Woodland Park School District Educator Effectiveness 101 August 2016

Training Outcomes Understand the WPSD Evaluation System, including… State Guidelines Professional Practice Rubrics Measures of Learning Cycles and Timelines

CDE Vision WPSD Ends Statement All students in Colorado will become educated and productive citizens capable of succeeding in a globally competitive workforce. The WPSD exists so that students develop their foundation to thrive as citizens in the 21st century.

Key Colorado Legislation What do we want students/educators/ schools/districts to know & be able to do? How will we know if expectations are met? How will we respond when help is needed? Colorado Academic Standards CAP4K (SB 08-212) Standards Assessments School Readiness Workforce Readiness RTI Targeted interventions IEPs Educator Quality Standards Educator Effectiveness (SB 10-191) Educator evaluations Induction Mentoring Professional development plans Remediation plans Performance Indicators Education Accountability Act (SB 09-163) School and district performance frameworks Unified planning Priority Turnaround Students Educators Schools/ Districts

Senate Bill 10-191: The Big Picture Statewide definition of effectiveness Requires annual evaluations Non-probationary status earned based upon 3 consecutive years of demonstrated effectiveness Non-probationary status may be lost based upon 2 consecutive years of ratings below effective http://www.cde.state.co.us/educatoreffectiveness/overviewofsb191 Knowing that educator evaluation has not been the most consistent or supportive, Senate Bill 191 was passed in 2010 to improve the way Colorado develops and supports great educators. Lets review the main elements of SB 191: Creates a statewide definition for both teacher and principal effectiveness Increases the frequency of evaluations and ensures linkage of evaluation to targeted professional development Makes tenure a meaningful decision, tied to performance expectations, rather than length of service Eliminates the need for the district to make a high-stakes decision at the end of year 3 Provides novice teachers with more time to develop, if they are showing growth – more flexibility for the principal in making this decision Links educator evaluation to success with students by including student growth measure Aligns principal evaluation to the teacher evaluation Placement – ensures mutual consent of the teacher and receiving school, with process in place for those teachers who do not secure positions to secure roles in the future, without stigma or limitations Educators non-probationary status is now able to be transferred from district to district

Evaluation Framework Requirements 50% Measures of Learning 50% Professional Practice State & District assessments; Other assessments measuring achievement and growth Evaluation Rubric, Observations, Surveys & Artifacts

Final Rating Highly Effective Effective Partially Effective Ineffective

Professional Practice

Professional Practice Evaluation Rubric Input – Observations, Perception Surveys & Artifacts Rubrics - Teachers: State Rubric Aligned to WPSD Learning Principles with an added component for SPED Teachers Special Service Providers, including Counselors/Social Workers: State Rubrics Adopted Instructional Coaches/Principals/Library Media Specialists: District-Designed Rubrics Initial rating shared mid-year; Finalized by May 1st WPSD Web-Based Dashboard System

Rubric Structure and Rating Level Focus Step Out: Review the structure of the rubric: 5 rating levels contain discreet professional practices that, collectively describe teachers’ day-to-day work and expected student outcomes. Ask the participants to reflect on how this structure connects to the Gallery Walk activity that was presented earlier. Each of the practices, even those in the “Basic” column, is a research-based strategy or practice that is foundational to a teacher’s practice. While the “Partially Proficient” column contains good practices, those included in that column are insufficient on their own for the teacher to demonstrate proficiency on the state standard. When combined with the practices included in the “Proficient” column, there is enough evidence to conclude that the teacher meets proficiency. Point out the differences in focus as one moves across the rows – from the fact that a teacher does not meet standard and is not achieving at expected levels to things the teacher does to achieve proficiency (“Partially Proficient” and “Proficient”) to the expected outcomes for students and/or families. Link this back to the “Gallery Walk” activity to show that the focus on what the teacher does and the focus on student outcomes are what they participants discussed early in the morning. The focus of Partially Proficient and Proficient levels is what educators do on a day-to-day basis to achieve state performance standards and assure that students are achieving at expected levels. The focus of Accomplished and Exemplary ratings shifts to the outcomes of the educator’s practices, including expectations for staff, students, parents and community members, as a result of practices exhibited under rating levels 2 and 3. The focus of the Basic rating level is the educator whose performance does not meet state performance standards and who is not achieving at expected levels.

Quality Standards Performance Rating Levels Elements of the Standard Professional Practices Professional Practice is Observable Elements of the Standard This slide orients participants to the components of the rubric. It is important that we use a common language to refer to each of the components to avoid confusion. Professional Practice is Not Observable

Scoring the Rubric Determining the educator’s professional practices rating is a three-step process that involves rating the individual elements and standards and using those to determine the overall rating on professional practices. Rating the Elements Rating the Standards Determining the Overall Professional Practices Rating

Reading the Rubric The rater starts with the first column of “Basic” to determine if any of these practices apply. Then the rater moves to the right for each column and checks all practices that apply.

Understanding the Scoring “Business” Rule Examine rating level Basic to determine whether any of the professional practices describe the behaviors of the teacher. If the professional practice(s) described under rating level Basic are not marked, the rating level for the element under consideration Basic. The rater then moves to rating levels Partially Proficient through Exemplary. For Standards I through V, all professional practices that describes the teacher’s performance should be marked.   The rating for each element is the lowest rating for which all professional practices are marked. As illustrated, the teacher would be rated as Proficient for Standard 1, Element a. Look for the first unchecked professional practice. Move one column back to identify the rating for the element.

Determining the Element Rating The first unchecked professional practice is in Exemplary so the teacher would be rated as Accomplished for Std. 1, element b. Look for the first unchecked professional practice. Move one column back to identify the rating for the element.

Determining the Element Rating The teacher would be rated Partially Proficient for Std. 1, element c. Look for the first unchecked professional practice. Move one column back to identify the rating for the element.

Rubric Rating Levels Standard Basic Partially Proficient Proficient Accomplished Exemplary Element Professional Practices Educator’s performance on professional practices is significantly below the state performance standard. 1 Educator’s performance on professional practices is below the state performance standard. 3 Educator exceeds state standard. 2 Educator meets state performance standard. 4 Educator significantly exceeds state standard. Reminder of the values for each rating level which will be used to score the elements and standards.

Final Standard Rating This part remains much the same – each element is rated, the score is totaled and the scale is used to determine the overall standard rating. 2

Professional Practice Overall Rating Based on Total of Average Standards Ratings Basic Partially Proficient Proficient Accomplished Exemplary

Measures of Learning

State Requirements Measure of Individually attributed student learning outcomes Measure of Collectively attributed student learning outcomes Statewide summative assessment (CMAS/PARRC/ACT) results and growth, when available Multiple Measures

WPSD Measures of Learning 20% School Performance Framework (Collectively Attributed) 80% Specific Measures of Learning (Individually Attributed)

20% School Performance Framework (SPF) Scoring Matrix New System TBD Fall of 2016 Rating % of Framework Points Earned 4 At or above 80% 3 At or above 64% - below 80% 2 At or above 52% - below 64% 1 Below 52%

80% Specific Measures of Student Outcomes Looking for Evidence of Effectiveness Stepping through 3 “Looks”

Growth Modeling Measures 1st Look: Growth Modeling Measures STAR Gains, MAP Gains, & DIBELS Gains (Potentially PARCC Gains) 2 Years of Data Weighted based on high growth, average growth, and low growth Computed within the Dashboard system Proficient or Advanced Rating = Teacher’s Growth Score Below Proficient Not Applicable

Proficient or Advanced Rating = Teacher’s Growth Score 2nd Look: District Measures District Approved Assessments 1 Year of Data on Initial Year; 2 Years of Data on Subsequent Years Currently rolling out this process… Proficient or Advanced Rating = Teacher’s Growth Score Below Proficient Not Applicable

Measures of Student Learning (MSL) 3rd Look: Measures of Student Learning (MSL) Staff utilize standards to… Establish learning outcomes, Monitor students’ progress toward these outcomes, and Evaluate the degree to which students achieve these outcomes using relevant, meaningful measures Collaborative process between evaluatee and evaluator Final rating determined at the end of the evaluation year based on best “Look” from all data

Overall Growth Rating Matrix

Final Effectiveness rating

Final Effectiveness Rating

WPSD Cycles & Timelines

WPSD Evaluation System Process Year-long Clear timelines Cyclical

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