New School and District Report Cards will be developed over the coming year, in consultation with Wisconsin’s TAC, school and district staff, and other stakeholders. Report cards based on the accountability index will be publicly reported beginning in summer 2013. DPI will set differentiated expectations (Annual Measurable Objectives) based on each school’s and district’s overall performance on the index. Schools further behind will have more aggressive AMO’s, requiring all schools to be at an acceptable level within four years, regardless of their starting point. Additional AMOs for test participation, dropout rates, and absenteeism will be the same across the state and represent the importance of achieving certain standards in these areas, which impact each of the index’s priority areas.
Cesa 6 effectiveness project ppt
This is a partial PowerPointbased on CESA 6 presentation materials
The majority of our students havegreat teachers and administrators who want to:• Maximize student learning for every child• Be the very best teachers/administrators that they can be
Which teacher a studentgets within a schoolmatters more than whichschool the student happensto attend. Nye, Konstantopoulos, & Hedges, 2004, (p. 247)·
If a student had a good teacheras opposed to an average teacherfor 4 to 5 years in a row, theincreased learning would besufficient to close entirely theaverage gap between a typicallow income student and one whois not on free and reduced lunch. Hanushek, 2008.·
Dallas Research: Cumulative EffectStudents started at the same level ofmath achievement. Three years later,those students placed with highlyeffective teachers vs. those placedwith ineffective teachers experienceda 50% greater achievement level.(Similar results occurred in their studyon Reading Achievement.)
Eliminating the worst 6% to 10% ofteachers in terms of effectivenesswould bring student achievement upby ½ standard deviation. (Note:Ranking of countries was based onaverage mathematics score on thePISA tests in 2003 - U.S. studentsperform significantly below theOECD average. The variancebetween the U.S. and the topperforming country is 2/3 standarddeviation.) Hanushek, 2008
Spillover EffectHighly effective teacher –achievement goes up in thatteacher’s classroom – that would beexpected. Also, however, theachievement of surroundingteachers’ classes will go up whenthey work with this highly effectiveteacher. Student achievement inthese other teachers’ classes goesup 10-20%. (PLC’s)
Ineffective teachers(bottom 5%) only resultin 1/2 year of studentgrowth per academicyear. Hanushek, 2008
Highly effective teachers(top 5%) result in 1 & 1/2year of student growth peracademic year. Hanushek, 2008
Phi Delta Kappa/Gallup Poll - 2011 What Americans said about the public schools QUALITY TEACHINGWe’ll take larger classes with more effective teachers over smallerclasses with less effective teachers and access to higher-qualityinstruction over the Internet over learning in a classroom with a lesseffective teacher. The message: Quality/Effectiveness of a teacherdoes count.
Research on effective vs. ineffectiveteachers and leaders clearly indicatedthat there is a great cost to studentlearning as a result of having ineffectiveteachers and leaders in our schools.
RealityWe all know that we have ineffective teachers and administrators that doexist and have existed in our schools for many years
So … If we know that a teacher or administrator is ineffective, whyhaven’t we done something about it?
• Lack of clearly • Lack of time? defined, research-based standards? • Seniority, First In Last Out?• Substandard teacher • Lack of money? preparation programs? • FEAR? Don’t ask…don’t tell?• Too hard to remove ineffective • Burn out? teachers? • Politics?• Union protection of the “bad apples”? • Denial?• Lack of quality supervision and • Lack of data? evaluation systems? • Other?• Lack of quality professional development?• Lack of supervisor “will” or knowledge of due process?
President Obama is offering states flexibilityfrom NCLB in exchange for comprehensiveplans to raise standards; to createfair, flexible and focused accountabilitysystems; and to improve systems forteacher and principal evaluation andsupport. This flexibility will not give states apass on accountability. It will demand realreform.
Section 9401 of the Elementaryand Secondary Education Act of1965 (as amended by the No ChildLeft Behind Act) allows theSecretary to waive certainstatutory or regulatoryrequirements of the ESEA.
comprehensive plans to raisestandards; to create fair, flexible andfocused accountability systems; and toimprove systems for teacher andprincipal evaluation and support.
Educator Evaluation Process Product • State assessmentTeachers (value-added growth);•InTASC standards; • District assessment•Danielson’s 4 domains data;and 22 components. • Student Learning Objectives (SLOs) or 50% 50%Principals School Performance Objectives (SPOs);•ISLLC standards • School-wide reading (Elementary/Middle); • Graduation rate (High School); • District choice. DPI Framework Models of Practice Student Outcomes
…proposed plans to raisestandards, improveaccountability, and support reformsto improve principal and teachereffectiveness.
• Student Achievement• Student Growth• Closing Gaps• On-track to Graduation/Post-Secondary Readiness Overall Accountability Score: Combination of 4 sub-scoresAll Schools will be placed on an index of 0 to 100
Accountability Ratings Ratings: A multiple measures index system, based on the four priority areas, will replace our current AYP pass-fail system. 1. Significantly Exceeding Expectations 2. Exceeding Expectations 3. Meeting Expectations 4. Meeting Some Expectations 5. Meeting Few Expectations 6. Persistently Failing to Meet Expectations
• Student Achievement• Student Growth• Closing Gaps• On-track to Graduation/Post-Secondary Readiness Your Accountability Index will directly correlate to your Educator Effectiveness
SENATE BILL 461 (PASSED ON 3/15/2012)This bill requires DPI to develop an educatoreffectiveness evaluation system and to develop, byrule, an equivalency process aligned with the statesystem (equivalency process) to assist school districtsin the evaluation of the performance of teachers andprincipals in the district.Each school district must begin evaluating teachersand principals using either the state system or theequivalency process in the 2014-15 school year.
SENATE BILL 461Under the state system, 50 percent of thetotal evaluation score assigned to ateacher or principal must be based onmeasures of student performance, and 50percent of the total evaluation score mustbe based upon the extent to which theteachers or principals practice …..
Our primary means, however, for improving student achievement willoccur as the result of our creating anEffectiveness/Evaluation System that will be:• Fully customizable to district needs and state requirements• Easily and efficiently implementedThat will result in improved effectiveness for EVERY teacher, specialist, and administrator and
• Creates a balance between PROCESS PRODUCT Practices Student Achievement Behaviors Growth & Attainment Knowledge & Skills Strategies• Assures accountability• Provides professional development
• INTASC Standards for teachers• Danielson’s Domains and Components for teachers• ISLLC Standards for administrators
• Multiple Measures of Evidence to evaluate teachers & administrators: Observations Walk Throughs Surveys Teacher Artifacts & Documents District identified measures of evidence
• District Assessments• Student Learning Objectives (SLOs)• District Choice
• Monitor• Measure• Rate and Rank (if a district desires) Teacher & School Administrator Effectiveness
• Generate diagnostic profiles of effectiveness for individual teachers, schools, districts, and regionally
• Identify professional development opportunities based on this standards driven, performance-based data
• Establish an Effectiveness Academy that will provide on-going face-to-face and virtual professional development around the Evaluation System
• On-going training and coaching for: teachers evaluators district Effectiveness Project Implementation Coaches (EPICs)Note: Each district will be assigned a CESA Liaison to assist the district to implement the Effectiveness System.
• Calibration training for evaluators to assure consistency and fidelity of the evaluation system
Teacher Performance Standards1. Professional KnowledgeThe teacher demonstrates an understanding of the curriculum, subject content, and diverse needs ofstudents by providing meaningful learning experiences.2. Instructional PlanningThe teacher effectively plans using the approved curriculum, instructional strategies, resources, anddata to meet the needs of all students.3. Instructional DeliveryThe teacher effectively engages students in learning by using a variety of instructional strategies in orderto meet individual learning needs.4. Assessment of/for LearningThe teacher systematically gathers, analyzes, and uses relevant data to measure student progress,guide instructional content and delivery methods, and provide timely feedback to both students, parents,and stakeholders.5. Learning EnvironmentThe teacher uses resources, routines, and procedures to provide a respectful, safe, positive, student-centered environment that is conducive to student engagement and learning.6. ProfessionalismThe teacher demonstrates behavior consistent with legal, ethical, and professional standards,contributes to the profession, and engages in professional growth that results in improved studentlearning.
Educational Specialist Performance Standards1. Professional KnowledgeThe educational specialist uses professional knowledge to address the needs of the target learning community while demonstrating respect for individual differences, cultures, and learning needs.2. Communication and CollaborationThe educational specialist communicates and collaborates effectively with learners, families, staff, and thecommunity to promote student learning and well-being.3. AssessmentThe educational specialist gathers, analyzes, and uses data to determine learner/program needs, measurelearner/program progress, guide instruction and intervention, and provide timely feedback to learners,families, staff, and community.4. Program Planning and ManagementThe educational specialist effectively plans, coordinates, and manages programs and services consistent withestablished guidelines, policies, and procedures.5. Program DeliveryThe educational specialist uses professional knowledge to implement a variety of services for the targetedlearning community.6. ProfessionalismThe educational specialist demonstrates behavior consistent with legal, ethical, and professional standards,contributes to the profession, and engages in professional growth.
School Administrator Performance Standards1. Leadership for Student LearningThe school administrator drives the success of each learner through collaborativeimplementation of a shared vision of teaching and learning that leads to student academicprogress and school improvement.2. School ClimateThe school administrator fosters the success of all students by advocating, developing,nurturing, and sustaining a safe, positive, and academically engaging school climate.3. Organizational ManagementThe school administrator fosters the success of all students by supporting, managing, andoverseeing the school’s organization, operation, and use of resources.4. Human Resources ManagementThe school administrator provides effective leadership in the area of human resources byassisting with selection and induction, and by supporting, developing, evaluating, and retainingquality instructional and support personnel.5. Communication and Community RelationsThe school administrator fosters the success of all students by effectively communicating,collaborating, and engaging stakeholders to promote understanding, support, and continuousimprovement of the school’s programs and services aligned with the school’s vision.6. ProfessionalismThe school administrator fosters the success of all students by demonstrating behaviorconsistent with legal, ethical, and professional standards, engaging in continuous professionaldevelopment, and contributing to the profession.
Main Components Performance StandardStandard 2: Instructional PlanningThe teacher effectively plans using the approved curriculum, instructional strategies, resources, and datato meet the needs of all students.Sample Performance Indicators PerformanceExamples may include, but are not limited to: IndicatorsThe teacher: 2.1 Align lesson objectives to approved curriculum using student learning data to guide planning. 2.2 Plans accordingly for pacing, sequencing content coverage, transitions, and application ofknowledge. 2.3 Plans for differentiated instruction. 2.4 Develops appropriate long- and short-range plans, and adapts plans when needed. Performance 2.5 Uses resources, including technology, to effectively communicate with stakeholders Appraisal regarding curriculum shared in their classrooms. Rubric Distinguished Effective Developing In addition to meeting the Effective is the expected UnacceptableRequirements for Effective … level of performance. Needs ImprovementThe teacher actively seeks The teacher plans using the The teacher inconsistently The teacher does not plan, orand uses alternative data and approved curriculum, uses the curriculum, effective plans without adequatelyresources, and regularly instructional strategies, strategies, resources, or data using the curriculum, ordifferentiates plans and resources, and data to meet in planning to meet the needs without using effectivemodifies instruction to meet the needs of all students. of all students. strategies, resources, or datathe needs of all students. to meet the needs of all students.
• straight-forward• easy-to-use• customizable• loaded into district systems/multiple technology devices• using the OASYS data management webware
Observation formsDocumentary logsStudent surveysCommunication logsProfessional development logsNumerous optional formsSummative evaluation forms
• $80/User/Year Users = Teachers, Ed. Specialists, School Administrators, and Evaluators• $1500 one-time cost for OASYS webware configurationPossible Source of Funding: Title II
Additional Services from CESA External Evaluation CESA as EPIC ($4800/year) EvaluationSystem Awareness for Teachers