FIS Update (2/15/13) - Freehold Borough School District / Overview

Report
Freehold Borough
Teacher Evaluation System
Freehold Intermediate School
Friday – February 15, 2013
Rich Pepe
Director of Curriculum & Instruction
Background: DEAC Accomplishments

Marzano Model & iObservation Data Management Tool

Category Weights for Summative Rating Calculation

Student Growth Objective (SGO) rubric-based model
for measuring student academic growth

Communication Plan
◦
◦
◦
◦
◦
Teacher Evaluation Webpage on District Website
Email Correspondences (DEAC Minutes, other updates)
Marzano Element of the Week
Presentations – faculty meetings, BOE meetings
Training Session Follow Up Surveys
Background: DEAC – In Progress

Develop assessments to be used for SGO’s
in Non Tested Grades & Subjects (NTGS)

Design long range training plan for teachers
and administrators
◦ Marzano Elements
◦ iObservation Data Management Tool
◦ Writing SGO’s
Background: DEAC – Next Steps

Develop teacher evaluation procedures, forms, and protocols

Provide recommendations and guidance to the Local
Professional Development Committee (LPDC) regarding
future Marzano and iObservation professional development

Schedule practice observations

Collect feedback from teachers and administrators involved
with practice observations

Select focus elements for first year of implementation
NJDOE Guidance: Teacher Practice
- Already Provided

Approved instruments

Approved vendors

Implementation timelines

Method for measuring student performance

Parameters for summative rating categories

General Responsibilities of the School Improvement Panel (ScIP)
◦ Oversee mentoring
◦ Conduct Evaluations
◦ Identify Professional Development Opportunities
NJDOE Guidance: Teacher Practice
- Still to Come

Required # and duration of classroom observations

Specific responsibilities of the School Improvement Panel (ScIP) members

Requirements for summative rating calculation

Measures of student achievment

Mentoring

Individualized professional development

Corrective action plans
NOTE: Proposed regulations will be publicized on March 6, 2013 – Final regulations are expected to go into effect
in October
Snapshot of New System
Measures of Student Achievement

Tested Grades/Subjects
◦ 35% =
(median Student Growth Percentile)
◦ 15 % = SGO (Student Growth Objective)

Non-Tested Grades/Subjects (NTGS)
◦ 50% = SGO’s (1-2)
NTGS 101: Student Growth Objective Overview
Different types of Student Growth Objectives: Student
Growth Objectives can take many different forms
Type of SGO
Course-level
Class-level
Definition
Examples
Focused on the entire student
population for a given course,
which often includes multiple
classes.
Covers all of the students in a
teacher’s Algebra I classes (Ideally
the same form of assessment
covering all standards in the
curriculum)
Covers all of the students in ninth
period.
Focused on the student
population in a given class.
Targeted students
Focused on a subgroup of
students that need specific
support.
Covers a group of students that
scored below 45% on the pre-test.
Targeted content
Focused on specific skills or
content that students must
master.
Students will all master 80% of CCSS
standards related to Quadratic
Functions and Modeling
8
8
NTGS 101: Specific Student Growth Objective
Specific Objective: Examples
The word “specific objective” would likely be used to identify
anything that does not cover your general population or is not a
cumulative test
Type
Student Growth Objective
Targeted
students
The average score on the post-test for the ten ELL
students who scored below 40% on the pre-test
will be at least 70%.
Targeted
standard
The average student score on questions related to
Standard 5.1.12.B (scientific thinking and design)
will increase from 40% to 80%.
9
9
NTGS 101: Pilot Districts
Student Achievement Goals (SAGs): Pilot Districts were given the
recommendation to use SAGs for the 2012 – 2013 school year
Rationale
How did you choose the goal and why is it an
appropriate area of focus?
Aligned Standards
To what New Jersey or Common Core State Standards
does the goal align?
Baseline Student Data
What do you know about students’ achievement levels
at the start of the year?
SETTING YOUR GOAL
Directions: Please develop a SMART goal that indicates what you want your students to achieve over a specified
interval of instruction. You should also indicate the interval of instruction and whether the goal is a mastery or
growth goal.
Goal (example): 90% of Algebra 1 students will
master 80% or more course content, as measured by
the end of year district-wide, summative Algebra
assessment (the interval of instruction is a full year &
this is a mastery goal).
Interval of
Instruction:
 Full Year
 Semester
 Other
Type of Goal:
 Mastery
 Growth
10
NTGS 101: Pilot Districts
Student Achievement Goals (SAGs): Pilot Districts were given the
recommendation to use SAGs for the 2012 – 2013 school year
MEASURING YOUR GOAL
Directions: After you develop your goal, you will need to determine how you will measure the level to which you met
the goal. Please complete the table below to identify the achievement range that defines each of four goal
attainment levels.
Insufficient
Partial Attainment
Full Attainment of
Attainment of Goal of Goal (2): The teacher Goal (3): The teacher
(1): The teacher has
demonstrated an
insufficient impact on
student learning by falling
short of the goal.
has demonstrated some
has demonstrated a
impact on student learning, considerable impact on
but does not meet the goal. student learning by
meeting the goal.
Exceptional
Attainment of Goal
(4): The teacher has
demonstrated an
outstanding impact on
student learning by
surpassing the goal by a
meaningful margin.
Achievement
Range:
70% of students
scored 80% or more
on summative
assessment
Achievement Range:
80% of students
scored 80% or more
on summative
assessment
Achievement
Range:
90% of students
scored 80% or more
on summative
assessment
Achievement
Range:
95% of students
scored 80% or more
on summative
assessment
11
General EPAC Growth Objective (EGO)
•
Increase meeting participant satisfaction
rate over the course of one meeting
Group
Baseline
Goal
Result
Rating
Appointee
3.5
3.6
3.6
3
Cohort 1
3.4
3.5
3.2
1
Cohort 2
3.0
3.2
3.3
4
Principal Pilot
3.0
3.2
3.1
2
Overall
2.5
Where We’ve Been
We provided an example of how to set an SGO…
Teacher: Carl Blanchard
Grade: 11
Sections: 4
Preparation Level Number of
Based on
Students
Pre-Test Score
Subject: Lab Biology
Number of students: 82
SGO
Based on Predicted Achievement
on
Post-Test Score
Low (0-45%)
21
70% or above
Medium (46-69%)
54
80% or above
High (70-100%)
7
90% or above
13
Where We’ve Been
…and how to score an SGO at the end of the year
Student
Preparati
on Level
Target
Rating based on number of students reaching
scoreSGO
Score
Assessing
Outcomes –target
General
%
#
stu
Highly
Effective
Effective
Partially
Effective
Ineffective
Low
70
21
>17
11-17
5-10
<5
Medium
80
54
>45
26-45
10-26
<10
High
90
7
>6
5-6
2-4
<2
4
3
2
Score
3
14
Snapshot of New System
Measures of Teacher Practice

50% = summative evaluation ratings based on
◦ Innovating (4)
◦ Applying (3)
◦ Developing (2)
◦ Beginning (1)
◦ Not Using (0)
 NOTE: “Not Using” refers to strategies that are expected and
not present. This is not the same as “Not Observed” which
means the strategy is not being rated in a given observation.
Teacher Practices: Observation Recommendations
Teacher Differentiation
Total # of
Observation
s
Years 1-2
3-5
Years 3-4
3-5
Effective /
Highly Effective
3-5
Type of Observations
Long
Short
# of
Observers
Non-Tenured
Tenured
1-2 on CAP
CAP teachers
3-4 on CAP
3-6
Tenured CAP
16

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