Virginia Supporting and Evaluating Educators (VSEE) Webinar Date: November 2, 2011 Time: 3:30 – 4:30 p.m. Participants : Secondary school teachers and administrators

TODAY’S AGENDA Wiki Familiarization Top Ten Frequently Asked Questions Sample Goal Setting Forms

VSEE Wiki

FREQUENTLY ASKED QUESTIONS ABOUT THE VIRGINIA UNIFORM TEACHER PERFORMANCE STANDARDS FOR TEACHERS The Top Ten

FAQ #1 Are the Virginia Uniform Performance Standards for Teachers required for use in teacher evaluation? Yes. Pursuant to Section of the Code of Virginia (Virginia statute), school boards are required to develop and implement a teacher evaluation system that is consistent with the Uniform Teacher Performance Standards.

FAQ #2 Are measures of student progress required in teacher evaluation? Yes. Section of the Code of Virginia requires that teacher evaluations in Virginia must address student academic progress.

FAQ #3 Is a school board required to include a portion of a teacher’s evaluation that is based on student progress using the Virginia Student Growth Percentiles (SGPs) or Student Achievement Goal Setting as recommended in the 2011 Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers? No, unless you are a pilot school. The use of SGPs and SAGS are recommended, but not required. These are required for pilot schools A school board may use other legitimate measures of student academic progress to augment or replace these recommended measures. However, the measures that a school board chooses to use must be valid, reliable, and feasible for ongoing use.

FAQ #4 Must the portion of a teacher’s evaluation that is based on student progress equal 40 percent of the total evaluation? No, unless you are a pilot school. The weighting for each of the seven Uniform Performance Standards for Teachers is recommended, but not required. Pilot schools must use the recommended weighting. The final determination for weighting is a decision to be made by the local school board.

FAQ #5 What is the weighting for each performance standard if implemented according to the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers? Performance Standard 1Professional Knowledge10% Performance Standard 2Instructional Planning10% Performance Standard 3Instructional Delivery10% Performance Standard 4Assessment of and for Learning10% Performance Standard 5Learning Environment10% Performance Standard 6Professionalism10% Performance Standard 7Student Academic Progress40%

FAQ #6 Must teachers receive a rating for each of the seven standards included in the Uniform Teacher Performance Standards? Yes. Evaluations must be consistent with the Uniform Performance Standards for Teachers (see § :5 Standard 5 of the Code of Virginia noted earlier). Additionally, the language regarding the procedures that local school boards must adopt for teacher evaluation include such standards as student academic progress and the skills and knowledge of instructional personnel, including, but not limited to, instructional methodology, classroom management, and subject matter knowledge, all of which are consistent with the Uniform Performance Standards for Teachers (see § of the Code of Virginia noted earlier).

FAQ #7 Must teachers receive an overall summative rating of performance? Yes. The Code of Virginia regarding dismissal of continuing contract teachers includes incompetency as one basis for dismissal. For performance to be documented as less than satisfactory, it is necessary to provide an overall rating of “unsatisfactory” or “less than satisfactory” (i.e., often described as “unacceptable” or “unsatisfactory” in teacher evaluation procedures).

FAQ #8 Must teachers be evaluated using multiple data sources? Yes. The Code of Virginia requires two explicit data sources for documenting performance in teacher evaluation systems: observation (§ :5) and measures of student academic progress (§ ). Various data sources suggested in the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, such as student surveys, document logs, portfolios, and self-assessment, are provided only as options to consider.

FAQ #9 Does the teacher need to set a goal for each class/subject taught? No. During the pilot, each teacher sets one goal for improving student growth. A secondary teacher, teaching in a 4X4 block schedule, should develop one goal for each semester.

FAQ #10 How will the Teacher Performance Evaluation System affect resource teachers? The full measure of Standard 7 (40% of the total evaluation score) would be based on student achievement goal setting and other applicable measures of student progress. Goal setting for student progress should be appropriate for the content/subject/field area.

STUDENT ACHIEVEMENT GOAL SETTING One of the measures of student growth that might be used as evidence for Standard 7 (measures of academic progress) Must have a pre- and post-test component Must be SMART (specific, measureable, appropriate, realistic, and time-bound) Must be rigorous

Goal Setting for Student Progress Form Teacher Performance Evaluation System 2011 – 2012 Pilot Year Subject/Grade: Sixth Grade English I. Setting (Describe the population and special learning circumstances) This is an urban middle school that receives Title 1 funding. Ninety percent of my students receive free or reduced lunch. I have students who are divided into four class sections of English. II. Content/Subject/Field AreaReading comprehension III. Baseline Data (What is shown by the current data?) Based on the October 2011 istation results, the data indicate that students consistently struggle with all aspects of reading comprehension. Thirty five percent of students fall into the two bottom tiers in comprehension (tier 2 and tier 3). This means that they are performing moderately or seriously below grade level and are in need of intervention.

Goal Setting for Student Progress Form Teacher Performance Evaluation System 2011 – 2012 Pilot Year Subject/Grade: Sixth Grade English IV. Goal Statement (Describe what you want learners/program to accomplish) During this school year 100% of my students will demonstrate measurable progress in reading comprehension. Students in Tiers 2 and 3 will improve by at least one tier. Further, students in Tier 1 will be on grade level readers and make at least one year’s growth in reading comprehension as measured by istation. V. Means for Attaining Goal (Strategies used to accomplish the goal) StrategyEvidenceTarget Date Use frequent formative assessments with student’s to provide feedback and modify instruction. Lesson plans and evidence of assessments Ongoing (at least weekly) Used modified pacing to attend to students’ needs. Copies of modified pacing.Biweekly

Goal Setting for Student Progress Form Teacher Performance Evaluation System 2011 – 2012 Pilot Year Subject/Grade: Seventh Grade Math I. Setting (Describe the population and special learning circumstances) This is an urban middle school that receives Title 1 funding. Ninety percent of my students receive free or reduced lunch. There are a total of 58 students in my combined inclusion seventh grade math classes. II. Content/Subject/Field Area7 th grade math III. Baseline Data (What is shown by the current data?) The Solar district generated benchmark revealed that 40% met the benchmark in number and number sense and measurement and geometry.

Goal Setting for Student Progress Form Teacher Performance Evaluation System 2011 – 2012 Pilot Year Subject/Grade: Seventh Grade Math IV. Goal Statement (Describe what you want learners/program to accomplish) During the school year, 100% of my students will demonstrate measurable progress on the Solar Benchmark assessments. At least 70% of my students will reach the benchmark for number and number sense and measurement and geometry on the end of year Solar Benchmark assessment. V. Means for Attaining Goal (Strategies used to accomplish the goal) StrategyEvidenceTarget Date Use ARDT, algebra readiness diagnostics testing to target and remediate areas of weakness. Test resultsBiweekly Differentiated instruction to include plans for target groups that will allow the student to be challenged to his/her learning level for remediation. Lesson plansWeekly

Goal Setting for Student Progress Form Teacher Performance Evaluation System 2011 – 2012 Pilot Year Subject/Grade: Technology Systems/9 th Grade I. Setting (Describe the population and special learning circumstances) An all year course with 52 students in two classes; 17 girls and 35 boys. 38% of my students receive special services or have an IEP. II. Content/Subject/Field AreaStudents explore, design, analyze, and evaluate technological systems. Students also explore technology oriented careers. III. Baseline Data (What is shown by the current data?)I administered a pre-assessment that required students to explain the definition of technology and core concepts rated using a 5-point rubric (1 – able to teach concept to others; 2 – can perform without supervision; 3 – can perform with limited supervision; 4 - can perform with supervision; 5 – cannot perform). Nine students received a score of 1 or 2. Do you need more information? If so, what?

III. Baseline Data (revised) Identify the competencies scored Summarize the scores for all students assessed by competency.

Goal Setting for Student Progress Form Teacher Performance Evaluation System 2011 – 2012 Pilot Year Subject/Grade: Technology Systems/9 th Grade IV. Goal Statement (Describe what you want learners/program to accomplish) During the school year, students will be required to achieve a satisfactory rating (3,4, or 5) on the Student Competency Record rating scale on at least 80% of the required competencies in this course. V. Means for Attaining Goal (Strategies used to accomplish the goal) StrategyEvidenceTarget Date Skill based lessons to include direct instruction on skills related to required CTE competencies Lesson plans, project rubric, final project grade; student competency record ongoing (Sept – June) Apply problem-solving technique to technology and other subjects Lesson plans, cross-curriculum planningongoing Relate technology systems to “real world” applications Lesson plans, project planning/implementation, project rubric ongoing

Goal Setting for Student Progress Form Teacher Performance Evaluation System 2011 – 2012 Pilot Year Subject/Grade: Band I. Setting (Describe the population and special learning circumstances) I teach 7 th grade intermediate and 8 th grade advanced band classes. There are 34 students in total with varying amounts of performance experience: 38% have at least 2 years of experience, 41% have a least 1 year of experience, and 21% are in Band for the first time. Four students participate in the HS Marching Band after demonstrating above average performance. 53% of students own their instruments and other are provided by the school. II. Content/Subject/Field AreaConcert Band III. Baseline Data (What is shown by the current data?)Using the Concert Band Performance Assessment provided by the Virginia Band and Orchestra Directors Association which assesses performance based on tone quality, intonation, technique, balance, musicianship, and general factors. Adjudication scale: “Superior “IA, “Excellent“ IIB, “Good” IIIC, “Fair” IVD, “Poor” VF. Students prepare and rehearse 3 pieces that are adjudicated by 4 state accredited judges. Based on current data, 38% of students are performing at IIB proficiency; 41% at IIIC, and 21% at IVD or below.

Goal Setting for Student Progress Form Teacher Performance Evaluation System 2011 – 2012 Pilot Year Subject/Grade: Band IV. Goal Statement (Describe what you want learners/program to accomplish) For the current school year, all Band students will demonstrate progress in the principal items of our concert performance assessment by improving by at least one performance level, as measured by the VBODA performance assessment. 79% of students will score at “Excellent” IIB or higher, while 21% of students will perform at least “Good” IIIC proficiency on the concert assessment in March V. Means for Attaining Goal (Strategies used to accomplish the goal) StrategyEvidenceTarget Date Bi-weekly playing assessmentsGrade books, Engrade online; daily review and performance of principal items Every 2 weeks Extra help after school - Inviting students that are performing below proficiency in particular; also an opportunity for challenging students with more experience to tutor those students after school Roster of students attending after school sessions 2 days a week after school through the school year Preparation and rehearsals for district festival assessment At least 3 performances/concerts before assessment Fall Concert-Oct, Winter Concert- Dec, PreDistrict Concert-Feb

Learning is not attained by chance, it must be sought for with ardor and attended to with diligence. Abigail Adams, 1780