An Introduction to DPAS II Component 5

An Introduction to DPAS II Component 5

Delaware Department of EducationOctober 2012

Deb Hansen, Education Associate for Visual & Performing

ArtsTom Dean,

Brandywine School District

Version 2 – 8/15/2012

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Agenda

9:00 – 9:05 Welcome 9:05 – 9:25 DPAS Component V Overview (DOE)9:25 – 9:35 Questions (DOE)9:35 – 9:50 Overview Continued (DOE)9:50 – 10:00 Questions (DOE)10:00 – 10:30 Activity Follow-up with Q&A (DOE)10:30- 10:45 Break10:45 – 11:00 Performance Plus Introduction (SunGard) 11:00– 11:15 Comp V Scenarios Using P-Plus (Joint)11:15 – 11:30 Scanning/Bubble Sheets/Tech (SunGard) 11:30 – 12:00 Questions (Joint)

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Agenda

1:00 – 1:05 Welcome 1:05 – 1:25 DPAS Component V Overview (DOE)1:25 – 1:35 Questions (DOE)1:35 – 1:50 Overview Continued (DOE)1:50 – 2:00 Questions (DOE)2:00 – 2:30 Activity Follow-up with Q&A (DOE)2:30- 2:45 Break2:45 – 3:00 Performance Plus Introduction (SunGard) 3:00– 3:15 Comp V Scenarios Using P-Plus (Joint)3:15 – 3:30 Scanning/Bubble Sheets/Tech (SunGard) 3:30 – 4:00 Questions (Joint)

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Understanding DPAS II (R): Components I-IV

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Teachers Specialists Administrators

Component 1 Planning & Preparation

Planning & Preparation Vision & Goals

Component 2 Classroom Environment

Professional Practice & Delivery of Services

Culture of Learning

Component 3 InstructionProfessional

Collaboration & Consultation

Management

Component 4 Professional Responsibilities

Professional Responsibilities

Professional Responsibilities

Component 5 Student Improvement

Student Improvement

Student Improvement

Understanding DPAS II(R): Component V

• Purpose/Philosophy– Focus on building a school climate

where everyone is focused on the improvement of student achievement.

– Bringing back a focus on conferences and conversation between educators and administrators.

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Understanding policy and implementation for

Component V.

• What’s New?–Three Educator Groups–Three Measures

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Who are the educator groups?

• Teacher of Record – The teacher of record is a full-time teacher, as defined in the DPAS II regulation 106A (revised), who has been assigned the primary responsibility for a student’s learning in a course/class, provided the student has been enrolled at least 85% of the time that the class is in session.

Groups Generalizations about the category

Group I Are you the reading and/or math Teacher of Record and give grades for at least 10 students in a DCAS – tested grade 3-10?

Group II Are you the Teacher of Record for at least 10 students at any grade level or subject other than DCAS reading and/or math? Do you have a Measure B available?

Group III Any educator who does not meet the criteria for Group I or Group II will defer to Group III

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Examples • I am a third grade teacher of record for

22 students – which group?• I am a ninth grade science teacher of

record for 6 different classes – which group?

• I am a fourth grade special education teacher in a TAM classroom – which group?

• I am a second grade Music teacher who only reports “S” or “U” for students – which group?

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What are the three (3) types of Measures?

• MEASURE A• MEASURE B• MEASURE C

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Measure A

• Based upon DCAS instructional scale scores for reading and/or math in grades three (3) through ten (10)

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Measure B• Two (2) different assessments • External Assessment

– DDOE approved, standardized assessments that can be used at the discretion of the district

– DIBELS, STAR Math, STAR Reading• Internal Assessment

– DDOE approved, educator developed assessments specific to subject and grade level

– Pre/Post Student Assessments12

Measure C

• Growth Goals– DDOE approved, educator developed goals– Specific to content area and/or job

assignment– Includes a mix of: student growth and

professional outcomes

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How do we match educator groups to the measures?

Measure A Measure B Measure C

Group I 50% 50%

Group II 50% 50%

Group III 100%

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Group I Educators and Measures

• Group I Teachers:– MUST use a minimum of two (2) measures– MUST use Measure A for all students

assessed by DCAS in reading and/or math for grades three (3) through (10)

– MUST use at least one (1) Measure B– Measure A and Measure B weighted 50%

each

Measure A – DCAS Measure B – External/Internal

Group I 50% 50%

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Group II Educators and Measures

• Group II Teachers:– MUST use a minimum of four (4) measures– MUST use at least one (1) Measure B and

one (1) Measure C– Measure B and Measure C weighted 50%

each

Measure B – External/Internal

Measure C – Growth Goals

Group II 50% 50%

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Group III Educators and Measures

• Group III Educators:– MUST use a minimum of four (4) Measure

C’s– Measure C weighted 100%

Measure C – Growth Goals

Group III 100%

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Examples

• I am a third grade teacher of record for 22 students – Group 1, which measures?

• I am a ninth grade science teacher of record for 6 different classes – Group 2, which measures?

• I am a fourth grade special education teacher in a TAM classroom – Group 1, which measures?

• I am a second grade Music teacher who only reports “S” or “U” for students – Group 2, which measures?

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Questions?

DPAS II Ratings

• Remember…– Criterion Ratings

• Unsatisfactory, Basic, Proficient, Distinguished– Component I-IV Ratings

• Satisfactory or Unsatisfactory– Component V Ratings

• Exceeds, Satisfactory, Unsatisfactory– Summative Ratings

• Highly Effective, Effective, Needs Improvement, Ineffective

• Component V acts as a gate-keeper

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How will Measure A be rated?Exceeds Satisfactory Unsatisfactory

(with administrator discretion)

Unsatisfactory

65% or more of a teacher’s DCAS student growth targets are met

50-64% of a teacher’s DCAS student growth targets are met

35-49% of a teacher’s DCAS student growth targets are met (conference between administrator and teacher could provide option to upgrade to a “Satisfactory” rating)

Less than 35% of a teacher’s DCAS student growth targets are met

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How are Measure A Growth Targets set?

• Growth Targets will be provided by the Department of Education

• For the 2012-13 school years, Growth Targets will be determined based on DCAS instructional scale score growth achieved by “similar students” in 2010-11 and 2011-12 school years.– Similar students are:

• Students in the same grade and subject• Same fall score• Same ELL (English Language Learner)• Same SWD (Student with Disability); or,• Non-SWD/ELL

• Students who achieve PL4s in the spring will count as having met their growth targets for that school year.

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How will Measure B and C be rated?

Exceeds Satisfactory Unsatisfactory

The agreed upon “exceeds” target is met or surpassed.

The agreed upon “satisfactory” target is met or surpassed, but the “exceeds” target is not met.

The agreed upon “satisfactory” target is not met.

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How are Measure B and Measure C Growth Targets

set?• Based on professional conversations

between the administrator and educator– Agree upon measures used– Agree upon a “satisfactory” target and an

“exceeds” target

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Example for Measure B

• In the Fall, administrator and educator agreed upon:– Grade 2 ELA pre/post assessment

• 80% of the targeted group will show improvement in fluency within the last six weeks of the school year as compared to the first six weeks of the school year.– Achievement ranges:

• Exceeds: 90% of all students received a 70 or higher on the spring post-test compared to 55% receiving a 70 or higher on the fall pre-test.

• Satisfactory: 80% of all students received a 70 or higher on the spring post-test compared to 55% receiving a 70 or higher on the fall pre-test.

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Example for Measure C• In the Fall, administrator and educator agreed upon:

– Standard 5 – Implementation (for access to learning)– Indicator – Absences Due to Illness

• Students will demonstrate decreased absenteeism• Target Goal: 50% improvement – Number of students

showing improvement at the end of selected time divided by total number of students in cohort

– Achievement ranges:• Exceeds: 60% of targeted number of students showing

improvement at the end of the selected time period compared to the beginning time period (i.e., current school year compared to previous school year or identified marking period)

• Satisfactory: 50% of targeted number of students showing improvement at the end of the selected time period compared to the beginning time period

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Component Five Ratings

Possible Rating Combinations

Overall Component V Rating

Exceeds Exceeds Exceeds

Exceeds Satisfactory Satisfactory

Exceeds Unsatisfactory Satisfactory

Satisfactory Satisfactory Satisfactory

Satisfactory Unsatisfactory Unsatisfactory – administrator can upgrade to “Satisfactory” rating

Unsatisfactory Unsatisfactory Unsatisfactory

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Summative RatingsTotal # of Satisfactory ratings in Components I-IV

Component Five Summative Rating

4/4 Exceeds Highly Effective4/4 Satisfactory Effective4/4 Unsatisfactory Needs Improvement3/4 Exceeds Highly Effective3/4 Satisfactory Effective3/4 Unsatisfactory Needs Improvement2/4 Exceeds Effective2/4 Satisfactory Effective2/4 Unsatisfactory Ineffective1/4 Exceeds Needs Improvement1/4 Satisfactory Needs Improvement1/4 Unsatisfactory Ineffective0/4 Exceeds Needs Improvement0/4 Satisfactory Needs Improvement0/4 Unsatisfactory Ineffective

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DPAS II(R) Component V ProcessEducator Groups 1 & 2 ONLY: Roster Verification

• Due to the nature of Measure A & B and their alignment with student growth, it is necessary to ensure valid class rosters.

• Educator Groups 1 & 2 will be measuring student growth across all classes, a class and/or a cohort of students within a class.

• To ensure an accurate account of the students an educator is responsible for, it is necessary to verify an educator’s roster.

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DPAS II(R) Component V ProcessMeasures / Target Selection Form

*Note: October 15th is a recommended date

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DPAS II(R) Component V ProcessMeasures / Target Selection Form

*Note: October 15th is a recommended date

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DPAS II(R) Component V ProcessMeasures / Target Selection Form

*Note: October 15th is a recommended date

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DPAS II(R) Component V ProcessMeasures / Target Selection Form

*Note: October 15th is a recommended date

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DPAS II(R) Component V ProcessMeasures / Target Selection Form

*Note: October 15th is a recommended date

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DPAS II(R) Component V ProcessMeasures MUST be approved by evaluators

prior to using any measure!*Note: October 15th is a recommended date

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DPAS II(R) Component V ProcessTarget Selection Process

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DPAS II(R) Component V Process

Activity: What does a good Student Growth Target look like?

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DPAS II(R) Component V ProcessStudent Growth Target Guiding Principles

1•Setting ambitious, achievable goals for students is good

instructional practice. Goals establish a vision for what students should be able to accomplish at the end of the year.

2 •Strong goals share certain characteristics. However, no single goal or assessment is appropriate for all grades, content areas, or students.

3 •Therefore, it is not the intent of the state to prescribe how educators set student growth targets. This practice should be driven by those closest to students.

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DPAS II(R) Component V ProcessWhat is a Student Growth Target?

• A Student Growth Target is a measurable goal for student achievement over a given period of time.

• Strong student growth targets share three key characteristics:

High-Quality EvidenceAssessment

provides data from the beginning and

end of students’ time with teacher and is

based on a common assessment when

available.

RigorRepresents an

appropriate amount of student learning (challenging, yet attainable) for the

specified interval of instruction and specified set of

students.

Priority Content

Focuses on learning content that is aligned to state

and/or common core standards (when

applicable).

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DPAS II(R) Component V ProcessWhat Do Strong Student Growth Targets Look Like?

Goal Statement:

Increase the percentage of students who are

proficient (above 70%) in Integrated Mathematics I from 33% in September,

2012 to 75% in June, 2012, as measured by the Department of Education

Internal Measure B: Integrated Mathematics I.  

A good goal statement is one that is…

Specific Measurable Appropriate Realistic Time-bound

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DPAS II(R) Component V ProcessWhat Do Strong Student Growth Targets Look Like?

Specific: Focused on physical education, specifically the Presidential Fitness sub areas

Measurable: Identified Presidential Fitness Test to be used to assess goal

Appropriate: The teacher teaches the content and skills contained in the Presidential Fitness Tests.

Realistic: The goal of increasing student performance by 20% is realistic. It is not out of reach and yet not too easy.

Time-bound: Goal attainment can be addressed by the end of the year with the final Presidential Fitness Test.

During the school year, my sixth grade physical education students will improve performance

by 20% on each of the Presidential Fitness Test sub areas.

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DPAS II(R) Component V ProcessTarget Selection Process

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DPAS II(R) Component V ProcessSCENARIO: Hypothetical Classroom Data

Suppose you’re teaching mathematics to a class of 20 fourth grade students. You know that students from this school have had trouble with measurement items on the state test in previous years, and you’re wondering whether you need to do more teaching in this area. After reviewing Measure B for fourth grade mathematics, you discover that the assessment targets the Domain: Measurement and Data.

You received approval from your evaluator to use the Internal Measure developed by educators to identify the strengths and/or weaknesses of your students in measurement, and administered the assessment to your entire class. Your students obtained the scores shown in Table 1.

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DPAS II(R) Component V ProcessSCENARIO: Hypothetical Classroom Data

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DPAS II(R) Component V ProcessFall Conference

• The teacher and administrator will meet (Fall Conference) to discuss the growth expectations for students.

• Using the Measures / Target Form, the teacher and administrator will agree upon the identified areas of need and focus for the school year.

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DPAS II(R) Component V ProcessFall Conference

• Group 1• Measure A targets will be provided by the Department of

Education: Student Growth Tables• Finalize targets for Measure B assessment• Record in Data and Evidence Collection Procedures Chart.

• Group 2• Set targets for Measure B assessment(s)• Record in Data and Evidence Collection Procedures Chart.• Finalize targets for Measure C Growth Goals• Record in Data and Evidence Collection Procedures Chart.

• Group 3• Finalize targets for Measure C Growth Goals• Record in Data and Evidence Collection Procedures Chart.

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DDOE Resources

DDOE Website:http://www.doe.k12.de.us/csa/dpasii/default.shtml

Hotline Numbers:eSchool Plus - 302-735-4140Sungard - perfplus@sungardps.com  DPAS-II policy – 302-735-4179

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