File - Charlotte Mecklenburg Schools Health and

Report
ASW Process
World Languages, Arts
Education, Health and
Physical Education, AP & IB
Analysis of Student Work
ASW 101
Cheryl Maney and Mark Propst
Arts Education Department
Kim Cooke
Healthful Living Department
Mara Cobe
World Languages
Parker Morse
AP and IB
A Little History and
a Look into the Future
• MSL = Measures of Student
Learning
• Small Pilot = 100 people across
state
Pilot
Required by state
Alternatives
CMS Analysis of Student Work Feedback Form
Analysis of Student Work
ASW demonstrates a teacher’s
contribution towards academic growth in
the content area.
Contribute
to Academic
Success
Teachers submit student work which is
rated by content experts in a “blind review”
process.
NC Professional Teaching Standards
Standard I: Teachers demonstrate leadership.
Standard II: Teachers establish a respectful environment for a
diverse population of students.
Standard III: Teachers know the content they teach.
Standard IV: Teachers facilitate learning for their students.
Standard V: Teachers reflect on their practice.
Standard VI: Teachers contribute to the academic
success of students.
Overview of Standard 6
Contribute
to Academic
Success
6
End of Grade (EOG) or End of Course (EOC) tests
6
Career Technical Education Assessment
6
NC Final Exams
6
K-3 Checkpoints
6
Analysis of Student Work
Effectiveness Status
NC Educator Evaluation System
1 2 3 4 5
Demonstrate
Leadership
Establish
Environment
Know
Content
5 Rating Categories
Not Demonstrated
Developing
Proficient
Accomplished
Distinguished
Facilitate
Learning
Reflect on
Practice
Contribute
to
Academic
Success
6
3 Rating Categories
ASW Process: Step 1: Teaching Context
Sept.
to
Oct 15
and
Feb
ASW Process: Step 2: Class Selection
By
Oct 15
And in
Feb
Class Selection
The online platform will
select the 5 classes in
which the teacher must
collect artifacts.
Note: Teachers who are on a
semester or 4x4 schedule will
have classes selected for 1st
semester. Classes for 2nd
semester will be selected
prior to 2nd semester.
ASW Process: Step 3: Objective Selection
NC Essential Standards:
Clarifying Objective Selection
Looking at the NC
Essential Standards,
teachers will use the
Strands guidance charts
to select 5 clarifying
objectives
one for each class
selected by the platform.
Arts Education
Choose one objective for each of the strands in your
Arts Education discipline plus 1-2 additional objectives
Healthful Living
Choose objectives based on Health, PE, or both
depending on teaching situation
World Languages
Objectives encompass each of the 3 strands of World
Languages and all of the Essential Standards that are
part of your language program.
AP/IB
• AP Teachers will use the AP objectives posted
on AP Central.
• IB Teachers will use the IB objectives posted
on the IB Online Curriculum Centre.
Considerations for Teachers in
Objective Selection
• Realize that not all objectives link easily to the
ASW process
• Careful alignment between Objective chosen,
instruction, assessment, and artifacts.
• Focus on performance based assessment
Principal’s Input
Principal meets with the teacher to confirm that the
5 objectives chosen use the parameters in the
Strands & Standards Guidance Chart
Note: Teachers who are on a semester
schedule will select for their first semester
classes. After their second semester
classes are selected by the platform, they
will select their remaining objectives.
ASW Process: Step 4: Timelapse Artifacts
Oct.
to
Jan.2
And
March
- May
Timelapse Artifacts
• 5 timelapse artifacts are required
• One timelapse artifact for each objective
selected
• Each Timelapse Artifact has:
– 2 whole class work samples with context
OR
– 6 individual student work samples, two from each
of the 3 students, with context
Compile Timelapse Artifacts
2 distinct points in time
Time
Teachers must choose
two points in time to
gather and harvest
evidence of student
growth on the clarifying
objective chosen.
Compile Timelapse Artifacts
Individual Student Work Samples
Collect and keep 2 work
samples:
• for each class member
• for the objective
• at 2 separate points in
time
Compile Timelapse Artifacts
Whole Class Work Samples
2 work samples that
represent the entire class
• for the objective
• at 2 separate points in
time
Assumptions?
Compile Timelapse Artifacts:
Methods to Harvesting Student Work
REC
ASW Process: Step 5: Student Selection
Early
Jan
and in
June
Student Selection
Only for:
Individual Student
Work Samples
Online platform will select
3 students
The TA will be compiled
using the Individual
Student Work Samples
from these selected
students.
TA 1
Student Selection
Only for: Individual Student Work Samples
If a student work
sample
is unavailable, that
student will be
reshuffled
to create another
sampling.
Principal is notified
when a reshuffle is
used by a teacher
TA 1
Student Selection
• This step is not necessary for the classes
where teachers have chosen to gather whole
class work samples.
• Even if the composition of a class changes, the
teacher will still submit the whole class
sample.
ASW Process Step 6: Upload Artifacts
By
Jan 20
and in
June
Upload Evidence
Context for 1st work sample in each Timelapse
Artifact
How does this artifact
show where the student
is in relation to the
chosen clarifying
objective?
How does this artifact show where the
student is in relation to the chosen
clarifying objective?
This artifact was created using an 8th grade Healthful Living Health Education Class
containing 32 students before instruction on the objective began. In this video, the
student did not show proper technique in the their performance of CPR in the following
ways.
1. The students body position has him sitting on the victims waist.
2. The hands have been placed separately on the victims upper
chest.
3. The compressions given are of insufficient depth and are given too slow.
4. The elbows are bending during the compression.
Upload Evidence
Context for 2nd work sample in each Timelapse
Artifact
How does this artifact
show where the student
is in relation to the
chosen clarifying
objective?
How does this artifact show where
the student is in relation to the
chosen clarifying objective?
This artifact was created using an 8th grade Health Education Class containing 32 students
three class days after instruction began. In this video, the student shows proper technique
in the their performance of CPR in the following ways.
1. The student has the proper body position, on his knees next to
the victim.
2. The force of the compression is generated from the hips and
applied in a vertical direction.
3. The hands are positioned with an interlocking grip.
4. The heel of the bottom hand has been placed on the sternum.
Upload Evidence
Context for Growth in each Timelapse Artifact
Describe the growth
that occurred between
Points 1 and 2.
Describe the growth that occurred
between Points 1 and 2.
CPR performed with the technique in video #1 was inadequate and would not have given
the victim an opportunity to survive. The technique in video #2 would provide blood flow
and oxygen to give the victim a chance of survival
Upload Evidence
Timelapse Artifact Option 1 –
Individual Student
Work Samples with Context
2
1
2
1
Timelapse
Artifact
1
2
1
Upload Evidence
Timelapse Artifact Option 2 –
Whole Class
Work Samples
2
1 Timelapse
Artifact
1
Upload Evidence
TA 3
Student
All 5 Timelapse Artifacts
will be uploaded
to the online platform
as the teacher’s
Evidence Collection
for the school year.
TA 1
Student
TA 4
Student
TA 2
Whole
Class
TA 5
Whole
Class
ASW Process Step 7: Blind Review
Summer
2015
Blind Review
The Evidence Collection
will be reviewed by
2 content area experts.
D
Reviewer #1
Reviewer #2
M
E
Blind Review
The platform sends the evidence collection to two
reviewers who have been matched to the teacher
because of their similar content area expertise.
Reviewer #1
Reviewer #2
Blind Review
If the category ratings from each reviewer are the
same, then the review process is complete and the
Standard 6 rating will be posted for that year.
M
M
Category Rating:
Meets Expected Growth
Reviewer #1
Reviewer #2
Blind Review
If the category ratings from the two reviewers are not
the same, the Evidence Collection is automatically
sent to a 3rd reviewer for an additional review to get
a rating for that year.
Reviewer #3
M
Reviewer #1
E
Reviewer #2
Blind Review
2-Step ASW Process Review
#1
Evidence Collection Checklist
#2
ASW Quality Rubric
ASW Process Step 8: Receive Rating
Fall
2015
Receive Rating
Evidence Collection Rating Form:
• D = Does Not Meet Expected Growth
• M = Meets Expected Growth
• E = Exceeds Expected Growth
TA 1
D
TA 2
M
TA 3
M
TA 4
M
TA 5
E
Receive Rating
Synthesis table to determine Standard 6 rating
Does Not Meet
DDDDD
DDDDE
DDDDM
DDDEE
DDDME
DDDMM
Meets
MMMMM
MMMME
DMMMM
MMMEE
DDMMM
DMMME
DDMME
DDMEE
DMMEE
Exceeds
EEEEE
MEEEE
MMEEE
DEEEE
DMEEE
DDEEE
Effectiveness Status
3 Years of Combined Data for Standard 6
Standard
Standard
6
Year 1
Standard
6
Year 2
6
Year 3
An educator receives an
Effectiveness Status
when he or she has 3
years of their own
content data for
Standard 6
Effectiveness Status
Only for 2014 – 2017: Best 2 out of 3 years of data
Mr. NC’s 3 years of
growth data:
Standard
Standard
Standard
Year 1
2014-2015
Year 2
2015-2016
Year 3
2016-2017
Does Not Meet
Expected Growth
Meets
Expected Growth
Meets
Expected Growth
6
6
6
2014-15 Does Not Meet
(Year 1)
2015-16 Meets (Year 2)
+ 2016-17 Meets (Year 3)
Mr. NC’s Standard 6
rating for 2014-2017
Meets Expected Growth
Effectiveness Status for 2016 - 2017
2016 - 2017
Developing
Proficient
Standard 1
Demonstrate
leadership
X
Standard 2 Establish
Environment
X
Standard 3
Know Content
X
X
Standard 4
Facilitate Learning
Standard 5 Reflect
on Practice
Standard 6
Three year growth
data
Accomplished
Distinguished
X
Best 2 out of 3 years of growth data for 2014 – 2017
Meets Expected Growth
Effectiveness Status for 2016 - 2017
In Need of
Improvement
Effective
Highly
Effective
Any rating
lower than
proficient
Proficient
or Higher
on Standards
1-5
Accomplished
or Higher
on Standards
1-5
Does Not
Meet
Expected
Growth
Meets or
Exceeds
Expected
Growth
Exceeds
Expected
Growth
Standards
1
Establish Environment
2
Know Content
3
Facilitate Learning
4
Reflect on Practice
5
Contribute to Academic
Success (3 yrs. of data) 6
Demonstrate Leadership
Effectiveness Status
for 2016 - 2017
2016 - 2017
Developing
Proficient
Standard 1
Demonstrate
leadership
X
Standard 2 Establish
Environment
X
Standard 3
Know Content
X
X
Standard 4
Facilitate Learning
Standard 5 Reflect
on Practice
Standard 6
Three year growth
data
Effective
Accomplished
Distinguished
X
Best 2 out of 3 years of growth data for 2014 – 2017
Meets Expected Growth
NCDPI
ASW Wikispace
• For more information
http://ncasw.ncdpi.wikispaces.net/

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