District Evaluation Advisory Committee
Office of Accountability
Ms. Brenda Patterson, Chief Accountability Officer
Mr. Sham Bacchus, Interim Executive Director
Dr. Burnie Bristow, Interim Director
Dr. Vanessa Serrano, Interim Supervisor
Tammy Williams, Program Coordinator
Evelyn McLeod, Confidential Secretary
DEAC Meeting-April 23, 2013-Dr. Burnie Bristow
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Welcome District Evaluation
Advisory Committee
DEAC Meeting-April 23, 2013-Dr. Burnie Bristow
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AGENDA
Office of Accountability
DEAC Committee Meeting
April 23, 2013
90 Delaware Avenue
Facilitator: Dr. Burnie Bristow, NBCT
Cafeteria, 2:30-4:30 pm
Thoroughly Trained
2:30-2:40
Meet and Greet
2:40-2:50
Revisit Roles and Responsibilities of the DEAC Committee
2:50-3:05
Steering Committee Updates
Sub-Committee
Student Information System
3:05
AchieveNJ Updates
3:05-3:20
Non-Tested Grades and Subjects
Developing Student Growth Objectives (Teacher Focus)
3:20-3:35
Tested Grades and Subjects
Student Growth Percentiles
(Teacher Focus)
Developing Student Growth Objectives (Teacher Focus)
3:35-3:40
Summer Professional Development Opportunities for Teachers
3:40-4:00
Exemplary Teacher Training
-Dave Roudebush, Ph.D., Curriculum Focal Point
4:00-4:25
How will the Paterson Public School District define “THOROUGHLY TRAINED”?
4:25-4:30
Action Items:
Next steps
Deliverables
Next meeting date
DEAC Meeting-April 23, 2013-Dr. Burnie Bristow
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Roles and Responsibilities of the DEAC Committee
The DEAC committee (formed Dec. 2011) functions as an advisor to the
Paterson Public Schools in the implementation of the TEACH NJ
Act. Embedded in the TEACHNJ Act is a requirement to revise the Principal
and Teacher Evaluation System. Membership on the DEAC Committee
provides an opportunity for committee members to provide feedback on the
performance rubrics, program development and implementation at the
school and community level. The DEAC committee is comprised of
teachers, principals, central office staff, school board members and
parents.
DEAC Meeting-April 23, 2013-Dr. Burnie Bristow
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Teacher Effectiveness and Accountability for the Children of New Jersey
(TEACHNJ) Act.”
The goal of this legislation is to raise student
achievement by improving instruction through
the adoption of evaluations that provide
specific feedback to educators, inform the
provision of aligned professional
development, and inform personnel decisions;
DEAC Meeting-April 23, 2013-Dr. Burnie Bristow
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Update on the Student Information System
Sham Bacchus
DEAC Meeting-April 23, 2013-Dr. Burnie Bristow
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Current Data Sources/Systems that directly impact new
Evaluation Instrument
Student
Achievement
Data
Student
Information
Staff
Information
Financial
Communication/
Technology
Performance
Matters
Fusion/Keystone
Edumet
Edumet
Email
Renaissance
Learning
Genesis
(Eastside/JFK)
Kronos
Alio
Active Directory
Scholastic/
Pearson
EasyIEP
Applitrack
NJSMART
Class
Gradebooks
ParentLink
PDPro
McRel
Currently requires human input
from schools and central office.
(Error Laden) - 17
Currently gets data from other
systems. (Preferred) - 5
Teachscape*
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Brenda Patterson, Chief Accountability Officer, PPS
Data Integration
There was a need for an internal review of the programs,
processes and technical components required to effectively
support the implementation of the new Principal and Teacher
Evaluation. This review of our infrastructure necessitated a
cross departmental collaboration to integrate various systems.
DEAC Meeting-April 23, 2013-Dr. Burnie Bristow
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Communications, Business, HR
Assessment, MIS, Technology
 Merging platform ALIO and MIS
 Support to assessment
 Develop data platform to record and keep track
of teacher and school achievement data
 Teacher E-board / blog /Dropbox
Collaborative Teams as Decision Makers:
Communications/Technology/MIS,
Business,
Reform - Assessment/HR/PD,
C & I,
Special Programs and Accountability
STUDENT GROWTH OBJECTIVES
Introduction to the Guidebook
w/ Sham Bacchus
April, 2013
Charlotte –Mecklenburg SLO study
Key findings:
• The higher the quality of the SLO, the more likely it is to be
attained
• The quality of SLOs increases significantly in just two years
• Students whose teachers had higher quality SLOs achieve
higher scores on math and ELA tests
• Students whose teachers met their SLOs achieve higher scores
on math and ELA tests
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Charlotte –Mecklenburg SLO study
What principals said about SLOs
“The way of doing business in the school is the SLO
process. It adds to the spirit of cooperation.”
“Developing SLOs forces teachers to target low
performing kids and then work harder to pull those
kids up.”
“We have moved from a priority school to a high
growth school, and I give a lot of credit for this
change to the SLO process.”
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Charlotte –Mecklenburg SLO study
What mattered most in the SLO process
1) Analyze student baseline data, for use in planning and
teaching
2) Set individual student growth targets, for both more
informative and accurate assessment of student learning
3) Participate in collegial collaboration in the development of
SLOs
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Shift in Practice
Student Growth Objectives
Brenda Patterson, Chief Accountability Officer, PPS
DEAC Meeting-April 23,
2013-Dr. Burnie Bristow
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What is an SGO?
A Student Growth Objective is a long-term academic goal
that teachers set for groups of students and must be:
•
•
•
•
•
Specific and measureable
Aligned to New Jersey’s curriculum standards
Based on available prior student learning data
A measure of student learning between two points in time
Ambitious and achievable
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NTGS 101: Student Growth Objective Overview
Different types of Student Growth Objectives: Student Growth
Objectives can take many different forms
Type of SGO
Definition
Examples
Class-level
Focused on the entire student
population for a given course,
which often includes multiple
classes.
Focused on the student population
in a given class.
Covers all of the students in a teacher’s
Algebra I classes (Ideally the same form
of assessment covering all standards in
the curriculum)
Covers all of the students in ninth
period.
Targeted students
Focused on a subgroup of students
that need specific support.
Covers a group of students that scored
below 45% on the pre-test.
Course-level
Targeted content
Focused on specific skills or content Students will all master 80% of CCSS
that students must master.
standards related to Quadratic
Functions and Modeling
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NTGS 101: Specific Student Growth Objective
Specific Objective: Examples
The word “specific objective” would likely be used to identify anything
that does not cover your general population or is not a cumulative test
Type
Student Growth Objective
Targeted students
The average score on the post-test for the ten ELL
students who scored below 40% on the pre-test will be
at least 70%.
Targeted standard
The average student score on questions related to
Standard 5.1.12.B (scientific thinking and design) will
increase from 40% to 80%.
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SGOs in Achieve NJ - requirements
• A teacher develops SGOs in consultation with his or her
principal.
• All teachers who receive an SGP score must set between
1 and 2 SGOs.
• Teachers who do not receive an SGP score must set 2
SGOs.
• SGOs must be aligned to NJCCCS or CCSS and measure
student achievement and/or growth.
• SGOs must be specific and measurable and based on
available student learning data.
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NTGS 101: Pilot Districts
Student Achievement Goals (SAGs): Pilot Districts were given the
recommendation to use SAGs for the 2012 – 2013 school year
DEAC Meeting-April 23,
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NTGS 101: SGO – a high school biology example
SGO Components: General Timeline
August
Assessment
Baseline Data
•
Administer department developed pre-test
aligned with 2009 CCCS
•
•
Determine general preparation level .
Group students into three categories (low,
medium, high).
Determine specific areas of deficit .
•
•
Growth Objectives
•
General – set an objective for all students at
each preparation level covering all content.
Specific – set an objective for all students to
grow in a particular content standard.
November
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NTGS 101: SGO – a high school biology example
SGO Components: General Timeline
January
Monitor and Adjust
•
Use benchmark assessments to monitor
progress and adjust instruction.
•
Administer department-developed
standards-based post-test at the end of
the year and analyze data.
•
Determine to what degree growth
objective was met and produce a
summative rating.
Measure
Evaluate
June
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Teacher Evaluation: Summative Rating Timeline
• At summative conference, all available component scores (i.e.
teacher practice, SGO results) will be discussed.
• SGP data will be available on the following timeline.
November/December
NJASK scores released.
Department calculates
SGP data and sends to
districts the SGP and
summative ratings of
each teacher with a SGP
score.
June
Annual summary
conference includes:
Available component
measures.
October
Department collects
all other component
measures for
teachers with SGP.
Teacher
Practice
Student
Growth
Percentile
Student
Growth
Objective
Sum.
Rating
January
Summative rating
added to
personnel file.
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5 Steps
• Step 1: Choose or develop a quality assessment aligned to
NJCCCS or CCSS.
• Step 2: Determine students’ starting points.
• Step 3: Set ambitious and achievable SGOs with the
approval of the principal/supervisor.
• Step 4: Track progress, refine instruction.
• Step 5: Review results and score in consultation with your
principal/supervisor.
Page 8 – Quick Start Guide
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Traditional Assessments
• National/State tests
(e.g., Advanced
Placement exams,
DIBELS, EOC Biology
test)
• District, school and
departmental tests
(e.g., final exams)
Portfolio Assessments
Performance Assessment
• Teaching Strategies Gold® (pre-K, K)
• Writing and reflection samples (LAL)
• Laboratory research notebook
(sciences)
• Portfolio of student work (visual and
performing arts, etc.)
• Student project-based assessments
(all subjects)
• Lab Practicum (sciences)
• Sight reading (music)
• Dramatic performance
(drama)
• Skills demonstration (physical
education)
• Persuasive speech (public
speaking)
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• Develop assessments collaboratively.
• Align all assessments with NJCCCS or CCSS.
• Align all assessments with district, school and department goals.
• Make sure all the content in your SGO is covered in the assessment.
• Incorporate test items that vary in levels of difficulty.
• Include a sufficient number of test items to ensure rigor.
• Collaboratively determine possible modifications to meet the needs of
students.
• Develop rubrics to assess essay responses.
• Make sure content- and skill-based rubrics are specific and address
multiple levels of proficiency.
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Source of Performance Data to Determine
Students’ Starting Points
Examples and Notes
Results from beginning-of-course diagnostic
tests or performance tasks


Department-generated pre-assessment
Early course test
Results from prior-year tests that assess
knowledge and skills that are pre-requisites
to the current subject/grade



Results from tests in other subjects including
both teacher- or school-generated tests and
state tests (tests must have assessed prerequisite knowledge and skills)
Students’ grades in previous classes

NJASK for math, LAL and science
DRA for reading
End of course tests assessments, e.g.
results on English 9 writing portfolio are
used by the English 10 teacher
A physics teacher uses results of her
students’ prior math assessments
Page 13

Teachers should make sure they
understand the basis for the grades given
by students’ previous teachers
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SGO Guidebook Development
Continuous improvement with information from the field
– Modification and addition of forms
– Clarity of language
– Models of SGOs
– More guidance on assessments, including portfolios
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Summer Professional Development
Dr. Vanessa Serrano
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Principal and Teacher
Evaluation System Training
Discussion
Dr. Dave Roudebush, Focal Point
April 23, 2013
Teacher Evaluation System
• Performance Standard #1: Preparation for Instruction
– Establishing a culture of high expectations for
learning and achievement
– Uses district adopted curriculum and content
knowledge to design coherent lessons
– Post aligned lesson objectives and plan for
demonstration of learning
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Teacher Evaluation System
• Performance Standard #2: Use of Data to Inform
Instruction
– Focus on improving instruction using data
– Use a variety of assessment methods when
designing classroom assessments
– Involve students in assessing their own learning
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Teacher Evaluation System
• Performance Standard #3: Delivers Quality Instruction
– Instruct bell to bell
– Use a variety of instructional strategies to focus
instruction
– Engages students in learning
– Continually checks for understanding
– Deliver rigorous and relevant content
– Integrate 21st Century Skills in instruction
– Provides feedback about student proficiency
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Teacher Evaluation System
• Performance Standard #4: Interventions to Meet
Diverse Needs
– Differentiate instruction based on student needs
and background
– Implements interventions with fidelity and adjusts
interventions based on results
– Adapt and modify instruction for the unique needs
of learners
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Teacher Evaluation System
• Performance Standard #5: Classroom Environment
– Contribute to a safe and orderly learning
environment
– Use effective classroom management procedures
– Effectively manage student behavior
– Foster collaboration and self-regulation in students
– Promote positive and respectful rapport
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Teacher Evaluation System
• Performance Standard #6: Leadership
– Understand their role and responsibility for
professional growth and positive leadership
– Promote the concept of Professional Learning
Communities through collaboration and purposeful
involvement
– Continue professional growth
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Teacher Evaluation System
• Performance Standard #7: Professional
Responsibilities
– Adhere to Federal laws, state statutes and
regulation pertaining to education, Board of
Education policies, Memoranda of Understanding
and school rules
– Demonstrates professionalism
– Effectively communicates and solves problems
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Teacher Evaluation System
Professional Development Opportunities
• Two Major Professional Development Strands
– Curriculum Alignment/Instructional Strategies
– The Teacher Evaluation Performance Rubric
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Professional Development
Opportunities
• Aug. 18-19, 2011
* Aug. 25-27, 2011
• Sep. 19-21, 2011
* Oct. 8, 2011
• Aug. 21-30, 2012
* Sep. 4-5, 2012
• Oct. 12, 2012
* Feb. 15, 2013
To Date 2,300 teachers have been trained
Approximately 202 teachers need to be trained
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Thoroughly Train Teachers:
Stop.
Reflect and Discuss:
Think about what you have seen presented here,
How will the Paterson Public School
District define “THOROUGHLY
TRAINED”?
Please write down and discuss your thoughts and ideas at your table.
Please be prepared to share your most salient ideas with the
committee.
DEAC Meeting-April 23, 2013-Dr. Burnie Bristow
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Next Steps
DEAC Meeting-April 23, 2013-Dr. Burnie Bristow
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THANK-YOU
DEAC Meeting-April 23, 2013-Dr. Burnie Bristow
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