Arkansas	
  Evalua,on	
  System	
  
Report	
  on	
  Evalua,on	
  Pilot	
  and	
  Updates	
  
from	
  Arkansas’	
  Pilot	
 ...
Considera,ons	
  for	
  Decisions	
  
•  State	
  Statute	
  (Act	
  1209	
  of	
  2011	
  and	
  
Act	
  709	
  of	
  201...
Considera,ons	
  for	
  Growth	
  Measures	
  
•  Rigorous	
  measures:	
  	
  	
  
–  Exhibit	
  high	
  expecta,ons	
  f...
TESS	
  
u 	
  	
  SubmiYed	
  amendment	
  to	
  USDE	
  for	
  ESEA	
  
Flexibility	
  to	
  postpone	
  including	
  s...
3/8/14	
  
Many	
  districts	
  view	
  Common	
  Core	
  standards	
  and	
  teacher	
  
evalua,ons	
  as	
  separate	
  ...
TESS	
  
u 	
  	
  Decision	
  has	
  been	
  made	
  to	
  use	
  a	
  so`	
  ra,ng	
  
for	
  the	
  summa,ve	
  evalua...
Managing	
  TESS	
  and	
  LEADS	
  
u A	
  contract	
  has	
  been	
  awarded	
  to	
  
Bloomboard	
  for	
  our	
  elec...
LEADS	
  	
  	
  
u 	
  	
  Administrator	
  evalua,on	
  will	
  be	
  fully	
  
implemented	
  in	
  14-­‐15	
  
u Bui...
Training	
  and	
  Support	
  
Training	
   Where	
   When	
   Delivered	
  By	
   Resources	
  
*TESS	
  New	
  Admin;	
 ...
DETAILS	
  
•  How	
  Are	
  Ra,ngs	
  Assigned?	
  
•  What	
  is	
  SOAR?	
  
•  How	
  is	
  SOAR	
  used	
  for	
  Con...
How	
  Ra,ngs	
  Are	
  Determined	
  
Overall	
  
Summa,ve	
  
Ra,ng	
  
Performance	
  
Ra,ng:	
  	
  
Observa,ons;	
  
...
Step	
  1:	
  	
  Professional	
  Prac1ce	
  
Ra1ng	
  determined	
  based	
  on	
  Teacher	
  Performance	
  (observa1on,...
Mee1ng	
  the	
  Threshold	
  
3/8/14	
  
Considera,ons	
  for	
  Growth	
  Measures	
  
•  Rigorous	
  measures:	
  	
  	
  
–  Exhibit	
  high	
  expecta,ons	
  f...
Common	
  Core	
  State	
  Standard	
  Impact	
  
•  Literacy	
  standards	
  for	
  grade	
  6	
  and	
  above	
  are	
  ...
Student	
  Growth	
  Calcula,on	
  
•  SOAR	
  	
  
•  Student	
  Ordinal	
  Assessment	
  Ranking	
  –or-­‐	
  Simple	
  ...
3/8/14	
  
Student	
  Growth	
  
ILLUSTRATED	
  
SOAR	
  
(Student	
  Ordered	
  Assessment	
  Rank)	
  
3/8/14	
  
Start	
  with	
  one	
  grade,	
  one	
  test,	
  last	
  year	
  
About	
  35,000	
  students	
  in	
  Arkansas	
  take	
...
Find	
  all	
  the	
  students	
  who	
  have	
  the	
  
same	
  score	
  on	
  last	
  year’s	
  assessment	
  
Everyone	...
Determine	
  this	
  year’s	
  score	
  for	
  each	
  student	
  in	
  the	
  group	
  	
  
(the	
  group	
  is	
  ONLY	
...
SOAR	
  cont.	
  
•  Method:	
  	
  
•  Two	
  scores	
  are	
  used	
  for	
  each	
  student	
  in	
  a	
  tested	
  
su...
Everyone	
  who	
  made	
  
647	
  last	
  year	
  
Different	
  scores	
  this	
  year	
  	
  
.	
  .	
  .	
   .	
  .	
  ....
That’s	
  It!	
  	
  Repeat	
  For	
  Each	
  Group.	
  
Everyone	
  who	
  	
  
made	
  320	
  last	
  year	
  
Everyone	...
Each	
  student	
  for	
  a	
  teacher	
  has	
  a	
  SOAR	
  
growth	
  value	
  from	
  their	
  assessments	
  
3/8/14	...
A	
  teacher’s	
  students	
  are	
  lined	
  up	
  by	
  SOAR	
  
to	
  find	
  the	
  median	
  (middle)	
  
13	
  	
  	
...
SOAR	
  cont.	
  
•  Notes:	
  	
  
–  SOAR	
  is	
  based	
  on	
  a	
  simple	
  ordered	
  ranking	
  of	
  student	
  ...
SOAR	
  Quick	
  Facts	
  
1.  SOAR	
  is	
  not	
  a	
  growth	
  to	
  standard	
  model.	
  
2.  SOAR	
  is	
  based	
 ...
The	
  Leadership/Learning	
  Matrix	
  
3/8/14	
  
Determining	
  the	
  Growth	
  
Threshold	
  
3/8/14	
  
Educator	
  PGP’s	
  and	
  Professional	
  
Development	
  
•  Intent	
  of	
  PGP	
  
–  Must	
  be	
  about	
  educator...
Arkansas	
  Educator	
  Evalua,on	
  Systems	
  
•  System	
  as	
  a	
  Forma,ve	
  Process	
  
	
  
•  System	
  Pilot	
...
Topics	
  for	
  Changes	
  or	
  
Modifica,ons???	
  	
  
•  What	
  type	
  of	
  addi,onal	
  or	
  future	
  training	
...
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Ade%20 evaluation%20ppt%20%28for%20april%20meeting%29

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Ade%20 evaluation%20ppt%20%28for%20april%20meeting%29

  1. 1. Arkansas  Evalua,on  System   Report  on  Evalua,on  Pilot  and  Updates   from  Arkansas’  Pilot  Schools  and  Districts     January-­‐February  2014   3/8/14  
  2. 2. Considera,ons  for  Decisions   •  State  Statute  (Act  1209  of  2011  and   Act  709  of  2013)     •  ESEA  Flexibility     3/8/14  
  3. 3. Considera,ons  for  Growth  Measures   •  Rigorous  measures:       –  Exhibit  high  expecta,ons  for  student  progress  toward  college-­‐   and  career-­‐readiness   •  Between  two  points  in  1me:    Show  learning  growth  between  two  points  in  ,me   •  Comparable  across  classrooms  and  grade  levels:   –  The  measures  used  to  show  students’  growth  for  a  par,cular   subject  are  the  same  or  very  similar  across  classrooms  within  a   district  or  state.   –   The  measures  used  in  non-­‐tested  subjects  and  grades  are  as   rigorous  as  those  in  tested  subjects  and  grades.  In  other  words,   measures  used  to  document  student  learning  growth  in  art,   music,  and  social  studies  must  be  as  rigorous  as  those  for   student  learning  growth  in  reading/language  arts  and   mathema,cs.   3/8/14  
  4. 4. TESS   u     SubmiYed  amendment  to  USDE  for  ESEA   Flexibility  to  postpone  including  student   growth  data  as  a  part  of  the  ra,ng  un,l   15-­‐16   u     (TEAC)  Decision  has  been  made  to  use   Literacy  Scores  for  non-­‐tested  teachers       3/8/14  
  5. 5. 3/8/14   Many  districts  view  Common  Core  standards  and  teacher   evalua,ons  as  separate  ini,a,ves.  We  believe  they  are  inextricably   linked  by  a  shared  goal.     COMMON CORE STANDARDS     Provide  much-­‐needed  clarity  for  academic   standards.    Define  rigor  and  content  kids   should  be  working  to  master.     SHARED GOAL Be9er  instruc1on  for  students     TEACHER EVALUATIONS       Our  best  lever  to  change      teacher   prac,ce  at  scale.  Gives  teachers  clear   expecta,ons,  feedback  and  support.    
  6. 6. TESS   u     Decision  has  been  made  to  use  a  so`  ra,ng   for  the  summa,ve  evalua,on  un,l  data  is   received  in  summer   u S,ll  have  to  determine  growth  measure  for   kindergarten  and  first  grade  teachers,  (Possibly   grades  K-­‐3);  special  educa,on  teachers,  and   teachers  who  only  teach  seniors   u     A  definite  decision  has  not  been  made  for   “School  Wide”  posi,ons,  i.e,  counselors,  library   media  specialists,  elementary  art,  music,  P.E.   etc.  3/8/14  
  7. 7. Managing  TESS  and  LEADS   u A  contract  has  been  awarded  to   Bloomboard  for  our  electronic   observa,on  system.     u Working  on  a  training  schedule  to  work   with  co-­‐op  schedules     u Hold  2  to  3  hours  to  train  teachers  on   system  when  comple,ng  back  to  school   schedules   3/8/14  
  8. 8. LEADS       u     Administrator  evalua,on  will  be  fully   implemented  in  14-­‐15   u Building  Principals;  Assistant  Principals:    School  SOAR   u School  and  District  Leaders    (Specialty  Admin)   u     The  amendment  to  wait  to  include  student   growth  un,l  15-­‐16  includes  LEADS   u Decision  on  how  to  measure  growth  for   administrators  has  not  yet  been  made   u     A  commiYee  has  met  twice  to  work  on   superintendent  evalua,on   3/8/14  
  9. 9. Training  and  Support   Training   Where   When   Delivered  By   Resources   *TESS  New  Admin;   *LEADS  New  Admin   Co-­‐Ops;  Make  up  in  Little   Rock   Summer  2014   ADE  Trainers   Materials  provided  at   Training   *LEADS  Specialty  Admin   Co-­‐Ops;  Make  up  in  Little   Rock   Summer  2014   ADE  Trainers   Materials  provided  at   Training   Admin  TESS  Support:   Data  Literacy  (Includes   Bloomboard)   Co-­‐Ops;  Make  up  in  Little   Rock   Summer  2014   ADE  Trainers   Materials  provided  at   Training   *Teacher  Required  Law   and  Process  (Face-­‐to-­‐ Face)   Co-­‐Ops  or  Local  Districts   Summer  2014   Co-­‐op  Personnel  or   District  Personnel   trained  as  support   person   Updated  Training   Materials  on  ADE   Website   *Teacher  TESS  101   Co-­‐Ops  or  Local  Districts   Summer  2014   Co-­‐op  Personnel  or   District  Personnel   trained  as  support   person   Updated  Training   Materials  on  ADE   Website;  Teachscape   FfTPS   Teacher  TESS  Next   Steps:      1.Deeper  into  Danielson   Framework     2.    Data  Literacy   Co-­‐Ops  or  Local  Districts   Summer  2014   Co-­‐op  Personnel  or   District  Personnel   Arkansas  IDEAS;  ADE   Training  resource   Disciplinary  Literacy   (General)   Arkansas  IDEAS     June  2014   Tim  Shanahan   Arkansas  IDEAS   Disciplinary  Literacy   (Content  SpeciXic)   Co-­‐ops   Summer  2014   Arkansas  Educators   3/8/14  
  10. 10. DETAILS   •  How  Are  Ra,ngs  Assigned?   •  What  is  SOAR?   •  How  is  SOAR  used  for  Content  Area   Teachers?   •  PGPs   3/8/14  
  11. 11. How  Ra,ngs  Are  Determined   Overall   Summa,ve   Ra,ng   Performance   Ra,ng:     Observa,ons;   Ar,facts/Evidence;   Professional   Growth  Plan   Student   Growth   Professional  Prac1ce   Student  Performance   3/8/14  
  12. 12. Step  1:    Professional  Prac1ce   Ra1ng  determined  based  on  Teacher  Performance  (observa1on,  PGP,   ar1facts/  evidence)   Step  2:  Student  Performance     Review  Student  Growth  Score  to  determine  if  mee1ng  threshold   If  NO,  ra1ng  cannot  be   dis1nguished;  if  below  SOAR  for   2  years,  ra1ng  lowered  a  level   IF  YES,  ra1ng  stays  as  determined  by   Step  1            Final  Overall  Summa1ve  Ra1ng  Established   Determining  Overall  Ra1ng   3/8/14  
  13. 13. Mee1ng  the  Threshold   3/8/14  
  14. 14. Considera,ons  for  Growth  Measures   •  Rigorous  measures:       –  Exhibit  high  expecta,ons  for  student  progress  toward  college-­‐   and  career-­‐readiness   •  Between  two  points  in  1me:    Show  learning  growth  between  two  points  in  ,me   •  Comparable  across  classrooms  and  grade  levels:   –  The  measures  used  to  show  students’  growth  for  a  par,cular   subject  are  the  same  or  very  similar  across  classrooms  within  a   district  or  state.   –   The  measures  used  in  non-­‐tested  subjects  and  grades  are  as   rigorous  as  those  in  tested  subjects  and  grades.  In  other  words,   measures  used  to  document  student  learning  growth  in  art,   music,  and  social  studies  must  be  as  rigorous  as  those  for   student  learning  growth  in  reading/language  arts  and   mathema,cs.   3/8/14  
  15. 15. Common  Core  State  Standard  Impact   •  Literacy  standards  for  grade  6  and  above  are  predicated  on   teachers  of  ELA,  history/social  studies,  science,  and  technical   subjects  using  their  content  area  exper5se  to  help  students  meet  the  par5cular   challenges  of  reading,  wri5ng,  speaking,  listening,  and  language  in  their  respec5ve   fields.  It  is  important  to  note  that  the  6–12  literacy  standards  in   history/social  studies,  science,  and  technical  subjects  are  not  meant   to  replace  content  standards  in  those  areas  but  rather  to   supplement  them.     •  What  is  the  purpose  of  the  literacy  standards  in  the  non-­‐ELA  classes?   •  What  areas/  courses  does  “technical  subjects”  include?   •  What  is  expected  (in  terms  of  CCSS  for  literacy)  of  the  teacher  in  non-­‐ELA   classes  regarding  planning  and  instruc,on?   •  How  much  responsibility  do  non  ELA  teachers  have  to  teach  these  standards?   •  How  are  students  assessed  on  literacy  standards  from  history/  social  studies,   science  and  technical  subjects  on  the  PARCC  assessments?       3/8/14  
  16. 16. Student  Growth  Calcula,on   •  SOAR     •  Student  Ordinal  Assessment  Ranking  –or-­‐  Simple  Ordered   Achievement  Rank     •           Descrip,on:     •  SOAR  is  a  percen,le  value  assigned  as  a  growth   measure  between  two  points  in  ,me,  for   example,  growth  between  last  year  and  this  year.   SOAR  is  the  percen,le  achieved  most  recently  by   each  student,  when  compared  only  to  other   students  of  the  same  prior  achievement  level.     3/8/14  
  17. 17. 3/8/14  
  18. 18. Student  Growth   ILLUSTRATED   SOAR   (Student  Ordered  Assessment  Rank)   3/8/14  
  19. 19. Start  with  one  grade,  one  test,  last  year   About  35,000  students  in  Arkansas  take  each  assessment  in  each  grade     3/8/14  
  20. 20. Find  all  the  students  who  have  the   same  score  on  last  year’s  assessment   Everyone  who     made  320   Everyone  who   made  915   Everyone  who     made  647   Everyone  who     made  844   3/8/14  
  21. 21. Determine  this  year’s  score  for  each  student  in  the  group     (the  group  is  ONLY  those  who  made  the  same  score  last  year)   Everyone  who  made   647  last  year   Different  scores  this  year     .  .  .   .  .  .   320   343   367   390   414   635   658   682   710   725   811   838   853   880   897   915   3/8/14  
  22. 22. SOAR  cont.   •  Method:     •  Two  scores  are  used  for  each  student  in  a  tested   subject,  the  prior  score  and  the  current  score.     •  All  students  with  the  same  prior  score  are  grouped   together.  Each  grouping  contains  ONLY  students   with  the  same  prior  score.     •  The  current  score  for  each  student  is  assigned  a   percen,le  ranking  (1  to  99)  within  their  specific   grouping.  Average  SOAR  for  each  grouping  is  50.     3/8/14  
  23. 23. Everyone  who  made   647  last  year   Different  scores  this  year     .  .  .   .  .  .   320   343   367   390   414   635   658   682   710   725   811   838   853   880   897   915   1    2      3      4      5      6      7      8      9    10    11   45  46  47  48  49  50  51  52  53  54  55   89  90  91  92  93  94  95  96  97  98  99   This  percen5le  is  the  SOAR  value   Apply  A  Growth  Percen,le  For  Each  Student   3/8/14  
  24. 24. That’s  It!    Repeat  For  Each  Group.   Everyone  who     made  320  last  year   Everyone  who   made  915  last  year   Everyone  who     made  647  last  year   Everyone  who     made  844  last  year   Every  student  gets  a  SOAR  value  for  each  assessment.  3/8/14  
  25. 25. Each  student  for  a  teacher  has  a  SOAR   growth  value  from  their  assessments   3/8/14  
  26. 26. A  teacher’s  students  are  lined  up  by  SOAR   to  find  the  median  (middle)   13        17        21      34        42        55        62        71        77          77          93         This  teacher’s  SOAR  is  55   3/8/14  
  27. 27. SOAR  cont.   •  Notes:     –  SOAR  is  based  on  a  simple  ordered  ranking  of  student   scale  scores  on  two  assessments.       –   Any  two  assessments  in  the  same  subject  can  be  used  as   the  prior  and  current  scores.     –  The  scales  used  in  the  assessments  do  not  maYer.   Students  with  the  same  prior  score  will  be  grouped.  It  does   not  maYer  if  the  prior  score  is  340  or  0.135  or  9999.     –  Each  separate  prior  score  will  be  a  separate  group.  All   students  with  prior  score  X  are  compared  only  to  each   other  this  year.  The  SOAR  value  is  the  percen,le  this  year   for  a  student  within  the  group  who  scored  X  last  year.     3/8/14  
  28. 28. SOAR  Quick  Facts   1.  SOAR  is  not  a  growth  to  standard  model.   2.  SOAR  is  based  on  the  SGP  model  and  compares  a   student  to  his  or  her  academic  peers  statewide.   3.  A  teacher  is  credited  with  a  SOAR  score  based  on   the  MEDIAN  score  of  his/her  students  rela,ve  to   performance  of  peer  groups  statewide.   4.  The  grouping  of  students  will  impact  the   teacher’s  SOAR  scores.   5.  Teachers  whose  SOAR  score  is  below  the  30th   percen,le  have  over  50%  of  their  students   declining  in  proficiency.   3/8/14  
  29. 29. The  Leadership/Learning  Matrix   3/8/14  
  30. 30. Determining  the  Growth   Threshold   3/8/14  
  31. 31. Educator  PGP’s  and  Professional   Development   •  Intent  of  PGP   –  Must  be  about  educator’s  growth   –  Focuses  on  individual  educator’s  areas  for  improvement   –  Considers  the  impact  an  educator’s  growth  will  have  on  student   growth  and  achievement   •  Format  of  the  PGP   –  Not  a  strategic  ac,on  plan   –  Not  an  ACSIP  plan   –  Individual  development  plan  re  professional  growth   •  The  PGP  and  Professional  Development   –  ½  of  the  educator’s  required  PD  should  be  based  on  PGP   •  Data  analysis  (Data  Literacy)  driving  the  PGP   –  Training  at  co-­‐op  this  summer     3/8/14  
  32. 32. Arkansas  Educator  Evalua,on  Systems   •  System  as  a  Forma,ve  Process     •  System  Pilot   –  Successes   –  Challenges     •  System  Implementa,on   –  An,cipated  Benefits   –  An,cipated  Challenges   •  System  Changes     3/8/14  
  33. 33. Topics  for  Changes  or   Modifica,ons???     •  What  type  of  addi,onal  or  future  training  do  you  need?   •  When  is  the  op,mal  training  ,me?       •  How  is  training  best  delivered?   •  What  addi,onal  resources  would  you  like  for  ADE  to   provide?       •  What  concerns  do  you  have  with  ,melines  for  evalua,on   •  What  other  system  changes  will  help  you  successfully   implement  TESS  and  LEADS?       –  Changes   –  Modifica,ons   –  Clarifica,ons   3/8/14  

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