1. DPI ASW August 2014 Training

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

3. NCDPI ASW Team Arts Education Christie Lynch Ebert Slater Mapp AP/IB Sneha Shah-Coltrane David Brooks or Michelle Clement Healthful Living Burt Jenkins World Languages Ann Marie Gunter Coordinator Jen DeNeal

4. Welcome: Agenda ASW 101 Wiki Walkabout Online Platform Tour Choosing Objectives Activity Gallery Walk of Teacher Implementation Plans Wrap-up

5. 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.

6. August 2014 Training Bathrooms

7. August 2014 Training Lunch Begin and End On Time Breaks

8. Take care of your own needs August 2014 Training

9. Please switch cell phones to “vibrate” or silent August 2014 Training

10. Limit Sidebar conversations August 2014 Training

11. Know when to step up and when to step back

12. Listen to and respect the ideas and opinions of others August 2014 Training

13. Work Together The members of your team are expected to train educators in your district/charter on the ASW process and will serve as the local points of contact for the ASW Process during 2014-2015. August 2014 Training

14. Activity: Team Socrative Quiz Go to: m.socrative.com Room:942133 What was the most fun over the summer? Beach vacation Mountain retreat Staycation Trip abroad Vegas rules…can’t tell

15. Activity: Team Socrative Quiz Go to: m.socrative.com Room:942133 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?

16. Activity: Team Socrative Quiz Room:942133 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.

17. ASW 101

18. 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.

19. 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. NC Professional Teaching Standards

20. 5 Rating Categories 1 6 5432 Demonstrate Leadership Establish Environment Know Content Facilitate Learning Reflect on Practice Contribute to Academic Success 3 Rating Categories Not Demonstrated Developing Proficient Accomplished Distinguished Effectiveness Status NC Educator Evaluation System

21. Overview of Standard 6 Contribute to Academic Success End of Grade (EOG) or End of Course (EOC) tests 6 NC Final Exams 6 Career Technical Education Assessment 6 Analysis of Student Work K-3 Checkpoints 6 6

22. Analysis of Student Work 6 Contribute to Academic Success In 2014-2015, 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.

23. Principal’s Input Confirm Teacher Participation

24. Overview: Analysis of Student Work ASW Process

26. ASW Process: A Quick Guide

27. Teaching Context Screen shot

28. Participation in ASW Process for High School Teachers (60% rule) 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.

29. Class schedule composition: Yes, use ASW... All 6 classes in ASW areas and a planning period (6/7=86%) English II, Spanish I - IV, and a quarterly locally- developed cultural enrichment class (4/6=67% plus English II EOC) No, use other Standard 6 measure... 4 English II courses, 1 Theatre Arts course, and AP English Literature (2/6=33% → use English II EOCs) 5 Math I courses, AP Statistics, AP Calculus AB (2/7=29% → use Math I EOCs) Participation in ASW Process for High School Teachers (60% rule)

30. Participation in ASW Process for K-8 Teachers (45 minute rule) 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.

31. Participation in ASW Process for K-8 Teachers (45 minute rule) Number of class contacts: Yes, use ASW... IB Mathematics for grades 4 and 5 with 3 classes of 30 minutes each per week (3 x 30=90 minutes) Exploratory music for grades 6 – 8 with 2 classes of 40 minutes each per week (2 x 40=80) No, do not use ASW... K-5 P.E. with 1 class of 30 minutes each per week (1x30=30 minutes) K-5 Exploratory Chinese with 2 classes of 20 minutes each per week (2x20=40 minutes) For educators who do not meet the requirements to participate in the ASW Process, the district/charter 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.

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

33. ASW Questions 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...

34. ASW Process: A Quick Guide

35. Class Selection Beginning in 2014 – 2015, the online platform will select the classes in which the teacher must collect artifacts.

36. 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.

37. ASW Process: A Quick Guide

38. Objectives: Using the Strands and Standards guidance charts, the teacher will choose 5 objectives. Objective Selection

39. 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 Principal’s Input

40. 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.

41. ASW Process: A Quick Guide

42. Teacher decisions needed to compile a Timelapse Artifact (TA): a)A specific objective b)Sample type Individual Student or Whole Class c)Collection Method d)Samples from Point 1 and Point 2 5 Timelapse Artifacts

43. 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 Sample Type

44. 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 Sample Type

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46. Pre Test Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf sdf 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 Collection Method → File Size Up to 10 MB per file!

47. 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. 5 Timelapse Artifacts

48. Time passes Teachers Collect Work Samples for Timelapse Artifacts.....................

49. ASW Questions 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...

50. ASW Process: A Quick Guide

51. TA 1 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. Student Selection

52. Timelapse Artifact Option 1 – Individual Student Work Samples If a student work sample is unavailable, that student will be reshuffled to create another sampling. Student Selection TA 1

53. Principal’s Input The Principal is notified when a reshuffle is used by a teacher.

54. 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.

55. ASW Process: A Quick Guide

56. Context for 1 st work sample in each Timelapse Artifact How does this artifact show where the student is in relation to the chosen clarifying objective? Upload Evidence How does this artifact show where the student is in relation to the chosen clarifying objective? This artifact was created using an 8 th 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.

57. Context for 2 nd work sample in each Timelapse Artifact How does this artifact show where the student is in relation to the chosen clarifying objective? Upload Evidence How does this artifact show where the student is in relation to the chosen clarifying objective? This artifact was created using an 8 th 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.

58. Context for Growth in each Timelapse Artifact Describe the growth that occurred between Points 1 and 2. Upload Evidence 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

59. Timelapse Artifact Option 1 – Individual Student Work Samples 1 2 1 2 1 2 1 Timelapse Artifact Upload Evidence

60. Timelapse Artifact Option 2 – Whole Class Work Samples 2 1 1 Timelapse Artifact Upload Evidence

61. All 5 Timelapse Artifacts will be uploaded to the online platform as the teacher’s Evidence Collection for the school year. TA 3 Student TA 3 Student TA 4 Student TA 4 Student TA 5 Whole Class TA 5 Whole Class TA 1 Student TA 2 Whole Class Upload Evidence

62. 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.

63. ASW Questions 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...

64. ASW Process: A Quick Guide

65. The Evidence Collection will be reviewed by 2 content area specialists. Reviewer #1 Reviewer #2 Blind Review ED M

66. Reviewer #1 Reviewer #2 The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise. Blind Review

67. 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. Category Rating: Meets Expected Growth Reviewer #1 Reviewer #2 M Blind Review M

68. Reviewer #1 Reviewer #2 If the category ratings from the two reviewers are not the same, the Evidence Collection is automatically sent to a 3 rd reviewer for an additional review to get a rating for that year. M Reviewer #3 Blind Review E

69. 2-Step ASW Process Review These will be explained in detail in later modules. #1 Evidence Collection Checklist #2 ASW Quality Rubric Blind Review

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

71. ASW Process: A Quick Guide

72. 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 Evidence Collection Rating Form: TA 1TA 2TA 3TA 4TA 5 Does Not MeetMeetsExceeds D D D D DM M M M ME E E E E D D D D EM M M M EM E E E E D D D D MD M M M MM M E E E D D D E EM M M E ED E E E E D D D M ED D M M MD M E E E D D D M MD M M M ED D E E E D D M M E D D M E E D M M E E Receive Rating

73. 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: Evidence Collection Rating Form : TA 1TA 2TA 3TA 4TA 5 Receive Rating DMMME

74. Synthesis table to determine Standard 6 rating a Receive Rating a Does Not MeetMeetsExceeds D D D D DM M M M ME E E E E D D D D EM M M M EM E E E E D D D D MD M M M MM M E E E D D D E EM M M E ED E E E E D D D M ED D M M MD M E E E D D D M MD M M M ED D E E E D D M M E D D M E E D M M E E

75. Fall 2015 Teachers receive their Standard 6 ratings for 2014- 2015. Receive Rating

76. An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6 Effectiveness Status 3 Years of Combined Data for Standard 6 666 Year 1Year 2Year 3 Standard

77. 66 Contribute to Academic Success 6 Year 1 2014-2015 Does Not Meet Expected Growth Year 2 2015-2016 Meets Expected Growth Year 3 2016-2017 Meets Expected Growth Standard Mr. NC’s 3 years of growth data: 2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2) + 2016-17 Meets (Year 3) Mr. NC’s Standard 6 rating for 2014-2017 Meets Expected Growth Effectiveness Status Only for 2014 – 2017: Best 2 out of 3 years of data

78. Effectiveness Status for 2016 - 2017 2016 - 2017 DevelopingProficientAccomplishedDistinguished 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 X X X X Best 2 out of 3 years of growth data for 2014 – 2017 Meets Expected Growth Principal Role

79. In Need of Improvement Effective Highly Effective Any rating lower than proficient Proficient or Higher on Standards 1-5 Accomplished or Higher on Standards 1-5 1 Demonstrate Leadership 2 Establish Environment 3 4 5 Know Content Facilitate Learning Reflect on Practice Standards Does Not Meet Expected Growth Meets or Exceeds Expected Growth Exceeds Expected Growth Effectiveness Status for 2016 - 2017 6 Contribute to Academic Success (3 yrs. of data)

80. Effectiveness Status for 2016 - 2017 2016 - 2017 DevelopingProficientAccomplishedDistinguished 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 X X X X Best 2 out of 3 years of growth data for 2014 – 2017 Meets Expected Growth Effective Principal Role

81. ASW Questions 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...

82. Team Planning Time

83. Wiki Walkabout

84. 5 Online Training Modules ASW Overview, Year 1 Planning, Capturing Two Points in Time, Context, and ASW Review Process Important Forms Frequently Asked Questions Visit the ASW Wikispace here: http://ncasw.ncdpi.wikispaces.net/ http://ncasw.ncdpi.wikispaces.net/ ASW Wikispace Public wiki - No need to join!

85. Online Platform Tour

100. ASW Questions 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...

101. Team Planning Time

102. Choosing Objectives

103. 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 Work together across content areas Focus on performance-based assessment Know your guidance chart and standards well Activity Coming Soon!

104. 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.

105. Activity: Choosing Objectives for the ASW Process 1.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 XXX

106. Activity: Choosing Objectives for the ASW Process 2.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 teachers teach and assess?

107. Activity: Choosing Objectives for the ASW Process 3.Review the checked objectives in the SOON and NOT AT THE MOMENT columns and brainstorm how they might be included in ASW this year. 4.Consider how you might use or adapt this activity with your teachers.

108. Could a teacher create an Evidence Collection with 5 Timelapse Artifacts using the objectives highlighted for this course? Strands & Standards Guidance Charts

109. ASW Questions 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...

110. Team Planning Time

111. District/Charter Training Plans

112. 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 2014-2015 ASW training.

113. 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

114. Gallery Walk District/Charter Training Plans Place your team’s poster in the gallery area. As we do the Gallery Walk, use the dots to vote for the: –Most Innovative Training Plan –Most Creative/Artistic Poster Make a note of the ideas that you may want to use in your district/charter training plan!

115. Gallery Walk of District/Charter Training Plans

116. Wrap-up / Exit Ticket

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

118. Questions about Educator Effectiveness, NCEES or ASW Visit www.ncpublicschools.org/effectiveness-model or http://ncees.ncdpi.wikispaces.net/ NCEES+Wiki or ASW Wiki at http://ncasw.ncdpi.wikispaces.net/http://ncasw.ncdpi.wikispaces.net/ You can also email questions to educatoreffectiveness@dpi.nc.gov