Educator Effectiveness Toolkit Oregon Framework for Teacher and Administrator Evaluation and Support Systems http://www.ode.state.or.us/search/page/?id=3637 Educator Effectiveness Toolkit

Multiple Measures: The What, Why and How Presenter Bev Pratt, Chalkboard Project

Required Elements of Teacher and Administrator Evaluation Standards of Professional Practice Differentiated Performance Levels Multiple Measures Evaluation and Professional Growth Cycle Aligned Professional Learning

Categories of Evidence for Multiple Measures Professional Practice Professional Responsibilities Student Learning and Growth Must have 2 or more sources of evidence for each category.

MULTIPLE MEASURES FOR TEACHER & PRINCIPAL EFFECTIVENESS Professional Practice Oregon Framework for Teacher and Administrator Evaluation and Support Systems Professional Responsibilities Must have multiple sources of evidence for each category Notice that there are several measures that inform the effectiveness of a teacher. Student growth is one component. All measures are supported through artifacts and evidence. Student Learning and Growth

Student & Professional Growth Process Step 1: Determine needs Step 2: Create specific learning goals based on pre-assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals This process happens yearly for all educators, there could be team or group goals.

S M A R T SMART Goal Process Specific- The goal addresses student needs within the content. The goal is focused on a specific area of need. M Measurable- An appropriate instrument or measure is selected to assess the goal. The goal is measurable and uses an appropriate instrument. A Appropriate- The goal is clearly related to the role and responsibilities of the teacher. The goal is standards-based and directly related to the subject and students that the teacher teaches. R Realistic- The goal is attainable. The goal is doable, but rigorous and stretches the outer bounds of what is attainable. T Time-bound- The goal is contained to a single school year/course. The goal is bound by a timeline that is definitive and allows for determining goal attainment. Ask participants: How many of you use SMART goals regularly? have written them? Are familiar with SMART goals? The goal must be SMART. Refer to handout page 1 and review what each S M A R T means. Specific - The goal is focused such as by content area and by learners’ needs. Can you identify the specific content or area of student need that the goal is about? Measurable - An appropriate instrument/measure is selected to assess the goal Appropriate - The goal is clearly related to the role and responsibilities of the teacher. It is in the teacher’s realm of influence or responsibility. An appropriate goal is also standards-based. Realistic - The goal is attainable by the teacher. Here you may need to use content experts to make sure it is realistic. Realistic does not mean easy. It is rigorous and stretches the outer bounds of what is attainable. Time-bound - The goal is contained to a single school year !Goals developed need to be SMART. Refer to this document as you evaluate goal and have discussion about them.

Student Growth & Professional Goal Setting Template EXAMPLE We believe that through the Student Growth and Professional Goal Setting process an educator will be able to produce evidence in each of the categories required.

Student and Professional Growth Goal Template Initial Conference Content The goal is being written around which grade/subject/level? Context What are the characteristics or special learning circumstances of my class(es)? Baseline Data What are the learning needs of my students? Attach supporting data. Student Growth Goal Statement Does my goal meet the SMART criteria? Professional Growth Goal Strategies for Improvement How will I help students attain this goal? Provide specific actions that will lead to goal attainment. The Student Growth Goal Setting process is done in collaboration with the Principal or Supervisor. The first section uses data from a variety of sources to frame the goals in the context of the content and current student data and demographics. In our example, the Content is given as heterogeneous 8th grade English classes. The context (click) points out unique characteristics of the students in the classroom, and school-wide expectations related to curriculum. The Baseline Data would be provided from pre-assessments, state assessments, or other school/district specific measures of student performance. Once the Content, Context and Baseline Data have been clearly articulated, the teacher and Principal come to consensus on a classroom Student Growth Goal or goals, making sure that the SMART criteria are met: Don’t forget the aspects of rigorous and standards-based! Finally, the specific instructional strategies for supporting students in reaching the growth goal(s) are identified. This step is very similar to the Action Plan part of the Professional Growth Plan. Teacher and Administrator signatures indicate that the student growth goal(s) and supporting interventions were developed collaboratively. (click)

Goal Setting Process Goal Setting Components Categories of Evidence for Multiple Measures Content Professional Practice Context Baseline Data Professional Practice, Student Learning and Growth Strategies for Improvement Professional Practice, Professional Responsibilities Resources and Support Student Growth Goal Statement Student Learning and Growth Professional Growth Goal

Alignment of Student Growth Process and Template Goal Setting Components Student Growth Process Baseline Data Step 1 Student Growth Goal Statement Step 2 Strategies for Improvement Steps 3 & 4 Strategies for Modification Step 4 Reflection on Results Step 5 Refer to steps on previous slide as well as handout.

Alignment of Goal Template and Danielson Domains Goal Setting Components Danielson Domain Content Domain 1 Context Baseline Data Domains 1, 3 Student Growth Goal Statement Domains 1, 3, 4 Professional Growth Goal Domains 1, 2, 3, & 4 Strategies for Improvement Resources and Support

Student and Professional Growth Goal Template Initial Conference Content The goal is being written around which grade/subject/level?  This is a second grade reading goal incorporating all English Language Arts CCSS. Standards will individually be addressed and assessed in students as they develop through the reading process. . Context What are the characteristics or special learning circumstances of my class(es)?  There are 35 students total in class. The academic demographics of the class are diverse. There are 3 students receiving ELL services, 2 on academic IEPs and 1 student being pulled out for TAG. Baseline Data What are the learning needs of my students? Attach supporting data.  Students’ reading abilities range from two levels below grade level to fourth grade reading levels according to the baseline DRA assessment. I will be able to monitor students’ growth towards their goals through running records and taking anecdotal note as they read in small groups or one-on-one conferences. Student Growth Goal Statement Does my goal meet the SMART criteria? For the 2012-2013 school year, 100% of students will make measurable progress in reading. Each student will demonstrate growth of at least one academic year on the DRA. Professional Growth Goal Based on my seIf-reflection I need to develop skills to help me engage students so that I can differentiate my instruction. I will work with my team members and reading specialists to identify strengths and next steps of my readers. Together we will plan lessons that target specific students’ next steps. I will incorporate strategies learned at the Daily Five conference to support differentiated instruction techniques and ensure that all students are receiving targeted instruction towards learning goals. Strategies for Improvement How will I help students attain this goal? Provide specific actions that will lead to goal attainment. Along with my team we will use our PLC time to monitor individual progress towards reading goals. Ensuring that students are receiving interventions when they are not meeting goals and being exposed to new skills when they do. The Daily Five will ensure that students are monitoring their own growth towards their goals, reflecting on their progress, being taught new skills and given ample time to practice and receive feedback on how they attempt to incorporate new skills as they learn. The Student Growth Goal Setting process is done in collaboration with the Principal or Supervisor. The first section uses data from a variety of sources to frame the goals in the context of the content and current student data and demographics. In our example, the Content is given as heterogeneous 8th grade English classes. The context (click) points out unique characteristics of the students in the classroom, and school-wide expectations related to curriculum. The Baseline Data would be provided from pre-assessments, state assessments, or other school/district specific measures of student performance. Once the Content, Context and Baseline Data have been clearly articulated, the teacher and Principal come to consensus on a classroom Student Growth Goal or goals, making sure that the SMART criteria are met: Don’t forget the aspects of rigorous and standards-based! Finally, the specific instructional strategies for supporting students in reaching the growth goal(s) are identified. This step is very similar to the Action Plan part of the Professional Growth Plan. Teacher and Administrator signatures indicate that the student growth goal(s) and supporting interventions were developed collaboratively. (click)

Student Growth Goal Setting Template (cont.) Mid-Course Review Collaborative Mid-Course Data Review What progress has been made? Attach supporting data My mid-year running records indicate that all but six of my students are on track for making one academic year progress in reading on the DRA. I have attached a class spreadsheet showing individual growth. Strategy Modification What adjustments need to be made to my strategies?   I am beginning a daily phonics program for the six students who have made little progress- the data shows me that they need support in this area. Teacher Signature: Date: Administrator Signature: The Mid-Course Data Review section is designed to assure that student progress towards meeting the stated goal(s) is measured before the end of the year. This allows for time to make modifications to the instructional strategies and implement those modified strategies with enough time for them to have positive impact on student learning. If student growth is found to not be improving at the Mid-Course Data Review, it is the instructional strategies and NOT the Student Growth Goal(s) that is modified. (click) 2

Post-Conference End-of-Year Data What does the end of the year data show? Attach data  All but three students meet the goal with 40% of students making more growth then one academic year. Reflection on Results Overall, what worked, or what should be refined?   A phonics program should have been brought in earlier to support my students’ that were struggling in this area sooner. The Daily Five structure worked well, but I adapted it to fit the culture of our classroom. Instead of complete choice certain students were directed through their reading block based on needs identified through daily assessments. Once this was in place students were able to engage in the needed teaching and learning. I really appreciated and felt the positive effects in my practice of having our PLC time focused on a common area of need for our grade level. It enabled us to be sure that all students were getting targeted instruction. Professional Growth Plan Implications How can I use these results to support my professional growth? I would like to take the workshop model that I learned through the Daily Five and try and incorporate some aspects in different content areas. Being able to work with small groups with like needs enabled me to move all students towards their learning goals. Teacher Signature: Date: Administrator Signature: And finally, there is an end-of-year conference to review the final data related to the student growth goal, reflect on the impact the instructional strategies had on student growth, discuss implications of student growth for the teacher’s next Professional Growth Plan, and for the Principal to make a summative performance rating on the Kentucky Framework for Teaching. This summative performance rating is for the Student Growth multiple measure only, and is one part of the data combined with that from the other five multiple measures used in assigning the final, holistic performance rating. (click)

Evaluation and Support System Evaluation Criteria Final Effectiveness Rating Professional Practice Professional Responsibilities Student Learning Student & Professional Growth Plan Evaluation Conferences Ongoing reflection and planning

Final Effectiveness Rating Matrix

Weighted Model Category Weighting Score Professional Practice 60% 3 .6 x 3 = 1.8 Professional Responsibilities 20% 4 .2 x 4 = .8 Student Learning and Growth .2 x 3 = .6 Total Score 3.0

PROFESSIONAL PRACTICE PROFESSIONAL RESPONSIBILITIES Weighted Model PROFESSIONAL PRACTICE PROFESSIONAL RESPONSIBILITIES Domain 1 Domain 2 Domain 3 Domain 4 Prof Goal Comp. Score A 3 B   C D 4 E F Total D:1 19 Total D:2 18 Total D:3 15 Total D:4

STUDENT LEARNING & GROWTH Weighted Model Cont. STUDENT LEARNING & GROWTH SLO 1 SLO 2 Component Score A 3 B C   Total 9

Summative Score Area Score Eval Points Professional Practice   Eval Points Professional Practice 68 Pts Possible Area Percentage Points as 58.6% of Eval Total 52 76.47% 44.81 Professional Responsibilities 24 Pts Possible Points as 20.7% of Eval 18 75.00% 15.53 Student Learning & Growth Score 0.75862069 75.86 ** All scores assigned on a 1-4 scale Key Unsatisfactory <50 Basic 50-74 Proficient 75-89 Distinguished 90-100

STUDENT GOALS’ OUTCOMES SUMMATIVE RATING ON RUBRIC * *Via measures of Professional Practice and Professional Responsibilities: Level 4 2-YEAR SELF-DIRECTED PROFESSIONAL GROWTH GOALS BASED ON STUDENT GROWTH GOALS & RUBRIC: -Half of Professional Growth Goals based on improving Student Goals’ outcomes 2-YEAR SELF-DIRECTED PROFESSIONAL GROWTH GOALS: Teacher has total autonomy to guide their own professional growth plan. Level 3 Level 2 COLLABORATIVE PROFESSIONAL GROWTH GOALS BASED ON STUDENT GROWTH GOALS & RUBRIC: Educator meets annually w/ Evaluator and collaboratively develop Professional Growth Goals based on improving Student Goals’ outcomes & targeted growth areas indicated in summative rating COLLABORATIVE PROFESSIONAL GROWTH GOALS: Educator will annually meet with Evaluator and collaboratively develop Professional Growth Goals based on improving targeted growth areas as indicated in summative rating Level 1 PLAN OF AWARENESS: Supervisor/Evaluator immediately develops Plan of Awareness based on improving Student Goals’ outcomes & targeted growth areas as indicated in summative rating. Pre-step before a formal Plan of Assistance; monthly check-in required. DIRECTED IMPROVEMENT PLAN: Supervisor/Evaluator will annually develop Professional Growth Goals based on improving targeted growth areas as indicated in summative rating; quarterly check-in required. No progress on goals or negative growth Limited progress on both, or limited on one and good progress on other Good progress on both Exceptional progress on one or both STUDENT GOALS’ OUTCOMES

STUDENT GOALS’ OUTCOMES SUMMATIVE RATING ON RUBRIC * *Via measures of Professional Practice and Professional Responsibilities: Level 4 2-YEAR SELF-DIRECTED PROFESSIONAL GROWTH GOALS BASED ON STUDENT GROWTH GOALS & RUBRIC: -Half of Professional Growth Goals based on improving Student Goals’ outcomes 2-YEAR SELF-DIRECTED PROFESSIONAL GROWTH GOALS: Teacher has total autonomy to guide their own professional growth plan. Level 3 Level 2 COLLABORATIVE PROFESSIONAL GROWTH GOALS BASED ON STUDENT GROWTH GOALS & RUBRIC: Educator meets annually w/ Evaluator and collaboratively develop Professional Growth Goals based on improving Student Goals’ outcomes & targeted growth areas indicated in summative rating COLLABORATIVE PROFESSIONAL GROWTH GOALS: Educator will annually meet with Evaluator and collaboratively develop Professional Growth Goals based on improving targeted growth areas as indicated in summative rating Level 1 PLAN OF AWARENESS: Supervisor/Evaluator immediately develops Plan of Awareness based on improving Student Goals’ outcomes & targeted growth areas as indicated in summative rating. Pre-step before a formal Plan of Assistance; monthly check-in required. DIRECTED IMPROVEMENT PLAN: Supervisor/Evaluator will annually develop Professional Growth Goals based on improving targeted growth areas as indicated in summative rating; quarterly check-in required. No progress on goals or negative growth Limited progress on both, or limited on one and good progress on other Good progress on both Exceptional progress on one or both STUDENT GOALS’ OUTCOMES A teacher earning a Level 3 on the rubric and good progress toward goals will be on a self-directed 2 year plan

STUDENT GOALS’ OUTCOMES SUMMATIVE RATING ON RUBRIC ALIGNED TO TEN InTASC STANDARDS* *Via measures of Professional Practice and Professional Responsibilities: Level 4 2-YEAR SELF-DIRECTED PROFESSIONAL GROWTH GOALS BASED ON STUDENT GROWTH GOALS & RUBRIC: -Half of Professional Growth Goals based on improving Student Goals’ outcomes 2-YEAR SELF-DIRECTED PROFESSIONAL GROWTH GOALS: Teacher has total autonomy to guide their own professional growth plan. Level 3 Level 2 COLLABORATIVE PROFESSIONAL GROWTH GOALS BASED ON STUDENT GROWTH GOALS & RUBRIC: Educator meets annually w/ Evaluator and collaboratively develop Professional Growth Goals based on improving Student Goals’ outcomes & targeted growth areas indicated in summative rating COLLABORATIVE PROFESSIONAL GROWTH GOALS: Educator will annually meet with Evaluator and collaboratively develop Professional Growth Goals based on improving targeted growth areas as indicated in summative rating Level 1 PLAN OF AWARENESS: Supervisor/Evaluator immediately develops Plan of Awareness based on improving Student Goals’ outcomes & targeted growth areas as indicated in summative rating. Pre-step before a formal Plan of Assistance; monthly check-in required. DIRECTED IMPROVEMENT PLAN: Supervisor/Evaluator will annually develop Professional Growth Goals based on improving targeted growth areas as indicated in summative rating; quarterly check-in required. No progress on goals or negative growth Limited progress on both, or limited on one and good progress on other Good progress on both Exceptional progress on one or both STUDENT GOALS’ OUTCOMES A teacher earning a Level 1 on the rubric and limited progress toward goals will be on a plan of awareness

Technical Assistance District models for teacher and administrator evaluation systems will be posted in the Educator Effectiveness Toolkit by January 31, 2013.  The Educator Effectiveness Toolkit (including evaluation rubrics, models, tools, process guides) is available at: http://www.ode.state.or.us/search/page/?id=3759  Rubrics for teacher and administrator evaluations are available at: http://www.ode.state.or.us/search/page/?id=3784  Template for the July 1, 2013 assurances submission available at: http://www.ode.state.or.us/search/page/?id=3842  Webinar Series beginning in January 2013; http://www.ode.state.or.us/search/page/?id=3834  Regional support during March and April 2013