2013-2014 Compass Results Presentation

8/10/2019 2013-2014 Compass Results Presentation

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Compass: Year Two of Louis ianas

Educator Support Tool

October 2014


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Background

2Louisiana Believes

Louisianas jobs have changed: In 2011, 28 percent of Louisianas workforce had a 2- or 4-

year degree. To meet future needs, that number must double.

Our students are just as capable as their peers around the country: While a score of

masterydenotes readiness to complete a year of technical college or university on-time,

in our state basichas been accepted as full proficiency.

Our students deserve high expectations: Over the last 10 years we have seen a steady

increase in our students

basic

proficiency (over a 15 point increase). We now mustturn our attention to increasing masterystudent performance.


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3Louisiana Believes

Louisianas Transition to Higher Expectations


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4Louisiana Believes

Transition Policies

As we continue giving educators time to learn the new expectations and adjust their practice,BESE approved a series of policies to support educator and student learning.

School accountability. Letter grade distributions will remain the same from 2013 to 2014

and 2015. During the two year transition, any school or district that maintained or

improved its annual performance score will not experience a decrease in its current letter

grade. As in any other year, if a school improves, the performance score and letter grade

may go up.

Teacher accountability.For 2014 and 2015, the state will not produce value-added data

because there will be no baseline from which to calculate. Compass policies will remain in

effect, but student learning scores will not need to be based on value-added data.

Student accountability. In 2014 and 2015, the state will maintain current 4thgrade policy

but allow districts to issue waivers for students demonstrating readiness to progress. The

state will shift the 8thgrade retention standard to be a remedial standard and require that

remediation take place on the high school campus in a transitional 9thgrade year.

For more information on the transition policies, click here.
http://www.louisianabelieves.com/academics/common-core-state-standards/louisiana's-transition-to-higher-expectationshttp://www.louisianabelieves.com/academics/common-core-state-standards/louisiana's-transition-to-higher-expectations


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Evaluators can use Compass to set highexpectations through the transition.

Educators are shifting how they plan and instruct to ensure student success with higher expectations.

There are three key activities around which evaluators and educators can partner to support educators.

Evaluators and educators can partner to:

Set ambitious yet reasonable goals for student achievement that focus students and educators on

priority content

Design an instructive, helpful observation cycle that ensures educators are getting regular feedback

on their practice

Create time to reflect on how educator practice is leading to the student shifts through the

observation and feedback cycle and end-of-year evaluations

Consistently, the districts and schools that are doing these three activities well, particularly the observation

cycle, are demonstrating the most progress with students. This presentation describes the way in which

schools and districts are using the Compass rubric and what the impact of that is on kids.

Louisiana Believes


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Evaluators use multiple measures of performanceto help educators grow and develop.

50%1.00 4.00

50%1.00 4.00

1.00 1.49 1.50 2.49 2.50 3.49 3.50 4.00

Ineffective Effective:

Emerging

Effective:

Proficient

Highly Effective

Student Growth Score

Student learning targets, for

all educators

Transitional student growth

data, where available therewas no requirement to use this

in 13-14

Professional PracticeScore

Evidence and ratings from

classroom and school

observations and

walkthroughs

OVERALL EVALUATION RATING(average of Student Growth and Professional Practice scores)

6

*A score of ineffectivein either Student Growth or Professional Practice results in an overall rating of ineffective.

Louisiana Believes


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Beyond these basic requirements, districts designthe Compass process.

Louisiana Believes 7

Compass is a locally designed tool that empowers districts to make the most important design and

implementation decisions.

At least two observations

At least two goals, called studentlearning targets

Annual summative evaluation

Statewide Compass Standards

Rubric used to rate performance

Assessments used to set student learning targets

Frequency and number of observations beyond

the minimum

Style and duration of observations and feedback

conferences

Types of evidence used to rate performance

Compensation to recognize and reward

performance

Use of transitional student growth data

Local Decisions


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In the past, administrators feedback did notvary, limiting the improvement process.

8Louisiana Believes

0.5

99

0.4

99

Unsatisfactory Satisfactory

P

ercentageo

fEdu

cators

Educator Ratings in 2010-2011

Teachers Leaders


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In 2012-2013, educators received more

differentiated feedback than in prior years.

9Louisiana Believes

48

57

32

2

9

61

27

Ineffective Effective: Emerging Effective: Proficient Highly Effective

Percentageo

fEducators

Compass Ratings in 2012-2013

Teachers Leaders


10/19

This year, as last year, administrators assessedperformance across a wider spectrum.

10Louisiana Believes

2 6

4943

1 6

59

34

Ineffective Effective: Emerging Effective: Proficient Highly Effective

Percentageo

fEducators

Compass Ratings in 2013-2014

Teachers Leaders


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Comparing 2013-2014 Results to 2012-2013 Results

11Louisiana Believes

Compass has resulted in educators receiving more differentiated feedback than they have under

previous systems. While this was true in 2013-2014, it was not as pronounced as in 2012-2013 whenonly 32 percent of teachers and 27 percent of leaders were rated highly effective compared to 43

and 34 percent respectively this year.

While there are likely a variety of reasons for the inflation of ratings outpacing student achievement

gains, two seem most plausible:

In 2013-2014, the Department did not require the use of value-added data in the evaluation

rating. Rather, the Department produced transitional student growth data for teachers of value-

added subjects, and evaluators had the discretion to use that data as part of the teachers

evaluation. Many districts and schools chose to use that data for instructional planning purposes

only and relied on more subjective student learning targets for purposes of evaluation.

At the same time, student learning target ratings themselves saw outsized inflation statewide.In 2013-2014, 62 percent of teacher student learning targets were rated highly effective

compared to 58 percent in 2012-2013.

Still, as was true in 2012-2013, the districts achieving the most with students, tended to hold

educators to the highest expectations, reserving the highly effective designation only for the most

exceptional teaching and leading.


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High expectations for teaching lead to morepronounced student gains.


Statewide, 38 percent of teachers received highly effective observation ratings. The districts that achieved

the most progress with students, however, generally reserved the highly effective designation for only forthe most exceptional observed teaching. For example:

Of the top 10 districts that increased the percentage of students who achieved Basic and above, 8 rated

fewer classroom observations highly effective than the state average

Of the top 10 districts that increased the percentage of students who achieved Mastery and above, 6

rated fewer classroom observations highly effective than the state average

Of the top 25 districts that increased the percentage of students who achieved Basic and above, 19 rated

fewer classroom observations highly effective than the state average

Of the top 25 districts that increased the percentage of students who achieved Mastery and above, 13


Of the top 100 schools that increased the percentage of students who achieved Basic and above, 72


Of the top 100 schools that increased the percentage of students who achieved Mastery and above, 56


Basic and above and Mastery and above measures in the Compass Final Report include EOC results. Basic

and above includes Good and above scores. Mastery and above includes Excellent scores.


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Expectations for leaders were not as consistent asexpectations for teachers.


Across districts statewide, expectations for leaders are not as consistent as are expectations for

teachers. The 2013-2014 results suggest that districts can do more to establish consistently high

expectations for school leadership. In 2013-2014:

28 districts rated 100 percent of their administrators proficient or higher on site visits. Of those

28, 14 districts were below the state average in terms of the percentage of students who achieved

Basic and above compared to last year.

63 districts assigned no ineffective ratings to any administrators.

Administrators were assigned ineffective overall evaluation ratings at less than half the rate of

teachers.


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Districts that held leaders to high expectations sawhigher expectations for teachers and students.


Interestingly, the districts that did set high expectations for administrators tended to be the same

districts that set high expectations for teaching excellence. This suggests that where district leaders

set high expectations for school leadership, school leaders, in turn, set high expectations for teaching:

Of the top 10 districts that increased the percentage of students who achieved Basic and above, 8

rated fewer site visits highly effective than the state average. Of these, 6 are listed above as

having the states highest expectations for teacher observations.

Of the top 10 districts that increased the percentage of students who achieved Mastery and above,

8 rated fewer site visits highly effective than the state average. Of these, 6 are listed above as

having the states highest expectations for teacher observations.

Of the top 25 districts that increased the percentage of students who achieved Basic and above, 20

rated fewer site visits highly effective than the state average. Of these, 16 are listed above as

having the states highest expectations for teacher observations. Of the top 25 districts that increased the percentage of students who achieved Mastery and above,

15 rated fewer site visits highly effective than the state average. Of these, 11 are listed above as

having the states highest expectations for teacher observations. Statewide, 41 percent of leaders

were rated highly effective on site visits.


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High Growth with Students High Bar for Leader Excellence

Statewide, 41 percent of leaders received highly effective ratings on the observation portion of their

evaluation. The districts that achieved the most progress with students, however, generally reserved thehighly effective designation for only for the most exceptional observed leadership.

The districts below were among the top 25 districts that increased the percentage of students achieving at

Mastery and above or Excellent from last year to this year, and also rated fewer leaders highly effective

than the state average of 41%.

DistrictsAcadia Jefferson

Ascension Plaquemines

Assumption Rapides

Bienville St. Charles

Catahoula Tangipahoa

Claiborne Vermilion

East Carroll Washington

East Feliciana

Louisiana Believes


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High Growth with Students High Bar for Teacher Excellence

Statewide, 38 percent of teachers received highly effective observation ratings. The schools that achieved

the most progress with students, however, generally reserved the highly effective designation for only forthe most exceptional observed teaching.

The schools below were among the top 100 schools that increased the percentage of students achieving at

Mastery and above or Excellent from last year to this year, and also rated fewer teachers highly effective

than the state average of 38%.

SchoolsAcadia Parish Ross Elementary School

South Crowley Elementary School

Ascension Parish Dutchtown Middle School

East Ascension High School

Lakeside Primary School

St. Amant Middle School

Assumption Parish Bayou LOurse Primary School

Pierre Part Primary School

Caddo Parish Northside Elementary School

Calcasieu Parish Ralph F. Wilson Elementary School

City Of Baker Baker Heights Elementary School

City of Bogalusa Central Elementary School

SchoolsClaiborne Parish Haynesville Elementary School

DeSoto Parish N. DeSoto Elementary School 3-5

East Baton Rouge Parish Brownfields Elementary School

Capitol Elementary School

Crestworth Elementary School

J.K. Haynes Elementary Charter

SchoolLaSalle Elementary School

Thrive Baton Rouge

East Carroll Parish Griffin Middle School Academy

East Feliciana Parish Clinton Elementary School

Iberia Parish Jeanerette Elementary School

Louisiana Believes


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High Growth with Students High Bar for Teacher Excellence

Schools

Jefferson Parish Bridgedale Elementary SchoolGreen Park Elementary School

Marrero Academy for Advanced Studies

Riverdale High School

Vic A. Pitre Elementary School

Lafayette Parish David Thibodaux STEM Magnet Academy

Lafourche Parish Bayou Community Academy Charter

School

Sixth Ward Middle School

Livingston Parish Denham Springs Freshman High School

Natchitoches Parish N.S.U. Elementary Lab School

Provencal Elementary & Junior High

School

Orleans Parish Robert Russa Moton Charter School

Rapides Parish Ball Elementary SchoolD.F. Huddle Elementary New Vision

Academy

Richland Parish Mangham Junior High School

RSD-NO L.B. Landry O. Perry Walker High School

KIPP Renaissance High School

Pierre A. Capdau Learning Academy

ReNEW SciTech Academy at Laurel

Schools

Sabine Parish Many High School

St. Charles Parish Albert Cammon Middle School

Ethel Schoeffner Elementary School

Norco Elementary School

St. Landry Parish Grand Prairie Elementary School

Highland Elementary School

St. Mary Parish Berwick Junior High School

St. Tammany Parish Bayou Wood Elementary School

Woodlake Elementary School

Terrebonne Parish H.L. Bourgeois High School

Vermilion Parish Erath High School

Kaplan Elementary School

Voices for International

Business & Education

International High School of New

Orleans

Webster Parish North Webster High School

Louisiana Believes


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In year three, evaluators must examine and adjustthe quality and rigor of their feedback.


To support ongoing improvement in 2013-2014, the Department will:

Work with a special sub-committee of the Accountability Commission convened by

Representative Frank Hoffmann (R-Monroe) to make recommendations to BESE for the use of

value-added data after the conclusion of the time to learn transition period.

Make recommendations regarding principal accountability for student learning and principal

capacity to assist teachers in professional learning.

Review tests administered by districts for their alignment with end-of-year state tests, so thatteachers know whether their student learning target goals are aligned with state standards

and tests.

Expand Believe and Prepare pilots to prepare classroom educators through a yearlong

apprenticeship.


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Accessing the Compass Report

Lo isiana Believes 19

On the Compass Annual Reportwebpage, readers can access:

- Compass Annual Report

- Compass Annual Report Presentation

- Report Methodology

- Appendices

- Teacher Data at the Parish Level- Leader Data at the Parish Level

- Counselor Data at the Parish Level

- Teacher Data at the School Level
http://www.louisianabelieves.com/teaching/compass-final-reporthttp://www.louisianabelieves.com/teaching/compass-final-report

Documents

2013-2014 Compass Results Presentation