Welcome!
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What is ASW?
And what in the world does it have to
do with me?
Elementary and Secondary Education Act
1965
No Child Left Behind
2002
ESEA Waivers 2011
Race to the What?
Race to the Top 2010
Basic Education Plan 1985
NC Standard Course of Study
• Common Core State
Standards
– English Language Arts
(and Literacy in
History/Social Studies,
Science, and Technical
Subjects)
– Mathematics
• NC Essential Standards
–
–
–
–
–
–
–
–
–
Arts Education
Career and Technical Education
English Language Development*
Guidance*
Healthful Living (Health & Physical Education)
Information and Technology*
Science
Social Studies
World Languages
North Carolina Arts Education
Essential Standards 2012
What is Revised Bloom’s Taxonomy?
And what does it have to do with
ASW?
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
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.
ASW 101
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
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.
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/