Administrative Council Meeting August 20, 2012
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Transcript of Administrative Council Meeting August 20, 2012
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Connecticut’s New Accountability System:
Metrics and School Classification
ADMINISTRATIVE COUNCIL MEETINGAUGUST 20, 2012
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NCLB REQUIREMENTS NOT WAIVED
• Highly Qualified Teacher Requirements
• The basic highly qualified teacher requirements have not been waived.
• English Language Learners
• Paraprofessional Requirements
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NO CHILD LEFT BEHIND WAIVER(APPROVED BY USDE ON MAY 29TH)
The waiver enables the CSDE and districts to:Replace annual yearly progress (AYP) under NCLB with
CT-designed annual performance targetsSchools will not be identified as “in need of
improvement” based on this year’s dataReplace NCLB sanctions for schools and districts with
more effective interventions
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TIMELINE
• AYP• NCLB Sanctions
2010-11
• AYP• No NCLB Sanctions• Baseline data for new
performance targets (averaged with previous two years)
• New funding flexibilities
2011-12
• New performance targets
• School Classification
2012-13
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FIRST STEP IN IMPROVING SCHOOL ACCOUNTABILITY
NCLB indicators:
only capture performance of
students across single performance band
New waiver indicators: capture performance across
all bands and graduation rates
Future year indicators: will capture other
important elements of school performance
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ELEMENTS OF SCHOOL PERFORMANCE TO CAPTURE IN FUTURE YEARS:
Cohort GrowthCollege and Career ReadinessCivicsArtsFitness/WellnessSchool Climate
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WHY CONNECTICUT NEEDS A NEW SYSTEM OF ACCOUNTABILITY:
We should value improvement at all levels.
We should use metrics that give us a fuller picture of performance.
We should set meaningful goals for schools.
We should set the bar higher: the goal is ‘Goal’.
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NCLB CT’s new indicatorsTarget is Proficient Target is – on average – at Goal
Get to 100% by 2014 Halfway to target by 2018Only math and reading count Math, reading, writing, and science
count
Only capture progress from Basic to Proficient
Count progress between all levels
School progress only measured by standardized test scores
School progress also measured by high school graduation rates (4-year and extended)
Accountable for subgroups of students, “n” size = 40
Still accountable for subgroups of students, “n” size = 20; majority of subgroups approach
MAJOR SHIFTS:
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ADDITIONAL SHIFTS:
SUBGROUPS Black Hispanic Special Education English Language Learner Free/Reduced Price Lunch
SUBJECTS Mathematics Reading Writing* Science (5, 8, 10)
*Skills Checklist Communication
= Writing
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Advanced
Goal
Proficient
Basic
Below Basic
Advanced
Goal
Proficient
Basic
Below Basic
NCLBConnecticut’s New
Indicators
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NEW INDICATORS• Individual Performance Indicator (IPI)
• Subject-IPI
• The transformation of a valid achievement level in a particular subject
• Mean of subject-IPIs for a school (goes across grades)
• School Performance Indicator (SPI)• mean of the school’s IPI
• District Performance Indicator (DPI)• mean of the district’s IPI
• Connecticut Performance Indicator (CPI)
• A group size of 20 or more is required to calculate a valid indicator.
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PERFORMANCE INDEX Index between 0 and 100
Counts performance in all tested grade levels
Captures performance across performance bands
Includes all tested subjects: reading, writing, math, and science
Incorporates all tested students, including students who take the MAS and the Skills Checklist
Provides subject-specific indices and overall index
Calculated for “all students” group and subgroups: ELL, SWD, Black, Hispanic, F/R lunch
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WHAT’S THE DIFFERENCE BETWEEN THE RESULTS RELEASED IN JULY AND THE PERFORMANCE METRICS?
RAW DATA (July)
Results separated by grade level and subject
All students who were tested in a school/district included
Only currently identified ELL and SWD included
MAS/ Skills Checklist reported separately
PERFORMANCE METRICS
Results aggregated across subjects and grade levels
Only students who were present in the school/district for 10 months included
ELL and SWD included for 2 years after they “exit”
MAS/ Skills checklist included in index
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PERFORMANCE INDEX STUDENTS WHO TAKE CMT/CAPT
Level of Performance “Credit”
Goal, Advanced 1.0
Proficient 0.67
Basic 0.33
Below Basic 0.0
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PERFORMANCE INDEXSTUDENTS WHO TAKE MAS OR SKILLS CHECKLIST
MAS* Skills Checklist* “credit”
Goal Independent 1.0
Proficient Proficient 0.50
Basic Basic 0.0
*3% cap remains in place at the district-level. Standard raised from Proficient to Goal.
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Calculating District/School/Subgroup Performance Index
• Step 1: Calculate an Individual Performance Index (IPI) for each student.
Average of these values (x100) = Individual Performance Index (IPI): 67
Example: 5th graderReading – G:1.0Writing – P:.67Science – B:.33Math–P:.67Total 2.67Average of values .6675
• Step 2: Calculate the District/School/Subgroup Performance Index.
Average all students IPIs (in the relevant group) to get the Performance Index = 50
Example: ELL Subgroup5th grader IPI = 676th grader IPI = 337th grader IPI = 338th grade IPI = 67
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Calculating Subject Performance Index
• 97 students take CMT17 score A: 17 students x 1.00 = 17 SPI points20 score G: 20 students x 1.00 = 20 SPI points30 score P: 30 students x 0.67 = 20 SPI points15 score B: 15 students x 0.33 = 5 SPI points15 score BB: 15 students x 0.00 = 0 SPI points
• 2 students take MAS1 scores G: 1 student x 1.00 = 1 SPI point1 scores B: 1 student x 0.00 = 0 SPI points
• 1 student takes Skills Checklist1 scores I: 1 student x 1.00 = 1 SPI point
Subject Performance
Index = 64
% at or above Proficient =
69%
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Increasing % Proficiency by 9% requires moving 9 students who were not Proficient to Proficient.
Increasing the SPI by 3 points requires moving 9 students across any performance threshold (.33 for each student)
HOW CAN A SCHOOL INCREASE ITS SPI?For a school with 100 students….
AdvancedGoal
Proficient Basic
Below Basic
AdvancedGoal
ProficientBasic
Below Basic
1.0 0.33
0.33
0.33
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GRADUATION METRICS FOR HIGH SCHOOLS
4-year cohort graduation rate Extended graduation rate
• Federally defined
• The percentage of incoming 9th graders who graduate from 12th grade within 4 years with a standard diploma
Counts students who stay enrolled in high school for longer than 4 years
Counts students who receive certificate of completion
Does not count students who dropped out or transferred to another school district but never enrolled or have an unknown status
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CONNECTICUT STATE TARGETS: FOLLOWING 2018
Component Measures State Target
Student and Subgroup Achievement
School Performance Index 88
Achievement Gaps
School Performance Index Gaps <10
Graduation Rate
4-year grad rateExtended grad rate
94%96%
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School A School B School C% G or A 82% 80% 65%
% P 0% 10% 35%% B 18% 5% 0%
% BB 0% 5% 0%SPI 88 88 88
Sample Schools with Subject Performance Index = 88
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School D School E School F% G or A 45% 61% 0%
% P 11% 0% 90%% B 34% 9% 10%
% BB 10% 30% 0%SPI 64 64 64
Sample Schools with Subject Performance Index = 64
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School Performance Index Performance Targets: Ambitious yet Achievable
23
Scho
ol P
erfo
rman
ce In
dex 88
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Subgroup Performance Index Performance Targets: Ambitious yet Achievable
24
Subg
roup
Per
form
ance
Inde
x
88
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4-year Cohort Graduation Rate Performance Targets: Ambitious yet Achievable
25
4-ye
ar g
radu
ation
rate
94%
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Extended Graduation Rate Performance Targets: Ambitious yet Achievable
26
Exte
nded
gra
duati
on ra
te
96%
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SCHOOL CLASSIFICATIONS• Excelling met all state targets
• Progressing meeting annual targets
• Transition not meeting annual targets
• Review
• Turnaround
Need the most support Eligible for the Commissioner’s Network District led intervention & redesign
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DPI REPORT WITH TARGETS
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MORE INFORMATION COMING SOON!
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TEACHER AND LEADERSHIP EVALUATIONADMINISTRATIVE COUNCIL – AUGUST 20, 2012
Dr. Christine Carver, Associate Superintendent
Mr. Stephen Foresi, Director of Human Capital Development
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LEARNING TARGETSWhen we are finished, you will be able to…
• understand the relationship between:
• leadership evaluation,
• teacher evaluation, and
• student outcomes.
• describe the formal and embedded professional learning for leaders on effective instructional practices.
• understand Learning Walks;
• district expectations around Learning Walks; and
• the plan for informing teachers of the Learning Walks.
• Implement the changes in supervisory documentation for the 2012-2013 school year using Observation 360.
• implement the Learning Walks Rubric.
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Teacher Evaluation
Leader Evaluation
Instructional Effectiveness
Student Learning Outcomes
45%
Teacher Practice 40%
Parent Feedback 10%
School-Wide Student Learning or Student Feedback
5%Instructional Leadership
Student Learning Outcomes
45%
Leadership Practices
40%
Teacher Effectiveness
5%
Stakeholder Feedback
10%
Exemplary 4
Proficient3
Developing 2
Below Standard
1
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PROFESSIONAL LEARNING
What will be the professional learning for evaluators?
What will be the work of the committee in terms of learning walks?
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HOW WILL THE PROFESSIONAL LEARNING FOR EVALUATORS BE PROVIDED?
Administrative Council• Collective understanding
through application.
• Video
• Learning Target Rubrics
• Effective Teaching Rubrics developed by committee
Learning Walks • Collective understanding
through application.
• Paired classroom observations
• Learning Target Rubrics
• Effective Teaching Rubrics developed by committee
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WHY ENGAGE IN PROFESSIONAL LEARNING FOR LEADERS?
1. Develop consistent definition and expectations for effective instruction.
2. Ensure consistency among evaluators when evaluating teachers.
3. Develop a system to monitor implementation of the high yield instructional strategy (DIP – Learning Targets).
4. Mandated in an Act Concerning Educational Reform when developing an implementing a new teacher and leader evaluation system.
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HOW IS THIS LINKED TO MY EVALUATION?
• Student Outcomes (SPI and DPI)
• Are my students making targeted growth over time?
• Teacher Effectiveness
• What percentage of my teachers are a “3” or higher?
• Leadership practices
• Are my actions reflecting the standards as defined by the Connecticut leadership Standards (Instructional Leadership)?
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WHEN WILL THE PROFESSIONAL LEARNING BE PROVIDED?
Instructional Focus
Where? Who ? Date/Times
Learning Targets Newington High School
Group 1 - Christine Carver (Facilitator ), Deb St. Jean, Jim Wenker, Joanne Vasil, Dena Tompkins, Mike Gaydos, Sabrina Lavieri, and Dr. Collins
October 3, 20128:00 to 11:00
Group 2 - Stephen Foresi (Facilitator), Jamie Lussier, Joan Mastrocola, Sheila Houlihan, Terra Piela and Enzo Zocco and Wendy Crouse
Learning Targets Ruth Chaffee Stephen Foresi (Facilitator), Jeremy Visone, Rick DeBellis,Pamela Muraca and Dr. Collins
November 5, 2012
John Paterson Christine Carver (Facilitator), Deb Grainsky, Jen Michno, Wendy Crouse and Sabrina Lavieri
Learning Targets Elizabeth Green
Stephen Foresi (Facilitator), Jen Michno November 8, 2012
Anna Reynolds Christine Carver (Facilitator), Jeremy Visone
Learning Targets John Wallace Stephen Foresi (Facilitator), Kristen Freeman, Luz Antonio, Dorothy Franco-Reed and Sabrina Lavieri
December 3, 2012
Martin Kellogg Christine Carver (Facilitator), Dave Milardo, Jason Lambert., Pamela Muraca, Wendy Crouse and Dr. Collins
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COMMITTEE WORK ON EVALUATION
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WHAT WILL THE COMMITTEE DO? Purpose Teacher Evaluation
PlanOrientation Meeting June 19, 2012 – 3:00 – 4:00
Initial Workshop August 24, 2012 – 8:00 – 11:00Committee Meeting September 20, 2012
Learning Walks October 10, 2012Committee Meeting October 25, 2012
Learning Walks November 26, 2012Committee Meeting November 29, 2012
Learning Walks December 10, 2012Committee Meeting December 20, 2012
Learning Walks January 24, 2013Committee Meeting January 28, 2013
Learning Walks February 11, 2013Committee Meeting February 21, 2013Committee Meeting March 28, 2013
Reserved April 25, 2013Reserved April 29, 2013Reserved May 23, 2013
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LEARNING TARGET OUTCOMES AND EXPECTATIONS
Helping Students Aim for Understanding… in Every Lesson!
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WHEN ARE LEARNING TARGETS EXPECTED TO BE IMPLEMENTED?• There are two parts to the training:
• Part I – Know and Understand (Action Research)
• Part II – Do (Application)
• Each training is approximately 2 hours
• NHS – August 31st Training – Parts I and II
• JW – August 31st Training – Part I only
• MK – By the end of September – Parts I and II through COP
• Elementary Schools – By the end of October – Parts I and II
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HOW WILL WE MONITOR THE IMPLEMENTATION OF LEARNING TARGETS?
• By focusing our Learning Walks on LEARNING TARGETS using a specific Rubric in Observation 360
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WHAT ARE SOME OF THE ELEMENTS OF THE LEARNING TARGETS RUBRIC?
• Did you see evidence that the teacher has a learning target for this specific lesson?
• What did you see the students do, say, write, or make during today’s lesson? Did you find evidence that the lesson included a strong performance of understanding?
• In addition to looking for a strong performance of understanding, did you see evidence that the teacher shared the learning target for the lesson with the students in any of the following additional ways?
• Did you see evidence that the teacher shared student “look-fors,” or criteria for success, with students?
• Did you observe the teacher feeding students’ learning forward during today’s lesson?
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OBSERVATION 360
Current Plan and Expectations
Data Collection: Learning Targets
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HOW WILL TECHNOLOGY SUPPORT THE EVALUATION PROCESS FOR THE 2012-2013 SCHOOL YEAR?
• Observation 360
• Current Evaluation Process
• Expectation for Teachers
• Expectation for Evaluators
• Learning Targets Rubric
• Expectation for Teachers
• Expectation for Evaluators
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WHAT DO WE NEED TO KNOW?PD 360/Observation 360 & Current Evaluation Process
• Expectation for Teachers:
• Complete Eval. forms using PD 360
• Expectation for Evaluators –
• Complete Eval. forms using PD 360
• Use to collect data on Learning Walks ( Rubric)
• Conduct a minimum of 3 Learning Walks per Supervisee
Learning Walks & Learning Targets Rubric
• Expectation for Teachers
• 80% implementation district-wide
• Get feedback from supervisor re: implementation
• Expectation for Evaluators
• Use to conduct Learning Walks
• Provide supportive immediate feedback to supervisee (feeding learning forward)
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WHAT DO WE NEED TO KNOW?• The implementation of Learning Targets is an Instructional Strategy that aligns to:
• Our Shared Vision of Effective Teaching
• Research-based strategies that improve student achievement
• Our District Improvement Plan
• We are going to implement Learning Targets district-wide this school year
• Training will take place as follows…. (use the schedule I already shared)
• Learning Walks will take place this school year
• Learning Walks will support a number of important initiatives, including:
• Implementing identified District Improvement Plan action steps
• Supporting our transition to a revised Teacher and Administrator Evaluation Plan
• Calibrating understanding to ensure consistent supervisory practices
• To monitor and support the implementation of learning targets (and other district and school initiatives)
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QUESTIONS