1.  With OPGES

2.  Purpose of, requirements, and Categories of OPGES  Review of OPGES Specialist frameworks – with group activities.  Looking deeper into the evidences for OPGES o Professional growth Goals & Self reflection o Observations –Supervisor and Peer o Student growth Goals o Student Voice  Essential Web resources on KDE site  CIITS use in OPGES  Question & Answer  Other resources

3.  Amy Jacobs  OPGES Contact for KDE  Amy.jacobs@education.ky.govAmy.jacobs@education.ky.gov  502-564-1479  Preschool Pilot information Melody.cooper@education.ky.gov Melody.cooper@education.ky.gov 502-564-7056

4. 4 Every child in every classroom will be taught by a highly effective teacher. Every school in every district will be led by a highly effective principal.

5.  PGES is one system. OPGES & TPGES are distinguished by the frameworks for observation used in each setting.  The purpose of the OPGES portion of PGES is to meet the needs of other professionals who impact student learning but are not in a traditional classroom setting.  The OPGES pilot during the 2014-2015 school year does not permit evaluation for personnel decisions.  Other Professionals will be evaluated using the OPGES framework in 2015-2016.  OP’s not in the pilot will be evaluated with the districts Former systems. NOT PGES.

6.  Categories Library Media Specialists School Guidance Counselors/Social Workers Speech Pathologists School Psychologists School Instructional Specialists/ coaches o personnel who work a portion of their day with students and a portion with teachers. o interventionists whose full responsibility is working with students, such as reading recovery or math intervention will use the TPGES framework.

7.  School psychologists:  Paul Baker – Martin Co.  Beth Edmonson – Daviess Co.  Guidance counselors  Omar Morris- Jefferson Co.  Melinda McClung – Fayette Co.  Jennifer Smith – KDE  Nurses  Mary Burch – Erlanger  Karen Erwin – KDE  Instructional Specialists  Maggie Nicholson – Shelby Co.  Jeanna Slusher – Anderson Co  Other  David Johnson - SESC  Stephanie Little – KEDC  Library Media:  Paul Lanata – Jefferson Co.  Becky Nelson – Franklin Co.  Kathy Mansfield – KDE  Therapeutic Specialist – PT/ OT/ Speech/ Language  Tim Ball – Rowan Co.  Laura Cullens – Jefferson Co.  Debbie Culler – Jefferson Co.  Sherry Hoza – Jefferson Co.  Dana Logsdon – Fayette Co.  Julie Wells – Jessamine Co.  Veronica Sullivan – KDE  Nachelle Nead – Jessamine Co.

8.  The 2014-15 OPGES pilot will be comprised of individuals who are: o Tenured o Have an EPSB certification o Not in their summative year, unless a counselor – counselors are in summative year and in the pilot. *** If the district is running a dual system during 2014-2015 and Other Professionals are on a yearly summative cycle, they may participate in the pilot.

9.  Schools that have participants participating in the OPGES pilot will also have principals/assistant principals participating as primary evaluators.  Peer Observers are required for OPGES. (Peer does not need to be an “Other Professional”)

10. PGES framework Observation & peer observation Professional Growth Self Reflection Student Voice Student Growth

11. Framework for Specialists – uses the same common language and Domains. UPDATED Version. Make sure to use Feb. 2014 version for TPGES. JUNE 2014 version for OPGES.

12. Planning and Preparation Classroom Environment /Environment Instruction /Delivery of Service Professional Responsibilities

13. Teacher Framework sample view (OPGES pilot will be collecting “possible examples” portion)

14. Danielson ratings Unsatisfactory Basic Proficient Distinguished Kentucky ratings Ineffective Developing Accomplished Exemplary

15. Ineffective Developing Accomplished Exemplary OPGES framework sample

16.  KY Framework for teaching with Specialist frameworks is posted on the OGPES webpage  http://education.ky.gov/teachers/PGES/otherpages/Pages/Kentucky- Framework-for-Teaching-Specialist-Frameworks.aspx http://education.ky.gov/teachers/PGES/otherpages/Pages/Kentucky- Framework-for-Teaching-Specialist-Frameworks.aspx  Domains and components for OPGES professionals will be imbedded in CIITS/ EDS for PGP, self reflection, observation etc…as long as the professional is identified in IC with the correct job title.

17. 22 Take a moment to look over the individual “specialist” framework. What do you notice an accomplished professional does? Are Other professionals in your school already doing these skills? If so then they are accomplished.

18. IneffectiveDevelopingAccomplishedExemplary Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some Consistent Frequent Successful Appropriate Clear Positive Smooth Most Seamless Solid Subtle Skillful Preventative Leadership STUDENTS Always Teacher-directed success! Student-directed success! Levels of cognition and constructivist learning increase

19.  In small groups or individually look over all 4 domains  Choose a component in each domain  List the “accomplished” indicator for the chosen component  List examples of evidence you or a colleague currently do for this component.

20.  Looking deeper:  Sources of Evidence: o Professional Growth Goals

21.  What do I want to change about my practice that will positively impact student learning?  What is the plan of action?  How will I know if I accomplished my objective?

22.  Professional growth data is not student growth data  Should show evidence of change in teacher practice  Examples: PL agenda or completion certificate observational data staff or student surveys website hits

23.  Library Goal (Weak goal):  During the 2014-2015 school year, I will improve my communication to the school community. I will attend sessions on communication. Growth will be shown by more people visiting my library.

24.  Revised Stronger Library goal  During the 2014-15 school year, I will improve my communication of library programs, resources, and services to the school community by improving the school library website. I will review school library websites, attend conference sessions or webinars about effective library websites, and read/study articles and/or blog posts about quality school library website design. Growth will be evidenced by increased traffic to the school library website, student/parent/staff feedback surveys, before/after screenshots of web pages, and self-reflection.

25.  Reasons for change  While the first goal identified growth in communication, it was very general. Because it did not identify sources or methods of communication, it was also unclear how it could be measured. The Plan for PL was limited and not specific. Her measure of growth was vague and limited. She needed to specify what multiple measures would provide evidence of the improvement.

26.  During the school year, I will improve my questioning techniques to engage students in higher level critical thinking and problem solving. I will implement learning from study of Thinking Strategies. Growth will be evidenced through lesson plans, observation, self- reflection, and student work samples.

27.  During the 2011-2012 school year, I will learn to incorporate online writing tools in my writing workshop. After collaborating with the technology resource teacher to investigate Google Docs and other on-line tools, my students will have opportunities to write independently, collaboratively and give/receive feedback using the tools. This will be evidenced by student writing samples, lesson plans, and reflection.

28.  Looking deeper:  Sources of Evidence: o Observation

29.  OPGES – Observations/ site visit o Evaluator will be observing/ reviewing all 4 domains. Evaluator may be observing an “Other Professional” during ‘planning time’ or when no students are present.

30. o Primary evaluators will be ‘Teachscape’ certified. As well as complete district evaluation training. Will receive extra guidance on what OPGES observations look like. Variation in OPGES observation comes in the use of the specialist frameworks and in pre-conferencing with the “Other Professional” to discover what will be observed.

31. Peer Observer does not have to be in the ‘Other Professionals’ category. It is encouraged that ‘other professionals’ in the same building act as peer observers for each other if possible, or the peer may be a classroom teacher. (ex. Counselor observe librarian & vice versa.) Stepping outside your content. Stepping outside your grade level What difference can a peer observation make? New perspective on prior knowledge. Cross content collaboration leads to continuity for students Variation in OPGE observation comes in the use of the specialist frameworks and in pre-conferencing with the “Other Professional” to discover what will be observed. Peer observers complete the KET Peer observation training.KET Peer observation training

32.  How many observations/site visits will be required for each individual? o All teachers/ professionals have 4 observations by their summative year. The usual cycle is 3 principal observations and 1 peer observation. See the District CEP for the observation cycle determined by your district.

33.  Looking deeper:  Sources of Evidence: o Student Growth Goals

34.  OPGES – growth goals. o May be connected to school goals, similar to principals and assistant principals student growth goals. (i.e counselors or instructional coaches.) o OPGES have more emphasis on local growth goals, not state goals. o OPGES goals may not be directly academic. Use many sources of data. (ex. Counselor – reducing # of behavior referrals.)

35. o OPGES goals will impact other academic areas. o Samples as to what ‘Other Professionals’ growth goals look like, are being created by the committee, teachers in the field, Effectiveness coaches & PGES consultants. Some sample are available. May not be exemplary. District need to have discussion between principal and teacher to establish what an effective goal is for that school. o Growth goals are not completed until beginning of school year after needs of that years students are determined. see sample rubric for determining an effective goal.

36. Common misconceptions  I don’t have test scores, how can I make a goal? Facts  A student growth goal will help the academic goals, but may not be directly related to test scores. Many sources of data are used. o Ex. Counselors goal designed around reducing behavior referrals. This in turn allows the student to be in class more often, therefore increasing instructional time.

37. Common misconceptions  I only see my students a few times each month or my student groups are constantly changing. How can I make a goal for each kid? Facts  Student growth goals are not built around individual students. They are built on group needs determined at the beginning of the school year.  Goals built on what impact an individual teacher/ professional has on students/ content area.

38. Common misconceptions  I don’t have a regular group of students, my work is more teacher support and training. Facts  Student growth goals for principals are similar to professionals in this situation. They are building student growth goals to support unique groups or needs within the school  Student Growth goals can be similar to a teacher the Other professional works with.

39.  Think:  1. What matters most for my content area?  2. How do I know? – what standards, expectations, etc. guides my work?  3. What makes it meaningful?  Before writing goals – gather your content standards/ expectations. Know what is important. Plan it out. Development of the goal is key.

40.  Tools: o Content or program standards, processes, understanding or concepts expected to be mastered. o Base line data & assessments o Think & plan tool o Identified needs of current years students

41.  Begin with looking at data to get to know your students previous years’ data conversations with previous teachers formative assessment process student work 41

42.  Decide on sources of evidence that can provide pre- and post-data on student progress toward the identified skills and concepts for your content area. 42

43. 15 Learning that: Endures beyond a single test date Is of value in other disciplines Is relevant beyond the classroom (applying learning to new and unique situations) Is worthy of embedded, course-long focus May be necessary for the next level of instruction Requires critical thinking (analyzing, creating and evaluating)

44. ENDURING LEARNING WHAT IT ISWHAT IT ISN’T Worthy of extended focus Fundamental to learning in other disciplines Aptitude that has value and utility beyond one narrow context Foundational for the application of content Applicable beyond school Can be measured over time A sub skill Explicit content knowledge An activity A skill with limited application A strategy for learning 44

48. Highlight or underline the skills or competencies you notice in your professions student standards document. Identify the statements or phrases that fit the definition of enduring 48 On your own...

50. Learning that:  Endures beyond a single test date  Is of value in other disciplines  Is relevant beyond the classroom (applying learning to new and unique situations)  Is worthy of embedded, course-long focus  May be necessary for the next level of instruction  Requires critical thinking (analyzing, creating and evaluating)

51.  1 goal per year is written  Can be specific to a particular group/ age.  uses data beyond KPREP or MAP tests etc… o Ex. – Counselors -Create a goal around reducing behavior referrals. Measured by a decrease in the number of office referrals. o Speech – Increase communication skills in the ability to comprehend, express, and articulate information. Non academic goals of OGPES will still impact academic growth. (example = less office referrals = more time in class learning. Increase of communication skills impacts all subject areas.)

52.  Enduring learning:  Endures beyond a single test date  Is of value in other disciplines  Is relevant beyond the classroom (applying learning to new and unique situations)  Is worthy of embedded, course-long focus  May be necessary for the next level of instruction  Requires critical thinking (analyzing, creating and evaluating)

53.  How does your school collect data?  How do you collect data in the library, counseling office, speech center, etc.?  Which data can you use to measure student growth?

54.  Previous years’ data  Conversations with previous teachers  Formative assessment processes  Student work This is NOT the baseline data used for developing a student growth goal. 54 Determining Needs

55. 55 Once you know your students Decide on sources of evidence that can provide pre- and post-data on student progress toward the identified skills & concepts for your content area.

56. By the end of the 2013-14 school year, all of my 4 th grade students (100%) will show growth in summarizing key ideas and details in what they read. Each student will improve by 2 or more levels on the rubric developed by my PLC team for summarization. In addition, xx% of students will score Proficient or above on the rubric by the end of the year. Enduring skills Growth target Proficiency target

57.  Therapeutic Specialist – Speech Language Pathologist   By the end of the school year, 100% of my fluency students will show growth in verbal discussion and questioning. Each student will show growth by growing at least 2 levels on the rubric designed to identify discussion and questioning. In addition xx % will score proficient on the fluency rubric designed by my district special education team.

58.  Therapeutic Specialist – Speech Language Pathologist   By the end of the school year, 100% of my student with receptive language goals will improve their reading ability by at least 2 levels as measured by the rubric designed by the district Speech therapists. In addition xx% will score proficient on the spring test.

59.  SGG: By the end of the 2014-15 school year, all of the 5th grade students in Mrs. ___’s class will show growth in reading a variety of genres. Each student will demonstrate growth by reading at least 2 additional genres as shown by a rubric incorporating beginning of year/end of year circulation reports, reading patterns inventories and student response/reflection. At least 75% of the students will meet proficiency as indicated using the rubric.  Library Media Standard 4.1.4: Seek information for personal learning in a variety of formats and genres.  Anchor Standard 4: Pursue personal and aesthetic growth  Enduring learning: Read and reflect on a wide variety of genres  Grade Level Benchmark: Select books from favorite authors and genres; try new genres when suggested.

60.  By the end of the 2014-15 school year, all of the 10th grade students will show growth in their ability to use technology tools to access information and pursue inquiry. Each student will improve two or more levels on a rubric developed by district librarians for measuring a student’s ability to use the online database of library resources to locate and evaluate materials to meet a need. 75% of the students will score proficient or above on the rubric.   Library Media Standard: LMS 1.1.8: Demonstrate mastery of technology tools for accessing information and pursuing inquiry.  Enduring learning: Evaluate resources for inquiry  Anchor Standard: Inquire, think critically and gain knowledge (Anchor Standard 1)  Grade Level Benchmark: Use a range of electronic resources efficiently, effectively, and safely by applying a variety of search and evaluation strategies. .

61. Where can I find the standard for understanding the organization of the library or knowing about the Dewey Decimal System? 61 1.1.4: Find, evaluate, and select appropriate sources to answer questions. 4.1.4: Seek information for personal learning in a variety of formats and genres.

62.  Career  During this school year, 100% of 6 th graders will show growth in their understanding of career by completing all required elements of the ILP. Using a standards-based 4 point rubric created by Career Cruising, students’ current level of understanding will be determined with a constructed response performance task on how career affects learning goals. Applying the same rubric to the post assessment, students will be given a performance task in which they will be asked to identify and explain how these factors influence appropriate career choices. Each student will improve by moving at least one level on the rubric. Furthermore, 80% of students will score Meets Expectations (Proficient) on the rubric.

63.  Personal/Social  By the end of the school year, students with 4 or more behavior referrals due to anger will make measureable progress in anger management as evidence by progress data in individual or small group counseling and in acquiring the knowledge and skills that contribute to effective anger management. Each student will reduce their number of referrals by at least two compared to the previous year’s referral data. In addition, 50% of these students will reduce their behavior referrals by 50%.

64.  Personal/Social  During this school year, all students will grow in their ability to analyze the influence of family, peers, culture, media, technology, and other factors on appropriate behavior. Using a standards-based 4 point rubric created by the School Counselor Advisory Committee, students’ current level of understanding will be determined with a constructed response performance task on how these factors affect behavior. Applying the same rubric to the post assessment, students will be given a performance task in which they will be asked to identify and explain how these factors influence appropriate behaviors. Each student will improve by moving one level on the rubric. Furthermore, 80% of stude nts will score Meets Expectations (Proficient) on the rubric.

65.  School Instructional Coach  (sample goals to be submitted.)   Potential areas of focus for Instructional Coaches SGG:  Support schools with raising student achievement in reading and math  Closing achievement gaps  Developing cultures of collaboration

66. (After Pilot year) Complete by Aug. During first weeks of school 66

67.  Looking deeper:  Sources of Evidence: o Student Voice

68.  All Teachers/ Professionals will participate in a Student voice survey. Student voice is required by Kentucky regulation.  Feedback will be gathered during the OPGES pilot. Other Professionals Student voice survey will not be administered in Infinite Campus. (details to come)  Student Voice results are used to provide formative feedback and evidence of effectiveness to other professionals and school administrators. Additionally, it is one source of evidence used to determine an educator's Overall Professional Practice Rating. They are also to be used in a professional conversation between teacher and evaluator for Professional learning needs.

69.  CIITS EDUCATOR DEVELOPMENT SUITE (EDS) CIITS All other professionals will need to have access to CIITS. All portions of PGES will be submitted into CIITS. Please verify all staff have login information.

70.  www.education.ky.gov www.education.ky.gov Click the PGES logo to learn about everything PGES. Left corner drop down menu directs to the OPGES page. 

71.  PGES Website PGES Website  PGES Newsletters PGES Newsletters  Webcasts – click educator effectiveness link. Webcasts  KY Teacher KY Teacher  Teacher Frameworks Teacher Frameworks

72.  PGES Co-op field Consultants

75.  PGES Training o Other professionals should attend any district level training offered. o Check with regional Co-ops and PGES consultants in your region for individual school trainings. o Other district and regional trainings as needed. Contact Amy Jacobs to set up multi district OPGES training sessions. Amy.jacobs@education.ky.gov Amy.jacobs@education.ky.gov

76.  KASA and KDE have worked together to create training modules for principals to use during PD with staff during each stage of the year. o Modules for: Observation Self-reflection Professional growth Student growth Student voice Download the modules at: http://education.ky.gov/teachers/PGES/Pages/PGES.aspx (Download modules from the blue resource box on right side of the page.)

77. Please visit the Q & A page with answers to commonly asked questions regarding OPGES.Q & A page http://education.ky.gov/teachers/PGES/otherpages/Documents/OPGES%20FAQs.pdf Or contact Amy Jacobs with any PGES/ OPGES question. amy.jacobs@education.ky.gov