ASW Process
for Standard 6
Virtual Meeting
July 10, 2015
NCDPI ASW Team
Arts Education
Christie Lynch Ebert
Slater Mapp
AP/IB
Sneha Shah-Coltrane
Coordinator
Jen DeNeal
Healthful Living
World Languages
Burt Jenkins
Ann Marie Gunter
ASW Questions
Please capture your questions by
writing them down. As we progress
through today’s meeting, listen
carefully for the answer.
Periodically, we will ask you to
enter any unanswered questions
from the sections we’ve just
covered in the Questions box to be
answered.
Poll Questions
Who are you with ASW?
• ASW Coordinator for my district or
charter school
• ASW Lead for my school or
department
• Teacher who uses ASW for
Standard 6
• Curious Onlooker or Observer
Poll Questions
Where are you joining us from
today?
•
•
•
•
•
Office/School
Home
On the Road
Vacation Location
That information cannot be
disclosed.
Poll Questions
Did your district/charter implement
ASW during 2014 – 2015?
•
•
•
•
•
Yes, so I have some experience with ASW.
Yes, but ASW is new to me this year.
Not sure.
No, but some training was done on ASW.
No, I/we are all new to ASW.
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
ASW is the Standard 6 measure for
teachers in:
Contribute
to Academic
Success
•
•
•
•
•
Advanced Placement,
Arts Education,
Healthful Living,
International Baccalaureate, and
World Languages.
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
2015 – 2016 ASW Process Timeline
http://ncasw.ncdpi.wikispaces.net/15-16Implementation
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.
ASW Process: A Quick Guide
Class Selection
The online platform will
select the classes in which
the teacher must collect
artifacts.
ASW Questions
Now is the time to enter any
unanswered questions from the
sections we’ve just covered in the
Questions box to be answered by
the ASW Team and shared with all.
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
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) Student work samples from
Point 1 and Point 2
e) Context
Specific Objective
The Clarifying Objective or
CO that is chosen must
match the teacher’s
instruction and artifacts.
Analysis of
Student
Work
A.S.W.
A.S.W.
A.S.W.
A.S.W.
A.S.W.
A.S.W.
A.S.W.
A.S.W.
A.S.W.
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 → File Size
Up to 20 MB per file!
Time passes . . . weeks. . . months . . .
Teachers Collect
Work Samples for
Timelapse Artifacts
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
and another student
will be selected.
TA 1
Principal’s Input
The Principal is notified
when a reshuffle is used
by a teacher.
TA 1
ASW Virtual Meeting Activity
Go to the Teacher Resources page
on the ASW wiki at
http://ncasw.ncdpi.wikispaces.net/
and download the
ASW Quick Guide, plus . . .
1 or more resources that will be
helpful to you and/or your team as
you implement the ASW Process in
2015 – 2016
ASW Questions
Now is the time to enter any
unanswered questions from the
sections we’ve just covered in the
Questions box to be answered by
the ASW Team and shared with all.
Poll Questions
What did you download from the
Teacher Resources page after
the ASW Quick Guide?
•
•
•
•
•
ASW Course Codes
Planning Worksheet(s)
Strands & Standards Chart(s)
Other . . .
I got distracted  but I’ll do it later.
ASW Process: A Quick Guide
Context
Frequency and Duration:
• How often and for how long do you see your
students?
Examples: 45 minutes once per week for an entire year,
30 minutes twice per week for a semester.
• Include information about missed
classes or special scheduling
information that might be helpful to
the reviewer.
Context
What is the purpose of the Narrative Context?
• To communicate to the reviewer where the
students’ skill or knowledge is in relation to the
selected objective at two points in time during
instruction,
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.
Context
• To describe the amount of growth that occurred
in relation to the selected objective between
the two points in time.
Describe the growth
that occurred between
Points 1 and 2,
including how much
time passed between the
two points in time.
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 –
Individual Student
Work Samples
2
1
2
1
Timelapse
Artifact
1
2
1
Upload Evidence
Timelapse Artifact –
Whole Class
Work Samples
2
1 Timelapse
Artifact
1
Upload Evidence
TA 3
Individual
Students
All 5 Timelapse Artifacts
will be uploaded
to the online platform
as the teacher’s
Evidence Collection
for the school year.
TA 1
Individual
Students
TA 4
Individual
Students
TA 2
Whole
Class
TA 5
Whole
Class
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
ASW Questions
Now is the time to enter any
unanswered questions from the
sections we’ve just covered in the
Questions box to be answered by
the ASW Team and shared with all.
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
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
DDDDD
DDDDE
DDDDM
DDDEE
DDDME
DDDMM
Meets
MMMMM
MMMME
DMMMM
MMMEE
DDMMM
Da M M M E
DDMME
DDMEE
DMMEE
D D E EE
a
Exceeds
EEEEE
MEEEE
MMEEE
DEEEE
DMEEE
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
LEAs/Charter Schools who took part in ASW in 2014
Best 2 out of 3 years of data
Ms. 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)
Ms. NC’s Standard 6
rating for 2014-2017
Contribute
Meets
Expected Growth
to Academic
Success
Effectiveness Status
LEAs/Charter Schools who waived out of ASW in 2014
Best 2 out of 3 years of data
Mrs. NC’s 3 years of
growth data:
Standard
Standard
Standard
Year 1
2014-2015
Year 2
2015-2016
Year 3
2016-2017
Meets
Expected Growth
Does Not Meet
Expected Growth
Meets
Expected Growth
6
6
6
2014-15 Meets (Year 1)
School Wide Data
2015-16 Does Not Meet
(Year 2)
+ 2016-17 Meets (Year 3)
Mrs. NC’s Standard 6
Contribute
rating
for 2014-2017
to Academic
Meets
Expected Growth
Success
Effectiveness Status
Charter Schools that are part of ASW for the
first time in 2015
Mr. NC’s 3 years of
growth data:
Standard
Standard
Standard
Year 1
2015-2016
Year 2
2016-2017
Year 3
2017-2018
Does Not Meet
Expected Growth
Meets
Expected Growth
Meets
Expected Growth
6
6
6
2015-16 Does Not Meet
(Year 1)
2016-17 Meets (Year 2)
+ 2017-18 Meets (Year 3)
Mr. NC’s Standard 6
rating for 2015-2018
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
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
Now is the time to enter any
unanswered questions from the
sections we’ve just covered in the
Questions box to be answered by
the ASW Team and shared with all.
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
Thank you for joining us today!
This broadcast will be archived on the
ASW Wiki under Virtual Meetings on the
Professional Development tab
http://ncasw.ncdpi.wikispaces.net/VirtualMeetings
approximately 1 week from today
Don’t forget . . .
The next virtual meeting is about
ASW Professional Development
and will be on Tuesday, July 28.
Register using the link on the
Virtual Meetings wikipage.