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Ponaganset Middle SchoolEvaluation Protocol 2013-14RIDE Edition 2 with Addendum

#RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS1Edition II: Five Key Priorities for Model Refinement

#RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERSThe evaluation is aligned to CC, RtI, PBIS2Details of ChangesDifferentiated Evaluation Process: Depending on the previous years final evaluation rating there will be varying requirements:Conferences: one conference- EOY only, or two conferences- Beginning and End of Year, or three conferences- Beginning , Middle and End-of-Year Classroom Observations: one observation- unannounced, or two- 1 announced and 1 unannounced, or three- 1 announced and 2 unannounced, or four- 1 announced and 3 unannounced Announced (week notification can not be the same as the week of observation)all observations are rated and require written feedbackRI Growth Model Rating: included for teachers who contribute to student learning in math and reading in grades 3-7Professional Growth Goals: at least 1 per teacher (aligned with school and district )SLO: at least 2 per teacher (aligned with department, school, district)

#RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERSAdministrators and teachers referred to time requirements and missing scheduled observations as frustrating. RIDE response was to create the Differentiated Process, a tiered system.

3Professional Practice

For the 2013 edition, no changes have been made to the architecture of the Rubric (e.g., the same 8 components). The language changes are primarily located in the critical attributes and possible examples of Domain 3 to better align with the Common Core State Standards. All components remain 100% observable (no evidence to be provided)

Professional Foundations

Some of the components will be seen in action; others will require artifact review. (pg. 26)

Details of Changes#RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERSOnly proves we did it once, as opposed to three times????4PMS Student Learning Objective StatementProfessional Growth GoalReading:Students will demonstrate improved performance in reading and comprehending informational text. This defined area of need is based on a data crosswalk between NECAP, MAP and local common assessments.

Math:Students will demonstrate improved performance in the area of numbers and operations. This defined area of need is based on a data crosswalk between NECAP, MAP and local common assessments.

#RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERSThis may not be the case in your class. SLO are set after individual assessment of your students.5Professional Growth Goals Engage in accurate and consistent analysis of data and student learningacross teachers, departments, and schoolsto design and implement core, supplemental and intensive instructional supports and intervention

Engage in a continuous focus on improving teaching and learning with an explicit emphasis on literacy, numeracy and 21st Century Skills

Continue to implement a system to ensure the evaluations process is conducted timely, thoroughly and with full alignment.

#RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERSPonaganset Middle School PGG #1Goal #1:Create and establish a system to ensure the evaluations process is conducted timely, thoroughly and with full alignment.

Action Step #1 (required):Introduce and explain the new RI Model Educator Evaluation System (Edition 2) to the faculty.

Benchmark(s) for Action Step # 1:By (date): 9/16/13 Identify what you plan to accomplish:

Offer PD for Teacher Professional Practice Rubrics and Educator Professional Foundations Rubrics

Dedicate CPT to agreement on assessment to be used as data for the SLO (MAP, Common task, grade level assessments)

#RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERSTimeline and FocusDateHours EventSeptember 91Evaluation PFSeptember 16 1Come to agreement on assessment to be used as data for the SLO (MAP, Common task, grade level assessments)September 23 1September 301Beginning of Year conferences scheduledOctober 7 1 October 14

#RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERSStudent Learning ObjectivesThe Measures of Student Learning section in the Addendum replaces the original section in the Edition II Guidebook. In addition to the changes to the SLO process, this section is intended to help educators better understand how SLOs are fully integrated with curriculum, instruction, and assessment.

Addendum pg. 10-11#RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERSStudent Learning Objective

The SLO form has been revised based on feedback from educators across the state. These changes include:

Removing the Level of Standardization section (which was often confused with assessment quality)

Re-sequencing the order of the elements

Collapsing Evidence Source, Administration, and Scoring into one category

#RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERSThe Anatomy of a Student Learning ObjectiveThe SLO Form is designed to elicit answers to the following three essential questions:

1. What are the most important knowledge/skill(s) I want my students to attain by the end of the interval of instruction (Priority of Content)

2. Where are my students now (at the beginning of instruction) with respect to the objective (Priority of Content, Rigor of Target)

3. Based on what I know about my students, where do I expect them to be by the end of the interval of instruction and how will they demonstrate their knowledge/skill(s) (Rigor of Target, Quality of Evidence)

#RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERSThe Anatomy of a Student Learning ObjectiveObjective Statement Identifies the priority content and learning that is expected during the interval of instruction The objective statement should be broad enough that it captures the major content of an extended instructional period, but focused enough that it can be measured Rationale Provides a data-driven and/or curriculum-based explanation for the focus of the Student Learning Objective

Aligned Standards Specifies the standards (e.g., CCSS, Rhode Island GSEs, GLEs, or other state or national standards) to which this objective is aligned

Priority of Content

#RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERSAnatomy of a Student Learning Objective Baseline DataDescribes students baseline knowledge, including the source(s) of data and its relation to the overall course objectives. If baseline data are not available for the student population to whom the Student Learning Objective applies, data about a similar student group (such as students taught in a previous year) or national expectations about student achievement in this area may be referenced.

Baseline data may include: prior year assessment scores or grades beginning-of-year benchmark assessment data other evidence of students learning, such as portfolio work samples

During the first week of school, students completed a mile run. Only 50% of students ran the mile in under 10 minutes. Of those, 25% ran the mile in under 8 minutes. The other 50% ran the mile in over 10 minutes.

Rigor of TargetExample:

#RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERSBeginning of the year baseline can be 1st quarter CT or last years MAP13Anatomy of a Student Learning ObjectiveTarget(s)Describes where the teacher expects students to be at the end of the interval of instruction. The target should be measureable and rigorous, yet attainable for the interval of instruction.

The target should be tiered (differentiated) so as to be both rigorous and attainable for all students included in the Student Learning Objective.

Rigor of Target

#RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERSMore will be done on this in the training, the SLO should be capable of measuring all student progress

14Anatomy of a Student Learning Objective Rationale for Target(s)

Explains the way in which the target was determined, including the data source (e.g., benchmark assessment, historical data for the students in the course, historical data from past students) and evidence that the data indicate the target is both rigorous and attainable for all students.

Rationale should be provided for each target.

These targets were informed by my data from last years French 2 student data. I created tiers based upon the Q1 assessment, which indicated that 85% of students are on-track. The remaining 15% are entering the course lacking some foundational skills from French 1. Therefore, I have set a slightly lower, though still rigorous, target for these students.Rigor of Target

#RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS15Anatomy of a Student Learning Objective High-quality assessments are essential for accurately measuring students learning. In Rhode Island, a variety of summative assessments may be used as evidence for SLOs, including performance tasks, extended writing, research papers, projects, portfolios, unit assessments, final assessments, or a combination. Assessments may be created by individual teachers, teams of teachers, district leaders, or purchased from a commercial vendor; all assessments must be reviewed by evaluators.

Addendum pg. 19

Quality of Evidence

#RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS16Anatomy of a Student Learning Objective Evidence SourceDescribes how student learning will be assessed and why the assessment(s) is appropriate for measuring the objective

Describes how the measure of student learning will be

Describes how the evidence will be collected and scored

Various assessments may be used as evidence of target attainment, ranging from teacher-created performance tasks to commercial standardized assessments.

Common assessments for the same courses will save time for teachers and evaluators. Quality of Evidence

#RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERSA common task or assignment assessed with a district rubrics and the book refers to us having to use them if we have them17Mid-YearSLOs can/should be revised IF

Based on new information, it is clear the objectives fail to address the most important learning in the classroom/course

New, more reliable sources of evidence become available

Class compositions have changed significantly

Teaching schedule or assignment has changed significantly

#RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERSThere are options if things are not progressing.18Scoring SLOs

#RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS19Scoring SLOsPRIOR to the End-of-Year Conference which all teachers are required to attend, teachers should:

Gather and analyze student learning data relevant to their SLOs (e.g., assessment results)

Complete the results section of each SLO Form

Submit data and completed SLO Form to evaluators at least 48 hours in advance of conference

#RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS20Step 2: Scoring a Set of SLOs

#RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERSThe and/or is a change we asked for.21Step 2: Scoring a Set of SLOsScoring Tables

SLO 1SLO 2FinalExceededExceededExceptionalExceededMetFullExceededNearly MetFullExceededNot MetPartialMetMetFullMetNearly MetFullMetNot MetPartialNearly MetNearly MetPartialNearly MetNot MetMinimalNot MetNot MetMinimal

#RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS22Thank you for your professionalism and hard work.

#RHODE ISLAND MODEL FOR PERSONNEL EVALUATING TEACHERS