RHODE ISLAND MODEL Fall 2013 Evaluation Update

2 Fall Evaluation Educator Update Agenda 1.RI Model Improvements 2.Support Professionals Overview 3. Questions

3 Strategic Improvements RI Model for Teachers  Feedback from educators across the state was incorporated into the strategic improvements.  An addendum has been released to provide additional guidance to teachers related to the RI Model for Teachers.  The only section of your guidebook the addendum is designed to replace is the Measures of Student Learning section.  RIDE has produced a series of online modules for all educators that are easily accessible through their website.

4 Strategic Improvements p. 5

5 Differentiated Evaluation Process for Teachers p. 9

6 Rubrics p. 6

7 Student Learning Updates ADDITIONAL SCORING GUIDANCE Further clarification of definitions (that can be adopted if LEA chooses) P. 25 SCORING LOOKUP TABLE FOR 2 SLOS ADJUSTED Score of Full Attainment for  Exceeded and Nearly Met  Met and Nearly Met P. 27 APPROVING CHECKLISTSAppendix 1: Approving SLO Checklist Appendix 2: Approving SOO Checklist P.31 & P. 32

8 SLOs vs. SOOs for Teachers  Most teachers will continue to write SLOs.  Some select special educators may write a Student Outcome Objective in lieu of one or both SLOs.  A decision tree (p. 22) has been provided to help evaluators and teachers determine whether or not they qualify to write SOOs in lieu of SLOs.

9 Online Resources  Series of online modules and an Assessment Toolkit  Based on needs of RI educators  Accessible at any time

10 Questions and Next Steps

11 Fall Evaluation Educator Update Agenda 1.RI Model Improvements & Learning Opportunities 2.Support Professionals Overview 3. Questions

12 RI Model for Support Professionals  During the school year, support professionals will be participating in gradual implementation of the RI Model for Support Professionals What is Gradual Implementation? Gradual Implementation creates an opportunity for support professionals, evaluators, and school/district leaders to learn about the model in order to prepare for full implementation during the school year. Gradual implementation includes a reduced number of requirements of the RI Model for Support Professionals. Final Effectiveness Ratings will not be counted for certification purposes during the school year.

13 Components of the Support Professionals Model  Evaluation Conferences Provide both the support professional and evaluator an opportunity to discuss aspects of his or her evaluation.  Professional Growth Plan Support professionals will create a Professional Growth Plan with one concrete goal to focus professional development on for the year.  Student Outcome Objective/Student Learning Objective Long-term academic goals set for the interval of instruction or service delivery (quarter, semester, school year, etc.) Some support professionals will create SLOs and some will create SLOs. (see decision tree on p. 19 of your guide book for additional information)

14 Components of the Support Professionals Model  Assessment of Practice (Professional Practice & Foundations) Both Professional Foundations and Professional Practice are scored holistically according to the rubric at the end of the year (based on evidence collected during the entire school year).

15 Gradual Implementation Overview p. 5

16 Assessing Professional Practice and Foundations

17 Professional Practice  Identical design  Not a checklist  Designed to encourage conversation and develop a common language of practice  Each component is holistically scored on a 4 point scale p. 47

18 Professional Foundations  Same components as Building Administrators  Not a checklist  Each component is holistically scored on a 3 point scale

19 Student Learning  Student Learning Objective (SLO)  Student Outcome Objective (SOO) p. 18

20 Student Learning Key Similarities  Interval of Instruction Both Student Learning Objectives (SLOs) and Student Outcome Objectives (SOOs) can be set for a school year or interval of service/instruction that is appropriate to their assignment.  Goals Focused on Student Outcomes Both SOOs and SLOs focus on student outcomes. Online Modules :  Understanding SLOs  Writing an Objective Statement

21 Student Learning Key Similarities Essential Questions 1.What is the most important knowledge/skill(s) I want my students to attain by the end of the interval of instruction? 2.Where are my students now with respect to the objective? 3.Based on what I know about my students, where do I expect them to be by the end of the interval of instruction and how will they demonstrate their knowledge/skill(s)?

22 Student Learning Key Differences  Student Learning Objectives (SLOs) Long-term academic goal set for groups of students.  Student Outcome Objectives (SOOs) Long-term goals that are focused on an outcome that increases access to learning or creates conditions that facilitate learning.

23 Student Learning Key Differences Online Modules :  Using Baseline Data and Information to Set Targets

24 Student Learning Decision Tree p. 19 Support Professionals Gradual Implementation Reminder: At least 1 SLO or SOO

25 Support Professionals Online Module Online Modules :  Introduction to the Support Professionals Model

26 Questions and Next Steps