1. Check-in & Preparation
ASW Wiki
has today’s materials posted under
ASW Professional Development on the Summer RESA Sessions page.
Direct link: Summer+2014+RESAs
1. Review the agenda
2. Access our materials for today, either at your table or online

2. DPI ASW August 2014 Training

3. Welcome & Introductions

4. 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

5. 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

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

7. 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.

8. August 2014 Training
Bathrooms
Go over location of restrooms

9. 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

10. August 2014 Training
Take care of your own needs

11. 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

12. August 2014 Training
Limit Sidebar conversations

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

14. 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
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

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

16. Activity: Team Socrative Quiz
Go to: m.socrative.com Room:
What was the most fun over the summer?
Beach vacation
Mountain retreat
Staycation
Trip abroad
Vegas rules…can’t tell

17. Activity: Team Socrative Quiz
Go to: m.socrative.com Room:
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?

18. Activity: Team Socrative Quiz
Room:
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.

19. ASW 101

20. 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.

21. 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

22. 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

23. 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

24. Analysis of Student Work
In , 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

25. Principal’s Input
Confirm Teacher Participation

26. Overview: Analysis of Student Work ASW Process

27. Overview: Analysis of Student Work ASW Process
In , 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 academic year, which will be combined with data from and 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 Guidance will be provided by Educator Effectiveness for how this can be done for all Standard 6 Measures of Student Learning.

28. ASW Process: A Quick Guide

29. Teaching Context
Screen shot

30. 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.

31. 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 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 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 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.

32. 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

33. 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

34. 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 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 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 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.

35. 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 mins.
Tues. Mr. Jenkins’ Class mins.
Wed. Ms. DeNeal’s Class mins.
Thurs. Mr. Jenkins’ Class mins.
Fri. Plan 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

36. 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 mins.
Tues. Mr. Jenkins’ Class mins.
Wed. Mrs. Gunter’s Class mins.
Thurs. Mr. Mapp’s Class mins.
Fri. Mr. Brooks’ Class 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

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

38. 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 . . .

39. ASW Process: A Quick Guide

40. 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.

41. 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.

42. ASW Process: A Quick Guide

43. 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)

44. 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

45. 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.

46. ASW Process: A Quick Guide

47. 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.).

48. 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.

49. 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.

50. Collection Method Method(s) or tool(s) for collecting: Click Pre Test
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Pre Test
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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

51. Collection Method → File Size
Up to 10 MB per file!
Pre Test
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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

52. 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.

53. 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.

54. 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 . . .

55. ASW Process: A Quick Guide

56. 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.

57. 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.

58. 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.

59. 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.

60. ASW Process: A Quick Guide

61. 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.

62. 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.

63. 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.

64. 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

65. 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.
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66. 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 , 5 Timelapse Artifacts will form the Evidence Collection.
TA 5
Whole Class

67. 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.

68. ASW Process: A Quick Guide

69. 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.

70. 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.

71. 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 Year 2 of growth data will be , and Year 3 will be 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

72. 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

73. #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.
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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.

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

75. ASW Process: A Quick Guide

76. 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

77. 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

78. 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

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

80. 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.
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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.

81. Effectiveness Status
Only for 2014 – 2017: Best 2 out of 3 years of data
Mr. NC’s 3 years of growth data:
Does Not Meet (Year 1)
Meets (Year 2)
Meets (Year 3)
Mr. NC’s Standard 6
rating for
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.
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In the 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, and ,
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
Does Not Meet Expected Growth
Year 2
Meets Expected Growth
Year 3
Meets Expected Growth
Contribute to Academic Success

82. 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 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.
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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

83. 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

84. 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 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

85. 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 . . .

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

87. Wiki Walkabout

88. 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:

89. Online Platform Tour

90. Online Platform Tour

91. Online Platform Tour

92. Online Platform Tour

93. Online Platform Tour

94. Online Platform Tour

95. Online Platform Tour

96. Online Platform Tour

97. Online Platform Tour

98. Online Platform Tour

99. Online Platform Tour

100. Online Platform Tour

101. Online Platform Tour

102. Online Platform Tour

103. Online Platform Tour

104. 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 . . .

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

106. Choosing Objectives

107. 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

108. 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!

109. 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.

110. 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

111. 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?

112. 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.

113. 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)

114. District/Charter Training Plans

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

116. 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?

117. Gallery Walk of District/Charter Training Plans

118. 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?

119. 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?

120. Wrap-up / Exit Ticket

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

122. Questions about Educator Effectiveness, NCEES or ASW
Visit or
NCEES+Wiki
ASW Wiki at
You can also questions to
Questions about the proposed ASW process can be directed to Educator Effectiveness by sending an to or visiting the Educator Effectiveness Model website at
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