Summer 2014 Evaluation TrainingDay Two

The contents of this training were developed under a Race to the Top 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.

2

Agenda

Data Systems• Accessing and

Understanding the Data in our Data Systems

Effective Data Driven Professional Learning• Characteristics

of Effective Professional Learning

• Using Evaluation Data to Inform Professional Learning

Using Available Resources and Data to Plan Effective Professional Learning• RIDE Resources• Make and Take

Professional Learning Planning

Educator Evaluation Processes

and BA Model

Refinements

3

Norms

Equity of voice

Active listening

Confidentiality

Usage of parking lot

Respectful/ appropriate

use of technology

Safety to share

different perspective

s

RIDE website: http://www.ride.ri.gov/ Evaluation email: EdEval@ride.ri.gov

4

Warm-Up Activity WHY?

5

Warm-Up

Child-centered Engaged

Instruction Lifelong learning Collaborative

projects Technology Emergent Literacy Critical thinking Higher-order

thinking Brain-based

learning Authentic

assessment Multiple

Intelligences

Photo by Alan Cleaver – Creative Commons Attribution License https://www.flickr.com/photos/alancleaver/4293345631/

6

Session One

Data Systems• Accessing and

Understanding the Data in our Data Systems

• Break

Effective Data Driven Professional Learning• Characteristics

of Effective Professional Learning

• Using Evaluation Data to Inform Professional Learning

Using Available Resources and Data to Plan Effective Professional Learning• RIDE Resources• Make and Take

Professional Learning Planning

Educator Evaluation Processes

and BA Model

Refinements

7

What kinds of data do you use

to drive your professional learning opportunities for

your staff?

RIDE’S DATA SYSTEMS

InfoWorks

RIDEmap

EPSS

GMV

Instructional Support System

The portal for accessing RIDE’s Data Systems

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Session Objectives

Distinguish between RIDEmap, EPSS, GMV, and the Instructional Support System.

Access evaluation and student growth data from EPSS.

Examine and compare growth data using the Growth Model Visualization Tool.

Access attendance, assessment, and enrollment data from the Instructional Support System.

After completing this session,you should be able to:

InfoWorks EPSS GMVInstructional Support

System

InfoWorks EPSS GMVInstructional Support

System

EPSSInfoWorks EPSS GMV

Instructional Support

System

•EPSS Roles•Adding forms•EPSS Reports•Growth Rating Information

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EPSS Roles

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Adding Forms EPSS

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System ReportsEPSS

District Configuration Administrator can run district-level reports.

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EPSS Rubric Explorer1. Set the date span.2. Choose the evaluation type.3. Choose the rubric. *2013-Rubrics are for the current year. 4. Click View.

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EPSS Reports

Growth Summary InformationEPSS

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Administration View EPSS

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Teacher View EPSS

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Interactive Activity

1• Run a Rubric Explorer Report for Professional Practice

scores for the school year and save it.

2• Run a Rubric Explorer Report for Professional

Responsibilities scores for the school year and save it.

3• Run an evaluation data summary report for the 2013-14

school year, export to a CSV and save it.

4• Open your growth scores (if applicable). Do you see a

correlation between those scores and your rubric explorer reports?

Using the directions given to you:

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EPSS Resources on RIDE Website

InfoWorks EPSS GMVInstructional Support

System

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Interactive GMVT Activity

1• Search for your school using Performance View. What is the observed growth in math and reading for your school?

2• In Map View-choose another school in your area, select a school and compare their scores to your school’s scores.

3• Select Share View and save your report as a PDF.

4• Use the Discover button to explore a group of schools that are like your own. Which school in that grouping had scores comparable to your school’s scores?

5• Use the Discover button to explore a group of schools that are unlike your own. Which school in that grouping had scores comparable to your school’s scores?

InfoWorks EPSS GMV Instruction

al Support System

Every time you hover over an item on the screen and you see a hand or the word More you can dig deeper into the report!

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Instructional Support System

Return to the dashboard.

Go back to previous page.

Find feature for specific text.

Save reports as:

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Instructional Support System

Search by SASID or search by Year, System, School, Grade and Student.

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Interactive Instructional Support System Activity

1• If you are a district administrator choose a school. •Click on a math proficiency score (Substantially Below Proficient, Partially Proficient, Proficient, or Proficient with Distinction) from there choose a student and review their attendance and academic data.

•How many days was that student absent in the last five years?

2•How has this student historically performed on State Assessments? (If applicable)

•Click on one the student’s latest NECAP scores and then click on a percent or raw score. How does that student compare with students in the school, district and state? (If applicable.)

•Scroll down to look at the student’s enrollment history. Has this student had a consistent school/district history?

3•Click on ‘Information About Your Students’ to return to the home page.•Select Attendance from the Historical Dashboard: Click MORE to Analyze attendance (excused and unexcused daily absences) information by Gender, Race/Ethnicity, Students with Disabilities (SWD), Gifted, Remedial, English Language Learners (ELL), Migrant, or Retained. This information can be viewed as a chart or table.

•Export the report.

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TEN-MINUTE BREAK

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Checking for Understanding

Distinguish between RIDEmap, EPSS, GMV, and the Instructional Support System?

Access evaluation and student growth data from EPSS?

Examine and compare growth data using the Growth Model Visualization Tool?

Access attendance, assessment, and enrollment data from the Instructional Support System?

After completing this session, can you:

31

Session Two

Data SystemsAccessing and Understanding the Data in our Data Systems

EffectiveData-Driven Professional Learning• Characteristics of

Effective Professional Learning

• Using Evaluation Data to Inform Professional Learning

• Lunch

Using Available Resources and Data to Plan Effective Professional Learning• RIDE Resources• Make and Take

Professional Learning Planning

Educator Evaluation Processes

and BA Model

Refinements

32

Session Objectives

Define characteristics of effective Professional Learning.

Evaluate and prioritize current Professional Learning opportunities to help plan future sessions.

Use evaluation data to plan individual and school-wide Professional Learning.

After completing this session,you should be able to:

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Activity #3

• As a group, brainstorm a list of types of professional learning opportunities your district provides to its educators.

• You may start with the big picture opportunities and add move specific examples as well.

• Write these types on the chart paper provided.

What opportunities does your district provide to help your educators to grow professionally?

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Why are we talking about data, resources, and professional learning?

An educator’s effectiveness is the most important factor for schools in improving student achievement.

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Effective Professional

Learning

Increasing the effectiveness of professional learning is the

leverage point with the greatest potential for

strengthening and refining the day-to-day performance of

educators.

Stephanie Hirsh, learningforward.org

36Adapted from High-Quality Professional Development for All Teachers: Effectively Allocating Resources

FocusedActive

Collaborative

What Is Effective Professional Learning?

Ongoing, Embedded, and Differentiated

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What Is Effective Professional Learning?

• Aligning professional learning activities with data analysis, goal setting, implementation strategies, and monitoring and evaluating improvement can be highly beneficial to administrators, teachers, and students.

• Connecting content to practice: sustained, and content-focused professional development is more effective.

• Align professional learning with the needs of educators.

• To support educators, professional learning must simultaneously cultivate deep content knowledge and build understanding of effective instruction.

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What Is Effective Professional Learning?

• Research has shown that teachers report greater changes in their instructional practice as a result of professional learning activities that involve their active participation and engagement with the work of their peers.

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What Is Effective Professional Learning?

• Collaborative professional learning involves teachers working together to improve teaching and learning.

• Collaborative professional learning engages teachers in teams that work together on a shared learning outcome to learn from and share with each other.

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Activity #3 Revisited

Using the generated list of professional learning activities, identify whether the activities are one of the following:

Focused (on content and on teaching the content)

ActiveCollaborative

Bonus: Draw a circle around activities that are differentiated; underline any activity that is ongoing throughout the year; and star any activity that is job embedded.

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1. Aligned with school goals, state and district standards and assessments, and other professional learning activities including formative teacher evaluation.

2. Data-driven, focused, and specific to educator strengths and needs.

3. Focused on core content and modeling of teaching strategies for the content.

4. Includes opportunities for active learning of new teaching strategies.

5. Provides opportunities for collaboration among teachers.6. Includes embedded follow-up and continuous feedback.

Effective Professional Learning is:

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One of the most important goals of every professional learning opportunity should be for all teachers to walk out more excited about teaching and more effective tomorrow than they were today. How do we get there?

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Practice Scenario

Goals1. Summarize evaluation data for individual

teachers.2. Identify patterns in teacher and student

performance across the school to inform the allocation of resources.

3. Identify professional learning opportunities.

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Activity #4

Using Summative Evaluation Datafor Individual and School-wide Planning

1. Read the “Ms. Blue, 8th Grade Mathematics Teacher” handout, focusing on the scenario with Ms. Blue and her summative evaluation plan.

2. Answer the guiding questions on the handout.

3. With your partners discuss and outline a professional learning plan for Ms. Blue on your handout.

4. Include the following elements in your plan: • Professional learning goals• Professional learning activities• Success metrics

5. Chart your plan and be ready to share your great ideas!

Triad

Activit

y

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Using Data to Plan for School-wide Professional Learning

Goals1. Identify patterns in educator evaluation data.2. Discuss possible professional learning opportunities for

educators with diverse strengths and needs.

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Activity #5

1. Read the sample School’s Evaluation Data Report.

2. As a table group discuss and share:

• What patterns do you see in the data?

• Please share how you plan for Professional Learning Opportunities in your schools when the data points are mixed.

Using Data to Plan for School-wide Professional Learning

Group

Activit

y

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Session Objectives

Define characteristics of effective Professional Learning?

Evaluate and prioritize current Professional Learning opportunities to help plan future sessions?

Use evaluation data to plan individual and school-wide Professional Learning?

After completing this session, are you able to?....

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Checking for Understanding

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Lunch - 30 minutes-

Data Systems• RIDEmap,

EPSS,GMV,• Instructional

Support System • Accessing and

Understanding the Data in our Data Systems

Effective Data Driven Professional Learning• Characteristics of

Effective Professional Learning

• Using Evaluation Data to Inform Professional Learning

Using Available Resources and Data to Plan Effective Professional Learning• RIDE Resources• Make and Take

Professional Learning Planning

Educator Evaluation Processes

and BA Model Refinements

50

“Great teachers have high expectations for their students, but even higher expectations for themselves.” ― Todd Whitaker

Taylor Mali: What Do Teachers Make?

I'm a Teacher: An Educator's Anthem

51

Session Three

Data Systems• RIDEmap,

EPSS,GMV,• Instructional

Support System

• Accessing and Understanding the Data in our Data Systems

Effective Data Driven Professional Learning• Characteristics

of Effective Professional Learning

• Using Evaluation Data to Inform Professional Learning

Using Available Resources and Data to Plan Effective Professional Learning• RIDE Resources• Make and Take

Professional Learning Planning

Educator Evaluation Processes

and BA Model

Refinements

52

Session Objectives

Accessed available data from our data systems to help inform Professional Learning Planning.

Explored available resources to help enhance Professional Learning planning.

Used the Professional Learning Planning Framework to draft data-driven Professional Learning for your educators.

After completing this session,you will have:

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Resources for Planning Professional Learning

Best Practices

SuiteOnline

Modules

SLO Guidance

EPSS

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Activity #6

What can we plan today and use with our educators this

school year?Resources to Help with Your

Planning

• Data Systems• Framework for Effective

Professional Learning Planning

• RIDE Resources• Other

ResourcesStrategic Planning

Professional Learning

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Make and Take Choices:

Create a professional

learning opportunity on SLO/SOO target setting for your

educators.

Design a professional

learning opportunity on the RI Model Support

Professional Evaluation and

Support System.

Connect Evaluation Data and Growth Model Data to

determine an area of need for professional

learning in your school and plan

how you will address it.

Using the evaluation calendar as a guide draft a year-long plan for

professional learning for your

educators.

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Professional Planning Share

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Session Four

Data Systems• RIDEmap,

EPSS,GMV,• Instructional

Support System • Accessing and

Understanding the Data in our Data Systems

Effective Data Driven Professional Learning•Characteristics of Effective Professional Learning

•Using Evaluation Data to Inform Professional Learning

Using Available Resources and Data to Plan Effective Professional Learning•RIDE Resources•Make and Take Professional Learning Planning

Educator Evaluation Processes

and BA Model Refinements

58

Professional Foundations Is Now Professional Responsibilities

Professional Foundations

Professional Responsibilities

Why change to Professional Responsibilities?

“Responsibilities” is used by every other approved evaluation system in Rhode Island and the common language makes it easier to communicate across systems.

Feedback from the field indicated that Rhode Island educators preferred the term “Professional Responsibilities”.

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Differentiated vs. Cyclical

Differentiated Process Cyclical Process• Reduced Observations for Highly

Effective & Effective Educators (2-Effective, 1-Highly Effective)

• Observations at least every other year for Effective educators and every 3 years for Highly Effective Educators

• Full Evaluation the year after Certification Renewal

• Full Evaluation every other year for Effective, every 3rd year for Highly Effective

• 2-4 SLOs/SOOs

• 2-4 SLOs/SOOs

• Professional Responsibilities is scored

• Professional Responsibilities is scored

• 1 Professional Growth Goal

• 1 Professional Growth Goal

Revisions to the Building Administrator Professional Practice Rubric

1. Peer Evaluators and Teams of Evaluators

2. Greater emphasis on evaluating components by seeing them in action

3. Broadening definition of “Site Visit”

A Closer Look at the Changes to the Building Administrator Practice Rubric

Component Change1C. New Component

3A., 3B. Changes to component and performance descriptors

1A., 1B., 2A., 2B., 2C.,3C., 3D. Changes to performance descriptors

4A. Components 4A and 4B were combined to create one new component

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Reflection

#RISummerTraining

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Exit Survey

https://www.surveymonkey.com/s/summer_training_14

5 quick questions to help shape future training sessions!

Thank you-