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

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

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

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

3 3

4 Understanding DPAS II (R): Components I-IV 4 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

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. 5

6 Understanding policy and implementation for Component V. Whats New? –Three Educator Groups –Three Measures 6

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 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 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 IIIAny educator who does not meet the criteria for Group I or Group II will defer to Group III 7

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? 8

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

10 Measure A Based upon DCAS instructional scale scores for reading and/or math in grades three (3) through ten (10) 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 11

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 12

13 How do we match educator groups to the measures? Measure AMeasure BMeasure C Group I50% Group II50% Group III100% 13

14 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% 14

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 II50% 15

16 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% 16

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? 17

18 18 Questions?

19 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 19

20 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 20

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. 21

22 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. 22

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 23

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. 24

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 25

26 Component Five Ratings Possible Rating Combinations Overall Component V Rating Exceeds Satisfactory ExceedsUnsatisfactorySatisfactory UnsatisfactoryUnsatisfactory – administrator can upgrade to Satisfactory rating Unsatisfactory 26

27 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 27

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 educators roster. 28

29 DPAS II(R) Component V Process Measures / Target Selection Form *Note: October 15 th is a recommended date 29

30 DPAS II(R) Component V Process Measures / Target Selection Form *Note: October 15 th is a recommended date 30

31 DPAS II(R) Component V Process Measures / Target Selection Form *Note: October 15 th is a recommended date 31

32 DPAS II(R) Component V Process Measures / Target Selection Form *Note: October 15 th is a recommended date 32

33 DPAS II(R) Component V Process Measures / Target Selection Form *Note: October 15 th is a recommended date 33

34 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 34

35 DPAS II(R) Component V Process Target Selection Process 35

36 DPAS II(R) Component V Process Activity: What does a good Student Growth Target look like? 36

37 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. 37

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: 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). 38

39 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 39

40 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. 40

41 DPAS II(R) Component V Process Target Selection Process 41

42 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. 42

43 DPAS II(R) Component V Process SCENARIO: Hypothetical Classroom Data 43

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. 44

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) 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. 45

46 DDOE Resources DDOE Website: Hotline Numbers: eSchool Plus Sungard - DPAS-II policy –


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