CURRICULUM FORUM February 5, 2014. INSTRUCTIONAL SERVICES.
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Transcript of CURRICULUM FORUM February 5, 2014. INSTRUCTIONAL SERVICES.
CURRICULUM FORUM
February 5, 2014
INSTRUCTIONAL SERVICES
Instructional Services Organizational Chart
Regina [email protected]
210-370-5407
Diana Madrid [email protected]
210-370-5483
Ravae Shaeffer [email protected]
210-370-5280Career Tech Ed (CTE)Response to Intervention (RTI)Gifted/Talented (GT)TEKS Resource SystemTitle II (TPTR)
ESL/Bilingual English Language Arts and Reading (ELAR)Social StudiesTitle IIITitle II (TPTR)
Science Technology Engineering & Math (STEM)Math ScienceCounselor Services CCRS
Component Director:Janna Poth
[email protected] 210-370-5674
Mentoring HighlightsReflecting on the year
House Bill 2012 – Mentoring Survey
Overview of programs• Scaffolded Solutions - Training & Online Support• TxBESS - Training• PACT – Online
• Success stories• Close eyes and listen to questions• Contact Jayme Presley - [email protected]
CURRICULUMUPDATES
TEXAS ADMINISTRATOR AND TEACHER APPRAISAL SYSTEM UPDATESBy: Shannon AllenAdministrative SpecialistEducation Service Center – Region 20
New Teacher and Administrator Performance Standards
Available for public comment last month on TEA website under Commissioner’s Rules.
Feedback was positive. (Hard copy available for Teacher Standards)
New standards will inform educator and administrator preparation programs.
New standards will inform the development of a state mentorship program.
Domain IInstructional Planning and Delivery
Teachers demonstrate their understanding of instructional planning and delivery by providing standards-based, data-driven, differentiated instruction that engages students, makes appropriate use of technology, and makes learning relevant for today’s learners.
Domain IIKnowledge of Students and Student Learning
Teachers work to ensure high levels of learning, social-emotional development, and achievement outcomes for all students, taking into consideration each student’s educational and developmental backgrounds and focusing on each student’s needs.
Domain IIIContent and Knowledge Expertise
Teachers exhibit a comprehensive understanding of their content, discipline, and related pedagogy as demonstrated through the quality of the design and execution of lesson plans and their ability to match objectives and activities to relevant state standards, such as Texas Essential Knowledge and Skills and College and Career Readiness Standards.
Domain IVLearning Environment
Teachers interact in respectful ways with students at all times, maintaining a physically and emotionally safe, supportive learning environment that is characterized by effective routines, clear expectations for student behavior, and systems of organization that maximize student learning.
Domain VData-Driven Practice
Teachers use formal and informal methods to assess student growth aligned to instructional goals and course objectives and regularly review and analyze multiple sources of data to measure student progress and adjust instructional strategies and content delivery as needed.
Domain VIProfessional Practice and Responsibility
Teachers consistently hold themselves to a high standard for individual development, pursue leadership opportunities, collaborate with other educational professionals, communicate regularly with stakeholders, maintain professional relationships, comply with all campus and school district policies, and conduct themselves ethically and with integrity.
The Appraisal System Recommendations
A steering committee is drafting the instrument in the next 2-3 months.
Summative Evaluation format will be aligned with the Commissioner’s vision, Student Growth Measures, and a Teacher-Self Report.
Present to USDE in May 2014 with detailed plans on implementation and deployment.
Pilot Districts 65 Pilot districts across the state. (At
least 2 per ESC)
Pilot district will be trained on New Appraisal Systems in Summer 2014 with full implementation during school year 2014-2015.
Region 20’s Pilot Districts are: Southwest ISD Jubilee Charter Schools
Training Information
Outside contactor will be selected to develop the training for both appraisal systems. (Administrators and Teachers)
The contractor will train ESC staff and assist with training deployment with pilot districts.
2 day appraiser training for both systems.
Equals 4 days of training per district or charter school.
Training in print and digital format.
Teacher orientation will be available online and easily deployed for district use.
What about ILD?
A pre-requisite course will continue to be required.
ILD will be updated to a newer version beginning Summer 2015.
Contents and structure of the course have not been determined.
Timeline
Early 2014
Pilot districts identified.
Steering Committee develops evaluation instruments and scoring measures.
TEA communication regarding training schedule for Pilot districts.
Late Spring 2014
Finalize guidelines for new appraisal system to submit to USDE
Summer 2014
Train Pilot Districts
ESC Trainer Academies
Fall 2014
Roll out of new appraisal system for Pilot Districts
Winter 2014-2015
Begin Train-the-Trainer sessions for statewide rollout with ESC staff and contracted support.
Spring 2015
Update on revisions to appraisal system based on pilot district feedback
Summer 2015
Statewide training to all participating districts and charter schools
TEA Communication
Districts and Charters will begin receiving letters via email:
“To the Administrator Addressed”
All updated information will be posted on the following website:
http://txcc.sedl.org/our_work/tx_educator_evaluation/index.php
ESC-Region 20Shannon AllenAdministrative Specialist – School Leadership(210) [email protected]
Region 20 – Point of Contact
HB 5 College Prep Course
I. UpdatesII.Prep Course Development III.Alamo Colleges
Alamo Colleges Contacts
Lisa Alcorta, Ph.D. Director of Academic Student Success 210-485-0178 Office210-485-0161 [email protected]
Ruth Ann DalrympleAssociate Vice Chancellor for Academic Partnerships 210-485-0162 [email protected]
Cheri HendrickAccountability and Assessment Specialist School Support Team
Accountability Overview
Handout
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2014 Development Updates
TEA websiteA-Z Index
2014 Accountability
Accountability Development
Materials
Accountability System
Student Achieveme
ntIndex I
Student ProgressIndex 2
Closing Performance GapsIndex 3
Postsecondary
ReadinessIndex 4
Performance Index Framework
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For 2014 and beyond, a framework of four Performance Indexes will include a broad set of measures that provide a comprehensive evaluation of the entire campus or district.
Student Achievement
Index I
Student ProgressIndex 2
Closing Performance
GapsIndex 3
Postsecondary Readiness
Index 4
2013 was a transition year, where each
index was looked at individually.
2013 Accountability ReportsRegion 20
Index 1, 3 & System Safeguards
2014 Index 4
2014 Index 3
2014 Index 1: Student Achievement
Subjects: Combined over Reading, Mathematics, Writing, Science, and Social Studies.
Student Groups: All Students only
Performance Standards: Phase-in 1 Level II (Satisfactory)*
STAAR EOC Assessments: Algebra I, Biology, English I, English II, U.S. History
30* The commissioner has proposed to stay at Phase-in 1 Level II for 2013-14
Index 1 Student Achievement provides an overview of student performance based on satisfactory student achievement across all subjects for all students.
2014 Index 2: Student Progress
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By Subject Area: Reading, Mathematics, and Writing for available grades Small Numbers analysis will be used in 2014
10 groups: All Students, seven ethnic groups, Students with Disabilities and English Language Learners
Credit based on weighted performance: One point credit given for each percentage of students at the Met growth
expectations level. Two point credit given for each percentage of students at the Exceeded growth
expectations level.
Additional Progress Measures Included in 2014: STAAR-Modified, STAAR- Alternate, English Language Learner (ELL) Progress Measure & other enhancements to be announced
Index 2: Student Progress focuses on actual student growth independent of overall achievement levels for each race/ethnicity student group, students with disabilities, and English language learners.
How is Growth Defined?
Previous Year Current Year
Level 2
R
eco
mm
end
ed
Level 2
R
eco
mm
end
ed
Expected Growth
Scale Score
2014 Index 2: Student Progress
2014 Index 2: Student Progress*
33
*We know there will be some changes with English I and II due to the new combined test
Let’s look at an example
Grade 4 Grade 5
1582
STAAR Reading English
1550
Expected Growth:32 Points
Level 2
Reco
mm
end
ed
Level 2
Reco
mm
end
ed
2014 Index 2: Student Progress*
How did the come up with 32 points?
1582 - 1550 = 32
Grade 4 Grade 5
Expected Growth: 32 Points
1281
1324
Level 2 Phase-In 11450 1458
Level 3
1450
1505
1686 1684
Met G
row
thM
et G
row
thM
et G
row
th Not M
et
2014 Index 2: Student Progress*
STAAR Reading English Example
36
STAAR Modified Progress Measure posted on TEA’s website October 1, 2013 Calculating Progress Measure page 5
2013/2014 Index 2: Student Progress
37
STAAR Alternate Progress Measure posted on TEA’s websiteOctober 1, 2013 STAAR Progress Measure
Questions and Answers #13
2013/2014 Index 2: Student Progress
ELL Progress Measure Conceptual Model
Satisfactory
2013/2014 Index 2: Student Progress
39
English Language Learner (ELL) Progress Measure posted on TEA’s website October 22, 2013 STAAR
Progress Measure ELL Progress Measure
2014 Index 3: Closing Performance Gaps
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By Subject Area: Reading, Mathematics, Writing, Science, and Social Studies. Student Groups
Socioeconomic: Economically Disadvantaged Lowest Performing Race/Ethnicity: The two lowest performing race/
ethnicity student groups on the campus or district o Based on 2013 assessment results that were reported on 2013 Index 1:
Student Achievement Data Table All Subjects released on August 8, 2013 Credit based on STAAR weighted performance:
Phase-in 1 Level II satisfactory performance One point for each percentage of students at the phase-in 1 Level II satisfactory performance standard.
Level III advanced performance Two points for each percentage of students at the Level III advanced performance standard.
Index 3: Closing Performance Gaps emphasizes advanced academic achievement of economically disadvantaged students and the two lowest performing race/ethnicity student groups.
2014 Index 4: Postsecondary Readiness
Index 4: Postsecondary Readiness emphasizes the importance for students to receive a high school diploma that provides them with the foundation necessary for success in college, the workforce, job training programs, or the military; and the role of elementary and middle schools in preparing students for high school.
41
Graduation Score: Combined performance across the graduation and dropout rates for Grade 9-12 Four-Year Graduation Rate for All Students and all student groups
OR Grade 9-12 Five-Year Graduation Rate for All Students and all student groups,
whichever contributes the higher number of points to the index.
RHSP/DAP Graduates for All Students and seven race/ethnicity student groups
Texas Success Initiative (TSI) college readiness benchmarks Number of students who earn postsecondary credit required for the foundation high school program, an associate’s degree, or an industry certification.*
STAAR Score: STAAR Percent Met FINAL Level II on One or More Tests for All Students and seven race/ethnicity student groups
Elementary/Middle Schools will only have FINAL level II
Indicator All African Amer.
Amer. Indian Asian Hispanic Pacific
Islander White Two or More
Eco.Disadv. ELL Special
Ed.
Performance RatesReading 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50%Mathematics 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50%Writing 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50%Science 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50%Social Studies 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50%
Participation RatesReading 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95%Mathematics 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95%
Federal Graduation Rates (including improvement targets)4-year 78% 78% 78% 78% 78% 78% 78% 78% 78% 78% 78%5-year 83% 83% 83% 83% 83% 83% 83% 83% 83% 83% 83%
District Limits on Use of Alternative Assessment Results
ReadingModified 2% Not ApplicableAlternate 1% Not Applicable
MathematicsModified 2% Not ApplicableAlternate 1% Not Applicable
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Systems safeguards are designed to evaluate the disaggregated performance results of the state accountability system to ensure that poor performance in one area or one student group is not
masked in the performance index. [Federal lens]
5 x 11 = 55
2 x 11 = 22
1 x 11 = 11
District only 1 Indicators
Campus=88District
=89
2013 System Safeguards 2014 Targets TBD
Performance rates for system safeguards are calculated from the assessment results used to calculate performance rates in Index 1.
2014 Targets To
Be Determine
d
2014 Accountability Ratings and Designations
43
Accountability Rating (Districts and Campuses)
Distinction Designations(Districts and Campuses)
Met Standard
Postsecondary Readiness Distinction Designations
(Campuses Only)
Top 25%: Student Progress and/or
Top 25%: Closing Achievement Gaps and/or
Academic Achievement: Reading/ELA and/or
Academic Achievement: Mathematicsand/or
Academic Achievement: Scienceand/or
Academic Achievement: Social Studies
Met Alternative Standard(assigned to charter operators and alternative education campuses
(AECs) evaluated under alternative education provisions)
N/A
Improvement Required N/A
Index 2Index 3
44
Campus Designation Reports
Index 2Student Progress
Index 3Closing
Performance Gaps
2013 Performance Index Targets
45
Performance Index Campuses Districts
Index 1: Student Achievement 50 50
Index 2: Student Progress
High Schools: 17
21Middle Schools: 29
Elementary Schools: 30
Index 3: Closing Performance Gaps 55 55
Index 4: Postsecondary Readiness 75 75
2014 Performance Index Targets
46
The 2014 Index targets will be finalized in spring 2014 by the commissioner based on the recommendations from accountability advisory groups.
Performance Index Campuses Districts
Index 1: Student Achievement TBD TBD
Index 2: Student Progress
High Schools: TBD
TBDMiddle Schools: TBD
Elem. Schools: TBD
Index 3: Closing Performance Gaps TBD TBD
Index 4: Postsecondary Readiness TBD TBD
SBOE UPDATE
Marissa Perez
THANK YOU FOR JOINING US
