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

DPI ASW August 2014 Training

Welcome & Introductions

Introductions: ASW Team Coordinator Jen DeNeal Christie Lynch Ebert Arts Education Slater Mapp AP/IB Sneha Shah-Coltrane David Brooks Healthful Living Burt Jenkins Ann Marie Gunter World Languages See agenda at http://ncasw.ncdpi.wikispaces.net/RESA2014

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

Welcome: Agenda ASW 101 Wiki Walkabout Online Platform Tour Choosing Objectives Activity Gallery Walk of District/Charter Training Plans Wrap-up See agenda at http://ncasw.ncdpi.wikispaces.net/RESA2014

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.

August 2014 Training Bathrooms Go over location of restrooms

August 2014 Training Lunch Breaks Begin and End On Time Announce scheduled breaks - We ask you to come back on time after breaks to maximize our time together. Announce lunch schedule and menu if possible Announce projected time of dismissal

August 2014 Training Take care of your own needs

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

August 2014 Training Limit Sidebar conversations

August 2014 Training Know when to step up and when to step back

August 2014 Training 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. These district teams are expected to train educators in their districts on the ASW Process and will serve as the local points of contact for the ASW Process during 2014-2015.

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

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

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?

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.

ASW 101

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.

NC Professional Teaching Standards 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. Here are the North Carolina Professional Teaching Standards, most of which we have been using for several years. Please read through all six standards as a quick reminder of how NCEES is structured. 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. Click

1 6 5 4 3 2 Effectiveness Status NC Educator Evaluation System 5 Rating Categories 1 6 5 4 3 2 Demonstrate Leadership Establish Environment Know Content Facilitate Learning Reflect on Practice Contribute to Academic Success 3 Rating Categories Not Demonstrated Developing Proficient Accomplished Distinguished The rating categories used for Standards 1-5 are different from those used for Standard 6 because of the nature of the focus for the sixth standard (student growth data). The focus for Standards 1 through 5 for teachers is their skills, knowledge and behavior, whereas Standard 6 focuses on student growth outcomes. Click

Overview of Standard 6 6 Analysis of Student Work End of Grade (EOG) or End of Course (EOC) tests 6 NC Final Exams Career Technical Education Assessment Analysis of Student Work K-3 Checkpoints Contribute to Academic Success Every teacher will have data for Standard 6, but the source of that data will depend on what a teacher teaches. This slide shows the different sources or measures for Standard 6. The ASW process is the Standard 6 measure for educators in Advanced Placement, Arts Education, Healthful Living, International Baccalaureate, World Languages and other specified content areas. The ASW process will be the way that these teachers will link the measurement of student growth to teacher effectiveness for Standard 6 of the NC Educator Evaluation System (NCEES).   Click

Analysis of Student Work 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. Contribute to Academic Success The Analysis of Student Work or ASW process is the proposed Standard 6 measure for educators in Advanced Placement, Arts Education, Healthful Living, International Baccalaureate, World Languages and other specified content areas. The ASW process links the measurement of student growth to teacher effectiveness through an analysis of student work samples submitted by teachers that are rated by content experts in a “blind review” process. The content experts will have experience in the content area and be very familiar with the objectives from the North Carolina Essential Standards (NCES). They will not know the names of the teachers whose student work samples they review or the locations of the schools. Click 6 Analysis of Student Work

Principal’s Input Confirm Teacher Participation

Overview: Analysis of Student Work ASW Process

Overview: Analysis of Student Work ASW Process In 2014-2015, the North Carolina Department of Public Instruction will roll out the ASW Process statewide as the Standard 6 measure for teachers in Advanced Placement, Arts Education, Healthful Living, International Baccalaureate, World Languages, and other designated content areas. Teachers in these areas will receive their first year of individual Standard 6 data in the 2014-2015 academic year, which will be combined with data from 2015-2016 and 2016-2017. Then the 3-year rolling average of individual growth data from Standard 6 ratings can be used with ratings from NCEES Standards 1 – 5 to determine an overall effectiveness status. Note: The appeals process for Standard 6 will be handled locally, as is done with Standards 1 -5. Guidance will be provided by Educator Effectiveness for how this can be done for all Standard 6 Measures of Student Learning.

ASW Process: A Quick Guide

Teaching Context Screen shot

Principal’s Input 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. After the teacher validates the schedule in the Online Platform, the principal will receive a notification from the online platform. The principal will need to log into the online platform and confirm that the teacher’s schedule is correct.

Participation in ASW Process for High School Teachers (60% rule) 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. 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. Who will participate in ASW? Specified educators in AP, Arts Education, Healthful Living, IB, and World Languages will implement the process as their Standard 6 measure beginning in the 2014-2015 school year. To maintain consistency with the growth calculation policies for the NC Final Exams and K-2 educators, growth for educators implementing the ASW Process in 2014-2015 will be calculated using the best two of three years data. The Department will continue to pilot with a larger group of Social Studies educators during the 2014-2015 school year. Guidelines to determine participation: High School Educators teaching high school credit courses* in AP, Arts Education, Healthful Living, IB, and World Languages, fall into two categories: 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. Grades K-8 Educators teaching K-8 courses in Arts Education, Healthful Living, IB, and World Languages fall into two categories: 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. The Department will work closely with districts to identify the number of educators who do not utilize any existing measures of student growth and to continue development of local guidance and best practices on measuring student growth for those educators. Please refer to the Local Guidance memo from April, 2014, for a complete list of the educators in that category.

Required to Participate in ASW Participation in ASW Process for High School Teachers (60% rule) Class schedule composition: English II EOC Locally-developed class Spanish I ASW Spanish II ASW Spanish III ASW Spanish IV ASW 6 classes 4 divided by 6 = 67% 4 ASW classes Another aspect of time is the actual number of class contacts a teacher has with the class. Expectations of growth depend on the number of contacts the teacher has with students, and this information is included on the ASW Submission Form for reviewers to see. Here are some examples from different K-12 schedule configurations. CLICK At the elementary level, a teacher may meet with a class three times every week throughout the school year and have 30 minutes with them each time or once per week throughout the school year for 40 minutes each time. At the middle school level, a teacher may see students for a daily class that lasts 45 minutes during a single semester. At the high school, on a block schedule, a class may meet for 90 minutes a day for one semester. On a traditional schedule, a teacher may have students for a 50-minute class period every day for the entire year or both semesters. Remember: These are just examples. There is wide variation in scheduling, which is the reason for including this information on the ASW Submission Form and making it a consideration when choosing an objective. Required to Participate in ASW

Not Required to Participate in ASW Participation in ASW Process for High School Teachers (60% rule) Class schedule composition: Math 1 EOC AP Statistics ASW AP Statistics ASW 6 classes 3 divided by 6 = 50% 3 ASW classes Another aspect of time is the actual number of class contacts a teacher has with the class. Expectations of growth depend on the number of contacts the teacher has with students, and this information is included on the ASW Submission Form for reviewers to see. Here are some examples from different K-12 schedule configurations. CLICK At the elementary level, a teacher may meet with a class three times every week throughout the school year and have 30 minutes with them each time or once per week throughout the school year for 40 minutes each time. At the middle school level, a teacher may see students for a daily class that lasts 45 minutes during a single semester. At the high school, on a block schedule, a class may meet for 90 minutes a day for one semester. On a traditional schedule, a teacher may have students for a 50-minute class period every day for the entire year or both semesters. Remember: These are just examples. There is wide variation in scheduling, which is the reason for including this information on the ASW Submission Form and making it a consideration when choosing an objective. Not Required to Participate in ASW

Participation in ASW Process for K-8 Teachers (45 minute rule) Educators who have 45 minutes per week scheduled with students in these content areas are required to participate in ASW. 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. Who will participate in ASW? Specified educators in AP, Arts Education, Healthful Living, IB, and World Languages will implement the process as their Standard 6 measure beginning in the 2014-2015 school year. To maintain consistency with the growth calculation policies for the NC Final Exams and K-2 educators, growth for educators implementing the ASW Process in 2014-2015 will be calculated using the best two of three years data. The Department will continue to pilot with a larger group of Social Studies educators during the 2014-2015 school year. Guidelines to determine participation: High School Educators teaching high school credit courses* in AP, Arts Education, Healthful Living, IB, and World Languages, fall into two categories: 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. Grades K-8 Educators teaching K-8 courses in Arts Education, Healthful Living, IB, and World Languages fall into two categories: 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. The Department will work closely with districts to identify the number of educators who do not utilize any existing measures of student growth and to continue development of local guidance and best practices on measuring student growth for those educators. Please refer to the Local Guidance memo from April, 2014, for a complete list of the educators in that category.

Participation in ASW Process for K-8 Teachers (45 minute rule) Frequency and Duration of classes: General Music – 4th 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. Another aspect of time is the actual number of class contacts a teacher has with the class. Expectations of growth depend on the number of contacts the teacher has with students, and this information is included on the ASW Submission Form for reviewers to see. Here are some examples from different K-12 schedule configurations. CLICK At the elementary level, a teacher may meet with a class three times every week throughout the school year and have 30 minutes with them each time or once per week throughout the school year for 40 minutes each time. At the middle school level, a teacher may see students for a daily class that lasts 45 minutes during a single semester. At the high school, on a block schedule, a class may meet for 90 minutes a day for one semester. On a traditional schedule, a teacher may have students for a 50-minute class period every day for the entire year or both semesters. Remember: These are just examples. There is wide variation in scheduling, which is the reason for including this information on the ASW Submission Form and making it a consideration when choosing an objective. Required to Participate in ASW 80 mins. Each class

Participation in ASW Process for K-8 Teachers (45 minute rule) 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. Another aspect of time is the actual number of class contacts a teacher has with the class. Expectations of growth depend on the number of contacts the teacher has with students, and this information is included on the ASW Submission Form for reviewers to see. Here are some examples from different K-12 schedule configurations. CLICK At the elementary level, a teacher may meet with a class three times every week throughout the school year and have 30 minutes with them each time or once per week throughout the school year for 40 minutes each time. At the middle school level, a teacher may see students for a daily class that lasts 45 minutes during a single semester. At the high school, on a block schedule, a class may meet for 90 minutes a day for one semester. On a traditional schedule, a teacher may have students for a 50-minute class period every day for the entire year or both semesters. Remember: These are just examples. There is wide variation in scheduling, which is the reason for including this information on the ASW Submission Form and making it a consideration when choosing an objective. Not Required to Participate in ASW 30 mins. Each class

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

ASW Questions Listen carefully! 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 . . .

ASW Process: A Quick Guide

Class Selection Beginning in 2014 – 2015, the online platform will select the classes in which the teacher must collect artifacts. SM Beginning in 2014 – 2015, the online platform will select the classes in which the teacher must collect artifacts. But, for the pilot, teachers will select their own classes.

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.

ASW Process: A Quick Guide

Objective Selection Objectives: Using the Strands and Standards guidance charts, the teacher will choose 5 objectives. Using the Strands and Standards guidance charts, 5 objectives will be chosen. Arts Education Include 1 Timelapse Artifact for each of the strands in your Arts Education discipline plus 1-2 additional Timelapse Artifacts representing any of the strands for your discipline. DANCE MUSIC THEATRE ARTS VISUAL ARTS Creation and Performance (CP) Musical Literacy (ML) Communication(C) Visual Literacy(V) Dance Movement Skills (DM) Musical Response (MR) Analysis (A) Contextual Relevancy (CX) Responding (R) Contextual Relevancy (CR) Aesthetics(AE) Critical Response (CR) Connecting (C) Culture (CU)   World Languages Include Timelapse Artifacts encompassing each of the 3 strands of World Languages and all of the Essential Standards that are part of your language program(s). CLASSICAL LANGUAGES DUAL & HERITAGE LANGUAGES MODERN LANGUAGES Essential Standards 2, 3, 4 Essential Standards 1, 2, 3, 4 Essential Standards 1, 2, 3, 4 Connections to Language & Literacy (CLL) Connections to Language & Literacy (CLL) Connections to Language & Literacy (CLL) Connections to Other Disciplines (COD) Connections to Other Disciplines (COD) Connections to Other Disciplines (COD) Communities (CMT) Communities (CMT) Communities (CMT) Health Education Only Include 1 Timelapse Artifact representing each of the 5 strands of Health Education. HEALTH Mental & Emotional Health (MEH) Personal & Consumer Health (PCH) Interpersonal Communications & Relationships (ICR) Nutrition & Physical Activity (NPA) Alcohol, Tobacco, and Other Drugs (ATOD) Physical Education Only Include 1 Timelapse Artifact representing each of the 4 strands of Physical Education + 1 additional Timelapse Artifact representing any of the four Physical Education strands. PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) Personal/Social Responsibility (PR) Healthful Living (Health Education & Physical Education) Include: 1 Timelapse Artifact from the group of MEH, NPA, or ATOD strands (peach group); 1 Timelapse Artifact from the group of PCH or ICR strands (orange group); 1 Timelapse Artifact from the MS or MC strand (green group); 1 Timelapse Artifact from the HF or PR strand (blue group); and 1 additional Timelapse Artifact representing any of the 9 strands of Health and Physical Education. HEALTH PHYSICAL EDUCATION Mental & Emotional Health (MEH) Motor Skills (MS) Nutrition & Physical Activity (NPA) Movement Concepts (MC) Personal & Consumer Health (PCH) Health-Related Fitness (HF) Interpersonal Communications & Relationships (ICR) Personal/Social Responsibility (PR)

Principal’s Input 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 Ensure that the chosen objectives are in compliance with established NCEES processes already ongoing…. PDPs teacher meetings

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.

ASW Process: A Quick Guide

5 Timelapse Artifacts Teacher decisions needed to compile a Timelapse Artifact (TA): A specific objective Sample type Individual Student or Whole Class Collection Method Samples from Point 1 and Point 2 There are several items needed to compile a Timelapse Artifact: A specific objective to measure over 2 distinct points in time; Click The selected TA option, either student or whole class; Click A method or tool for collecting; Click 2 work samples; and Context. Teachers may choose their type of student grouping for each Timelapse Artifact in their Evidence Collection. Student or Whole Class Work Samples, which are evidences, can be any kind of uploadable file or files, as specified with parameters for the online platform, that convey meaningful and authentic student learning in the classroom. The two evidences that encompass a Timelapse Artifact should demonstrate growth from the same student or group in relationship to the identified objective. Details in narrative format about the evidences in each Timelapse Artifact will be added. If needed, supporting document(s) may be linked to the narrative (For example, dance notation, sheet music, clips of audio or video prompts, readings, scoring rubrics, event programs, excerpts of published works, play diagram, etc.).

OR Sample Type 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 There are two options for each Timelapse Artifact. Option 1 involves a teacher collecting and keeping 2 work samples: for each class member, for the objective, at 2 separate points in time.

The Teacher may choose: Option 2 – Whole Class Work Samples Sample Type 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 Option 2 involves a teacher collecting and keeping 2 work samples that represent the entire class: for the objective, at 2 separate points in time.

Collection Method Method(s) or tool(s) for collecting: Click Pre Test Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf sdf Pre Test 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 The next several slides provide examples of Harvesting Student Work featuring different Methods of Measurement. The artifacts shared here are from recent projects, such as the initial ASW pilot done last spring and Summer Institutes. These examples are just suggestions of how student work could be captured. Teachers are not limited to the Methods of Measurement shown here. In addition, these artifacts are not intended to illustrate category ratings: does not meet, meets or exceeds expected growth. Click

Collection Method → File Size Up to 10 MB per file! 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 The next several slides provide examples of Harvesting Student Work featuring different Methods of Measurement. The artifacts shared here are from recent projects, such as the initial ASW pilot done last spring and Summer Institutes. These examples are just suggestions of how student work could be captured. Teachers are not limited to the Methods of Measurement shown here. In addition, these artifacts are not intended to illustrate category ratings: does not meet, meets or exceeds expected growth. Click

5 Timelapse Artifacts 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.

Time passes . . . . . . . . . . . . . . . . . . . . . Teachers Collect Work Samples for Timelapse Artifacts Burt, Please complete this slide so that it’s clear that teachers have time (semester or year) to collect student work samples AFTER decisions are mode on objectives, sample types, and collection methods, but BEFORE online platform selects students for Individual Student Work Samples and teacher upload of TAs.

ASW Questions Listen carefully! 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 . . .

ASW Process: A Quick Guide

Student Selection 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. TA 1 When it is time to upload Option 1 Timelapse Artifacts, teachers will receive a random sample of students for whom they must upload Timelapse Artifacts to the online platform. The online platform will randomly identify or select 3 students for each objective chosen by the teacher. The TA will be compiled using the Student Work Samples from these selected students.

Student Selection Timelapse Artifact Option 1 – Individual Student Work Samples If a student work sample is unavailable, that student will be reshuffled to create another sampling. TA 1 If a work sample from a selected student is unavailable, the teacher may request (with principal approval) that the online platform identify a new student to replace that one. This may occur if a student was not present for instruction or if he or she is no longer in class. Burt, Can the waving screen bean come out after the reshuffle? This would make it look like the depressed screen bean (!!) who doesn’t have a work sample is traded for a student who does (waving screen bean). Then, the missing student will be reshuffled by the online platform and another sampling will be created.

TA 1 Principal’s Input The Principal is notified when a reshuffle is used by a teacher. TA 1 If a work sample from a selected student is unavailable, the teacher may request (with principal approval) that the online platform identify a new student to replace that one. This may occur if a student was not present for instruction or if he or she is no longer in class. Burt, Can the waving screen bean come out after the reshuffle? This would make it look like the depressed screen bean (!!) who doesn’t have a work sample is traded for a student who does (waving screen bean). Then, the missing student will be reshuffled by the online platform and another sampling will be created.

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.

ASW Process: A Quick Guide

Upload Evidence Context for 1st work sample in each Timelapse Artifact How does this artifact show where the student is in relation to the chosen clarifying objective? How does this artifact show where the student is in relation to the chosen clarifying objective? This artifact was created using an 8th 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. In the Student work sample option, 1 timelapse artifact is made up of 3 students. Click Each student has 2 work samples, one from each distinct point in time based on the specific clarifying objective chosen by the teacher.

Upload Evidence Context for 2nd work sample in each Timelapse Artifact How does this artifact show where the student is in relation to the chosen clarifying objective? How does this artifact show where the student is in relation to the chosen clarifying objective? This artifact was created using an 8th 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. In the Student work sample option, 1 timelapse artifact is made up of 3 students. Click Each student has 2 work samples, one from each distinct point in time based on the specific clarifying objective chosen by the teacher.

Upload Evidence Context for Growth in each Timelapse Artifact Describe the growth that occurred between Points 1 and 2. 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 In the Student work sample option, 1 timelapse artifact is made up of 3 students. Click Each student has 2 work samples, one from each distinct point in time based on the specific clarifying objective chosen by the teacher.

Upload Evidence 1 Timelapse Artifact Timelapse Artifact Option 1 – Individual Student Work Samples 1 2 1 Timelapse Artifact 1 2 In the Student work sample option, 1 timelapse artifact is made up of 3 students. Click Each student has 2 work samples, one from each distinct point in time based on the specific clarifying objective chosen by the teacher. 1 2

Upload Evidence Timelapse Artifact Option 2 – Whole Class Work Samples 2 1 1 Timelapse Artifact In the Whole Class Work Sample, 1 timelapse artifact is made up of 2 work samples from the entire class for each distinct point in time based on the specific clarifying objective chosen by the teacher. Click

Upload Evidence TA 3 Student TA 1 Student All 5 Timelapse Artifacts will be uploaded to the online platform as the teacher’s Evidence Collection for the school year. TA 4 Student TA 2 Whole Class Teachers will compile all of their Timelapse Artifacts to create their Evidence Collection, which will then be uploaded to the Online Platform. Module 10 will provide training in accessing and navigating the Online Platform. In full implementation beginning in 2014-2015, 5 Timelapse Artifacts will form the Evidence Collection. TA 5 Whole Class

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.

ASW Process: A Quick Guide

Blind Review The Evidence Collection will be reviewed by 2 content area specialists. E D M Reviewer #1 Reviewer #2 The Evidence Collection will be reviewed by two content area specialists. The teacher does not know who the reviewers are and the reviewers do not know who the teacher is. Reviewers are fully licensed North Carolina educators with a minimum of 5 years classroom experience in the subject areas they review.

Blind Review The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise. Reviewer #1 Reviewer #2 The Online Platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise. Reviewers are trained and evaluate each Evidence Collection independently, so neither reviewer knows the category rating given by the other reviewer.

Category Rating: Meets Expected Growth Blind Review 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. Reviewer #1 Reviewer #2 M M 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. Don’t forget: For Status, 3 years of ratings or growth data from Standard 6 must be known. Teachers using the ASW process will receive their first year of data in 2014-2015. Year 2 of growth data will be 2015-2016, and Year 3 will be 2016-2017. That means that teachers receiving their Standard 6 rating will receive their first Status (Highly Effective, Effective, or In Need of Improvement) in Fall 2017. Category Rating: Meets Expected Growth

Blind Review If the category ratings from the two reviewers are not the same, the Evidence Collection is automatically sent to a 3rd reviewer for an additional review to get a rating for that year. Reviewer #3 If the category ratings from the two reviewers are not the same, the Evidence Collection is automatically sent to a 3rd reviewer for an additional review to get a rating for that year. As always, 3 years of ratings or growth data from Standard 6 must be available before teachers participating in the ASW Process will receive their first Status (Highly Effective, Effective, or In Need of Improvement) in Fall 2017. Reviewer #1 Reviewer #2 M E

#1 Evidence Collection Checklist Blind Review 2-Step ASW Process Review These will be explained in detail in later modules. #1 Evidence Collection Checklist #2 ASW Quality Rubric There are two steps to the Analysis of Student Work (ASW) Process review for evaluators. The first step involves using the Evidence Collection Checklist to verify that all five Timelapse Artifacts of the Evidence Collection are present, visible, and accessible. This checklist is used to confirm that each Timelapse Artifact: Has student work samples from two points in time, presented as either 3 individual student work samples or a whole class sample; Meets the guidelines set forth in the Strands and Standards chart. Once the Evidence Collection is verified, the reviewer continues the evaluation using the ASW Quality Rubric. CLICK The ASW Quality Rubric measures the degree to which a Timelapse Artifact demonstrates quality relative to the objective selected. Specifically, the reviewer determines if the evidence shows that the student(s) Cannot, Can partially, Can, or Can extensively Demonstrate the objective chosen. The reviewer then uses professional judgment and expertise to determine the amount of growth demonstrated in the Timelapse Artifact.

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

ASW Process: A Quick Guide

Receive Rating Evidence Collection Rating Form: 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 TA 1 TA 2 TA 3 TA 4 TA 5   Does Not Meet Meets Exceeds D D D D D M M M M M E E E E E D D D D E M M M M E M E E E E D D D D M D M M M M M M E E E D D D E E M M M E E D E E E E D D D M E D D M M M D M E E E D D D M M D M M M E D D E E E   D D M M E D D M E E D M M E E This is the Evidence Collection Rating Form. Reviewers will use this form to determine the final rating of the entire Evidence Collection. The table in the middle of the slide shows all possible rating combinations a complete Evidence Collection with 5 Timelapse Artifacts could receive. Based on the combination of ratings the reviewer assigns, the reviewer then selects one of the following ratings for the entire Evidence Collection based on the table: Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth

Receive Rating TA 1 TA 2 TA 3 TA 4 TA 5 D M M M E Evidence Collection Rating Form: 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: This is the Evidence Collection Rating Form. Reviewers will use this form to determine the final rating of the entire Evidence Collection. The table in the middle of the slide shows all possible rating combinations a complete Evidence Collection with 5 Timelapse Artifacts could receive. Based on the combination of ratings the reviewer assigns, the reviewer then selects one of the following ratings for the entire Evidence Collection based on the table: Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth TA 1 TA 2 TA 3 TA 4 TA 5   D M M M E

Synthesis table to determine Standard 6 rating Receive Rating Synthesis table to determine Standard 6 rating Does Not Meet Meets Exceeds D D D D D M M M M M E E E E E D D D D E M M M M E M E E E E D D D D M D M M M M M M E E E D D D E E M M M E E D E E E E D D D M E D D M M M D M E E E D D D M M D M M M E D D E E E   D D M M E D D M E E D M M E E a This is the Evidence Collection Rating Form. Reviewers will use this form to determine the final rating of the entire Evidence Collection. The table in the middle of the slide shows all possible rating combinations a complete Evidence Collection with 5 Timelapse Artifacts could receive. Based on the combination of ratings the reviewer assigns, the reviewer then selects one of the following ratings for the entire Evidence Collection based on the table: Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth a

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

6 Effectiveness Status 3 Years of Combined Data for Standard 6 An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6 The use of three years of data for Standard 6 safeguards teachers from errors in calculation. Click A rolling average will be used to determine Status, which means that three combined years of data will inform a Status determination for Standard 6.

Effectiveness Status Only for 2014 – 2017: Best 2 out of 3 years of data 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 Standard 6 6 Standard 6 Standard Here is the Standard 6 information for the example we have been discussing. Mr. North Carolina is an Arts Education teacher in music. Click In the 2014-2015 school year, the content expert reviewed the student work samples he submitted and rated them overall as “does not meet” expected growth. In the following two years, 2015-2016 and 2016-2017, content experts reviewed his submitted student work samples and rated them overall as “meets” expected growth. Therefore, those three years of data combined in a 3-year average rating will be calculated as “meets” expected growth, which will become part of the Status determination. Year 1 2014-2015 Does Not Meet Expected Growth Year 2 2015-2016 Meets Expected Growth Year 3 2016-2017 Meets Expected Growth Contribute to Academic Success

Effectiveness Status for 2016 - 2017 Developing Proficient Accomplished Distinguished 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 Principal Role X X X So, when we come back to the example for 2016-2017 which belongs to Mr. NC, Standard 6 is Meets Expected Growth, and we already know that he received Proficient on each of the Standards 1- 4 and Accomplished on Standard 5 in that year. Click So, the Effectiveness Status is EFFECTIVE. Mr. NC would be in need of improvement if any single rating on Standards 1 – 5 was developing or not demonstrated, or if the rating for Standard 6 after 3 years was “does not meet expected growth.”   Mr. NC would be highly effective if all of the ratings on Standards 1 – 5 were accomplished or higher, and the rating for Standard 6 was “exceeds expected growth.” X Best 2 out of 3 years of growth data for 2014 – 2017 Meets Expected Growth

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

Effectiveness Status for 2016 - 2017 Developing Proficient Accomplished Distinguished 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 Principal Role X X X So, when we come back to the example for 2016-2017 which belongs to Mr. NC, Standard 6 is Meets Expected Growth, and we already know that he received Proficient on each of the Standards 1- 4 and Accomplished on Standard 5 in that year. Click So, the Effectiveness Status is EFFECTIVE. Mr. NC would be in need of improvement if any single rating on Standards 1 – 5 was developing or not demonstrated, or if the rating for Standard 6 after 3 years was “does not meet expected growth.”   Mr. NC would be highly effective if all of the ratings on Standards 1 – 5 were accomplished or higher, and the rating for Standard 6 was “exceeds expected growth.” X Best 2 out of 3 years of growth data for 2014 – 2017 Meets Expected Growth

ASW Questions Listen carefully! 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 . . .

Team Planning Time STOP. Planning Time! Essential Question: How are you going to share the ASW information with your district?

Wiki Walkabout

Public wiki - No need to join! ASW Wikispace Public wiki - No need to join! 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/

Online Platform Tour

Online Platform Tour

Online Platform Tour

Online Platform Tour

Online Platform Tour

Online Platform Tour

Online Platform Tour

Online Platform Tour

Online Platform Tour

Online Platform Tour

Online Platform Tour

Online Platform Tour

Online Platform Tour

Online Platform Tour

Online Platform Tour

ASW Questions Listen carefully! 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 . . .

Team Planning Time STOP. Planning Time! Essential Question: How are you going to share the ASW information with your district?

Choosing Objectives

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

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!

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.

Activity: Choosing Objectives for the ASW Process 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   X X X

Activity: Choosing Objectives for the ASW Process 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 you teach and assess?

Activity: Choosing Objectives for the ASW Process Review the checked objectives in the SOON and NOT AT THE MOMENT columns and brainstorm how they might be included in ASW this year.

Strands & Standards Guidance Charts Could a teacher create an Evidence Collection with 5 Timelapse Artifacts using the objectives highlighted for this course? Using the Strands and Standards guidance charts, 5 objectives will be chosen. Arts Education Include 1 Timelapse Artifact for each of the strands in your Arts Education discipline plus 1-2 additional Timelapse Artifacts representing any of the strands for your discipline. DANCE MUSIC THEATRE ARTS VISUAL ARTS Creation and Performance (CP) Musical Literacy (ML) Communication(C) Visual Literacy(V) Dance Movement Skills (DM) Musical Response (MR) Analysis (A) Contextual Relevancy (CX) Responding (R) Contextual Relevancy (CR) Aesthetics(AE) Critical Response (CR) Connecting (C) Culture (CU)   World Languages Include Timelapse Artifacts encompassing each of the 3 strands of World Languages and all of the Essential Standards that are part of your language program(s). CLASSICAL LANGUAGES DUAL & HERITAGE LANGUAGES MODERN LANGUAGES Essential Standards 2, 3, 4 Essential Standards 1, 2, 3, 4 Essential Standards 1, 2, 3, 4 Connections to Language & Literacy (CLL) Connections to Language & Literacy (CLL) Connections to Language & Literacy (CLL) Connections to Other Disciplines (COD) Connections to Other Disciplines (COD) Connections to Other Disciplines (COD) Communities (CMT) Communities (CMT) Communities (CMT) Health Education Only Include 1 Timelapse Artifact representing each of the 5 strands of Health Education. HEALTH Mental & Emotional Health (MEH) Personal & Consumer Health (PCH) Interpersonal Communications & Relationships (ICR) Nutrition & Physical Activity (NPA) Alcohol, Tobacco, and Other Drugs (ATOD) Physical Education Only Include 1 Timelapse Artifact representing each of the 4 strands of Physical Education + 1 additional Timelapse Artifact representing any of the four Physical Education strands. PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) Personal/Social Responsibility (PR) Healthful Living (Health Education & Physical Education) Include: 1 Timelapse Artifact from the group of MEH, NPA, or ATOD strands (peach group); 1 Timelapse Artifact from the group of PCH or ICR strands (orange group); 1 Timelapse Artifact from the MS or MC strand (green group); 1 Timelapse Artifact from the HF or PR strand (blue group); and 1 additional Timelapse Artifact representing any of the 9 strands of Health and Physical Education. HEALTH PHYSICAL EDUCATION Mental & Emotional Health (MEH) Motor Skills (MS) Nutrition & Physical Activity (NPA) Movement Concepts (MC) Personal & Consumer Health (PCH) Health-Related Fitness (HF) Interpersonal Communications & Relationships (ICR) Personal/Social Responsibility (PR)

District/Charter Training Plans

District/Charter Training Plans 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. STOP. Planning Time!   Essential Question: How are you going to share the ASW information with your district?

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 STOP. Planning Time!   Essential Question: How are you going to share the ASW information with your district?

Gallery Walk of District/Charter Training Plans

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 STOP. Planning Time!   Essential Question: How are you going to share the ASW information with your district?

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. STOP. Planning Time!   Essential Question: How are you going to share the ASW information with your district?

Wrap-up / Exit Ticket

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

Questions about Educator Effectiveness, NCEES or ASW Visit www.ncpublicschools.org/effectiveness-model or http://ncees.ncdpi.wikispaces.net/ NCEES+Wiki ASW Wiki at http://ncasw.ncdpi.wikispaces.net/ You can also email questions to educatoreffectiveness@dpi.nc.gov Questions about the proposed ASW process can be directed to Educator Effectiveness by sending an email to educatoreffectiveness@dpi.nc.gov or visiting the Educator Effectiveness Model website at www.ncpublicschools.org/effectiveness-model. Click