1. Summer 2014 Evaluation Training Day One The contents of this training were developed under a Race to the Top grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

2. 2014 Summer Training Overview SLO Process: Increasing Quality with a Focus on Target Setting Educator Evaluation Processes and Building Administrator Model Refinements Data Systems Effective Data Driven Professional Learning The Support Professional Model 2

3. Today’s Agenda SLO Process: Increasing Quality with a Focus on Target Setting: Intro and Framing Monitoring Quality: SLO Audit Supporting Teachers as they write SLOs: Creating a Quality Process Supporting Teachers as the write SLOs: a focus on Target Setting Session Reflection and Closing The Support Professional Model: Making Connections-Model Comparisons Collecting Evidence SLOs and SOOs for Support Professionals Documenting and Feedback Day One Reflection and Closing 3

4. 4 Norms Equity of voice Active listening Confidentiality Usage of parking lot Respectful/ appropriate use of technology Safety to share different perspectives RIDE website: http://www.ride.ri.gov/ Evaluation email: EdEval@ride.ri.govEdEval@ride.ri.gov

5. 5 Icebreakers WHY?

6. 1.Draw a small circle near the top of the page. 2.Now draw a vertical line from the circle to the middle of the page. 3.Now draw to lines from the circle angled down toward the middle of the page. 4.Now draw two lines separating from the single vertical line each of which angles down toward the bottom of the page. 5.At the end of the angled lines stemming from the circle, draw five small lines. 6.At the end of the angled lines stemming from the vertical line, draw an oval at the base of each line. 7. Put your pencil down. Icebreaker

7. What did you draw?

8. Introductions Introduce yourself to someone at your table, share your drawing with them and have them describe your drawing in three words or less.

9. The SLO Process: Increasing Quality with a Focus on Target Setting

10. Objectives and Agenda Objectives: 1.Understand the purposes of and differences between an SLO Approval calibration session with the Quality Review Tool and an SLO self-audit with the SLO Audit Tool (at the school and/or district level) to apply the tools in the upcoming school year. 2.Use a case study to explore implementation challenges and the impact of local decisions as well as develop possible solutions for school and district challenges in participants’ contexts. 3.Examine resources that administrators can use to support teachers as they write high-quality SLOs, particularly with target setting. Agenda: 1.Introduction 2.When the SLO process goes well 3.Monitoring Quality: SLO Audit 4.Supporting Teachers as they Write SLOs: Creating a Quality Process ---- BREAK ----- 5.Supporting Teachers as they Write SLOs: A Focus on Target Setting 6.Reflection and Closing 10

11. The Challenge of Getting From Intent to Reality The Intent of the SLO Process The Reality of Implementation Reflects the most important content and skills students should learn Respects the diversity of all grades, subjects, and courses Written by educators for their own students Tied directly to the teaching and learning happening in every teacher’s individual classroom Requires time for educators to collaborate in the writing of SLOs and the monitoring of student learning Teachers and administrators need to have a strong foundation in standards & curriculum, assessment, and data use The SLO process often shines a light on areas that districts or schools needed to attend to (with or without SLOs) Local policies or practices can either turn SLOs into disconnected compliance or make them an integral part of reflective instruction 11

12. Making the Leap As you watch: What are the: a) Big Ideas and Messages; and b) Strategies or Lessons Learned that the educators in the video touch upon? Video: Implementing SLOs in Rhode Island 12

13. Discussion 1.Whip: everyone share one idea/message or strategy/lesson learned from the educators in the video touched upon. 2.As a group, select the one you think would be most powerful for your school or district to work towards. 3.Each table shares out. 13

14. Monitoring and Improving SLO Quality Most evaluators reported that only a small group of SLOs (1-10%) were of Very high quality, Low quality, or Very low quality. The majority of evaluators thought that most SLOs they approved were a range of Moderate to High quality. So, how can individual districts and schools better understand their SLO’s quality so that they can better support educators in the process and improve their quality in an effort to increase student achievement? On the 2013-14 mid-year survey building administrators were asked about the quality of the SLOs they approved. 14

15. What is an SLO Audit? 15 Process:  Form an Audit Team  Select a random sampling of SLOs and redact all identifying information  Put the SLO Audit Tool into SurveyMonkey or GoogleForms  Have your team calibrate multiple times before beginning audit  Double-score and score all SLOs blindly  A third reviewer can be utilized when any original two reviewers’ ratings do not align  Analyze the data and discuss as a team how it might inform work in the district or school moving forward.

16. SLO Audit vs. SLO Approval Calibration Session How is an SLO Audit different from an SLO Approval Calibration Session? Calibration SessionSLO Audit Purpose Assess and increase consistency of SLO approval across school or district Provide helpful information to district and school leaders about the state of SLOs Tool SLO Quality Review Tool (14 questions) SLO Audit Tool (28 questions) When to do it? Beginning of school year before teachers write SLOs After SLOs are approved (winter-summer before school starts) What will it inform? Immediately informs the current school year by helping to increase administrator’s consistency across the district (or school) and helping to calibrate all educator’s understanding of high-quality SLOs. Informs the upcoming school year by discovering trends and identifying areas of strength and weakness to inform professional development for teachers and evaluators as well as local policies Who participates? All district leaders, building administrators, and department chairs Replicate with teachers at beginning of the year A group of <10 district, school level administrators, and/or teachers who have a high level of understanding of the SLO process and are calibrated around high- quality SLOs Note: Calibration Sessions or Audits could occur at the district or school level and be geared to either administrators or teachers. 16

17. Why conduct an SLO Audit? Better understand the level of quality of SLOs throughout the district (a snapshot in time or to track from year to year). Discover trends that could impact local policies and inform professional development for teachers and evaluators, particularly around curriculum, data use, and assessment. Evaluate Building Administrator Professional Practice - An SLO quality audit could yield evidence for components such as PP2A, PP2B, and PP3C. 17 The SLO audit from RIDE was incredibly useful for my team. It helped us to see where our current SLOs could have been strengthened to give us truly actionable information about student learning. The results of this audit will inform and improve the SLO setting process for the 2014-15 school year. -Leader from SLO Audit pilot district

18. Resources to Support a Quality SLO Process 18 What resources and tools can help educators and evaluators through the SLO process?  Guidebook  SLO FAQs  Indicators of a Strong SLO  SLO and SOO samples  The Process for Writing a Student Learning Objective: A Guide for Educators in Rhode Island  SLO Quality Review Tool  SLO Video  SLO Online Modules:  Understanding SLOs  Writing an Objective Statement  Using Baseline Data and Information to Set SLO Targets  Setting Targets for Student Learning  Deepening Assessment Literacy  The Assessment Toolkit  Approving SLOs  Scoring SLOs  Special Educators and SLOs/SOOs  Building Administrator SLOs  Assessment Tool #1: Quality Assessment Guidance  Assessment Tool #2: Using Baseline Data & Information Guidance and Worksheet  Assessment Tool #3: Assessment Review Tool  Assessment Tool #4: Protocols for Analyzing and Scoring Student Work  Setting Targets in Student Learning Objectives Guidance Document  Standard Setting for Local Assessments Guidance Document  Evolving SLO samples  SLO Approval Calibration Workshop materials  Scoring SLOs Calibration Workshop materials  SLO Self-Audit for LEAs and Schools

19. Reflecting on Implementation: A Case Study Case Study This case study is based on various RI district experiences throughout the last two years of full implementation. Part I: 1.Read the case study. 2.As you read code the text: Your district or school faced a similar challenge as Rockcliff. This is something that I might want to try. 3.Then identify the continuing challenges for Rockcliff by completing the graphic organizer on page 10 of your participant packet. 19

20. Analyzing Implementation and Planning for the Future: A Case Study Part II: 1.In small groups, use the Reflection Protocol in groups to unpack the case study. 2.Write Step #1 and #5 on chart paper and post on the wall. 20

21. Break Agenda: 1.Introduction 2.When the SLO process goes well 3.Monitoring Quality: SLO Audit 4.Supporting Teachers as they Write SLOs: Creating a Quality Process ---- BREAK ----- 5.Supporting Teachers as they Write SLOs: A Focus on Target Setting 6.Reflection and Closing During break, see if other groups identified the same challenge and approached the solution in similar or different ways than you. 21 Appendix 1 and 2 of your participant packet

22. Supporting Teachers as they Write SLOs: A Focus on Target Setting On the 2013-14 Mid-Year Survey more teachers ranked “Determining targets that were rigorous yet attainable” as the most challenging part of writing an SLO/SOO compared to other aspects. 22

23. SLO Online Module: Setting Targets for Student Learning As you watch: Fill in the graphic organizer in your participant packet. 23

24. Discussing the Online Module 1.Compare the notes you took while watching the online module with your table. Did you take away similar Big Ideas, Details/Questions, or Next Steps? 2.If target setting has been a particular struggle for your school, how will you share the guidance and resources with teachers? 24

25. Supporting Teachers as they Write SLOs: A Focus on Target Setting Directions: 1.Read the SLO. 2.For all completed answers code: I would have answered the question the same way I would have answered this question differently 3.Answer the five questions related to targets on your own. 4.Using stickers, indicate your answers to the five target questions on the posters around the room. 5.Be prepared for discussion. 25

26. The Evolution of an SLO 26 DRAFTEVALUATOR’S FEEDBACK The initial draft submitted by a teacher or group of teachers The comments and suggested revisions from the evaluator REVISIONHIGHLIGHTED CHANGES The revised sections from the teacher to reflect the evaluator’s comments Annotations that highlight these changes 12 34 6 th grade sample: Writing Arguments in Response to Text

27. Reflecting and planning for the upcoming school year Consider your own district and school as a case study. What have been your challenges, your decisions, and the impact of both? Complete the Reflection Protocol and plan how, as a school leader, you might move forward in the 2014-15 school year. 27 Agenda: 1.Introduction 2.When the SLO process goes well 3.Monitoring Quality: SLO Audit 4.Supporting Teachers as they Write SLOs: Creating a Quality Process ---- BREAK ----- 5.Supporting Teachers as they Write SLOs: A Focus on Target Setting 6.Reflection and Closing

28. The Rhode Island Model: Support Professional Evaluation & Support System

29. Objectives and Agenda Objectives: 1.Describe each component of the model and how evidence is collected. 2.Analyze a sample SOO to determine ways to assist support professionals with developing SOOs that represent their greatest impact on students. 3.Become familiar with forms and the process of providing holistic feedback. Agenda: 1.Exploring the Support Professional Model 2.Making Connections and Comparisons 3.Collecting Evidence 4.Break 5.SLOs and SOOs for Support Professionals 6.Documenting and Feedback 7.Summarizing and Foreshadowing Day 2

30. EXPLORING THE SUPPORT PROFESSIONAL MODEL

31. Who is the Support Professional Model designed for?

32. How was the Support Professional Model designed?

33. What is the process for Full Implementation? Element Full Implementation Beginning 2014-15 Evaluation Conferences  3 evaluation conferences between the support professional and the evaluator (Beginning, Middle, and End-of-Year) Professional Growth Goals  At least 1 written at the beginning of the year Professional Practice and Responsibilities  A minimum of 3 observations  1 announced, 2 unannounced  Evidence may also be collected in day-to-day interactions  Written feedback required at least 3 times over the course of the year Student Outcome/ Learning Objectives  Use decision tree to select appropriate combination of Student Learning Objectives and/or Student Outcome Objectives  At least 2 per support professional (no more than 4) Rhode Island Growth Model  Included for Contributing Educators only Final Effectiveness Rating  Final Effectiveness Ratings will be used as part of the certification renewal process.

34. Teacher Model Support Professional Model When is the Teacher Model used instead of the SP Model? Best used when the primary role of the support professional is classroom instruction. Often a reading specialist or librarian’s day mirrors a classroom teachers. Used for all support professionals whose primary role is not classroom instruction. Some support professionals may teach but it is a small portion of their role. LEA Decision

35. MAKING CONNECTIONS: MODEL COMPARISON

36. Support Professional Model Comparison with Current Models Support Professional Model Building Administrator Model Professional Practice Professional Responsibilities Student Learning FER Teacher Model

37. Model Comparison

38. COLLECTING EVIDENCE

39. How do I gather evidence for Professional Practice? Evidence Collection Methods Observation Three Observations Natural Setting Artifact Review Uploaded by SP Gathered by Evaluator

40. Observations and Gathering Evidence

41. Collecting Evidence Take one Professional Practice Component card from the center of the table. Take your packet, your card and something to write with. Locate your group by the color of your card. Find a location to either stand or sit for the next 8 minutes. As a group, read through your component card. What are the indicators of this component? Think about the 7 specific support professional roles. Where could you observe this component? What artifacts could be used? Be prepared to share a brief summary of your component and 1-2 examples you brainstormed.

42. What conversations might be important to have during the Beginning-of-Year Conference to plan for observations and evidence collection?

43. Discussion Topics to Prepare for Observations Discuss the support professional’s schedule Identify suggested times/settings for in-person observation of practice Discuss how to handle confidential situations/settings Identify possible artifacts that will also be used to evidence professional practice

44. BREAK

45. SLO S AND SOO S FOR SUPPORT PROFESSIONALS

46. Should the Support Professional I am evaluating write SLOs or SOOs?

47. Why is the language different between the SOO and SLO Quality Review Tool? SLOSOO Priority of Content knowledge or skills capturing the major content of instructional period curriculum-based explanation increase access to learning capturing critical aspects of the support professional’s role Rigor of Target baseline knowledge related data Quality of Evidence includes process for safeguards to ensure consistent scoring includes strategies

48. SOO Activity

49. DOCUMENTING AND FEEDBACK

50. How are the forms different in EPSS?

51. EPSS Student Learning Forms

52. Getting Started for 2014-2015 Full Implementation Visit RIDE’s Website for resources to help you train and support your support professionals throughout their first year of full implementation. SOO Samples Best Practice Resources Online Modules Online Guidebook

53. Summarizing Today’s Work In a tweet, what should support professionals know about the Rhode Island Support Professional Evaluation and Support System? less than a minute ago #RISummerTraining

54. Summarizing Today’s Work

55. Looking Ahead to Tomorrow Focus Bring Feedback