Welcome! Please visit Our Wiki and download resources

Welcome!

Please visit Our Wikiand download resources

http://goo.gl/zJz2mt

What is ASW?

And what in the world does it have to do with me?

Elementary and Secondary Education Act 1965

No Child Left Behind 2002

ESEA Waivers 2011

Race to the What?

Race to the Top 2010

Basic Education Plan 1985

NC Standard Course of Study• Common Core State

Standards– English Language Arts

(and Literacy in History/Social Studies, Science, and Technical Subjects)

– Mathematics

• NC Essential Standards– Arts Education – Career and Technical Education– English Language Development*– Guidance* – Healthful Living (Health & Physical Education)– Information and Technology*– Science– Social Studies– World Languages

North Carolina Arts Education Essential Standards 2012

What is Revised Bloom’s Taxonomy?

And what does it have to do with ASW?

Introductions: ASW Team

Arts EducationChristie Lynch Ebert

Slater Mapp

AP/IBSneha Shah-Coltrane

David Brooks

Healthful LivingBurt Jenkins

World LanguagesAnn Marie Gunter

CoordinatorJen DeNeal

Welcome: ASW QuestionsPlease use post-its notes to capture your questions today, individually and from your team.

Periodically, your table will compile the questions, and unanswered ones from that section will be addressed.

ASW 101

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.

NC Professional Teaching Standards

5 Rating Categories

1 65432Demonstrate Leadership

Establish Environment

KnowContent

Facilitate Learning

Reflect on Practice

Contribute

to Academic

Success

3 Rating Categories

Not Demonstrated

Developing

Proficient

Accomplished

Distinguished

Effectiveness Status NC Educator Evaluation System

Principal’s Input

Confirm Teacher Participation

Overview: Analysis of Student Work ASW Process

Overview: Analysis of Student Work ASW Process

ASW Process: A Quick Guide

Teaching Context

• Screen shot

Principal receives a notification once a teacher’s schedule has been validated. The principal will then log into the Online Platform to confirm that the schedule is correct.

Principal’s Input

ASW Questions

Have 1 person compile your post-it notes with questions from the previous section

Listen carefully!

Only unanswered questions will be addressed to save time . . .

ASW Process: A Quick Guide

Class Selection

Beginning in 2014 – 2015, the online platform will select the classes in which the teacher must collect artifacts.

Class & Objective Selection

Mid-late October

Online Platform selects classes, and then teachers can choose objectives.

Note: Teachers who are on a semester schedule will have classes selected for 1st semester and then later 2nd semester.

ASW Process: A Quick Guide

Objectives:Using the Strands and Standards guidance charts, the teacher will choose 5 objectives.

Objective Selection

Principal meets with the teacher to confirm that the 5 objectives chosen use the parameters in the Strands & Standards Guidance Chart

Some examples of meetings:• PDPs• teacher meetings

Principal’s Input

Class & Objective Selection

Mid-late October

Online Platform selects classes, and then teachers can choose objectives.

Note: Teachers who are on a semester schedule will have classes selected for 1st semester and then later 2nd semester.

ASW Process: A Quick Guide

Teacher decisions needed to compile a Timelapse Artifact (TA):a) A specific objective

b) Sample type• Individual Student

or

• Whole Class

c) Collection Method

d) Samples from Point 1 and Point 2

5 Timelapse Artifacts

The Teacher may choose:Option 1 – Individual Student Work SamplesCollect and keep 2 work samples:• for each class member• for a specific objective • at 2 separate points in time

OR

Sample Type

The Teacher may choose:Option 2 – Whole Class Work Samples2 work samples that represent the entire class• for a specific objective • at 2 separate points in time

Sample Type

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Collection Method Method(s) or tool(s) for collecting:

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sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf

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Collection Method → File Size

Up to 10 MB per file!

Late October - late May

Teachers will compile student work samples.  

Note:

Teachers on a semester schedule will finish collecting 1st semester work samples by the end of December and will upload their artifacts to the Online Platform.  Then, they will repeat the class selection and objective choosing processes for 2nd semester classes.

5 Timelapse Artifacts

Time passes

Teachers Collect Work Samples for Timelapse Artifacts

. . . . . . . . . . . . . . . . . . . . .

ASW Questions

Have 1 person compile your post-it notes with questions from the previous section

Listen carefully!

Only unanswered questions will be addressed to save time . . .

ASW Process: A Quick Guide

TA 1

Timelapse Artifact Option 1 – Individual Student Work Samples

Online platform will select3 students

The TA will be compiled using the Individual Student Work Samples from these selected students.

Student Selection

Timelapse Artifact Option 1 – Individual Student Work Samples

If a student work sample is unavailable, that student will be reshuffled to create another sampling.

Student Selection

TA 1

TA 1

Principal’s Input

The Principal is notified when a reshuffle is used by a teacher.

Student Selection & Upload Evidence

Late May-early June

Teachers with individual student work samples will have the Online Platform select 3 students at random for uploading.  Then, teachers will upload student artifacts and submit completed Evidence Collections to the Online Platform.

ASW Process: A Quick Guide

Context for 1st work sample in each Timelapse Artifact

How does this artifact show where the studentis in relation to the chosen clarifying objective?

Upload Evidence

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.

Context for 2nd work sample in each Timelapse Artifact

How does this artifact show where the studentis in relation to the chosen clarifying objective?

Upload Evidence

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.

Context for Growth in each Timelapse Artifact

Describe the growth that occurred between Points 1 and 2.

Upload Evidence

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

Timelapse Artifact Option 1 – Individual Student Work Samples

1

2

1

2

1

2

1 Timelapse

Artifact

Upload Evidence

Timelapse Artifact Option 2 – Whole Class Work Samples 2

1

1 Timelapse Artifact

Upload Evidence

All 5 Timelapse Artifacts will be uploaded to the online platformas the teacher’sEvidence Collectionfor the school year.

TA 3Student

TA 4Student

TA 5Whole Class

TA 1 Student

TA 2 Whole Class

Upload Evidence

Student Selection & Upload Evidence

Late May-early June

Teachers with individual student work samples will have the Online Platform select 3 students at random for uploading.  Then, teachers will upload student artifacts and submit completed Evidence Collections to the Online Platform.

ASW Process: A Quick Guide

The Evidence Collection will be reviewed by 2 content area specialists.

Reviewer #1 Reviewer #2

Blind Review

ED M

Reviewer #1 Reviewer #2

The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise.

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.

Category Rating: Meets Expected Growth

Reviewer #1 Reviewer #2

M

Blind Review

M

Reviewer #1 Reviewer #2

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.

M

Reviewer #3

Blind Review

E

2-Step ASW Process ReviewThese will be explained in detail in later modules.

#1Evidence Collection Checklist

#2

ASW Quality Rubric

Blind Review

Summer 2015

Content area specialists complete the review process.

Blind Review

Qualifications Application Training

ASW Process: A Quick Guide

• D = Does Not Meet Expected Growth

• M = Meets Expected Growth

• E = Exceeds Expected Growth

Transfer your rating for each TA from the quality rubric to the table below:

Use this table to determine the overall rating for the evidence collection

Overall Rating for the entire Evidence Collection

Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth

Evidence Collection Rating Form:

TA 1 TA 2 TA 3 TA 4 TA 5

Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED D D M M D M M M E D D E E E D D M M E D D M E E D M M E E

Receive Rating

• D = Does Not Meet Expected Growth • M = Meets Expected Growth • E = Exceeds Expected Growth

Transfer your rating for each TA from the quality rubric to the table below:

Evidence Collection Rating Form:

TA 1 TA 2 TA 3 TA 4 TA 5   

Receive Rating

D M M M E

Synthesis table to determine Standard 6 rating

a

Receive Rating

aDoes Not Meet Meets Exceeds

D D D D D M M M M M E E E E E

D D D D E M M M M E M E E E E

D D D D M D M M M M M M E E E

D D D E E M M M E E D E E E E

D D D M E D D M M M D M E E E

D D D M M D M M M E D D E E E D D M M E

D D M E E

D M M E E

Fall 2015

Teachers receive their Standard 6 ratings for 2014-2015.

Receive Rating

An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6

Effectiveness Status

3 Years of Combined Data for Standard 6

6 6 6Year 1 Year 2 Year 3

Standard Standard Standard

6 6

Contribute to Academic

Success

6Year 1

2014-2015Does Not Meet

Expected Growth

Year 22015-2016

Meets Expected Growth

Year 32016-2017

Meets Expected Growth

Standard Standard Standard

Mr. NC’s 3 years of growth data:

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 Only for 2014 – 2017: Best 2 out of 3 years of data

Effectiveness Status for 2016 - 2017

2016 - 2017 Developing Proficient Accomplished Distinguished

Standard 1 Demonstrate leadership

Standard 2 Establish Environment

Standard 3Know Content

Standard 4Facilitate Learning

Standard 5 Reflect on Practice

Standard 6Three year growth

data

X

X

XX

XBest 2 out of 3 years of growth data for 2014 – 2017

Meets Expected Growth

Principal Role

In Need of Improvement

Effective Highly Effective

Any rating lower than proficient

Proficient or Higher

on Standards1-5

Accomplishedor Higher

on Standards1-5

1Demonstrate Leadership

2Establish Environment

345

Know Content

Facilitate Learning

Reflect on Practice

Standards

Does Not Meet

Expected Growth

Meets or Exceeds Expected Growth

Exceeds Expected Growth

Effectiveness Status for 2016 - 2017

6Contribute to Academic Success (3 yrs. of data)

Effectiveness Status for 2016 - 2017

2016 - 2017 Developing Proficient Accomplished Distinguished

Standard 1 Demonstrate leadership

Standard 2 Establish Environment

Standard 3Know Content

Standard 4Facilitate Learning

Standard 5 Reflect on Practice

Standard 6Three year growth

data

X

X

XX

XBest 2 out of 3 years of growth data for 2014 – 2017

Meets Expected Growth

Effective

Principal Role

ASW Questions

Have 1 person compile your post-it notes with questions from the previous section

Listen carefully!

Only unanswered questions will be addressed to save time . . .

Team Planning Time

Wiki Walkabout

• 5 Online Training ModulesAugust - ASW Overview September - Year 1 Planning, Capturing 2 Points in Time October – November - Context and ASW Review Process

• Important Forms • Frequently Asked Questions

Visit the ASW Wikispace here: http://ncasw.ncdpi.wikispaces.net/

ASW Wikispace Public wiki - No need to join!