Support Professionals Evaluation Model Webinar Spring 2013

2 1.Timeline Overview 2.Evaluation Criteria 3.Professional Foundations & Professional Practice Rubrics 4.Overview of Student Learning 5.Differences between SOO and SLO 6.Decision Tree Agenda

3 Timeline Winter 2012/13Spring 2013Summer SY SY MODEL DEVELOPMENT FIELD TESTTRAININGGRADUAL IMPLEMENTATION TRAINING & FULL IMPLEMENTATION Ongoing support professionals workgroup meetings Finalize model Design training Design and set up field test Conduct field test Communication with support professionals workgroup Train evaluators for gradual implementation All support professionals will participate in the process Collect data and continue the model refinement process Finalize model for full implementation Train field Support implementation

4 Evaluation Structure ElementFull Implementation Beginning Gradual Implementation Evaluation Conferences  3 evaluation conferences between the support professional and the evaluator (Beginning, Middle, and End-of-Year)  At least 1-2 evaluation conference(s) between the support professional and the evaluator Observation of Practice  Evidence may be collected in your day to day interactions with each support professional. If this is not possible, it will be necessary to schedule observations to take place.  Written feedback required  Evidence may be collected in your day to day interactions with each support professional. If this is not possible, it will be necessary to schedule observations to take place.  Written feedback required Professional Growth Goals  At least 1 set at the beginning of the year  1 set at the beginning of the year Student Learning  Use decision tree to select appropriate combination of Student Learning Objectives and/or Student Outcome Objectives  At least 2 per support professional (no more than 4)  Use decision tree to select appropriate combination of Student Learning Objectives and/or Student Outcome Objectives  At least 1 per support professional (no more than 4) Rhode Island Growth Model  Included for Contributing Educators only  Included for Contributing Educators only for learning purposes Support Professional Practice & Foundations Rubrics  Practice Rubric is scored holistically with 8 components unique to Support Professionals  Foundations rubric is scored holistically with 6 components that are the same as Teachers and Building Administrators  Observation of practice and evidence collection required to assess competencies  Practice Rubric is scored holistically with 8 components unique to Support Professionals  Foundations rubric is scored holistically with 6 components that are the same as Teachers and Building Administrators  Observation of practice and evidence collection required to assess competencies

5 Model Overview: Accurately Evaluate and Support Professional Growth Plan Evaluation Conferences Ongoing reflection and planning Evaluation Criteria Support System

6 Model Overview: Professional Foundations Professional Foundations Holistic scoring at the end of the year based on a preponderance of evidence Consists of 6 components that are the same as the teacher and administrator Professional Foundations Rubrics

7 THE RUBRIC AT A GLANCE DOMAIN 1: SCHOOL RESPONSIBILITIES AND COMMUNICATIONDOMAIN 2: PROFESSIONALISM PF1: Understand and participates in school/district-based initiatives and activities  Knowledge of school and district initiatives and activities Involvement in school and district initiatives and activities PF2: Solicits, maintains records of, and communicates appropriate information about students’ behavior, learning needs, and academic progress  Support Professional interactions with parents  Support Professional interactions with colleagues  Student or personnel records  Record keeping  Specialist referrals  Maintains appropriate level of confidentiality  Implements systems of communication PF3: Acts on the belief that all students can learn and advocates for students’ best interests  Support Professional interactions with students  Support Professional interactions with parents  Support Professional interactions with colleagues  Course offerings/In-Service Presentations  Support services offerings  Student advocacy meetings or call notes  After school support logs PF 4: Works toward a safe, supportive, collaborative culture by demonstrating respect for everyone, including other educators, students, parents, and other community members in all actions and interactions  Support Professional interactions with students  Support Professional interactions with colleagues  Support Professional interactions with parents or other community members PF 5: Acts ethically and with integrity while following all school, district, and state policies  Required personnel file documentation of behavior  Interactions with school leadership  Interactions with colleagues Interactions with students, families, and outside providers PF 6: Engages meaningfully in the professional development process and enhances professional learning by giving and seeking assistance from other educators  Professional Growth Plans Involvement in professional development At-A-Glance: Professional Foundations

8 Model Overview: Professional Practice Professional Practice Unique to the Support Professionals Model Built upon the standards for all support professionals Refined with a RI workgroup Holistic scoring at the end of the year based on a preponderance of evidence Consists of 8 components

9 Support Professional Practice Rubric At A Glance DOMAIN 1: ENVIRONMENT AND PLANNING DOMAIN 2: SERVICE DELIVERY, INSTRUCTION AND ASSESSMENT DOMAIN 3: CONSULTATION, COLLABORATION AND LEADERSHIP A.Creates and/or contributes to an environment of trust, respect, and rapport B.Plans effectively for service delivery that is: based on student data and knowledge of child development A.Implements service delivery in a way that ensures learners understand, are focused on, and accountable for results B.Uses and models effective communication with learners, colleagues and/or stakeholders C.Uses appropriate assessments to diagnose and monitor student issues or programmatic progress and to adjust service/program delivery D.Demonstrates flexibility and responsiveness A.Collaborates and consults with educators and families to meet student needs and improve student learning and/or school climate. B.Establishes program goals and develops a plan to evaluate the support program At-A-Glance: Professional Practice

10 Model Overview: Student Learning Student Learning Follows the same process as teachers and building administrators (eg approval process, number of objectives, and scoring) Support professionals may select appropriate student learning measures based on their role and conversation with their evaluator Have the additional option of the Student Outcome Objective

11 Student Learning Effective Instructional Measurement Cycle Measure Students’ Knowledge Identify Baselines Set Goals Measure Progress Modify Instruction /Services

12 What is a Student Learning Objective? A Student Learning Objective is a long-term academic goal that educators set for groups of students. Student Learning Objectives can be set for the school year or an interval of instruction appropriate to the teaching assignment (e.g., a single semester for a semester length course). It must be specific and measureable, based on available prior student learning data and information, and aligned with standards, as well as any school and district priorities. Student Learning Objectives should represent the most important learning during an interval of instruction and define a measurable level of progress or mastery that students should attain.

13 Student Learning Objectives Framing Student Learning Objectives consist of content standards, evidence, and targets: The content standards can be CCSS, GSEs/GLEs, or other national standards. The evidence is the assessment(s) used to measure student progress/mastery The target is the numerical goal for student progress/mastery, based on available prior data.

14 What is a Student Outcome Objective? A Student Outcome Objective is a long term goal set by a support professional that is focused on an outcome that increases access to learning. The focus of a Student Outcome Objective is to foster academic success for students. Student Outcome Objectives could be set for the full academic year or an interval of service delivery. It must be specific and measurable, and should be aligned to standards or school or district priorities, where applicable. The evidence used to measure Student Outcome Objectives can focus on the outcome itself or the action taken by the support professional to move a student, a group of students or a school towards the outcome.

15 Student Outcome Objectives Framing Student Outcome Objectives consist of content standards, evidence, and targets: The standards can be CCSS, GSEs/GLEs, or other applicable national or professional standards. The evidence is the assessment(s) used to measure impact or progress The target is the numerical goal set for students, based on available prior data.

16 Support Professionals: Student Learning Student Outcome Objective (SOO) focused on an outcome that increases access to learning Aligned to district priority and when appropriate, aligned to specific standard(s) Support professionals may have a combination of any two SLOs and/or SOOs (eg. One SLO and One SOO; Two SOOs; Two SLOs;). Student Learning Objective (SLO) represents the most important learning during an interval of instruction Aligned to a specific curriculum standard(s) Educators are required to have a minimum of two SLOs

17 Instructional Coherence Curriculum & Direct Instruction Common Core Student Learning Objectives Data Usage & Comprehensive Assessment System Access to Curriculum & Instruction Standards Student Outcome Objectives Assessment and Data Usage SLO SOO

18 Anatomy of an SLO and an SOO Objective Statement Rationale Aligned Standards Students Interval of Instruction Baseline Data/Information Target(s) Rationale for Target(s) Evidence Source Administration Scoring Priority of Content Rigor of Target Quality of Evidence Objective Statement Rationale Aligned Standards Students Interval of Service Student Outcome Objectives include: Baseline Data/Information Target(s) Rationale for Target(s) Evidence Source Administration Analysis Student Learning Objectives include:

19 Decision Tree Do you primarily provide direct instruction to students? Yes Set 2 SLO No Do you primarily provide specialized services or manage a program? Yes Set 2 SOO No Is your role a combination of providing direct instruction and providing specialized services and/or managing a program? Yes 1 SOO and 1 SLO No Determine with evaluator if you should set an SOO or an SLO

20 Thank you! Contacts for Evaluation Work: Donna Okrasinski: Sarah Whiting: Contacts for the SLO and SOO work: Tamika Pollins: Laura Kacewicz: