Best Prac*ces and General Advice for the 2015-­‐2016 RESA Adele McCarthy-­‐Beauvais, Project Manager, Ohio RESA Educopia 1 Agenda 1. Overview of the RESA 2. Key Deadlines 3. Review of the 2015-­‐2016 Instrument and ParEcipant Guide 4. CompleEng your Candidate Profile 5. Lesson Cycle Tasks – Best PracEces 6. FormaEve and SummaEve Assessment Task – Best PracEces 7. Resources and Help Desk Support 8. QuesEons? 2 Copyright 2015, Educopia, LLC The RESA tasks provide evidence of the Ohio Standards Under Ohio Standards, teachers: Task 1&3 Task 2 Task 4 1. Understand student learning and development and respect the diversity of the students they teach. 2. Know and understand the content area for which they have instrucEonal responsibility. 3. Understand and use varied assessments to inform instrucEon, evaluate, and ensure student learning. 4. Plan and deliver effec*ve instruc*on that advances the learning of each individual student 5. Create learning environments that provide high levels of learning and achievement for all students. 6. Collaborate and communicate with students, parents, other educators, administrators, and the community to support student learning. X X X X X X X X 7. Assume responsibility for professional growth, performance, and involvement as an individual as a member of a learning community. X 3 Copyright 2015, Educopia, LLC 4 Copyright 2015, Educopia, LLC 2015-­‐16 RESA Instrument Summary: Details the RESA performance tasks, evidence sources and forms, and is aligned to what you will see in the online submission system. Please pay special aYenEon to the Avoid DisqualificaEon SecEons in each RESA task to make sure that you follow direcEons and check your work. 5 Copyright 2015, Educopia, LLC 2015-­‐2016 ParEcipant Guide Summary: Easy-­‐to-­‐use document that outlines important processes and policies for the RESA this year. A.  Ge[ng Started B.  Special Circumstances and ADAA AccommodaEons C.  Process for Candidates Retaking the RESA D.  Guide to Using the RESA Online Submission System E.  RecommendaEons for Task and Evidence SelecEon F.  Uploading, SegmenEng and Submi[ng Evidence G.  RESA InstrucEonal Evidence Reference Guide H.  Disqualified Submissions I.  How the RESA is Scored J.  Program Coordinator and Facilitator Guidelines K.  Glossary of Key Terms as they are used in the RESA 6 Copyright 2015, Educopia, LLC Overview of Candidate Profile RegistraEon •  What is the candidate Profile? –  The Candidate Profile is a series of online forms registering the candidate in the RESA Submission System. These forms detail the candidate’s work and educaEon history. Tip: Have your resume on hand as you complete the Candidate Profile. •  How will this informa*on be used? –  This informaEon is confidenEal and secure and will be used only for the purposes of assuring fairness and anonymity in the scoring process. Candidate submissions will be assigned to assessors who they are not likely to know or to have crossed paths with in their work and educaEon history. 7 Copyright 2015, Educopia, LLC Other InformaEon about the Candidate Profile •  Subject Area –  If you teach in more than one subject area, you are not required to use classes in the subject area you’ve entered in the Profile for all RESA tasks. –  You may submit materials from any class you feel best suits the task requirements but you must make sure that the “Teaching and Learning Context Form” correspond to the for which you are submi[ng evidence and compleEng forms. Educopia will use this informaEon to ensure that the assessor assigned will be matched correctly for that grade level and content area. •  Save and Con*nue BuWon –  The Save and ConEnue buYon will turn blue when you have entered all the required informaEon and answered all quesEons. If you have done so and it is sEll gray, check your browser and make sure you are using Google Chrome. The RESA submission system works best with the Google Chrome Browser! •  Missing Schools and Ins*tu*ons –  If you cannot find your school in the insEtuEon drop down menus, please contact the Help Desk for further assistance so that school can be added to the profile. 8 Copyright 2015, Educopia, LLC 8 General Advice as you embark on the first two Ohio RESA Tasks Lesson Cycle 1 Forma*ve and Summa*ve Assessment Video, video, video: Get comfortable with recording your classroom and have a number of different lessons to choose from! Don’t leave the video unEl the end. Do not pause or edit your video prior to uploading to your media library! Start collec*ng evidence early. This task asks you to collect evidence across an enEre instrucEonal unit. You cannot leave this task unEl the last minute. Review Glossary Terms on Forma*ve and Summa*ve Assessment General Advice: •  Save your work locally. •  Spell and grammar check. •  Do not work with mulEple tabs open. You could mistakenly save the wrong version of your task forms. •  Work from a secure strong internet connecEon and use an up-­‐to-­‐date version of Google Chrome. DO NOT WAIT UNTIL THE LAST MINUTE TO SUBMIT THESE TASKS! 9 Copyright 2015, Educopia, LLC Best PracEces: First & Second Lesson Cycle Tasks Show don’t tell: Remember to provide evidence when answering quesEons in the forms: •  Form 1.2: Show a clear connecEon between the content focus and the learning outcomes by providing concrete examples. •  Form 1.3: When describing how you are challenging all students through these learning outcomes, provide evidence to support this descripEon. •  Form 1.4: Provide specific evidence of how you used the formaEve assessment in the video segment to inform instrucEon in the lesson or a future lesson. •  Form 1.5: Back up what you say about self reflecEon with examples of evidence gathered during the lesson. 10 Copyright 2015, Educopia, LLC Best PracEces: First & Second Lesson Cycle Tasks Be specific: Try to avoid describing your thinking or your acEons in general terms. Assessors only use what is provided to score a submission. They will not make inferences, so be sure to connect the dots for them. •  Form 1.2: Provide concrete examples of how the learning outcomes are rigorous and connect to: (a) school/district prioriEes; and (b) state/naEonal standards. Provide a specific explanaEon for each (i.e. don’t lump them together), and don’t just list the prioriEes or standards covered. •  Form 1.3: Instead of wriEng in general terms about differenEaEon, describe how you differenEated instrucEon for a specific student (or group of students). •  Form 1.4: Specify exactly why the the content covered in the segment is important. Make the connecEons for the assessor in your submission. •  Form 1.5: When explaining why you think certain instrucEonal strategies were successful, provide specific examples. 11 Copyright 2015, Educopia, LLC Best PracEces: First & Second Lesson Cycle Tasks Refer to the glossary: Review key terms in the SecEon K of the ParEcipant Guidebook. Academic rigor, differen*a*on, forma*ve assessment, and learning outcomes are key terms with which candidates most frequently struggle in the Lesson Cycle tasks. Let the Rubrics be Your Guide: Use the rubrics to drive how you approach each quesEon. Assessors can only score what they can see and hear: Ensure that other parEcipants in a video, such as students in a class or audience members at a presentaEon, can be seen and heard by someone viewing the video. 12 Copyright 2015, Educopia, LLC Best PracEces: Assessment Task Be specific and provide evidence: Try to avoid describing your thinking or your acEons in general terms. •  Form 2.2: •  It is important to explain how the differenEaEon supported the learning needs of the SPECIFIC students menEoned in the Teaching and Learning Context Form. Be specific when explaining how and why you adapted the outcomes or learning acEviEes. •  Explain how your learning outcomes are aligned to the content standards. You must do more than simply list the content standards. •  Form 2.3: Explain how you designed these assessments to include some form of self assessment. Don’t just list the method. And, of course, Include the actual student work! •  Form 2.4: Explain how the results affected your plan for the instrucEonal unit. Be specific about what these next steps are and make sure they are directly connected to your analysis of student work. 13 Copyright 2015, Educopia, LLC Best PracEces: Assessment Task Choose Wisely: This task involves the following series of interdependent candidate choices. •  Form 2.2: •  Instruc*onal Unit: Choose an instrucEonal unit with considerable variability in student performance. •  Learning Outcomes: Select a few high-­‐quality learning outcomes that can be assessed and tracked over the course of the instrucEonal unit. •  Form 2.3: •  Assessments: Choose assessments that effecEvely measure progress toward the desired learning outcomes. Assessments should include opportuniEes for self-­‐
assessment. FormaEve Assessment 1 and 2 should assess interim learning outcomes and the SummaEve Assessment measures progress toward all learning outcomes. Show the scoring on the student work, and make sure that it is accurate! •  Students: For each assessment, Student A is low-­‐performing on FA1, Student B is mid-­‐performing on FA1, and Student C is high-­‐performing on FA1. The same students must be used for FA2 and the SummaEve Assessment. 14 Copyright 2015, Educopia, LLC More resources and support Resources Page on www.educopia.com/resa: Upcoming Webinars: •  Frequently-­‐Asked-­‐QuesEons (FAQ) •  Special Circumstances Forms and RESA Policies •  Student, Parent and Teacher Releases •  Excerpts of the 2015-­‐2016 RESA Instrument •  Excerpts of the 2015-­‐2016 RESA ParEcipant Guide •  Screencasts (in October) •  All webinars •  Submission System Overview Candidate Communica*ons: •  All candidate communicaEons will be posted to the News page of the www.educopia.com/resa. Help Desk Resources: Our Help Desk is available at resa@educopia.com and at 855-­‐538-­‐8634. M-­‐F 2-­‐10 pm EST. 15 Copyright 2015, Educopia, LLC Ques*ons? I wish you the best of luck as you begin this important milestone in your career as an educator! 16 Copyright 2015, Educopia, LLC