healthful Living World Languages District/School Administrator

6. Welcome: Agenda ASW 101 Wiki Walkabout Online Platform Tour Choosing Objectives Activity Gallery Walk of District/Charter Training Plans Wrap-up

7. Welcome: ASW Questions Please use post-its notes to capture your questions today, individually and from your team. Periodically, your table will compile the questions, and unanswered ones from that section will be addressed.

8. August 2014 Training Bathrooms

9. August 2014 Training Lunch Begin and End On Time Breaks

10. Take care of your own needs August 2014 Training

11. Please switch cell phones to “vibrate” or silent August 2014 Training

12. Limit Sidebar conversations August 2014 Training

13. Know when to step up and when to step back

14. Work Together Your team will train educators on the ASW Process and serve as the local points of contact for the ASW Process during 2014-2015. August 2014 Training

15. Activity: Team Socrative Quiz Have 1 - 5 team member(s) access the Internet... Go to:m.socrative.com Join Room: 942133

16. Activity: Team Socrative Quiz Go to: m.socrative.com Room:942133 What was the most fun over the summer? Beach vacation Mountain retreat Staycation Trip abroad Vegas rules…can’t tell

17. Activity: Team Socrative Quiz Go to: m.socrative.com Room:942133 Are you ready for school to start? Yes! It already started. Sure, we’re game. We will be when it’s time. Wait... school’s starting?

18. Activity: Team Socrative Quiz Room:942133 Were you involved in the ASW pilot(s)? Yes, some team members here today were pilot participants. Yes, educators in our district/charter were pilot participants. Not sure. No, but we understand the basics of ASW. No, we’re all new to ASW.

19. ASW 101

20. Activity: ASW Process Timeline Sequencing Pull out the laminated pieces from the envelope on your table and place them in the correct order for the ASW Process.

21. 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

22. 5 Rating Categories 1 6 5432 Demonstrate Leadership Establish Environment Know Content Facilitate Learning Reflect on Practice Contribute to Academic Success 3 Rating Categories Not Demonstrated Developing Proficient Accomplished Distinguished Effectiveness Status NC Educator Evaluation System

23. 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 Checkpoints 6 6

24. Analysis of Student Work 6 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.

25. Principal’s Input Confirm Teacher Participation

26. Overview: Analysis of Student Work ASW Process

28. ASW Process: A Quick Guide

29. Teaching Context Screen shot

30. 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

31. Participation in ASW Process for 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.

32. Class schedule composition: English IIEOC Locally-developed class Spanish IASW Spanish IIASW Spanish III ASW Spanish IV ASW 6 classes 4 divided by 6 = 67% Participation in ASW Process for High School Teachers (60% rule) 4 ASW classes Required to Participate in ASW

33. Class schedule composition: Math 1EOC AP StatisticsASW 6 classes 3 divided by 6 = 50% Participation in ASW Process for High School Teachers (60% rule) 3 ASW classes Not Required to Participate in ASW

34. Participation in ASW Process for 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.

35. Frequency and Duration of classes: General Music – 4 th 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 Participation in ASW Process for K-8 Teachers (45 minute rule) 80 mins. Each class

36. 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 Participation in ASW Process for K-8 Teachers (45 minute rule) 30 mins. Each class

37. Teaching Context on Timeline September to early-mid October Teachers confirm and correct schedules.

38. ASW Questions Have 1 person compile your post-it notes with questions from the previous section Listen carefully! Only unanswered questions will be addressed to save time...

39. ASW Process: A Quick Guide

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

41. 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.

42. ASW Process: A Quick Guide

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

44. 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

45. 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.

46. ASW Process: A Quick Guide

47. 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

48. The Teacher may choose: Option 1 – Individual Student Work Samples Collect and keep 2 work samples: for each class member for a specific objective at 2 separate points in time OR Sample Type

49. The Teacher may choose: Option 2 – Whole Class Work Samples 2 work samples that represent the entire class for a specific objective at 2 separate points in time Sample Type

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51. Pre Test Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf sdf Ljsdflksdf ;mf sdflmdf sdf;df msdf;sdf sdfmsdf lmf, sdfmsd. Sdmsdf0 lsdjlkjsdflkjsdfljk Ljdflkjf ljkdlkjsdf tjtlkjltj ;jke;ljkw;jkw ;kw;lkwet ;w;jw ;jkw;ljkw klwe ljsdfljsdf sdljsdfljsdf Sljd Collection Method → File Size Up to 10 MB per file!

52. 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

53. Time passes Teachers Collect Work Samples for Timelapse Artifacts.....................

54. ASW Questions Have 1 person compile your post-it notes with questions from the previous section Listen carefully! Only unanswered questions will be addressed to save time...

55. ASW Process: A Quick Guide

56. TA 1 Timelapse Artifact Option 1 – Individual Student Work Samples Online platform will select 3 students The TA will be compiled using the Individual Student Work Samples from these selected students. Student Selection

57. Timelapse Artifact Option 1 – Individual Student Work Samples If a student work sample is unavailable, that student will be reshuffled to create another sampling. Student Selection TA 1

58. Principal’s Input The Principal is notified when a reshuffle is used by a teacher.

59. 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.

60. ASW Process: A Quick Guide

61. Context for 1 st work sample in each Timelapse Artifact How does this artifact show where the student is 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 8 th 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.

62. Context for 2 nd work sample in each Timelapse Artifact How does this artifact show where the student is 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 8 th 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.

63. 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

64. Timelapse Artifact Option 1 – Individual Student Work Samples 1 2 1 2 1 2 1 Timelapse Artifact Upload Evidence

65. Timelapse Artifact Option 2 – Whole Class Work Samples 2 1 1 Timelapse Artifact Upload Evidence

66. All 5 Timelapse Artifacts will be uploaded to the online platform as the teacher’s Evidence Collection for the school year. TA 3 Student TA 3 Student TA 4 Student TA 4 Student TA 5 Whole Class TA 5 Whole Class TA 1 Student TA 2 Whole Class Upload Evidence

67. 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.

68. ASW Process: A Quick Guide

69. The Evidence Collection will be reviewed by 2 content area specialists. Reviewer #1 Reviewer #2 Blind Review ED M

70. Reviewer #1 Reviewer #2 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

71. 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 Reviewer #1 Reviewer #2 M Blind Review M

72. Reviewer #1 Reviewer #2 If the category ratings from the two reviewers are not the same, the Evidence Collection is automatically sent to a 3 rd reviewer for an additional review to get a rating for that year. M Reviewer #3 Blind Review E

73. 2-Step ASW Process Review These will be explained in detail in later modules. #1 Evidence Collection Checklist #2 ASW Quality Rubric Blind Review

74. Summer 2015 Content area specialists complete the review process. Blind Review Qualifications Application Training

75. ASW Process: A Quick Guide

76. 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 1TA 2TA 3TA 4TA 5 Does Not MeetMeetsExceeds D D D D DM M M M ME E E E E D D D D EM M M M EM E E E E D D D D MD M M M MM M E E E D D D E EM M M E ED E E E E D D D M ED D M M MD M E E E D D D M MD M M M ED D E E E D D M M E D D M E E D M M E E Receive Rating

77. 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 1TA 2TA 3TA 4TA 5 Receive Rating DMMME

78. Synthesis table to determine Standard 6 rating a Receive Rating a Does Not MeetMeetsExceeds D D D D DM M M M ME E E E E D D D D EM M M M EM E E E E D D D D MD M M M MM M E E E D D D E EM M M E ED E E E E D D D M ED D M M MD M E E E D D D M MD M M M ED D E E E D D M M E D D M E E D M M E E

79. Fall 2015 Teachers receive their Standard 6 ratings for 2014- 2015. Receive Rating

80. 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 6 666 Year 1Year 2Year 3 Standard

81. 66 Contribute to Academic Success 6 Year 1 2014-2015 Does Not Meet Expected Growth Year 2 2015-2016 Meets Expected Growth Year 3 2016-2017 Meets Expected Growth 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

82. Effectiveness Status for 2016 - 2017 2016 - 2017 DevelopingProficientAccomplishedDistinguished Standard 1 Demonstrate leadership Standard 2 Establish Environment Standard 3 Know Content Standard 4 Facilitate Learning Standard 5 Reflect on Practice Standard 6 Three year growth data X X X X X Best 2 out of 3 years of growth data for 2014 – 2017 Meets Expected Growth Principal Role

83. In Need of Improvement Effective Highly Effective Any rating lower than proficient Proficient or Higher on Standards 1-5 Accomplished or Higher on Standards 1-5 1 Demonstrate Leadership 2 Establish Environment 3 4 5 Know Content Facilitate Learning Reflect on Practice Standards Does Not Meet Expected Growth Meets or Exceeds Expected Growth Exceeds Expected Growth Effectiveness Status for 2016 - 2017 6 Contribute to Academic Success (3 yrs. of data)

84. Effectiveness Status for 2016 - 2017 2016 - 2017 DevelopingProficientAccomplishedDistinguished Standard 1 Demonstrate leadership Standard 2 Establish Environment Standard 3 Know Content Standard 4 Facilitate Learning Standard 5 Reflect on Practice Standard 6 Three year growth data X X X X X Best 2 out of 3 years of growth data for 2014 – 2017 Meets Expected Growth Effective Principal Role

85. ASW Questions Have 1 person compile your post-it notes with questions from the previous section Listen carefully! Only unanswered questions will be addressed to save time...

86. Team Planning Time

87. Wiki Walkabout

88. 5 Online Training Modules August - 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/ http://ncasw.ncdpi.wikispaces.net/ ASW Wikispace Public wiki - No need to join!

89. Online Platform Tour

104. ASW Questions Have 1 person compile your post-it notes with questions from the previous section Listen carefully! Only unanswered questions will be addressed to save time...

105. Team Planning Time

106. Choosing Objectives

107. 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

108. 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!

109. Activity: Choosing Objectives for the ASW Process Move to a content area group: Arts Education AP/IB Healthful Living World Languages District/School Administrators choose a content area group. Get an activity sheet with the objectives from one course in that area.

110. 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 well NOW Might link SOON May link but NOT AT THE MOMENT XXX

111. Activity: Choosing Objectives for the ASW Process 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 teachers teach and assess?

112. Activity: Choosing Objectives for the ASW Process 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. 4.Consider how you might use or adapt this activity with your teachers.

113. Could a teacher create an Evidence Collection with 5 Timelapse Artifacts using the objectives highlighted for this course? Strands & Standards Guidance Charts

114. District/Charter Training Plans

115. Synthesize your Team Planning ideas from today’s session onto a chart paper poster. Your team’s poster should show your ‘big picture’ plan for 2014-2015 ASW training.

116. District/Charter Training Plans Poster should contain answers to the 5 W’s and H: Who will you be training? Where will you share the information? (PLC’s, online modules, face to face, etc.) What information needs to be shared? When throughout the year will the information be shared? Why did you make these decisions? How will you measure your progress with ASW training during the year? Don’t forget to include all areas involved in the ASW process: Healthful Living, World Languages, Arts Education, AP/IB

117. Gallery Walk of District/Charter Training Plans

118. Gallery Walk District/Charter Training Plans Place your team’s poster in the gallery area. As we do the Gallery Walk, use your dot to vote for the: –Most Interesting Training Plan Ideas

119. Gallery Walk District/Charter Training Plans 1. Go get your poster 2. Make a note of the ideas that you may want to incorporate into your district/charter training plan.

120. Wrap-up / Exit Ticket

121. Activity: Exit Ticket Go to:m.socrative.com Join Room: 942133 - Date - Content Area - Plus and Delta - Best about ASW - 1 Concern about ASW

122. Questions about Educator Effectiveness, NCEES or ASW Visit www.ncpublicschools.org/effectiveness-model or http://ncees.ncdpi.wikispaces.net/ NCEES+Wiki or ASW Wiki at http://ncasw.ncdpi.wikispaces.net/http://ncasw.ncdpi.wikispaces.net/ You can also email questions to educatoreffectiveness@dpi.nc.gov