CONNECTICUT STATE DEPARTMENT OF EDUCATION

Connecticut State Department of Education

Connecticut’s System for Educator Evaluation and Development Bureau of Special Education

September 18, 2013

Agenda

1. Identifying Acronyms 2. PEAC Core Requirements3. Student and Educator Support Specialists4. History of SESS Work Group5. Content of the Infamous White Papers6. Connecticut’s System for Educator Evaluation 7. Student Learning Outcomes (SLOs)8. Resources9. Next Steps

Connecticut State Department of Education

Thank You!

Thanks to all who contributed to the SESS Work Group, the practitioners who met with our SESS Work Group members, the facilitators, CSDE colleagues, and many critical friends

We have come a long way – we have a long way to go

Connecticut State Department of Education

Acronyms

• PEAC-Performance Evaluation Advisory Council

• SEED-Connecticut’s System for Educator Evaluation and Development

• SESS-The Student and Educator Support Specialists' Work Group

• SLO-Student Learning Objectives• IAGDs-Indicators of Academic Growth and

DevelopmentConnecticut State Department of Education

PEAC

The Performance Evaluation Advisory Council (PEAC)

• Work Groups Started Meeting in 2010 (Teacher, Administrator, Implementation, SESS)

• Developed the Guidelines for Educator Evaluation

• Adopted by the State Board of Education on June 27, 2012

Connecticut State Department of Education

The Student and Educator Support Specialists' Work Group (SESS) The Working Group Represented Multiple

Disciplines• This group consists of some of the individuals

who are included in the non-tested grades and subjects category, but not all

• It is important to note that 69% of teachers are not in the grades or subjects where state testing applies (Goe, 2012).

Connecticut State Department of Education

Student and Educator Support Specialists

• ELL Teachers• Social Workers• School Psychologists• Library Media Specialists• Counselors• Speech Language Pathologists• Math/ELA Coaches• PTs/OTs• Nurses• Special Educators• Transition Coordinators• Others?

• How can learning objectives be articulated for these professionals?

• What tools are available to measure the objectives?

Connecticut State Department of Education

History of SESS Work Group

• Membership• Designed to address non-tested grades and

subjects that were defined as “caseload educators”

• Decision points – non- certified staff such as PT, OT, Nurse

• Where do special education teachers fit in?

Connecticut State Department of Education

Caseload Educators

• Those individuals that have multiple groups of students or adults with whom they are responsible for working. Their caseload may consist of all of the students in the school (e.g. library media specialists), a select group of students in the school (e.g. school psychologists), the educators in the school (e.g. literacy coaches), or with families (e.g. school social workers).

Connecticut State Department of Education

Caseload Educators

• Often do not have their own classroom• May be assigned to more than one building• Often are not directly responsible for content

instruction• Often have an “indirect” impact on learning• Provide supports, services, conditions that

maximize students’ opportunity to learn (Goe, 2012)

Connecticut State Department of Education

Connecticut Guidelines for Educator Evaluation

….because of the unique nature of the roles fulfilled by Student and Educator Support Specialists, the goal-setting process may differ based on the individual educator’s job description and responsibilities. While these educators may have an indirect impact on student achievement, their primary responsibility may not be directly linked to student achievement outcomes.

~Connecticut Guidelines for Educator Evaluation, pg. 24

Connecticut State Department of Education

Recommendations

• Develop a series of white papers, specific to each discipline, designed by practitioners

• Use the new evaluation and DEVELOPMENT system to focus on the need for additional supports for members of these disciplines

• Work with CSDE and state professional organizations to increase opportunities for Complementary Observers with expertise in field, development of induction programs, mentors and regional supports

Connecticut State Department of Education

Guidance Documents for SESS

• Overview of titles and roles• Sample SLOs and IAGDs• Recommendations for customizing the

observation rubric• Recommendations for gathering staff, student

and parent feedback• Resources• Credits

Connecticut State Department of Education

Your District has Options

• The recommendations from the group are guiding how to implement the SEED Model with SESS providers

• Your district may be implementing the SEED Model, a hybrid of the SEED model, or one developed by your district

• Your district will need to determine how you will customize your model for your SESS providers

Connecticut State Department of Education

Job Descriptions

• It is critically important prior to the evaluation process that the educator and administrator have a clear job description and understanding of the role the discipline specific educator will play in the school in the upcoming year – without this – you can not define the SLOs or IAGDs.

Connecticut State Department of Education

SLOs and IAGDs for SESS

This is hard work – people all over the country are struggling with developing rigorous yet attainable SLOs and IAGDs:• Need to use baseline data to establish targets for student

outcomes (IAGDs) • Need to identify the formal and informal measurements we are

using• Need to define the population to set targets• Consider thinking collaboratively – what other colleague(s) can use

their content/discipline expertise to work with me to increase/accelerate student progress and possibly share SLO results

• Use the new SLO development guide as a resource!

Connecticut State Department of Education

Recommendations for Customizing the Observation Rubric

The most difficult and churning issue:• Some of the groups thought the current Common

Core of Teaching Rubric for Effective Teaching was appropriate for their discipline

• Other disciplines (School Counselors, SLPs, School Psychologists and Social Workers) recommended using rubrics established by national associations

• The CSDE understands the need to use national guidance for these disciplines

Connecticut State Department of Education

Crosswalk CCT and Framework

5 Domains 2. Classroom Environment, Student

Engagement and Commitment to Learning

3. Planning for Active Learning4. Instruction for Active Learning5. Assessment for Learning6. Professional Responsibilities and

Teacher Leadership

5 Domains2. Environment, Student

Engagement and Commitment to Learning

3. Planning for Active Learning4. Service Delivery5. Assessment for Service Delivery6. Professional Responsibilities and

Leadership

SESS Framework-DraftCCT Foundational Skills

Connecticut State Department of Education

The Challenges

• How many rubrics can one evaluator be expected to use, much less master?

• Does each evaluator have to be calibrated for each rubric?• Does every rubric need to be validated?• Can the nationally designed tool be used and still provide

the necessary requirements to meet the CT legislative requirements (i.e. four point rating scale, final summary score, number of domains)?

• Will the district selected data management system accommodate more than one observation rubric?

Connecticut State Department of Education

The Solution

• Short Term: For those using the state model, we have developed a modified Common Core of Teaching Rubric for use with SESS educators

• Long Term: Work with constituent groups to take the content from the national tools and adapt them to meet core requirements

Connecticut State Department of Education

Connecticut State Department of Education

The Big Picture

• This is an evaluation and DEVELOPMENT process.

• The CSDE and the field want to set the highest standards possible for each discipline yet ensure the system is fair and accurate.

• The CSDE and the field need to look at what supports are needed in order to get district programs and staff to meet the highest standards established.

PILOT DISTRICTS/CONSORTIA OF DISTRICTS- 2012-13

Bethany

Branford

Bridgeport

Columbia/Eastford/FranklinSterling

Capitol Region Education Council

Litchfield/Region 6

Norwalk

Waterford

Windham

Windsor

Connecticut State Department of Education

Connecticut State Department of Education

Connecticut State Department of Education

Priorities of the New Educator Evaluation System

• Place student learning at the center – student learning is central to the evaluation

and development of educators

• Fosters an ethos of collaboration and dialogue

• Promote growth and development – provide all educators with immediate

feedback and opportunities that support continuous growth and improvement

through collaboration

• Every educator is an active participant in an evaluation process that supports

collaboration and informs professional learning

• Shifts the focus of school and district administrators to instructional leadership

• System for documenting teacher effectiveness based on multiple data sources

• Structures in place for support and growth across the educator continuum

Educator Evaluation Categories

Connecticut State Department of Education

ANNUAL TEACHER RATING

OUTCOME RATING

Educator Evaluation Categories

PRACTICE RATING

Connecticut State Department of Education

Educator Evaluation Process

Orientation on process Teacher reflection and goal-setting Goal-setting conference

Review goals and performance to date Mid-year conferences

Teacher self-assessment Scoring End-of-year conference

Goal-Setting & Planning Mid-Year Check-in End-of-Year Review

By November 15, 2013 January/February 2014 By June 30, 2014*

*If state test data may have a significant impact on a final rating, a final rating may be revised by September 15 when state test data are available.

Connecticut State Department of Education

Levels of PerformanceExemplary4

• Substantially exceeding indicators of performance

Proficient3• Meeting indicators of performance

Developing2• Meeting some indicators of performance but not others

Below Standard1• Not meeting indicators of performance

Each district shall define effectiveness and ineffectiveness utilizing a pattern of summative ratings derived from the new evaluation system..

Connecticut State Department of Education

Student Growth and Development (45%)

Connecticut State Department of Education

What are Student Learning Objectives?

• Broad statements about the knowledge and skills that

students will demonstrate as a result of instruction;

• Address the central purpose of the educator’s assignment;

• Take into account baseline data on student performance;

• Reflect content mastery or skill development;

• Reflect attainable but ambitious goals for student learning;

• Are measured by indicators of academic growth and

development (IAGDs); and

• Are standards-based.Connecticut State Department of Education

Connecticut State Department of Education

Setting Student Learning Objectives Planning Cycle

Learn about students

Step 1

Set goals for student learning

Step 2

Monitor students’ progress

Step 3

Assess student outcomes

Step 4

Strategic SLOsSchool

Reform

District and School

Improvement Plans

Data Teams and Needs

Assessments

School Leadership Governance

SLO Development

• The specific evidence, with a quantitative target, that will demonstrate whether the objective was met

• Each indicator should make clear: 1. What evidence will be examined,2. What level of performance is targeted; and3. What proportion of students is projected to achieve the

targeted performance level.• Indicator statements should follow SMART Goal language:

Specific/Strategic, Measurable, Aligned/Attainable, Results-oriented and Time bound

Indicators of Academic Growth and Development

Connecticut State Department of Education

Goal Setting for Student Growth and Development (45%)

• Student Learning Objective focus statementDescription of the general learning content to be covered

• Baseline Data• The population of students addressed by SLO

Grades, sub-groups, caseload• Standards Addressed• Interval of instruction/time• Assessments• Indicator(s) of Academic Growth an Development• Strategies and tier interventions

Connecticut State Department of Education

Connecticut State Department of Education

Rubric for Observation of Performance and Practice (40%)

Connecticut State Department of Education

Connecticut State Department of Education

Connecticut State Department of Education

Resources

• All are located on the SEED website: www.connecticutseed.org

• White papers• Modified CCT observation rubric for SESS• A crosswalk of the CCT rubric and the SESS

rubric• A copy of this PowerPoint that you can

customize for use in district

Connecticut State Department of Education

Resources• CT SEED website www.connecticutseed.org• Student and Educator Support Specialists White Papers by

Discipline, 2013 • SESS Framework Rubric• A crosswalk of the CCT rubric and the SESS rubric• 2013 SEED Handbook• Connecticut Guidelines for Educator Evaluation (Core

Requirements)• CCT Rubric for Effective Teaching• CSDE-Approved Trainer List• Evaluation Toolkit (including SLO guidance document)

Connecticut State Department of Education

NEW

NEW

Next Steps

Phase Two of the Work:1. Convene practitioner based work

group to refine SLO and IAGD examples2. Convene practitioner based work groups to look at national standards against the

Common Core of Teaching3. Work with SDE to focus on enhancing supports and resources

Connecticut State Department of Education

Thank You

CT State Department of Education:

Kimberly Traverso, LPC, Education Consultantkimberly.traverso@ct.gov

Capitol Region Education Council – CREC

Deborah Richards, SLP, Director of Student Servicesderichards@crec.org

Connecticut State Department of Education