Colorado Department of Education, Educator Effectiveness

Colorado Department of Education, Educator Effectiveness
4/9/2017 Implementing the Model System for Evaluating Colorado’s Educators Legislative Overview, Professional Practice and Measures of Student Learning for CACTA Colorado Department of Education, Educator Effectiveness Winter 2014

Introductions How many of you have attended a CDE training or a training in your school/district on the State Model System? Trainers introduce themselves and can have group introductions depending on size.

How Do You Feel About SB 10-191?
Choose a picture from below that best reflects your feelings regarding SB Why did you select the picture you did?

Understanding Your Needs
Using the Post-It notes in front of you, write down any questions you have regarding the implementation of Senate Bill Be sure to write one question per Post-It note! Place your questions under the most applicable posters hanging around the room. SB Legislation Professional Practice/Rubric Measures of Student Learning Decision Framework Other Questions

Purposes of S.B A system to evaluate the effectiveness of licensed personnel and continually improve the quality of education and student outcomes. Provide meaningful feedback for professional growth and continuous improvement. Provide a basis for making decisions in the areas of hiring, compensation, promotion, assignment, professional development, earning and retaining non-probationary status, dismissal, and nonrenewal of contract. The key messages around these bulleted items is that the intent of SB 191 is around growth and continuous improvement. Basis for making decision. Pick one and expand.. This is a great opportunity to highlight their role in messaging SB 191 correctly and hit some of the key messages: Students have the greatest chance to succeed when educators receive support to continuously improve their skills and knowledge. With ongoing feedback and support, the new evaluation system provides teachers with meaningful information about how their practice impacts student learning. The new system acknowledges the central role of teachers and provides the opportunity to reflect and refine their practice in order to continually meet the needs of their students.

Critical Effects of S.B. 10-191
Requires statewide minimum standards for what it means to be an _________ teacher or principal Requires ______ evaluation of all teachers and principals Requires that all teachers and principals be evaluated at least ____% on the academic ______ of their students “effective” annual Note Catcher: The use of the Note catcher is to engage the learner and ensure a common message. The brain inherently wants to fill in missing pieces. The “Fill in the blanks” help in retention of information. There are several critical elements within Senate Bill 191, including: The use of the term “effective” for teachers and principals was defined by rule. Student growth must account for at least 50% of an educator’s annual evaluation Prohibits forced placement of teachers Allows for non-probationary status to become “portable”: portability is the ability for a non-probationary teacher to move to another district and retain their status. Requires annual evaluations for all educators including principals, and non-probationary teachers. Changes the earning of non-probationary status from length of employment to demonstrated effectiveness Includes a provision that non-probationary status may be lost based on an educator’s demonstrated ineffectiveness in two consecutive years. 50 growth

Critical Effects of S.B. 10-191
Changes non-probationary status from one that is ______ based upon years of ______ to one that is ______ based upon three consecutive years of demonstrated ___________ Provides that non-probationary status may be ___ based upon two consecutive years of ____________ Makes non-probationary status ________ Prohibits _____ placement of teachers earned service earned effectiveness lost ineffectiveness Note Catcher There are several critical elements within Senate Bill 191, including: A statewide definition of effective teachers and principals Student growth must account for at least 50% of an educator’s annual evaluation Prohibits forced placement of teachers Allows for non-probationary status to become “portable”: portability is the ability for a non-probationary teacher to move to another district and retain their status. Requires annual evaluations for all educators including principals and non-probationary teachers. Changes the earning of non-probationary status from length of employment to demonstrated effectiveness Includes a provision that non-probationary status may be lost based on an educator’s demonstrated ineffectiveness in two consecutive years. “portable” forced

Priorities of Implementation
Human judgment Data should inform decisions, but human judgment will always be a part of the process Processes and techniques are recommended to improve individual judgment and minimize errors and bias Embodiment of continuous improvement by monitoring Data from pilot and rollout intended to capture what works and what doesn’t Changes in assessment practices and tools Emerging research and best practices Evaluation is a human endeavor, we don’t intend to take human judgment out of the equation, rather to make the process transparent and create a culture of open, honest feedback.

Providing credible and meaningful feedback with: Actionable information Opportunities for improvement Idea that this is a process and not an event Involves all stakeholders in a collaborative process Families, teachers, related service providers, administration, school board, etc. Educators involved throughout development process

Takes place within a larger, aligned and supportive system All components of the system must focus on increasing the number of educators and students who are successful CDE’S GUIDING PRIORITIES FOR IMPLEMENTATION Step Out: The Turn and Talk is to elicit the fact that these guiding principles are really the heart and soul of the system. It is not intended to be a “got ya,” but rather a fair and honest approach to improving the system for all stakeholders.

Timeline for Implementation of New Requirements for Personnel Evaluation Systems
: New performance evaluation system based on Quality Standards will be implemented statewide per State Board rule. Teachers will be evaluated based on quality standards. Demonstrated effectiveness will begin to be considered in the acquisition of non-probationary status. : Continued implementation. Demonstrated effectiveness or ineffectiveness will be considered in the acquisition or loss of non-probationary status. : First year that non-probationary status can be lost based on 2 consecutive years of demonstrated ineffectiveness. In the 13/14 school year, the CDE Model Evaluation System will be implemented statewide, educators will be evaluated based on quality standards, and this is the first year where an educator’s effectiveness rating will count towards the earning or loss of non-probationary status. Finally, in the 2014/15 school year and beyond, the CDE Model Evaluation System will be finalized on a statewide basis, educators continue to be evaluated based on standards, and demonstrated effectiveness will be considered in the acquisition or loss of non-probationary status.

Definition of Teacher Effectiveness
Effective Teachers in the state of Colorado have the knowledge, skills, and commitments needed to provide excellent and equitable learning opportunities and growth for all students. They strive to support growth and development, close achievement gaps and to prepare diverse student populations for postsecondary and workforce success. Effective Teachers facilitate mastery of content and skill development, and employ and adjust evidence-based strategies and approaches for students who are not achieving mastery and students who need acceleration. They also develop in students the skills, interests and abilities necessary to be lifelong learners, as well as for democratic and civic participation. Effective Teachers communicate high expectations to students and their families and utilize diverse strategies to engage them in a mutually supportive teaching and learning environment. Because effective Teachers understand that the work of ensuring meaningful learning opportunities for all students cannot happen in isolation, they engage in collaboration, continuous reflection, on-going learning and leadership within the profession. Step Out: S.B. 191 required that Teacher Effectiveness be defined. The State Council members created this definition and the definition drove what was included in the rubric. Turn and talk with a partner about what words have been circled. Discuss why they resonant you?

Framework for System to Evaluate Teachers
STATE COUNCIL FOR EDUCATOR EFFECTIVENESS Framework for System to Evaluate Teachers Definition of Teacher Effectiveness Quality Standards I. Know Content II. Establish Environment III. Facilitate Learning IV. Reflect on Practice V. Demonstrate Leadership VI. Student Growth 50% Professional Practice Standards % Student Growth Measures Observations of Other Measures Teaching Aligned with CDE Guidelines Weighting: How Much Does Each Standard Count Towards Overall Performance? State Other Assessments Other Measures Summative for Non-tested Aligned with Assessments Areas CDE Guidelines Match of test to teaching assignments Step Out: We are focusing on Standards 1-5 which represent the Professional Practices side of the evaluation. Weighting: Scoring Framework: How Do Measures of Quality Standards Result in a Determination of Individual Performance? Performance Standards Ineffective Partially Effective Effective Highly Effective Appeals Process

Definition of Principal Effectiveness
Effective Principals in the state of Colorado are responsible for the collective success of their schools, including the learning, growth and achievement of both students and staff. As schools’ primary instructional leaders, effective Principals enable critical discourse and data-driven reflection about curriculum, assessment, instruction, and student progress, and create structures to facilitate improvement. Effective Principals are adept at creating systems that maximize the utilization of resources and human capital, foster collaboration, and facilitate constructive change. By creating a common vision and articulating shared values, effective Principals lead and manage their schools in a manner that supports schools’ ability to promote equity and to continually improve their positive impact on students and families. Step Out: We’ve included information about the Principal definition, frameworks and process as a parallel to the work done with teacher. Principals should be familiar with their own rubric and be able to see how the framework, evaluation process and scoring align to the teachers – which is the content focus. What might be the biggest challenges in fulfilling this definition? Principal User’s Guide, Page 9

Framework for System to Evaluate Principals
STATE COUNCIL FOR EDUCATOR EFFECTIVENESS Framework for System to Evaluate Principals Definition of Principal Effectiveness Quality Standards I. Strategy II. Instruction III. Culture IV. Human Resources V. Management VI. External Development VII. Student Growth 50% Professional Practice Standards 50% Student Growth Measures Number and Percentage Other Measures of Teachers Aligned with CDE Guidelines Weighting: How Much Does Each Standard Count Towards Overall Performance? School Performance Other Measures Framework Aligned with CDE Guidelines Weighting: Scoring Framework: How Do Measures of Quality Standards Result in a Determination of Individual Performance? Performance Standards Ineffective Partially Effective Effective Highly Effective

Principal and Teacher Quality Standards
4/9/2017 Principal and Teacher Quality Standards Principal Standards Teacher Standards Use the Principal and Teacher Quality Standards and Elements sheets to have them review and discuss which standards and elements align. Use the graphic on the Note catcher. What did you notice about the alignment between the Principal and Teacher standards?

Principals and Teachers Train: Prior to the beginning of School.
1. Training 2. Annual Orientation 9. Goal-Setting and Performance Planning 3. Self-Assessment Evaluation Cycle Principal/Assistant Principals and Teachers Train: Prior to the beginning of School. Orient: Within the first week of School. Prior to the beginning of Spring Semester End of May Mid-June End of June End of September. Within the first two weeks of school. May 15 8. Final Ratings 4. Review of Annual Goals and Performance Plan Step Out: Note that these dates are not fixed. (You may want to consider modifying the dates in the larger inner circle to represent the actual dates your school/district will use for the steps in the process. It will depend on your school calendar.) However, the teacher must receive the end of year review by two weeks prior to the end of the school year. This gives time for additional artifacts to be submitted and for implementation of the appeals process, if necessary. 10:25 – 10:40 7. End-of-Year Review 5. Mid-Year Review 6. Evaluator Assessment

State Model Rubric Basics
Standards based Cumulative in content Each level of the rubric represents an increase in the quality, intensity, consistency, breadth, depth, and complexity of practice Outlines the practices that you must meet to be at standard Because this rubric is different from rubrics many have used in the past, it’s important to highlight those differences so that teachers can better understand how it works.

Scoring the Rubric Determining the teacher’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 The rater, whether the teacher completing a self-assessment or the evaluator, should score each element separately. The collective individual element scores will determine the overall score for the standard and the scores for the standards will determine the overall professional practices rating.

Rubric Structure and Rating Level Focus
The focus of the Basic rating is the educator whose performance does not meet state quality standards. The educator rated as Basic is typically performing at a foundational level. Every educator is expected to perform Basic professional practices in their day-to-day work. 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. 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.

Components of the Rubric
Teacher Quality Standard Performance Rating Levels Element 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 Professional Practice is Observable

Understanding the Scoring “Business” Rule
Starting in the Basic rating level and moving across, look for the first unchecked professional practice. Move one column back to identify the rating for the element.

Determining the Element Rating
Starting in the Basic rating level and moving across, 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. 2 Educator meets state performance standard. 3 Educator exceeds state standard. 4 Educator significantly exceeds state standard. Should we take out SSPs or Educators and just use “Performance…” to make it easier?

4/9/2017 3 2 1 2 2 10 Proficient

Determining Overall Professional Practice Rating
4/9/2017 Determining Overall Professional Practice Rating First, determine each Standard’s contribution to the overall professional practice rating by using the following formula: (Total Pts. Earned for Std.) X (Std. Weight X No. of Stds.) (Number of Elements Associated with Standard) Example: 10 X (.20 X 5) 5 = 2 Once you’ve completed this step for every Standard, you are then able to determine the overall professional practice rating.

Determining Overall Professional Practice Rating
4/9/2017 Determining Overall Professional Practice Rating I would cut the top part of this because it’s on the other slide to make this easier to read. What do you think?

Measures of Student Learning and Outcomes
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Principals and Teachers Train: Prior to the beginning of School.
Include any new district or school decisions for measuring Student Learning Outcomes 1. Training 2. Annual Orientation 9. Goal-Setting and Performance Planning 3. Self-Assessment Evaluation Cycle Principal/Assistant Principals and Teachers Confirm measures used to determine Student Learning Outcomes – Finalize baseline data Train: Prior to the beginning of School. Orient: Within the first week of School. Mid-June End of June Prior to the beginning of Spring Semester End of May Within the first two weeks of school. May 15 End of September. 8. Final Ratings 4. Review of Annual Goals and Performance Plan Review available data from measures to determine if students are on track Step Out: Note that these dates are not fixed. (You may want to consider modifying the dates in the larger inner circle to represent the actual dates your school/district will use for the steps in the process. It will depend on your school calendar.) However, the teacher should receive the end of year review by two weeks prior to the end of the school year. This gives time for additional artifacts to be submitted and for implementation of the appeals process, if necessary. Review and finalize compiled results of outcome measures 7. End-of-Year Review 5. Mid-Year Review 6. Evaluator Assessment

Framework for System to Evaluate Teachers
STATE COUNCIL FOR EDUCATOR EFFECTIVENESS Framework for System to Evaluate Teachers Definition of Teacher Effectiveness Quality Standards I. Know Content II. Establish Environment III. Facilitate Learning IV. Reflect on Practice V. Demonstrate Leadership VI. Student Growth 50% Professional Practice Standards % Student Learning Outcome Measures Observations of Other Measures Teaching Aligned with CDE Guidelines Weighting: How Much Does Each Standard Count Towards Overall Performance? State Other Assessments Other Measures Summative for Non-tested Aligned with Assessments Areas CDE Guidelines Match of test to teaching assignments Weighting: Decision Matrix: How Do Measures of Quality Standards Result in a Determination of Individual Performance? Performance Ratings Ineffective Partially Effective Effective Highly Effective Appeals Process Teacher User’s Guide, Page 13

From Student Academic Growth to Measures of Student Learning
4/9/2017 From Student Academic Growth to Measures of Student Learning Measures of Student Learning Using multiple measures to determine student learning over time. Colorado Growth Model (CGM) establishes technical measure of “growth.” This is an onion and has many layers… as we peel back the layers we find more complexity and subtle differences and similarities. It may be worthwhile to have them voice different types of measures or outcomes that would be applicable. Its very important to point out that the CGM is only one piece of the puzzle Growth - “student learning over time.” Growth as it is defined by Colorado Growth Model Value how teachers currently assess student learning Staffing implications Continuous Improvement

Requirements for Teacher Evaluation
VI. Responsibility for student academic growth 50% Student Academic Growth Refers to outcomes on a measure that are attributed to an individual licensed person, e.g. DRA2 outcomes for a 1st Grade Teacher’s students Evaluated using the following: (1) a measure of individually-attributed growth, (2) a measure of collectively-attributed growth; (3) when available, statewide summative assessment results; and (4) for subjects with statewide summative assessment results available in two consecutive grades, results from the Colorado Growth Model. Refers to outcomes on a measure attributed to two or more licensed personnel, e.g. 10th gr. Math TCAP – All Secondary math teachers in school Mention a secondary and elementary example for each. Make sure: These rules come directly from SB191 Individual – The teacher is directly responsible Collective/Attributed – team / school / co-teacher CGM – available for 4-10 r/w/m Collectively characterized as shared among grade level, dept., school or provider (Sped, Intervention)

4/9/2017 Approaches for Selecting and Using Multiple Measures in Teacher Evaluation Step 1: Begin with the Colorado Academic Standards Step 2: Identify available assessments used to evaluate student learning throughout the year Step 3: Group available assessments according to teacher type Step 4: Select and preliminarily weight assessments for use in educator evaluations Step 5: Determine how the results from the selected student learning measures will be scaled for expected growth Step 6: Combine weighted scores into a measures of student learning rating The 1st 3 steps These steps have been modified to reflect the current Measures of Student Learning Guidance for Districts: Version 2.0 Measures of Student Learning Guidance for Districts V 2.0

Step 1: Measures of Student Learning
4/9/2017 Step 1: Measures of Student Learning Begin with the Colorado Academic Standards The Colorado Academic Standards impact curriculum development which should then inform assessment development

4/9/2017 Step 2: Measures of Student Learning Determine how student learning is currently measured in your district Conduct an assessment inventory to identify what is currently being used to measure student learning Identify where gaps exist

Using Local Assessments in Evaluation
4/9/2017 Using Local Assessments in Evaluation Districts, BOCES and schools may decide after completing the Assessment Inventory that a locally created assessment would likely be included as a measure in evaluation. Districts and BOCES can use the Assessment Review Tool to show they are taking steps to ensure that the locally created measurements they select are fair, valid, and reliable. The assessment review tool helps by seeking to ensure that the assessments are fair, valid and reliable.

Assessment Review Tool
4/9/2017 Assessment Review Tool Assessment Review Tool Criteria used in this tool: Alignment and DOK Scoring Fair and Unbiased Opportunities to Learn Alignment – In the process of evaluating assessments to measure student achievement, we want to ensure the assessments support the CAS and GLEs, including the DOK of the corresponding standards. Scoring Guide – When measuring student learning there should be a fair and objective tool. Although scoring of constructed responses can be subjective, the clearer the scoring criteria are, the more reliable the scores will be. In addition, the inclusion of exemplars assists in reliable scoring of student work. Fair and Unbiased – Measures of student learning should provide access and opportunity for all students, including students with disabilities, ELL, and GT students. By ensuring appropriate formatting, vocabulary and language, and accommodations all students are able to demonstrate their understanding of the concepts and skills. Opportunities to Learn – Because we want assessments that will demonstrate student understanding, assessments should engage students in authentic situations that can be generalized to other content areas and other contexts. The information gained from the student work should allow teachers and parents to have a clear sense of students’ understanding of the learning expectations. In addition, assessment should clearly allow the teacher to know how to use the results to plan for the future instruction. Click on the Final to show how it brings all the data together to make an informed decision. Click on the assessment review tool to scan through the tabs.

Reading, Writing and Communicating
Assessment Support Content Collaboratives P-12 educators from around the state gathered to identify and create a high-quality assessment resource bank, which is aligned to the new Colorado Academic Standards and may be used in the context of Educator Effectiveness evaluations. The Content Collaboratives, CDE, along with state and national experts, will establish examples of student learning measures within each K – 12 content area including: Cohort I Dance Drama & Theatre Arts Music Reading, Writing and Communicating Social Studies Visual Arts Cohort II Physical Education Science World Languages Comprehensive Health Mathematics CTE Possible usage with CC: Assessment gaps that exist, these will help to fill in gaps. Comparison/Starting point for local districts who may already have assessments in place This slide helps to make aware of other resources that will be available later this year.

4/9/2017

4/9/2017 Step 3: Measures of Student Learning Group available assessments according to teacher types This type of categorization helps make expectations clearer to all teachers on how different types of assessments will be considered in their evaluations.

Possible example of teacher/assessment grouping:

4/9/2017 Step 4: Measures of Student Learning Select and weight multiple measures of student learning to be included in educator evaluations Use your completed Assessment Inventory to determine what measures to include in evaluation Student Learning Outcomes Tool can help districts visualize selections

Step 5: Student Learning Objective Process
4/9/2017 Step 5: Student Learning Objective Process Set student learning targets and scales based on data from the selected measures. Use the student learning objective process to measure student outcomes based on various types of assessments.

Student Learning Objective Process
4/9/2017 Student Learning Objective Process What is the Student Learning Objective Process? Enables educators to utilize academic standards to establish learning outcomes for students, monitor progress and evaluate the degree to which students achieve those outcomes In educator evaluation systems, this process serves as a method of measuring student growth, progress or mastery of the standards

4/9/2017 Student Learning Objective Process The essential steps of the Student Learning Objective Process include: Understanding the Colorado Academic Standards in order to select learning outcomes Collecting baseline information to inform target and scale setting Assessing quality, attainment level and rigor of student learning targets and scales Monitoring student learning (formative practice) Determining attainment of student learning targets and scales Reflecting and refining the Student Learning Objective Process

4/9/2017 Student Learning Objective Process Understanding the Colorado Academic Standards Selecting Learning Outcomes Procuring or Developing Assessments Using Quality Criteria Collecting Baseline Information Setting Student Learning Targets Setting Appropriate Scales for Measurement Assessing Quality, Attainment Level and Rigor of Student Learning Targets and Scales Monitoring Student Learning (Formative Practice) Determining Attainment of Student Learning Targets and Scales Reflecting and Refining Student Learning Objective Process The steps highlighted in the orange box are the steps that will come next in the process. (future Town Hall) Monitoring student learning is where all teachers will continue

4/9/2017 Student Learning Objective Process Understanding the Colorado Academic Standards Selecting Learning Outcomes for Target Setting Procuring or Developing Assessments Using Quality Criteria Turn and Talk: Why is it important to start the Student Learning Objective process with the Colorado Academic Standards? How does this first step support the work done in professional practice? What tool is in place to support you with part of this process? Evaluators and teachers will want to ensure quality assessments are used to measure student learning and to set student targets and scales for use in evaluation. What are other advantages of having quality assessments? Informs baseline data for better predictive value Informs interim data for better instructional value

4/9/2017 Student Learning Objective Process THE PROCESS OF: Understanding the Colorado Academic Standards Selecting Learning Outcomes for Target Setting Procuring or Developing Assessments Using Quality Criteria THE PROCESS OF: Collecting Baseline Information Setting Student Learning Targets Setting Appropriate Scales for Measurement Baseline assessments help to determine a beginning point for comparison Establishing baselines Multiple methods Use the best information and the best data you have as a beginning point

Student Learning Objective Process: Strategies for Target Setting
4/9/2017 Student Learning Objective Process: Strategies for Target Setting Possible strategies to consider when determining how students will be captured when target setting: Individual – Teacher sets individual goals for students and then determines how many students met their individual goals Whole Class – Teacher sets a goal that would be applied to all students in a class Subgroup of Students – Teacher sets a goal for a group(s) of students with similar baseline data levels Case Load – Teacher sets a goal for the specific students he or she supports Some of these strategies may work better with some teaching assignments. Can you think of which teaching assignments might work best with which strategy based on your local context? Have people take the handout to follow along.

Possible Student Learning Targets and Scales
4/9/2017 Possible Student Learning Targets and Scales Examples of Student Learning Targets and Scales: 16 of my 21 students will increase their reading proficiency by 1-2 grade levels. 9 more students will receive + at the end of the year. The median score on my end of course assessment last year was 73%. At the end of the course for this year, the median score will be at least 78%.

Student Learning Objective Process: Strategies for Target Setting
4/9/2017 Student Learning Objective Process: Strategies for Target Setting Possible strategies to consider when setting learning targets for students: All targets are indicators of growth using a variety of data sources: Proficiency data Targets – students meeting grade level expectations Examples: a % of students will pass the end-of-course exam; a % of students will score a 3 or better on the AP exam Growth data Targets – students growing over the course of instruction Examples: a % of students will progress one fitness level; a % of students will make projected growth or better on the MAP assessment Averaging data Targets – students’ average score on an assessment Example: Students will answer, on average, 80% of the questions correctly on the end-of-course exam

Possible Student Learning Targets
4/9/2017 Possible Student Learning Targets What are the targets in these examples? 16 of my 21 students will increase their reading proficiency by 1-2 grade levels. 9 more students will receive + at the end of the year. The median score on my end of course assessment last year was 73%. At the end of the course for this year, the median score will be at least 78%.

Student Learning Objective Process: Strategies for Scale Setting
4/9/2017 Student Learning Objective Process: Strategies for Scale Setting Teachers set ranges (how many students are expected to meet the set target) across 4 rating levels: above expected, expected, less than expected, and much less than expected Teachers collaboratively set ranges with their evaluator Ranges will vary from year to year and possibly class to class as baseline data will vary due to student beginning points Collaboratively setting ranges will allow teachers and evaluators to calibrate about expected student learning outcomes

Student Learning Objective Process: Strategies for Scale Setting
4/9/2017 Student Learning Objective Process: Strategies for Scale Setting You can use the Measures of Student Learning Tool to record the targets and scales you have established. When Colorado Growth Model data is available the scale indicating expected student learning outcomes has been established for you.

Possible Student Learning Scales
4/9/2017 Possible Student Learning Scales What are the scales in these examples? 16 of my 21 students will increase their reading proficiency by 1-2 grade levels. 9 more students will receive + at the end of the year. The median score on my end of course assessment last year was 73%. At the end of the course for this year, the median score will be at least 78%.

4/9/2017 Student Learning Objective Process Understanding the Colorado Academic Standards Selecting Learning Outcomes for Target Setting Procuring or Developing Assessments Using Quality Criteria THE PROCESS OF: Collecting Baseline Information Setting Student Learning Targets Setting Appropriate Scales for Measurement Assessing Quality, Attainment Level and Rigor of Student Learning Targets and Scales

Student Learning Objective Process: Determine Target and Scale Quality
4/9/2017 Student Learning Objective Process: Determine Target and Scale Quality Will your evaluators establish quality criteria for the use of Student Learning Targets and Scales? Criteria for establishing quality targets and scales might include: Approval processes Collaboratively established Level of attainment Rigor Based on previous data Meet or exceed past student performance

Understanding the Colorado Academic Standards Selecting Learning Outcomes for Target Setting Procuring or Developing Assessments Using Quality Criteria Collecting Baseline Information Setting Student Learning Targets Setting Appropriate Scales for Measurement Assessing Quality, Attainment Level and Rigor of Student Learning Targets and Scales Monitoring Student Learning (Formative Practice) Determining Attainment of Student Learning Targets and Scales

Understanding the Colorado Academic Standards Selecting Learning Outcomes for Target Setting Procuring or Developing Assessments Using Quality Criteria Collecting Baseline Information Setting Student Learning Targets Setting Appropriate Scales for Measurement Assessing Quality, Attainment Level and Rigor of Student Learning Targets and Scales Monitoring Student Learning (Formative Practice) Determining Attainment of Student Learning Targets and Scales Reflecting and Refining Student Learning Objective Process

Considerations when Setting Student Learning Targets
4/9/2017 Considerations when Setting Student Learning Targets Assessment literacy of educators creating targets Data literacy of educators Time and effort required of teacher and evaluator Focus of school or district (all students and/or subgroups of students) Available information or data in school or district Ease or readiness level of teachers and evaluators Possible approval process of strategies selected Number of targets wanted as a district/building

Step 6: Student Learning Outcomes
4/9/2017 Step 6: Student Learning Outcomes Combine the results of multiple measures to get a single student learning outcomes rating.

Decision Framework Putting It All Together
4/9/2017 Decision Framework Putting It All Together The Decision Framework helps districts aggregate the 50% Professional Practices and the 50% Student Learning Outcomes to reach a final rating of one of the following: Highly Effective Effective Partially Effective Ineffective

Professional Practices Report
The first standard, Content and Pedagogical Knowledge, provides an example of how scores are calculated for a professional practice standard. If standard one is weighted at 20%, We compute 20% of 540 = 108, which is the total possible points for this std at this weight. Then we total all of the earned element points, which in this case is = 10. We then multiply 108 times 10 divided by 24, which is the number of elements in this standard (6) * 4 max points. This calculates to 45.0, which represents the total points earned for this standard.

Inter-Rater Agreement and My Learning Plan (MLP)
4/9/2017 Inter-Rater Agreement and My Learning Plan (MLP) A FREE educator calibration & professional development system available for all school districts Fall 2013 – Master scored videos for evaluators to calibrate on the professional practices in the rubric – Master scored Teaching Cases created to include multiple videos of a teacher and supporting artifacts that mimics the evaluation cycle Video clips aligned to the rubric for professional development for all educators

Educator Evaluation Performance Management System
4/9/2017 Educator Evaluation Performance Management System A FREE educator evaluation performance management system will be available for school districts Four modules will be available for districts: 1. Professional practice 2. Aggregating of Student Outcomes 3. Decision Framework 4. Reporting The RFP has been awarded to RANDA Solutions RANDA has 13 years of experience doing this level of work

Resources Available CDE Educator Effectiveness website: FAQ’s Fact Sheets Policy and State Model Evaluation System Info CDE Educator Effectiveness e-newsletter Stay informed by signing up for this monthly newsletter We briefly spoke about the importance of words and key messages earlier today. As you go back to your districts and begin communicating and training staff on SB 191 and the State Model Evaluation System, HOW you present the information will be an important factor in how your audience reacts. For example, take the following statement: “We have to implement the new evaluation requirements called for in SB 191.” Turn to a partner and quickly discuss how you can improve this statement using some of the key messages we’ve gone through today. Brief share out. Looking for a new sentence like…. “We are improving how we evaluate and support educators in [district name] by implementing the State Model Evaluation System which will provide our educators with more meaningful feedback so they can continue to grow professionally and achieve maximum results with students.” We’ve created several helpful resources to guide you in your next steps and future communication efforts. HAND OUT 1-PAGER ON COMMUNICATIONS RESOURCES This hand-out provides some of the key messages as well as links to several resources that you will definitely want to book-mark. For example, the “Communications Toolkit” on the Educator Effectiveness website (under resources) has everything from talking points to communications pitfalls to guidance on answering the tough questions that are sure to come up to drop-in articles that you can copy and paste and use for communications in your districts and schools. You can also contact us any time for other specific needs… [transition to next slide].

Contact Us Communications Colorado Legacy Foundation EE Leadership
Katy Anthes: Executive Director Toby King: Director Jean Williams: Rubric Evaluation Specialist Colorado Legacy Foundation Mike Gradoz: Director Communications Amy Skinner Katie Lams: Britt Wilkenfeld: Data Fellow Tricia Majors: Project Mgr. I’ve left in our contact information for your convenience, but feel free to change this slide to local contacts or to delete if not needed. Disclaimer: The contents of this PowerPoint were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

Contact Us Implementation Support and Development Mary Bivens
4/9/2017 Contact Us Implementation Support and Development Mary Bivens Courtney Cabrera Sed Keller Dawn Pare Bob Snead Chris Vance

Colorado Department of Education, Educator Effectiveness

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Colorado Department of Education, Educator Effectiveness

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