TIU Curriculum Department Superintendents Advisory Council

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1 TIU Curriculum Department Superintendents Advisory Council November 13, 2014 Dr. Tracy Hinish, Assistant Executive Director DATES TO REMEMBER November 21, 2014: AM Half day PVAAS Teacher Specific Data Session December 5, 2014: 9:00 AM, Day 3 Math Design Collaborative, McVeytown Office December 5, 2014: Mathematics 24 T December 7-9, 2014: SAS Institute, Hershey, PA December 11, 2014: 8:30 AM, SAC Meeting, McVeytown Office December 12, 2014: 9:00 AM, Curriculum Advisory Council, McVeytown Office EDUCATOR EFFECTIVENESS Updates to FAQ What is a measure of student achievement? A student achievement measure is a score or value that reflects a student s performance on a high quality assessment designed to 1) align to a specified set of academic and/or interpersonal skills standards, and 2) measure student proficiency relative to a clearly defined set of content/skill-based expectations It is expected that districts perform due diligence in the review of assessments utilized by schools and teachers, to ensure they provide for reliable results and valid inferences that support the manner in which results are intended to be used.

2 How should an LEA evaluate employees who serve in dual roles, specifically the individual who teachers half time and supervises staff half time? Ultimately, an LEA must determine the best way to evaluate employees serving in multiple roles. LEAs could consider the percentage of time an individual is spending in his or her respective role as a determining factor. This decision should be made in collaboration with the employee and the district solicitor. LEAs should be consistent with whatever they choose to do. What is meant by progress in meeting the goals of student IEPs and how will that be measured as a component of teacher specific data? It is a measure of growth and student performance related to special education students meeting IEP goals. Any measure based upon progress made in meeting students IEPs may be developed by the local LEA, if applicable to a particular classroom teacher, and shall be validated through a Student Learning Objective (SLO) process to compile a score for such measure. PDE has developed a voluntary SLO template for IEP progress. LEAs are not required to use the template and can utilize the original PDE template if they choose. Both templates can be accessed on the educator effectiveness-classroom teacher website project/20903/p/ Teachers may use aggregated case load data of the percentage of students meeting IEP goals through documented progress monitoring. LEAs may choose to aggregate all IEP goals or identify a particular targeted subject area as an area of focus. The supervising administrator should work in collaboration with the teacher to set the performance measure and indicators and should meet frequently with the special education teacher to review progress monitoring data (e.g. select a targeted subject area and grade level). Per IDEA, it is expected if a student s progress monitoring data indicate a student is not making progress, the IEP team must be reconvened to consider all data and make adjustments to the student s program. Does IEP progress include GIEPS? No. The statute is specific in its definition tying IEP progress to those plans required under IDEA. N Count

3 LEAs are encouraged to utilize a n count of 11 across teacher specific and elective data. This is consistent with the n count PDE utilizes for other data sources such as the SPP and PVAAS. In absence of teacher specific and elective data the observation and practice components of the evaluation system could be substituted. It is a local decision whether an LEA chooses to utilize a lower n count for teacher specific and elective data. Hence, an LEA could choose to develop a SLO for less than eleven students, if they believe that they can attribute student achievement to the teacher. An LEA should discuss any decision to use the n count of 11 or a lower n count with its solicitor. Teacher Specific Data Decision Making Guide A Teacher Decision Making Guide will prompt LEAs to address all data defined in teacher specific data per Act 82 and provides a logical guidance document on how to address each component. SLO Process for IEP Progress SLO process for IEP Progress a simple streamlined SLO process to account for the IEP progress. Per Act 82, any teacher with available and applicable IEP progress must have that data attributed (genera education and special education teachers). This template will allow you to address the provisions of Act 82 by filling out a one page summary of the aggregated case load data for students. SPP Closing the Achievement Gap measure: Science data including the tabulation; ELA and mathematics will show in (14-15 is the baseline year.) Writing will no longer be displayed across the board, wherever writing was listed, ELA will be doubled in achievement, in growth and in extra credit. A revised Media Kit will be posted soon. ROSTER VERIFICATION Account Management webinars Roster Verification:

4 Jan 27, 2015, 3:00-4:00 p.m. Jan 28, 2015, 9:00-10:00 a.m. Jan 29, 2015, 3:00-4:00 p.m. Roster Verification Training webinars: Feb 5, 2015, 12:30-3:30 p.m. Feb 11, 2015, 8:30-11:30 a.m. Feb 17, 2015, 12:30-3:30 p.m. Feb 23, 2015, 8:30-11:30 a.m. PA CORE PDE is NOT doing curriculum audits. Registration for the SAS Institute is open at Public review of the standards is open. New Project Based Assessments are due to be posted in August PVAAS November 21, 2014: ½ day AM Teacher Training at IU 11 This half day session is designed for teachers who receive PVAAS teacher specific reporting. LEAs/districts sending teachers to the session are encouraged to include a district or school administrator with their group, as questions may arise regarding district/school practice or policy. Please contact Linda Dell or Tim Miller for more information on this half day session.

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