ASW Process World Languages, Arts Education, Health and Physical Education, AP & IB

Analysis of Student Work ASW 101 Cheryl Maney and Mark Propst Arts Education Department Kim Cooke Healthful Living Department Mara Cobe World Languages Parker Morse AP and IB

A Little History and a Look into the Future Pilot Required by state Alternatives CMS Analysis of Student Work Feedback Form MSL = Measures of Student Learning Small Pilot = 100 people across state

Analysis of Student Work Contribute to Academic Success ASW demonstrates a teacher’s contribution towards academic growth in the content area. Teachers submit student work which is rated by content experts in a “blind review” process.

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

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

5 Rating Categories 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

ASW Process: Step 1: Teaching Context Sept. to Oct 15 and Feb Course and Teacher Coding!

Teaching Context Log in to NC Educator Effectiveness System (NCEES) Validate schedule

ASW Process: Step 2: Class Selection By Oct 15 And in Feb

Class Selection The online platform will select the 5 classes in which the teacher must collect artifacts. Note: Teachers who are on a semester or 4x4 schedule will have classes selected for 1st semester. Classes for 2 nd semester will be selected prior to 2nd semester.

ASW Process: Step 3: Objective Selection

Looking at the NC Essential Standards, teachers will use the Strands guidance charts to select 5 clarifying objectives one for each class selected by the platform. NC Essential Standards: Clarifying Objective Selection

Arts Education Choose one objective for each of the strands in your Arts Education discipline plus 1-2 additional objectives

Healthful Living Choose objectives based on Health, PE, or both depending on teaching situation

World Languages Objectives encompass each of the 3 strands of World Languages and all of the Essential Standards that are part of your language program.

AP/IB AP Teachers will use the AP objectives posted on AP Central. IB Teachers will use the IB objectives posted on the IB Online Curriculum Centre.

Considerations for Teachers in Objective Selection Realize that not all objectives link easily to the ASW process Careful alignment between Objective chosen, instruction, assessment, and artifacts. Focus on performance based assessment

Principal meets with the teacher to confirm that the 5 objectives chosen use the parameters in the Strands & Standards Guidance Chart Principal’s Input Note: Teachers who are on a semester schedule will select for their first semester classes. After their second semester classes are selected by the platform, they will select their remaining objectives. Objective Selection

ASW Process: Step 4: Timelapse Artifacts Oct. to Jan.2 And March - May

Timelapse Artifacts 5 timelapse artifacts are required One timelapse artifact for each objective selected Each Timelapse Artifact has: – 2 whole class work samples with context OR – 6 individual student work samples, two from each of the 3 students, with context

Compile Timelapse Artifacts 2 distinct points in time Time Teachers must choose two points in time to gather and harvest evidence of student growth on the clarifying objective chosen.

Collect and keep 2 work samples: for each class member for the objective at 2 separate points in time Compile Timelapse Artifacts Individual Student Work Samples

2 work samples that represent the entire class for the objective at 2 separate points in time Compile Timelapse Artifacts Whole Class Work Samples

Assumptions?

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TECHNOLOGY

ASW Process: Step 5: Student Selection Early Jan and in June

TA 1 Only for: 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

TA 1 Only for: Individual Student Work Samples Student Selection If a student work sample is unavailable, that student will be reshuffled to create another sampling. Principal is notified when a reshuffle is used by a teacher

Student Selection This step is not necessary for the classes where teachers have chosen to gather whole class work samples. Even if the composition of a class changes, the teacher will still submit the whole class sample.

ASW Process Step 6: Upload Artifacts By Jan 20 and in June

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.

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.

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

READING AND WRITING

Timelapse Artifact Option 1 – Individual Student Work Samples with Context Timelapse Artifact Upload Evidence

Timelapse Artifact Option 2 – Whole Class Work Samples Timelapse Artifact Upload Evidence

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

ASW Process Step 7: Blind Review Summer 2015

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

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

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

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

2-Step ASW Process Review #1 Evidence Collection Checklist #2 ASW Quality Rubric Blind Review

ASW Process Step 8: Receive Rating Fall 2015

D = Does Not Meet Expected Growth M = Meets Expected Growth E = Exceeds Expected Growth Evidence Collection Rating Form : TA 1TA 2TA 3TA 4TA 5 Receive Rating DMMME

Synthesis table to determine Standard 6 rating Receive Rating 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

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

666 Year Does Not Meet Expected Growth Year Meets Expected Growth Year Meets Expected Growth Standard 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 Effectiveness Status Only for 2014 – 2017: Best 2 out of 3 years of data

Effectiveness Status for 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

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

Effectiveness Status for 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

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