1. Putting it all together: How Facilitative Administrations can use Performance Assessment and a Comprehensive Assessment System to support Staff Competency Kathleen Ryan Jackson kmj@uoregon.edu Erin A. Chaparro, Ph.D. echaparr@uoregon.edu

2. Oregon Scaling-Up EBISS http://blogs.uoregon.edu/oregonscalingupebissblog/ For Technology Assistance please contact: eugeniac@uoregon.edu Thanks to State Implementation & Scaling-up of Evidence Based Practices

3. Objectives 1.Review 2.Recognize the relationship of performance assessment to a comprehensive assessment system 3.Continue to understand the importance of a Facilitative Administration

4. Objectives: You’ll be able to answer the questions 1. What does an effective Performance Assessment system require? 2. What are the required components of a comprehensive assessment system? 3. A Facilitative Administration uses multiple sources of data during which process?

5. © Fixsen & Blase, 2009 Performance Assessment (Fidelity) Coaching Training Selection Competency Systems Intervention Facilitative Administration Decision Support Data System Organization Technical Leadership Adaptive Review: Implementation Drivers 5

6. Recognize the Relationship of Performance Assessment to a Comprehensive Assessment System Guided by a Facilitative Administration

7. Performance Assessment Collective Commitment to Fidelity of Shared Practices 1.Observing and Strengthening Practices – Procedures and standards Who will do what differently? Who will help change occur? District: Policy Enhances Practice Schools: Practice Informs Policy

8. Comprehensive Assessment Systems Collective Commitment to a Shared Comprehensive Assessment System 1.Collecting and using Data to make Decisions – Fidelity-practices – Outcome-changes in student outcomes 2.Procedures and standards – Who will do what differently? – Who will help change occur? District: Policy Enhances Practice Schools: Practice Informs Policy

9. Understand the Importance of a Facilitative Administration Supporting Staff Competency: Data Drives all Decisions

10. Facilitative Administration Leading a Collective Commitment to a Shared Decision Making Process 1. Collecting and using data to identify barriers and strengthen drivers – Fidelity for effective implementation of practices – Outcome for changes in student achievement 2. Who will do what differently and help change occur? District: Policy Enhances Practice Schools: Practice Informs Policy

11. Objective: You’ll be able to answer the questions 1. What does an effective Performance Assessment system require? 2. What are the required components of a comprehensive assessment system? 3. A Facilitative Administration uses multiple sources of data during which process?

12. Did you arrive at a similar answer? 1. An effective Performance Assessment system requires transparent procedures and standards and a collective commitment. 2. The consistent use of fidelity and outcome measures are required components of a comprehensive assessment system. 3. A Facilitative Administration uses multiple sources of data to engage during the PIP/PEP cycle.

13. Things to Consider before the Next Training A Comprehensive Assessment System Morning Session Systems Intervention – Practices that respond to valid and reliable data – Best practices and templates for procedural implementation Afternoon Session Decision Support Data Systems – Valid and reliable data to ground all decisions – Best practices and templates for procedural implementation GOAL: Reliable and valid data so District Policy can Enhances Practice Schools Practices can Inform Policy

14. Next Steps We’ll provide guidance on: 1.Identifying the components of your comprehensive assessment system. 2.A clear plan for what will have the biggest impact next on your action plan 3.Intervention menus 4.Templates for planning 5.More Team Time

15. Thank You Kathleen Ryan Jackson EBISS State Coordinator kmj@uoregon.edu Erin A. Chaparro, Ph.D. EBISS Director echaparr@uoregon.edu EBISS Scaling-Up http://blogs.uoregon.edu/oregonscalingupebissblog/