The Delaware Performance Appraisal System II for Teachers

August 2013

Training Module 4

Component Five – Student Improvement

Training Overview

Four separate modules:Module 1: Introduction to DPAS IIModule 2: DPAS II and the Delaware FrameworkModule 3: The DPAS II ProcessModule 4: Component Five – Student

Improvement

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Materials for this module

Power Point Presentation DPAS II Guide for Teachers DPAS II Forms for Teachershttp://www.doe.k12.de.us/cas/dpasii/default.shtml.

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Component Five – Student Improvement

Philosophy/Purpose

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Key Factors of Component Five

Three Educator GroupsGroup IGroup IIGroup III

Three MeasuresMeasure AMeasure BMeasure C

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Educator Groups and Measures

Group I Educators50% Measure A and 50% Measure B

Group II Educators50% Measure B and 50% Measure C

Group III Educators100% Measure C

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Component Five Ratings

Exceeds

Satisfactory

Unsatisfactory

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Overall Performance Levels

Overall Summative RatingsHighly EffectiveEffectiveNeeds Improvement Ineffective

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Summative Ratings ChartTotal # of Satisfactory ratings in

Components I-IVComponent V Summative Rating

4/4 Exceeds Highly Effective

4/4 Satisfactory Effective

4/4 Unsatisfactory Needs Improvement

3/4 Exceeds Highly Effective

3/4 Satisfactory Effective

3/4 Unsatisfactory Needs Improvement

2/4 Exceeds Effective

2/4 Satisfactory Effective

2/4 Unsatisfactory Ineffective

1/4 Exceeds Needs Improvement

1/4 Satisfactory Needs Improvement

1/4 Unsatisfactory Ineffective

0/4 Exceeds Needs Improvement

0/4 Satisfactory Needs Improvement

0/4 Unsatisfactory Ineffective

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Measure A Growth Targets

Student growth targets are determined based on the average growth made by “similar” students over the past three years of state testing data.

Similar students are defined as those who had: Similar fall DCAS instructional scores; and The same grade and subject; and The same SWD, ELL, SWD/ELL designation

Students have two opportunities in the spring to take the DCAS. The DCAS vendor, American Institutes for Research (AIR), uses the higher of the two scores for those students.

*Student Growth Targets will be provided by the DDOE.

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Determination of Growth

Measure A Ratings

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.

Measure B and Measure C Ratings

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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Measure B and C Growth Targets

How will Measure B and Measure C Growth Targets be set?Based on professional conversations between the

administrator and educator• Agree upon measures used• Agree upon a “satisfactory” target and an “exceeds”

target

Growth Targets will not be provided by the DDOE.

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Component Five Process

Process

Step 1: Self Reflection and Educator Group Selection

Step 2: Roster Identification and Measure(s) Selection

Step 3: Analysis, Target/Goal Setting, Fall Conference

Step 4: Observation(s), Formative Feedback, Spring Conference

Step 5: Summative Evaluation

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Step 1: Self Reflection and Educator Group Selection

Educator Group is determinedGroup I, Group II, or Group IIIwww.doe.k12.de.us

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Step 2: Roster Identification and Measures Selection Approval

Group I and II educators are required to conduct a Roster IdentificationTeacher of Record (TOR) must be determined for

Group I educators to ensure valid class rosters. Group II teachers will work with their

administrators to develop student rosters.

Approval of selected Measure(s)Evaluators/Administrators have final approval of

measure(s)

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Step 3: Fall Conference

Educators can set targets by employing techniques such as: S.M.A.R.T. Goals

• Specific

• Measureable

• Appropriate

• Realistic

• Time-bound

Educators set targets based on: Analysis of pre-test results School success/improvement plans Professional Goals Standards that a student is expected to master

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Step 4: Spring Conference

Educator and evaluator gather evidence of practice and progress toward goals, to include:Student performance dataMeasures of student learningObservation(s)Professional growth outcomesAny artifact or evidence related to performance

Spring Conference

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