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Sun Prairie Educator Effectiveness

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March 14 presentation by Erik Larsen.

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Sun Prairie Educator Effectiveness

  1. 1. Sun Prairie School District A Storm is Brewing in Education in WI Eric Larsen CESA 8
  2. 2. Schools in WI are at a point ofChange for multiple reasons… Common Core State Standards ◦ Math ◦ English ◦ Literacy ◦ Science ◦ Social Studies Accountability Reform New Smarter Balanced Assessment Teacher Evaluation and Effectiveness Data Driven Decisions Student Information System
  3. 3. Major Shifts Need for Data Accountability Understanding Reform and Analysis 2011-12 to 2012- 2013-14 CommonCore StateStandardsSince 2010 Smarter Balanced Assessment 2014-15 StudentInformation Educator System Effectiveness 2012-17 2014-15 3
  4. 4. What are the CommonCore State Standards? National Standards for Math, English/Language Arts, and Literacy Adopted by 46 states, DC and several territories First real effort to create unified standards each state could adopt Tied to Race to the Top Help students become college and career ready Science will follow late this year, Social Studies a year or two after that
  5. 5. Who do they effect the most? Every Elementary teacher– increase in math content knowledge drills down to lower grade levels and the need for informational text. Middle School Math teachers– high school math content in algebra and geometry Every MS/HS teacher– literacy standards effect every classroom HS– math course may look much more like integrated math. Probability and statistics.
  6. 6. What are the biggestimplications of the standards? Increased rigor of standards make content much more difficult Increase in student lexile levels– want students reading more complex text in every class at earlier ages Grade Band Current “Stretch” Lexile Band Lexile Band K-1 N/A N/A 2-3 450L-725L 450L-790L 4-5 645L-845L 770L-980L 6-8 860L-1010L 955L-1155L 9-10 960L-1115L 1080L-1305L 11-CCR 1070L-1220L 1215L-1355L
  7. 7. What are the biggestimplications of the standards?  Need for increased professional development around math content for teachers  The need to make student work more complex through performance tasks ◦ Complex problems ◦ Thinking skills ◦ Research skills ◦ Why did a student make he decisions in the problem? ◦ Explain why
  8. 8. Implications…continued The need to have a curriculum in place to guide both administration and teachers in this effort The idea of literacy in every classroom Change in need for informational text at every level ◦ Elementary 50/50 ◦ Middle 60/40 ◦ HS 70/30 and from any content area
  9. 9. What isinformational text? Assessed in every classroom Text designed to convey factual information, satisfy curiosity, understand new concepts, or make connections to real life problems ◦ Explain ◦ Argue ◦ Compare/ contrasting ◦ Demonstrate cause and effect/problem and solution ◦ Graphics and visuals ◦ Chart driven ◦ Magazines ◦ Historical documents ◦ Describe processes ◦ A newspaper is a good example- articles, photos, online video links, essays, opinion pieces, games
  10. 10. More Implications…continued The depth of technology required in specific standards The level of writing needed across all curriculum ◦ Narrative ◦ Informational ◦ Persuasive ◦ Point of view How do you currently assign these writing tasks to get done in your content area?
  11. 11. 1998 to June 2010 June 2010 and Beyond Model Academic Standards (Common Core State Standard) None 3. Use multiplication and division3rd Grade within 100 to solve word problemsMath in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 B.4.1 Represent and explain 1. Explain why a fraction a/b is whole numbers*, decimals, and equivalent to a fraction (n × a)/(n4th Grade fractions with physical materials × b) by using visual fraction number lines and other pictorial models, with attention to how theMath models* verbal descriptions number and size of the parts differ place-value concepts and even though the two fractions notation symbolic renaming themselves are the same size. Use (e.g., 43=40+3=30+13) this principle to recognize and generate equivalent fractions.
  12. 12. An Old to New Example… th OLD – 12 Grade 1998 to June 2010 (Model Academic Standard)F.12.3 Solve linear and quadratic equations,linear inequalities, and systems of linearequations and inequalities• numerically• graphically, including use of appropriatetechnology• symbolically, including use of the quadraticformula
  13. 13. June 2010 and Beyond (Common Core State Standard) HS Mathematics - AlgebraCreate equations that describe numbers or relationships.1. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadraticfunctions, and simple rational and exponential functions.2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labelsand scales.3. Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable ornonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinationsof different foods.4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrangeOhm’s law V = IR to highlight resistance R.Solve equations and inequalities in one variable.3. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.4. Solve quadratic equations in one variable. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)2 = q that has the same solutions. Derive the quadratic formula from this form. Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.Solve systems of equations.5. Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of theother produces a system with the same solutions.6. Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.7. Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. Forexample, find the points of intersection between the line y = –3x and the circle x2 + y2 = 3.8. (+) Represent a system of linear equations as a single matrix equation in a vector variable.9. (+) Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3× 3 or greater).Represent and solve equations and inequalities graphically.10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming acurve (which could be a line).11. Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of theequation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or findsuccessive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, andlogarithmic functions.★12. Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality),and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
  14. 14. CESA „s are committed to CCSS Unpacking standards Deeper Investigations Creating Curriculum which encompasses every standard Providing PD for math content for 3-8th grade teachers Developing PD for writing across all contents Does Sun Prairie have a plan?
  15. 15. The CCSS lead to theSmarter Balanced Assessment Will replace WKCE in 2015 Online Given in spring A fall benchmark, followed by a summative evaluation in the last 12 weeks of school One re-test available Results within a couple of weeks 10th grade moves to 11th grade Utilizing multiple levels of technology
  16. 16. What is theSmarter Balanced Assessment? A test being created by a consortium of 29 states Aligned to CCSS www.smarterbalanced.org website Partnering with numerous colleges to insure that the test is a true indication of college and career ready 29 states will set the cut score
  17. 17. What does that mean for us? Potential for a world of hurt Tennessee and Michigan Compare the WKCE cut scores Compare the WKCE Data for your schools Take a look at NAEP scores http://www.jsonline.com/news/education/ proposal-gets-serious-about-raising-the- bar-for-student-achievement-rv3vges- 138276089.html
  18. 18. Some NAEP Statistics Eighth-grade reading: Using the WKCE measuring stick, 86% of students were rated as "advanced" or "proficient." Using the NAEP measuring stick, it was 35% - a 51-point difference. At least as vivid: Using the WKCE measure, 47% of eighth-graders were "advanced," the top bracket. Using the NAEP measure, it was 3%. Three percent! In other words, only a handful of kids statewide would be labeled advanced under the new system, not the nearly half were used to. Fourth-grade reading: On the WKCE scale, 82% were proficient or advanced. On the NAEP scale, it was 33%. Eighth-grade math: WKCE, 78% proficient. NAEP: 41%. Fourth-grade math: WKCE: 79% proficient. NAEP: 47%.
  19. 19. Wisconsin WaiverThe NAEP materials are Requesta good connection toNew Accountability Shifts WI applying for a waiver from NCLB More data points Increased rigor/expectations Focus on College & Career Readiness Even if waiver is not granted … this provides a glimpse of what is to come 19
  20. 20. Wisconsin WaiverWisconsin‟s Waiver RequestRequest To waive out of No Child Left Behind (NCLB) accountability requirements, and replace with new requirements Created by: Joint task force headed by Tony Evers and Governor Walker Developed to meet strict guidelines by the U.S. Department of Education: http://www.ed.gov/esea/flexibility DPI ESEA Webpage LINK: http://www.dpi.state.wi.us/esea/index.html Accountability Reform Overview Document: http://dpi.wi.gov/esea/pdf/summary.pdf 20
  21. 21. Wisconsin WaiverThe new testing system leads us Requestback to some of the waiver requirements 2011-2012 Annual Measurable Objectives ◦ 85% school attendance rate ◦ 85% graduation rate ◦ 87% WKCE Reading ◦ 79% WKCE Math ◦ Cell size change for accountability– 40 to 20, and 10 for public reporting ◦ Each school– elementary, middle and high will get a score.
  22. 22. Wisconsin WaiverTwo more things the waiver Requestwill provide Each of those four categories will receive a score. Student attainment-- %percent proficient on WKCE Student growth- growth students are showing in both math and reading on the WKCE Closing Achievement Gaps– is the school showing progress? Are the bottom 25% showing growth? RtI plan in place? On track indicators– reading, attendance and drop out rates.
  23. 23. Wisconsin Waiver RequestReport card, continued In addition to the index scores on these, schools and districts will be accountable for three “red flag” performance expectations• Test participation- must stay above 95%• Drop out rates (middle and high) less than 6%• Student Absenteeism Flagged if above 13%
  24. 24. The Grades Schools Will Receive: State StateReward Reward Local Local Interventions Interventions Improvement ImprovementSchool School Efforts Efforts Focus Priority School School Focus School PersistentlySignificantly Meeting Exceeding Meeting Meeting Few Failing to Exceeding Some Expectations Expectations Expectations MeetExpectations Expectations Expectations High Where most Low Performing Performing schools will beGrades schools will receive
  25. 25. Now lets add another piece to thestorm. Teacher Evaluation and Effectiveness laws are now in place Legislature is in process of passing a law that student performance can now be a part of teacher evaluation Think about the implications that has with Common Core and the Smarter Balanced Assessment.
  26. 26. The DPI Plan DPI has just introduced a plan that calls for ◦ 50% of a teacher evaluation from an actual evaluation from a superior based on Models of Practice  Based on InTASC Standards  http://www.ccsso.org/Documents/2011/InTASC_ Model_Core_Teaching_Standards_2011.pdf ◦ 50% from student performance ◦ How will this look?
  27. 27. Models of Practice Detail(50 % of evaluation) Teachers InTASC Danielson’s 4 components, 50% 50% 22 elements Student Outcomes Principals ISLLC
  28. 28. Student Outcome Detail(50% of evaluation) State AssessmentModels of 15.0%Practice District Assessment 50.0% 15.0% 15.0% Student Learning Objectives School-wide Reading (Elementary-Middle) District Choice 2.5% 2.5% Graduation (High School)
  29. 29. Student Outcome Weights—PK- 8State assessment, districtassessment, SLOs, and other SLOs and othermeasures measuresState assessment SLO District assessment SLOs School-wide reading School-wide reading District choice District choice 0 10 20 30 40 50 0 10 20 30 40 50
  30. 30. Student Outcome Weights—9 -12District assessment, SLOs, andother measures SLOs District assessment SLO SLO Graduation rateGraduation rate District choice District choice 0 10 20 30 40 50 0 10 20 30 40 50
  31. 31. Stage 3 Stage 1 Stage 2 ImplementinDeveloping Piloting g 2011-12 2012-13 2013-14 2014-15 Voluntary Pilot Pilots EvaluationFrameworkRelease Development Model Educator work revisions EffectiveneModel Evaluator and Training ss systemDevelopment Educator continued implementeDevelopment training d statewideal Districts Statewide System implementati training on strategyEducator Effectiveness Timeline Continuous Improvement
  32. 32. If you are everyone else…. 45% can be broken up in any of the following ways ◦ All student learning outcomes or combinations of  Student learning outcomes  Formative assessments  District assessments  Content specific assessments The other 5% ◦ E/ MS 2.5% School Reading Score or HS- Graduation rate ◦ 2.5% District choice Having a curriculum in place across all contents becomes much more relevant
  33. 33. This also changes teacherevaluation practices More frequent evaluations will be needed ◦ Lead teachers ◦ Principals ◦ Superintendent Numerous types of evaluations ◦ Walkthrough ◦ Formal ◦ Literacy ◦ Linked to standards Need for teacher artifacts ◦ How do you represent your teaching? ◦ Created assessments ◦ Performance tasks ◦ Links to literacy, writing, informational text, and lexiling in every classroom
  34. 34. Teacher evaluation continued… Could be an online process ◦ A file cabinet where all evaluations, artifacts, schedules, etc. are stored Need to tie teaching practice to professional development ◦ If you score low on an evaluation, what is your school doing to help you improve? ◦ Ties to relevant professional development Need to understand and utilize student data
  35. 35. How do you currently utilizestudent data? What data do you collect in your classroom? What data could you collect today if someone asked you to? What do you need to create so that you have some specific data about what you are teaching and how it impacts student achievement? On a A-F scale, what grade do you give yourself and your building on for utilizing data?
  36. 36. The final tie in is the new studentinformation system. In the next five years, your current system will either be adopted by the state, or replaced state wide with a new model. All data from every school will filter into one, giant system, which will tie students, teachers and district information. Teacher licensing, PDPs, test scores, attendance, post-secondary information will all come together.
  37. 37. What will that be able to do? Schools can import in things like MAP scores, or other benchmark assessment data Your license number will be attached to every kid you teach Comparative analysis at grade level will happen to see impact on student achievement. Data will be much more readily available to both administration and teaching staff.
  38. 38. So, our perfect storm hascompletely altered the landscapeof education in WI. So now what? Every storm cloud has a silver lining. Teachers also have the chance to level the playing field in this mine field of changes How do they do this?
  39. 39. By being PROACTIVE,rather than REACTIVE In your school you have many options to get you ahead of the game and you need a plan to help you all get this accomplished.
  40. 40. New Curriculum tools…. A standards based curriculum aligned to the CCSS must be in place. Your teachers need to unpack the CCSS at every grade level, exploring the common core state standards Your school should map out a curriculum based on some of the available tools being made available through CESA.
  41. 41. By the end of this school year… Every teacher should be unpacking standards and learning how they effect their classrooms Every teacher should explore the Smarter Balanced Assessment and assess how they can use it to impact student achievement Every teacher in every classroom will take a look at what a literate student looks like in their content area.
  42. 42. Your administrators will.. Help in all these processes Re-evaluate their teacher observation procedures Provide support to help every teacher get this work done Create a district wide data plan that will shape how data is collected, analyzed, and utilized to impact student achievement and teacher success.
  43. 43. Data driven decisions are the newnorm for School Improvement in WI Every classroom should have some type of benchmark assessment and summative assessment to show growth. Every teacher must be able to defend their individual classroom data Sometimes bad numbers really hold positive data. A student in the basic category may show gains in achievement, but may still be basic.
  44. 44. Data Retreats are Critical Allows you to analyze and understand the data you have Allows you to tie that data for individual students for an RtI plan Allows you to show areas of weakness in your school that you can as a group improve.
  45. 45. This is a big job School districts need to become proactive about this entire problem to move forward. Your staff needs to understand each person’s role in this process. What is your plan for curriculum, assessment, instruction, evalu ation, and data analysis?
  46. 46. The goalsfor this project are simple Insure that the Sun Prairie School District is on track to implement CCSS by the fall of 2014 Insure that every teacher is prepared for the literacy components of the CCSS Make sure Sun Prairie students are immersed in assessment similar to the Smarter Balanced Assessment Insure your administration and staff are on target for the changes in teacher evaluation Make sure your teachers and administration understand and are utilizing all the data the district has to offer to assess student achievement.
  47. 47. If we accomplish this… The perfect storm may not hit here at Sun Prairie. You may all be in a much better position to withstand many of the changes that will give other districts around you black eyes in the eyes of parents and community members.
  48. 48. Any additional questions?Eric LarsenCESA 8elarsen@cesa8.k12.wi.us920-855-2114

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