Check-in & Preparation
ASW Wiki
http://ncasw.ncdpi.wikispaces.net/
has today’s materials
posted under
ASW Professional
Development on the
Summer RESA
Sessions page.
Direct link:
http://ncasw.ncdpi.wikispaces.net/
Summer+2014+RESAs
1. Review the
agenda
2. Access our
materials for
today, either
at your table
or online
DPI ASW
August 2014
Training
Welcome &
Introductions
Introductions: ASW Team
Arts Education
AP/IB
Christie Lynch Ebert
Sneha Shah-Coltrane
Slater Mapp
David Brooks
Coordinator
Jen DeNeal
Healthful Living
World Languages
Burt Jenkins
Ann Marie Gunter
Introductions from Tables
Team lead will share:
– Name of District/Charter
– Name and role
of each team member:
• Arts Education
• AP/IB
• Healthful Living
• World Languages
• District/School Administrator
Welcome: Agenda
ASW 101
Wiki Walkabout
Online Platform Tour
Choosing Objectives Activity
Gallery Walk of
District/Charter
Training Plans
Wrap-up
Welcome: ASW Questions
Please use post-its notes to
capture your questions today,
individually and from your team.
Periodically, your table will compile
the questions, and unanswered
ones from that section will be
addressed.
August 2014 Training
Bathrooms
August 2014 Training
Breaks
Begin and End
On Time
Lunch
August 2014 Training
Take care of your own
needs
August 2014 Training
Please switch cell
phones to
“vibrate” or silent
August 2014 Training
Limit Sidebar conversations
August 2014 Training
Know
when to
step up
and when
to step
back
August 2014 Training
Work Together
Your team will train educators
on the ASW Process and serve
as the local points of contact
for the ASW Process
during 2014-2015.
Activity:
Team Socrative Quiz
Have 1 - 5 team member(s)
access the Internet . . .
Go to:
m.socrative.com
Join Room: 942133
Activity:
Team Socrative Quiz
Go to: m.socrative.com
Room: 942133
What was the most fun over the
summer?
•
•
•
•
•
Beach vacation
Mountain retreat
Staycation
Trip abroad
Vegas rules…can’t tell
Activity:
Team Socrative Quiz
Go to: m.socrative.com
Room: 942133
Are you ready for school to
start?
•
•
•
•
•
Yes!
It already started.
Sure, we’re game.
We will be when it’s time.
Wait . . . school’s starting?
Activity:
Team Socrative Quiz
Room: 942133
Were you involved in the ASW
pilot(s)?
• Yes, some team members here today
were pilot participants.
• Yes, educators in our district/charter were
pilot participants.
• Not sure.
• No, but we understand the basics of ASW.
• No, we’re all new to ASW.
ASW 101
Activity:
ASW Process Timeline Sequencing
Pull out the laminated pieces
from the envelope on your table
and place them in the correct
order for the ASW Process.
NC Professional Teaching Standards
Standard I: Teachers demonstrate leadership.
Standard II: Teachers establish a respectful environment for a
diverse population of students.
Standard III: Teachers know the content they teach.
Standard IV: Teachers facilitate learning for their students.
Standard V: Teachers reflect on their practice.
Standard VI: Teachers contribute to the academic success
of students.
Effectiveness Status
NC Educator Evaluation System
1 2 3 4 5
Demonstrate
Leadership
Establish
Environment
Know
Content
5 Rating Categories
Not Demonstrated
Developing
Proficient
Accomplished
Distinguished
Facilitate
Learning
Reflect on
Practice
Contribute
to
Academic
Success
6
3 Rating Categories
Overview of Standard 6
Contribute
to Academic
Success
6
End of Grade (EOG) or End of Course (EOC) tests
6
Career Technical Education Assessment
6
NC Final Exams
6
K-3 Checkpoints
6
Analysis of Student Work
Analysis of Student Work
In 2014-2015, ASW is the Standard 6
measure for teachers in Advanced
Placement, Arts Education, Healthful
Living, International Baccalaureate, and
World Languages.
Contribute
to Academic
Success
Growth is based on student work
submitted by teachers and rated by
content experts in a “blind review”
process.
6
Analysis of Student Work
Principal’s Input
Confirm Teacher Participation
Overview: Analysis of Student Work
ASW Process
Overview: Analysis of Student Work
ASW Process
ASW Process: A Quick Guide
Teaching Context
• Screen shot
Principal’s Input
Principal receives a notification once a teacher’s
schedule has been validated. The principal will
then log into the Online Platform to confirm that the
schedule is correct.
Participation in ASW Process
for High School Teachers (60% rule)
1. If 60% of an educator’s classes* are in ASW subject
areas, then the educator must participate in both
ASW and any other Standard 6 measure covering the
remaining classes.
2. If 60% of an educator’s classes* can be covered by an
existing measure of student learning, then the
teacher is not required to participate in ASW.
*Please note that locally developed electives that do not
follow the standards set forth in the NC Standard
Course of Study are not included in the ASW Process.
Participation in ASW Process
for High School Teachers (60% rule)
Class schedule composition:
English II
EOC
Locally-developed class
Spanish I
ASW
Spanish II
ASW
Spanish III
ASW
Spanish IV
ASW
6 classes
4 divided by 6 = 67%
4 ASW
classes
Required to
Participate in
ASW
Participation in ASW Process
for High School Teachers (60% rule)
Class schedule composition:
Math 1
Math 1
Math 1
AP Statistics
AP Statistics
AP Statistics
6 classes
EOC
EOC
EOC
ASW
ASW
ASW
3 divided by 6 = 50%
3 ASW
classes
Not Required
to Participate
in ASW
Participation in ASW Process
for K-8 Teachers (45 minute rule)
1. Educators who have 45 minutes per week
scheduled with students in these content areas
are required to participate in ASW.
2. Educators who do not have 45 minutes per
week scheduled with students in these content
areas are not required to participate in ASW.
For educators who do not meet the requirements to participate in
the ASW Process, the district may choose to opt in to the ASW
Process for those educators. The decision to opt in for a group of
educators must be a district-wide decision.
Participation in ASW Process
for K-8 Teachers (45 minute rule)
Frequency and Duration of classes:
General Music – 4th Grade
Mon.
Tues.
Wed.
Thurs.
Fri.
Ms. DeNeal’s Class
Mr. Jenkins’ Class
Ms. DeNeal’s Class
Mr. Jenkins’ Class
Plan
Required to Participate
in ASW
40 mins.
40 mins.
40 mins.
40 mins.
40 mins.
80 mins.
Each class
Participation in ASW Process
for K-8 Teachers (45 minute rule)
Frequency and Duration of classes:
K-5 Physical Education
Mon.
Tues.
Wed.
Thurs.
Fri.
Ms. DeNeal’s Class
Mr. Jenkins’ Class
Mrs. Gunter’s Class
Mr. Mapp’s Class
Mr. Brooks’ Class
Not Required to Participate
in ASW
30 mins.
30 mins.
30 mins.
30 mins.
30 mins.
30 mins.
Each class
Teaching Context on Timeline
September to early-mid October
Teachers confirm and correct schedules.
ASW Questions
Have 1 person compile your post-it
notes with questions from the
previous section
Listen carefully!
Only unanswered questions will be
addressed to save time . . .
ASW Process: A Quick Guide
Class Selection
Beginning in 2014 – 2015,
the online platform will
select the classes in which
the teacher must collect
artifacts.
Class & Objective Selection
Mid-late October
Online Platform selects classes, and then teachers
can choose objectives.
Note: Teachers who are on a semester schedule
will have classes selected for 1st semester and
then later 2nd semester.
ASW Process: A Quick Guide
Objective Selection
Objectives:
Using the
Strands and
Standards
guidance charts,
the teacher will
choose 5
objectives.
Principal’s Input
Principal meets with the teacher to confirm that the
5 objectives chosen use the parameters in the
Strands & Standards Guidance Chart
Some examples of meetings:
• PDPs
• teacher meetings
Class & Objective Selection
Mid-late October
Online Platform selects classes, and then teachers
can choose objectives.
Note: Teachers who are on a semester schedule
will have classes selected for 1st semester and
then later 2nd semester.
ASW Process: A Quick Guide
5 Timelapse Artifacts
Teacher decisions needed to
compile a Timelapse Artifact (TA):
a) A specific objective
b) Sample type
• Individual Student
or
• Whole Class
c) Collection Method
d) Samples from Point 1 and Point 2
Sample Type
The Teacher may choose:
Option 1 –
Individual Student
Work Samples
Collect and keep 2 work
samples:
• for each class member
• for a specific objective
• at 2 separate points in time
OR
Sample Type
The Teacher may choose:
Option 2 –
Whole Class
Work Samples
2 work samples that
represent the entire class
• for a specific objective
• at 2 separate points in time
Collection Method
Method(s) or tool(s) for collecting:
Collection Method → File Size
Up to 10 MB per file!
5 Timelapse Artifacts
Late October - late May
Teachers will compile student work samples.
Note:
Teachers on a semester schedule will finish collecting
1st semester work samples by the end of December and
will upload their artifacts to the Online Platform. Then,
they will repeat the class selection and objective
choosing processes for 2nd semester classes.
Time passes . . . . . . . . . . . . . . . . . . . . .
Teachers Collect
Work Samples for
Timelapse Artifacts
ASW Questions
Have 1 person compile your post-it
notes with questions from the
previous section
Listen carefully!
Only unanswered questions will be
addressed to save time . . .
ASW Process: A Quick Guide
Student Selection
Timelapse Artifact
Option 1 –
Individual Student
Work Samples
Online platform will select
3 students
The TA will be compiled
using the Individual
Student Work Samples
from these selected
students.
TA 1
Student Selection
Timelapse Artifact Option 1 –
Individual Student
Work Samples
If a student work sample
is unavailable, that
student will be reshuffled
to create another
sampling.
TA 1
Principal’s Input
The Principal is notified
when a reshuffle is used
by a teacher.
TA 1
Student Selection &
Upload Evidence
Late May-early June
Teachers with individual student work samples
will have the Online Platform select 3 students at
random for uploading. Then, teachers will upload
student artifacts and submit completed Evidence
Collections to the Online Platform.
ASW Process: A Quick Guide
Upload Evidence
Context for 1st work sample in each Timelapse
Artifact
How does this artifact
show where the student
is in relation to the
chosen clarifying
objective?
How does this artifact show where the
student is in relation to the chosen
clarifying objective?
This artifact was created using an 8th grade Healthful Living Health Education Class
containing 32 students before instruction on the objective began. In this video, the
student did not show proper technique in the their performance of CPR in the following
ways.
1. The students body position has him sitting on the victims waist.
2. The hands have been placed separately on the victims upper
chest.
3. The compressions given are of insufficient depth and are given too slow.
4. The elbows are bending during the compression.
Upload Evidence
Context for 2nd work sample in each Timelapse
Artifact
How does this artifact
show where the student
is in relation to the
chosen clarifying
objective?
How does this artifact show where
the student is in relation to the
chosen clarifying objective?
This artifact was created using an 8th grade Health Education Class containing 32 students
three class days after instruction began. In this video, the student shows proper technique
in the their performance of CPR in the following ways.
1. The student has the proper body position, on his knees next to
the victim.
2. The force of the compression is generated from the hips and
applied in a vertical direction.
3. The hands are positioned with an interlocking grip.
4. The heel of the bottom hand has been placed on the sternum.
Upload Evidence
Context for Growth in each Timelapse Artifact
Describe the growth
that occurred between
Points 1 and 2.
Describe the growth that occurred
between Points 1 and 2.
CPR performed with the technique in video #1 was inadequate and would not have given
the victim an opportunity to survive. The technique in video #2 would provide blood flow
and oxygen to give the victim a chance of survival
Upload Evidence
Timelapse Artifact Option 1 –
Individual Student
Work Samples
2
1
2
1
Timelapse
Artifact
1
2
1
Upload Evidence
Timelapse Artifact Option 2 –
Whole Class
Work Samples
2
1 Timelapse
Artifact
1
Upload Evidence
TA 3
Student
All 5 Timelapse Artifacts
will be uploaded
to the online platform
as the teacher’s
Evidence Collection
for the school year.
TA 1
Student
TA 4
Student
TA 2
Whole
Class
TA 5
Whole
Class
Student Selection &
Upload Evidence
Late May-early June
Teachers with individual student work samples
will have the Online Platform select 3 students at
random for uploading. Then, teachers will
upload student artifacts and submit completed
Evidence Collections to the Online Platform.
ASW Process: A Quick Guide
Blind Review
The Evidence Collection
will be reviewed by
2 content area
specialists.
D
Reviewer #1
Reviewer #2
M
E
Blind Review
The platform sends the evidence collection to two
reviewers who have been matched to the teacher
because of their similar content area expertise.
Reviewer #1
Reviewer #2
Blind Review
If the category ratings from each reviewer are the
same, then the review process is complete and the
Standard 6 rating will be posted for that year.
M
M
Category Rating:
Meets Expected Growth
Reviewer #1
Reviewer #2
Blind Review
If the category ratings from the two reviewers are not
the same, the Evidence Collection is automatically
sent to a 3rd reviewer for an additional review to get
a rating for that year.
Reviewer #3
M
Reviewer #1
E
Reviewer #2
Blind Review
2-Step ASW Process Review
These will be explained in detail in later modules.
#1
Evidence Collection Checklist
#2
ASW Quality Rubric
Blind Review
Summer 2015
Content area specialists complete the review
process.
Qualifications
Application
Training
ASW Process: A Quick Guide
Receive Rating
Evidence Collection Rating Form:
•
D = Does Not Meet Expected Growth
•
M = Meets Expected Growth
•
E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below:
TA 1
TA 2
TA 3
TA 4
TA 5
Use this table to determine the overall rating for the evidence collection
Does Not Meet
DDDDD
DDDDE
DDDDM
DDDEE
DDDME
DDDMM
Meets
MMMMM
MMMME
DMMMM
MMMEE
DDMMM
DMMME
DDMME
DDMEE
DMMEE
Exceeds
EEEEE
MEEEE
MMEEE
DEEEE
DMEEE
DDEEE
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth
Exceeds Expected Growth
Receive Rating
Evidence Collection Rating Form:
• D = Does Not Meet Expected Growth
• M = Meets Expected Growth
• E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the
table below:
TA 1
D
TA 2
M
TA 3
M
TA 4
M
TA 5
E
Receive Rating
Synthesis table to determine Standard 6 rating
Does Not Meet
a
Meets
Exceeds
DDDDD
MMMMM
EEEEE
DDDDE
MMMME
MEEEE
DDDDM
DMMMM
MMEEE
DDDEE
MMMEE
DEEEE
DDDME
DDMMM
DMEEE
DDDMM
Da M M M E
DDEEE
DDMME
DDMEE
DMMEE
Receive Rating
Fall 2015
Teachers receive their Standard 6 ratings for 20142015.
Effectiveness Status
3 Years of Combined Data for Standard 6
Standard
Standard
6
Year 1
Standard
6
Year 2
6
Year 3
An educator receives an
Effectiveness Status
when he or she has 3
years of their own data
for Standard 6
Effectiveness Status
Only for 2014 – 2017: Best 2 out of 3 years of data
Mr. NC’s 3 years of
growth data:
Standard
Standard
Standard
Year 1
2014-2015
Year 2
2015-2016
Year 3
2016-2017
Does Not Meet
Expected Growth
Meets
Expected Growth
Meets
Expected Growth
6
6
6
2014-15 Does Not Meet
(Year 1)
2015-16 Meets (Year 2)
+ 2016-17 Meets (Year 3)
Mr. NC’s Standard 6
rating for 2014-2017
Contribute
Meets
Expected Growth
to Academic
Success
Effectiveness Status for 2016 - 2017
2016 - 2017
Developing
Proficient
Standard 1
Demonstrate
leadership
X
Standard 2 Establish
Environment
X
Standard 3
Know Content
X
X
Standard 4
Facilitate Learning
Standard 5 Reflect
on Practice
Standard 6
Three year growth
data
Accomplished
Distinguished
X
Best 2 out of 3 years of growth data for 2014 – 2017
Meets Expected Growth
Effectiveness Status for 2016 - 2017
In Need of
Improvement
Effective
Highly
Effective
Any rating
lower than
proficient
Proficient
or Higher
on Standards
1-5
Accomplished
or Higher
on Standards
1-5
Does Not
Meet
Expected
Growth
Meets or
Exceeds
Expected
Growth
Exceeds
Expected
Growth
Standards
1
Establish Environment
2
Know Content
3
Facilitate Learning
4
Reflect on Practice
5
Contribute to Academic
Success (3 yrs. of data) 6
Demonstrate Leadership
Effectiveness Status
for 2016 - 2017
2016 - 2017
Developing
Proficient
Standard 1
Demonstrate
leadership
X
Standard 2 Establish
Environment
X
Standard 3
Know Content
X
X
Standard 4
Facilitate Learning
Standard 5 Reflect
on Practice
Standard 6
Three year growth
data
Effective
Accomplished
Distinguished
X
Best 2 out of 3 years of growth data for 2014 – 2017
Meets Expected Growth
ASW Questions
Have 1 person compile your post-it
notes with questions from the
previous section
Listen carefully!
Only unanswered questions will be
addressed to save time . . .
Team Planning
Time
Wiki Walkabout
ASW Wikispace
Public wiki - No need to join!
• 5 Online Training Modules
August - ASW Overview
September - Year 1 Planning, Capturing 2 Points in Time
October – November - Context and ASW Review Process
• Important Forms
• Frequently Asked Questions
Visit the ASW Wikispace here:
http://ncasw.ncdpi.wikispaces.net/
Online Platform
Tour
ASW Questions
Have 1 person compile your post-it
notes with questions from the
previous section
Listen carefully!
Only unanswered questions will be
addressed to save time . . .
Team Planning
Time
Choosing
Objectives
Lessons Learned from Pilots
• Work together across content areas
• Focus on the philosophy behind the standards
and objectives and how to assess them in
your classroom
• Know your guidance chart and standards well
Lessons Learned from Pilots
• Choose objectives carefully
– Match teacher’s instruction and assessment
– Select artifacts that demonstrate:
• the objective selected
• at 2 points in time
– Realize not all objectives link easily to ASW
process
Activity: Choosing Objectives
for the ASW Process
Move to a content area group:
• Arts Education
• AP/IB
• Healthful Living
• World Languages
District/School Administrators choose a content area group.
Get an activity sheet with the objectives from one
course in that area.
Activity: Choosing Objectives
for the ASW Process
1. On your own, mark the box
Yes, links well
NOW
Might link
SOON
May link but
NOT AT THE MOMENT
X
X
X
to indicate how well each objective from the course
on your activity sheet links to the ASW process.
Activity: Choosing Objectives
for the ASW Process
2. With a partner or small group, discuss the
following questions and adjust your checked
boxes as needed:
– Is this objective observable and measurable at
two separate points in time?
– How could the work samples for this objective
be captured by a collection method at hand?
– How well does this objective connect to how
teachers teach and assess?
Activity: Choosing Objectives
for the ASW Process
3. Review the checked objectives in the SOON and
NOT AT THE MOMENT columns and brainstorm
how they might be included in ASW this year.
4. Consider how you might use or adapt this activity
with your teachers.
Strands & Standards Guidance Charts
Could a teacher
create an
Evidence
Collection with
5 Timelapse
Artifacts using
the objectives
highlighted for
this course?
District/Charter
Training Plans
District/Charter Training Plans
Synthesize your Team Planning ideas from
today’s session onto a chart paper poster.
Your team’s poster should show your ‘big picture’
plan for 2014-2015 ASW training.
District/Charter Training Plans
Poster should contain answers to the 5 W’s and H:
• Who will you be training?
• Where will you share the information?
(PLC’s, online modules, face to face, etc.)
• What information needs to be shared?
• When throughout the year will the information be shared?
• Why did you make these decisions?
• How will you measure your progress with ASW training
during the year?
Don’t forget to include all areas involved in the ASW
process:
Healthful Living, World Languages, Arts Education, AP/IB
Gallery Walk of
District/Charter
Training Plans
Gallery Walk
District/Charter Training Plans
Place your team’s poster in the gallery area.
As we do the Gallery Walk,
use your dot to vote for the:
– Most Interesting Training Plan Ideas
Gallery Walk
District/Charter Training Plans
1. Go get your poster
2. Make a note of the ideas that you may want to
incorporate into your district/charter training plan.
Wrap-up /
Exit Ticket
Activity:
Exit Ticket
Go to:
m.socrative.com
Join Room: 942133
- Date
- Content Area
- Plus and Delta
- Best about ASW
- 1 Concern about
ASW
Questions about Educator
Effectiveness, NCEES or ASW
Visit
www.ncpublicschools.org/effectiveness-model
or
http://ncees.ncdpi.wikispaces.net/
NCEES+Wiki
or
ASW Wiki at http://ncasw.ncdpi.wikispaces.net/
You can also email questions to
educatoreffectiveness@dpi.nc.gov