APS Teacher Evaluation 2013-2014 Overview and Updates

Summary of Updates Minor changes to formatting and wording Document Log Professional Activities Summary SMART Goal Document Log Revised Cover Sheet and New Electronic Format (pg. 47 and web) Teachers select one piece of evidence for Standard 7 in addition to their SMART Goal (pg. 11) Samples on website Professional Activities Summary Added definitions for each category of the form (pgs. 20-21) Added new formatting to make it easier to track hours (pg. 54) SMART Goals Goals will be progress based instead of achievement based R = Realistic, but Rigorous (pg. 16) Explanation of three types of goals (pg. 15) Caution about target groups less than 10

Teachers select one additional artifact for Standard 7 Document Log Handbook Pages 9-11 & 47 The document log is the place where the teacher keeps track of the evidence and artifacts that they will submit as part of the teacher evaluation process, including the SMART Goal. We have removed the middle column that provided the examples of items that could be included as many were under the impression that the included artifact had to be from that list. In reality, the artifacts that are included in the document log are completely up to the teacher. Our hope is that removing this column from the cover sheet will reduce confusion over that issue. In PART I of the handbook the middle column still exists in the explanation to provide guidance for those that would like it. In addition, we have updated the e-documentation log to make it more user friendly and easier for evaluators to navigate through evidence. There is a separate screencast tutorial that outlines how to use the new e-documentation log format. The other change to the documentation log is that teachers will now select one piece of evidence to submit for standards 7 to supplement their SMART goal. This will allow teachers to present an additional data source related to student/learner or program progress. Teachers will still include their SMART goal and accompanying data as part of their documentation log, however they may choose one additional example of how they address learner or program progress. Teachers select one additional artifact for Standard 7

Professional Activities Summary New Format Professional Activities Summary Handbook pages 20-21 & 54 One of the required pieces for the documentation log is the professional activities summary. We have a new updated table format to make entering information easier and added text explanations for each of the options on pages 20-21 of the handbook to assist teachers in determining where their activities should be listed. We have also added a category for leadership roles that do not fit into the recertification categories to allow teachers to highlight these types of activities as well. New Category

SMART Goal Handbook page 12-20 & 48 There have been a few changes to the SMART goal process and form. We have added the SMART Criteria at the top of the form. We have updated the R in SMART to reflect that the goal should be Realistic, but Rigorous. Meaning that the goal, while being feasible, should also be challenging. The other update to the SMART Goal setting progress is that all SMART Goals need to be progress rather than achievement based. To help teachers write goals that address the progress of all students we have introduced three types of SMART Goals (Whole Group Goals, Tiered Goals, and Individual Goals) We provide additional information on these changes in the next few slides and, in addition, there is a separate module that more fully addresses the switch to progress based goals and the three types of SMART goals.

Progress vs. Achievement Progress Based Goal Achievement Based Goal For the 2013-2014 school year, the identified students will increase their score by a minimum of 2 points on the writing rubric. For the 2013-2014 school year, 90% of students will score 80% or better on the third quarter assessment. Goals should be focused on student progress rather than student achievement. We ultimately we want all students to achieve at high levels and tracking the progress for our students and adjusting instruction based on progress monitoring has been shown to increase student achievement. Setting progress goals requires that you know where students are and where you want them to go. Baseline data will be necessary in order to determine student/program needs and allow you to set progress related goals. Your baseline data will also allow you to develop one of three types of goals that is most appropriate for your students and setting. Continuous monitoring of student progress towards your stated goal will help you adapt your instruction to help students reach that goal. The three types of goals are more fully outlined in a separate screencast but let’s take a quick look at these types of goals.

Three Types of SMART Goals Three types of goals Whole Group Goals Data suggest that students come with relatively similar readiness levels for the content being taught. Tiered Goals Data suggest that students come with very different readiness levels for the content being taught. Individual Goals Used for smaller groups of students with a variety of readiness level and background knowledge. Acceptable amounts of progress are often dependent on students’ historical academic performances. Three Types of SMART Goals Based on your baseline data one of the three types of goals may be more appropriate than the others. Using one of these three types of goals will allow you to address the progress of the students in your class. There is a separate module that covers the updates to the SMART goal setting process that covers these types of goals in greater detail. Whole Group Goals Data suggest that students come with relatively similar readiness levels for the content being taught. For outliers (exceptionally low or exceptionally high performing students), individual goals may be developed. EX: During the course of this school year, 100 percent of students will improve their pre‐assessment score by 65% points on the post assessment. Tiered Goals Data suggest that students come with very different readiness levels for the content being taught. EX: During the course of this school year, 100 percent of students will make measureable progress and improve their scores as follows: Students scoring between 0‐30 on the pre‐assessment will improve their scores by 40% points on the post‐assessment. Students scoring between 31‐50 percent on the pre‐assessment will improve their scores by 35% points in the post‐assessment. Students scoring between 51‐70 percent on the pre‐assessment will improve their scores by 30% points on the post‐assessment. Individual Goals Used for smaller groups of students with a variety of readiness level and background knowledge. Acceptable amounts of progress are often dependent on students’ historical academic performances. Ex: For this school year, all my students will make measureable progress as measured by the online reading assessment. Based on their IEPs, their goals are as follows: Student Grade Current Level Goal Level Student 1 K Pre‐K.1 K.6 Student 2 K Pre‐K.2 1.0 Student 3 1 Pre‐K.5 K.5 Student 4 2 K.2 1.7 Student 5 2 K.4 2.0 Student 6 3 1.3 2.8

Balancing Realism and rigor Consider cut scores from Virginia Department of Education (or from other assessments) 22 out of 40 items = pass/proficient 34 our of 40 items = pass/advanced Consider Curriculum What are the needs of the curriculum (e.g. spiral curriculum)? Have students been exposed to the information before? Consider students’ backgrounds How much growth have students historically made in this subject? The final change is the update to the R in SMART. We have changed R from Realistic to Realistic but Rigorous. This means that the goal, while feasible, is still challenging for the teacher. Consider using the “Goldilocks Principle”….the goal shouldn’t be too easy or too hard….it should be “just right.” Some areas to consider are cut scores and the curriculum that you are teaching. In addition, using knowledge of how students have performed historically can help teachers set goals that are realistic but rigorous.

Summary of Updates Minor changes to formatting and wording Document Log Professional Activities Summary SMART Goal We have covered the major updates to the teacher evaluation system: document log, prof. activities summary, and SMART Goal setting. Additional modules on updates to the e-documentation log and SMART Goal setting are also available on our website.