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DPAS II (R) Training Delaware Department of Education August 2012 Version 2 – 8/15/2012 1.

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Presentation on theme: "DPAS II (R) Training Delaware Department of Education August 2012 Version 2 – 8/15/2012 1."— Presentation transcript:

1 DPAS II (R) Training Delaware Department of Education August 2012 Version 2 – 8/15/2012 1

2 Welcome Coming together is a beginning. Keeping together is progress. Working together is success. –Henry Ford 2

3 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

4 Goals for Today 1)Understand the DPASII(R) evaluation system for Components I-V for the 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

5 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

6 Team Expectations Teamwork divides the task and doubles the success. –Unknown Todays focus: –Understand the changes and new features of DPAS II (R) Component V –Share this information and support implementation back in your schools 6

7 Goal 1: Understand the DPASII(R) Evaluation System for Components I-V for the School Year 7

8 8

9 Understanding DPAS II (R): Components I-IV 9 TeachersSpecialistsAdministrators Component 1 Planning & Preparation Vision & Goals Component 2 Classroom Environment Professional Practice & Delivery of Services Culture of Learning Component 3Instruction Professional Collaboration & Consultation Management Component 4 Professional Responsibilities Component 5 Student Improvement

10 Understanding DPAS II(R): Components I-IV What changed in ? –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

11 Understanding DPAS II(R): Components I-IV Whats new in ? –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 educators evaluation, is the major shift in DPAS II (R) for

12 Goal 2: Review the Policies and Implementation of Component V 12

13 Background: How we got here… National Conversation… Race to the Top… Educator involvement… 13

14 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

15 Understanding policy and implementation for Component V. Whats New? –Three Educator Groups –Three Measures 15

16 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 students learning in a course/class, provided the student has been enrolled at least 85% of the time that the class is in session. GroupsGeneralizations about the category Group IAre 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 IIAre 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 IIIAny educator who does not meet the criteria for Group I or Group II will defer to Group III 16

17 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

18 What are the three (3) types of Measures? MEASURE A MEASURE B MEASURE C 18

19 Measure A Based upon DCAS instructional scale scores for reading and/or math in grades three (3) through ten (10) 19

20 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 20

21 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

22 How do we match educator groups to the measures? Measure AMeasure BMeasure C Group I50% Group II50% Group III100% 22

23 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 – DCASMeasure B – External/Internal Group I50% 23

24 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 II50% 24

25 Group III Educators and Measures Group III Educators: –MUST use a minimum of four (4) Measure Cs –Measure C weighted 100% Measure C – Growth Goals Group III100% 25

26 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

27 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

28 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

29 How will Measure A be rated? ExceedsSatisfactoryUnsatisfactory (with administrator discretion) Unsatisfactory 65% or more of a teachers DCAS student growth targets are met 50-64% of a teachers DCAS student growth targets are met 35-49% of a teachers 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 teachers DCAS student growth targets are met 29

30 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. 30

31 How will Measure B and C be rated? ExceedsSatisfactoryUnsatisfactory 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

32 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

33 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

34 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

35 Component Five Ratings Possible Rating Combinations Overall Component V Rating Exceeds Satisfactory ExceedsUnsatisfactorySatisfactory UnsatisfactoryUnsatisfactory – administrator can upgrade to Satisfactory rating Unsatisfactory 35

36 Summative Ratings Total # of Satisfactory ratings in Components I- IV Component FiveSummative Rating 4/4ExceedsHighly Effective 4/4SatisfactoryEffective 4/4UnsatisfactoryNeeds Improvement 3/4ExceedsHighly Effective 3/4SatisfactoryEffective 3/4UnsatisfactoryNeeds Improvement 2/4ExceedsEffective 2/4SatisfactoryEffective 2/4UnsatisfactoryIneffective 1/4ExceedsNeeds Improvement 1/4SatisfactoryNeeds Improvement 1/4UnsatisfactoryIneffective 0/4ExceedsNeeds Improvement 0/4SatisfactoryNeeds Improvement 0/4UnsatisfactoryIneffective 36

37 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

38 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 states Talent Retention/Attraction program(s). 38

39 Goal 3: Understand Tools and Resources for Implementing Component V 39

40 DPAS II(R) Component V Process 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 responsibility for a students learning in a course/class, provided the student has been enrolled at least 85% of the time that the class is in session. 40

41 DPAS II(R) Component V Process Measures / 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

42 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 educators roster. 42

43 DPAS II(R) Component V Process Educator 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 teachers 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

44 DPAS II(R) Component V Process Measures Selection Review: Guidelines Group 1 educators: MUST use Measure A and at least one (1) Measure B Group 2 educators: MUST use a minimum of four (4) measures MUST use at least one (1) Measure B and at least one (1) Measure C Group 3 educators: MUST use a minimum of four (4) measures MUST use Measure C 44

45 DPAS II(R) Component V Process Review: Measures Measure A: Based upon DCAS instructional scale scores for reading and/or mathematics in grades three (3) through ten (10) Measure B: Comprised of two types of alternate measures: 1) internal assessments that are educator-developed and DDOE-approved specific to subjects and grade levels; and 2) external measures that are DDOE-approved and can be used at the discretion of each district. Measure C: Growth goals are educator-developed and DDOE- approved goals specific to content areas and job assignments. 45

46 DPAS II(R) Component V Process Measures / Target Selection Form *Note: October 15 th is a recommended date 46

47 DPAS II(R) Component V Process Measures / Target Selection Form *Note: October 15 th is a recommended date 47

48 DPAS II(R) Component V Process Measures / Target Selection Form *Note: October 15 th is a recommended date 48

49 DPAS II(R) Component V Process Measures / Target Selection Form *Note: October 15 th is a recommended date 49

50 DPAS II(R) Component V Process Measures / Target Selection Form *Note: October 15 th is a recommended date 50

51 DPAS II(R) Component V Process Measures MUST be approved by evaluators prior to using any measure! *Note: October 15 th is a recommended date 51

52 DPAS II(R) Component V Process Target Selection Process Measure A: Students complete Fall administration of DCAS in reading and/or mathematics 52

53 DPAS II(R) Component V Process Target Selection Process Measure B: Administer and score approved Internal or External Measure Complete Bubble Sheet and Scan Results into Performance Plus Analyze data and develop both satisfactory and exceeds targets based upon the identified area(s) of need for their class of students or selected group of students. Record the proposed targets in the Data and Evidence Collection Procedures Chart. Fall Conference 53

54 DPAS II(R) Component V Process Target Selection Process 54

55 DPAS II(R) Component V Process Target Selection Process Measure C: Collect data from eSchool, College Board, TIDE, etc. Analyze data for EACH goal. Develop both satisfactory and exceeds targets based upon the identified area(s) of need for a selected group(s) of students for EACH goal. Record the proposed targets in the Data and Evidence Collection Procedures Chart. Fall Conference 55

56 DPAS II(R) Component V Process What does a good Student Growth Target look like? 56

57 DPAS II(R) Component V Process Student Growth Target Guiding Principles 1 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. 57

58 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: 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. Rigor Represents 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

59 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 59

60 DPAS II(R) Component V Process What Do Strong Student Growth Targets Look Like? S pecific: Focused on physical education, specifically the Presidential Fitness sub areas M easurable: Identified Presidential Fitness Test to be used to assess goal A ppropriate: The teacher teaches the content and skills contained in the Presidential Fitness Tests. R ealistic: The goal of increasing student performance by 20% is realistic. It is not out of reach and yet not too easy. T ime-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

61 DPAS II(R) Component V Process Target Selection Process 61

62 DPAS II(R) Component V Process SCENARIO: Hypothetical Classroom Data Suppose youre 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 youre 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

63 DPAS II(R) Component V Process SCENARIO: Hypothetical Classroom Data 63

64 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. 64

65 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) 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

66 Department of Education Performance PLUS and Component V 66

67 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

68 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

69 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

70 Growth Goal Module The Growth Goal Module is currently being programmed into Performance PLUS and will be available by August 27 70

71 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

72 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

73 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

74 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

75 Bubble Sheets The 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 printer The DOE is currently testing printing and scanning and will send an update next week 75

76 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

77 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

78 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

79 Integration All of the DOE systems are integrated: –IMS –eSchoolPLUS –IEPPlus –PerformancePLUS –Dashboard 79

80 ….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. PerformancePLUS

81 Agenda PerformancePLUS Products Overview –PerformanceTRACKER –AssessmentBUILDER –CurriculumCONNECTOR –Implementation Measure B –Pre/Post Assessment Facilitation Measure C –Growth Goal Module 81

82 82

83 Implementation Phase I –Measures B & C –Training Phase II –Individual district/school full implementation –More to come… 83

84 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

85 Pre/Post Assessment Facilitation Measure B Validate Class Roster Print Bubble Sheets and Assessments –Easy 3-Step Process Administer Assessments Scan Bubble Sheets Upload Bubble Sheets 85

86 Validate Class Roster 86

87 Print Bubble Sheets 87

88 Print Bubble Sheets 88

89 Print Bubble Sheets **Install bubble and bar code fonts before printing, if necessary. 89

90 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

91 Print Bubble Sheets 91

92 Scan Bubble Sheets 200 DPI Black and White TIF Images Single Page Files 92

93 Upload Bubble Sheets 93

94 Growth Goal Module Measure C Minimum of 4 goals Enter Goal Information –Choose Goal –Enter Baseline Data –Enter Target Data 94

95 Growth Goal Module 95

96 Growth Goal Module Selecting a goal immediately adds it to the section. 96

97 Growth Goal Module Every goal has its own statement, but all goals have the same 10 user entered fields. 97

98 Growth Goal Module 98

99 Goal 4: Team/Implementation Planning 99

100 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

101 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) Teachers 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 24 th – New Castle County –Tuesday, September 25 th – Kent County –Thursday, September 27 th – Sussex County 101


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