emma klimek teacher effectiveness 1 emma klimek 2012
TRANSCRIPT
Assessments changesIt is no longer required to use a 3rd party
assessment for 6-8 social studies and science
“Individual teacher developed” assessments are not permitted
All assessments, including State assessments, are permitted for the “2nd 20%” or local assessment portion of the APPR, but they must be used differently (a different metric)
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OtherIt is not permissible to use “school
wide/group or department wide” for 6-8 science or social studies or any course in the high school with a Regents.
Classroom observations must be at least 31 out of 60 points; previously it was 40 out of 60 points
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Other information
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For the 2nd 20 percent group/team/school wide measures may use third party assessments or a district/BOCES/regional assessment unlike the 1st 20%
The growth percentile that the state provides may be combined across grades and subjects for the teacher and principal.
Student population for SLOs are set on BEDS day
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A third party assessment that is not on the SED approved list may not be used for the purpose of APPR even if a District is willing to certify to its comparability and rigor
Attendance
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You may NOT use attendance as a factor in your SLO. All enrolled students must be included in the calculation.
All students in the course sections subject to an SLO must be included in the SLO.
Students may not be excluded from a course they are enrolled in based on poor attendance (this applies to both State Growth and locally-selected measures).
Activity 1: Examine examplesThere are 5 examples of SLOs
Spanish exemplarOne reading specialistsOne Special Education One grade 1 math9th grade Social Studies Rubric
Please complete the reflection guide for two samples at each table
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Measurement Options for AssessmentsRaw Score
Assumes that the pre test and the post test have a relatively equal distribution of item difficulty
Easy to calculateScale Score/Percentiles/Stanines
Not an equal interval unitDoes not lend itself to arithmetic operations Can use as a target point
PercentagesAssumes that the pre and post assessments are
comparable
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Measurement options for AssessmentCut points/benchmarks/levels of proficiency
Should be research basedMay need to identify these points
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Raw Score to Raw ScoreDIBELS Oral Reading Fluency grade 1 to
DIBELS Oral Reading Fluency grade 2Score at end of grade 1 = 35 words per minuteScore at end of grade 2 = 90 words per minute
District/Regional/BOCES developed assessment for Social Studies grade 7 and 8Social Studies Grade 7 = 45 raw score points
(from short answer and DBQ rubrics etc.)Social Studies Grade 8 = 65 raw score points
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PercentageDistrict/Regional/ BOCES developed
assessment for science grade 6 and grade 7Grade 6= 75%Grade 7 = 80%
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Scale ScoreStanford Achievement Test
Grade 6 science= 568Grade 7 science= 650
State Assessment in ScienceGrade 8 State Science Assessment= 670
scale scoreLiving Environment Regents = 80 scale score
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Vendor Driven ScalingFountas and Pinnell Book Level Scales
First Grade = GSecond Grade = M
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Practice on Converting to HEDI and 0-20
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Locate the practice sheet “Measurement 1 Problem”
At your tables discuss where you might begin to solve this problem
The group will solve this problem together
Activity: Scaling a MetricGrades 1 and 2 use Percentile Metric for
measuring math (use handout “Grade 1 scores”)
Determine the targetsDetermine the HEDI criteria for grade 2Determine the 0-20 points for grade 2Use HEDI scoring sheet
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Activity: Scaling a MetricGrades 6 and 7 use a “percent correct” assessment
for social studiesHere are the scores for grades 6:
Student 1= 55 Student 2=65 Student 3=74Student 4= 72 Student 5=77 Student 6=82Student 7=77 Student 8=88 Student 9=84Student 10- 67 Student 11=76 Student 12=89Student 13=92 Student 14=83 Student 15= 86Student 16= 73 Student 17= 94 Student 18=99Student 19=81 Student 20= 87 Student 21=77
Determine a targetDetermine HEDI and 0-21 scoring for grade 7 targetUse HEDI scoring sheet
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The “Second 20%”How can you use the same assessments in
a different way?What are the ways to measure student
achievement”Growth
Individual student growthGroup growth
StatusPercent achieving a certain statusMean or median group calculation
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Activity: Different ways to measure student achievementAs a table, construct a scenario where
individual student growth is measuredAs a table, construct a scenario where
group growth is measuredUse Science 8 to Living Environment
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Where do I start?
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Planning chartDetermine the groups you have (teacher
assignment groups)Then complete district assessment inventory chart
so that you can determine which assessments you need and/or purchase or develop
Determine the metrics to be usedThen analyze HISTORIC data so that rigorous but
achievable targets are setDetermine HEDIDetermine 0-20Consider what to propose for the “second 20%”
Evidence is a Factual Reporting of EventsElement 2
• It includes teacher and student actions and/or behaviorsTeacher presented the content from the front of room.
• It includes statements made and questions posed by the teacher and the students “Bring your white boards, markers and erasers to the carpet
and sit on your square.”
• It includes artifacts prepared by the teacher, students, or others. Task cards, journals, lesson plans, etc.]
• It includes quantifiable information about time, student participation, resource use, etc.9:14 – 9:29- Warm-up. 8 of 22 Ss finished at 9:20, sat still
until 9:29
• It includes an observed aspect of the environmentDesks were arranged in groups of four
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Rubric Priorities: Part IElement 4
• All rubrics have priorities – the foundational concepts upon which the criteria are built
• Understanding the priorities of the approved rubric to evaluate teacher practice is essential to the observation process.
• Review the Priorities of NYSED Approved Rubrics document
• What are the priorities of the rubric chosen by your district?
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Training Platform
• For training purposes we will be using a platform developed by True North Logic
• Please log on to the following site:
http://engage.truenorthlogic.com
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