Act 82 Boot Camp Day 1 July 29 th, 2015 Angela Kirby-Wehr, Educator Effectiveness

Participants will work with their district teams to develop a plan for the implementation of Act 82, in accordance with the legislative intent of the law for Teaching Professionals, Non-Teaching Professionals, and Principals. Remote sites- 2 Objective:

8:30-9:00 AM- Welcome and Overview 9:00-10:30 AM-Observation and Practice 10:30-10:45 AM-Break 10:45 AM -11:45 AM- SPP (timeliness of data, finalizing summative evaluations for temporary professional employees and professional employees) 11:45 – 12:00PM – Share out 12:00-1:00 PM- Lunch on your own 1:00-3:00 PM-Teacher Specific Data (State assessments, PVAAS, IEP progress, and Locally Developed Rubrics) o Utilization of n count of 11 3:00-3:15 PM-Break 3:15-4:00 PM- Elective data 4:00-4:30 PM- District sharing of implementation plans for teaching professionals 3 Today’s Agenda

Facilitated Dialogue at each site –Appreciate flexibility we want to make this as productive for each team as possible. Structured breaks for share out statewide Back Channel for questions from remote sites- EEbootcamphttps://todaysmeet.com/PA- EEbootcamp 4 Logistics

Act 82 of 2012 Passed- June 30th, 2012 Defined Three Groups of Educators Teaching Professionals Non-Teaching Professionals Principals/CTC Directors 5 Overview: Act

Act 82 of 2012 Passed- June 30th, 2012 –Applied to teaching professionals school year –Applied to non-teaching professionals school year –Applied to principals/CTC directors – school year 6 Overview: Act

Overview: Pennsylvania Certifications and Act 82 Instructional Certificates Educational Specialists SupervisorsPrincipals Career Technology Directors Vocational Education Certificates 7 Teaching Professionals Non-Teaching Professionals Principals/CTC Directors

Overview: Pennsylvania Certifications and Act 82 Instructional Certificates Educational Specialists SupervisorsPrincipals Career Technology Directors Vocational Education Certificates 8 Teaching Professionals Non-Teaching Professionals Principals/CTC Directors

Job Descriptions classifying individuals per the three categories defined in Act 82 –Two Prong Test Working under an instructional certificate? Providing direct instruction to students (PTA)? Instructional Certificates with Unique Roles and FunctionsInstructional Certificates with Unique Roles and Functions –District wide norming 9 Overview Considerations

10 Overview-Act 82 for Teaching Professionals (82-1) Building Level Data/School Performance Profile Indicators of Academic Achievement Indicators of Closing the Achievement Gap, All Students Indicators of Closing the Achievement Gap, Historically Underperforming Students Indicators of Academic Growth /PVAAS Other Academic Indicators Extra Credit for Advanced Achievement Teacher Observation/Practice Planning and Preparation Classroom Environment Instruction Professional Responsibilities Teacher Specific Data Student Performance on Assessments PVAAS 3 - Year Rolling Average IEP Goals Progress* LEA Developed Rubrics* *Student Learning Objective Process Elective Data* District-Designed Measures and Examinations Nationally Recognized Standardized Tests Industry Certification Examinations Student Projects Pursuant to Local Requirements Student Portfolios Pursuant to Local Requirements *Student Learning Objective Process

What model? –Danielson 2008 –Danielson 2011 –Danielson 2013 –Marzano cross-walk to Danielson 11 Observation and Practice

Preponderance of Evidence at the Domain Level? Temporary Professional Employees vs. Professional Employees? Plan for evidence collection? –Formal Evaluations- how many? –Walk-throughs- how many? –Instructional Certificates with Unique Roles? District norming? Differentiated Supervision? Data Collection System? 12 Observation and Practice

13 Temporary Professional Employees: Given this language in regulation, the current and existing building level score may be utilized in any mid-year or year-end evaluation of a temporary professional employee’s second or third year of employment. PDE understands that the release date of the SPP/building level data score is prompting some LEAs to consider finalizing the required second/year-end evaluation for temporary professionals in the fall when the most recent SPP/building level data is published. Given this and the possibility of legal challenges related to the application of a building level data score, each LEA should consult with its solicitor concerning the application of the SPP/building level data score to a temporary professional’s evaluation including the impact of the requirements of 24 P.S. § School Performance Profile (SPP)

14 Timeliness of data Plan for finalizing Temporary Professional Employees Mid-year Summative. When? By Whom? Plan for finalizing Temporary Professional and Professional Employees end of year summative. When? By Whom? School Performance Profile (SPP)

Themes? Consensus? Statewide Share Out 15

Performance on State Assessment PVAAS- 3 year rolling average IEP Goals Progress LEA Developed Rubric (LDR) Teacher Specific Data 16

N count consideration LEAs are encouraged to utilize a “n” count of 11 across teacher specific and elective data. This is consistent with the “n” count PDE utilizes for other data sources such as the SPP and PVAAS. In absence of teacher specific and elective data the observation and practice components of the evaluation system could be substituted. It is a local decision whether an LEA chooses to utilize a lower “n” count for teacher specific and elective data. Hence, an LEA could chose to develop a SLO for less than eleven students, if they believe that they can attribute student achievement to the teacher. An LEA should discuss any decision to use the “n” count of 11 or a lower “n” count with its solicitor. Teacher Specific Data 17

What decision has your LEA made regarding n count? Will you apply n count decision across all teacher specific and elective data? Why? Provide a rationale Teacher Specific Data 18

Performance on State Assessment PSSA’s, PASA and Keystones Considerations: Teacher Determinations? –Teacher of record? Special Education? ESL? –Average across all subjects? –Weighting (.10-5%) Teacher Specific Data –Decision Making GuideDecision Making Guide 19

Considerations: Teacher Determinations? –Given PDE guidance, what determinations have you made regarding teachers with attributable PVAAS? Teacher of record? Special Education? ESL? –Weighting? (Minimum of 10%) Teacher Specific Data –PVAASPVAAS 20

SLO process for IEP Progress- a simple streamlined SLO process to account for the IEP progress. Per Act, any teacher with available and applicable IEP progress must have that data attributed (general education and special education teachers). This template will allow you to address the provisions of Act 82 by filling out a one page summary of the aggregated case load data for students Teacher Specific Data –SLO IEP Progress 21

Considerations: Teacher Determinations? –Teacher of record? –Who is Providing Direct Instruction (PTA)? –Across what content areas? –Shared responsibility? –Plan for monitoring of progress data? –Who monitors? –IDEA Compliance? Teacher Specific Data –SLO IEP Progress 22

Considerations: –District developed assessments? –District Approved Assessments? –Link with Elective SLO? –Who signs off? –Consistency across subject areas and grades? –Who monitors? Teacher Specific Data –LDR using SLO 23

Considerations: –Link with Teacher Specific LDR SLO? –Who signs off? –Consistency across subject areas and grades? –Who monitors? Elective Data-validated via SLO Process 24

Themes? Consensus? Statewide Share Out 25