Administrative Council Meeting August 20, 2012

1. Administrative Council MeetingAugust 20, 2012 Connecticut’s New Accountability System: Metrics and School Classification

2. NCLB Requirements Not Waived • Highly Qualified Teacher Requirements • The basic highly qualifiedteacherrequirementshavenotbeenwaived. • English Language Learners • Paraprofessional Requirements

3. No Child Left Behind Waiver(Approved by USDE on May 29th) The waiver enables the CSDE and districts to: • Replace annual yearly progress (AYP) under NCLB with CT-designed annual performance targets • Schools will not be identified as “in need of improvement” based on this year’s data • Replace NCLB sanctions for schools and districts with more effective interventions

4. Timeline • AYP • No NCLB Sanctions • Baseline data for new performance targets (averaged with previous two years) • New funding flexibilities • 2011-12 • New performance targets • School Classification • AYP • NCLB Sanctions • 2010-11 • 2012-13

5. First Step in Improving School Accountability • NCLB indicators: • only capture performance of students across single performance band • New waiver indicators: capture performance across all bands and graduation rates • Future year indicators: will capture other important elements of school performance

6. Elements of school performance to capture in future years: • Cohort Growth • College and Career Readiness • Civics • Arts • Fitness/Wellness • School Climate

7. Why Connecticut needs a new system of accountability: • We should value improvement at all levels. • We should use metrics that give us a fuller picture of performance. • We should set meaningful goals for schools. • We should set the bar higher: the goal is ‘Goal’.

8. Major shifts:

9. Additional shifts: • SUBJECTS • Mathematics • Reading • Writing* • Science (5, 8, 10) • *Skills Checklist • Communication = Writing SUBGROUPS • Black • Hispanic • Special Education • English Language Learner • Free/Reduced Price Lunch

10. NCLB Connecticut’s New Indicators

11. New Indicators • Individual Performance Indicator (IPI) • Subject-IPI • The transformation of a valid achievement level in a particular subject • Mean of subject-IPIs for a school (goes across grades) • School Performance Indicator (SPI) • mean of the school’s IPI • District Performance Indicator (DPI) • mean of the district’s IPI • Connecticut Performance Indicator (CPI) • A group size of 20 or more is required to calculate a valid indicator.

12. Performance Index • Index between 0 and 100 • Counts performance in all tested grade levels • Captures performance across performance bands • Includes all tested subjects: reading, writing, math, and science • Incorporates all tested students, including students who take the MAS and the Skills Checklist • Provides subject-specific indices and overall index • Calculated for “all students” group and subgroups: ELL, SWD, Black, Hispanic, F/R lunch

13. What’s the difference between the results released in July and the performance metrics?

14. Performance Index Students who take CMT/CAPT

15. Performance IndexStudents who take MAS or Skills Checklist *3% cap remains in place at the district-level. Standard raised from Proficient to Goal.

16. Calculating District/School/Subgroup Performance Index • Example: 5th grader • Reading – G: 1.0 • Writing – P: .67 • Science – B: .33 • Math–P: .67 • Total 2.67 • Average of values .6675 • Step 1: Calculate an Individual Performance Index (IPI) for each student. • Average of these values (x100) = Individual Performance Index (IPI): 67 • Step 2: Calculate the District/School/Subgroup Performance Index. • Example: ELL Subgroup • 5th grader IPI = 67 • 6th grader IPI = 33 • 7th grader IPI = 33 • 8th grade IPI = 67 • Average all students IPIs (in the relevant group) to get the Performance Index = 50

17. Calculating Subject Performance Index • 97 students take CMT • 17 score A: 17 students x 1.00 = 17 SPI points • 20 score G: 20 students x 1.00 = 20 SPI points • 30 score P: 30 students x 0.67 = 20 SPI points • 15 score B: 15 students x 0.33 = 5 SPI points • 15 score BB: 15 students x 0.00 = 0 SPI points • 2 students take MAS • 1 scores G: 1 student x 1.00 = 1 SPI point • 1 scores B: 1 student x 0.00 = 0 SPI points • 1 student takes Skills Checklist • 1 scores I: 1 student x 1.00 = 1 SPI point Subject Performance Index = 64 % at or above Proficient = 69%

18. How can a school increase its SPI? For a school with 100 students…. Increasing % Proficiency by 9% requires moving 9 students who were not Proficient to Proficient. Increasing the SPI by 3 points requires moving 9 students across any performance threshold (.33 for each student) 0.33 0.33 1.0 0.33

19. Extended graduation rate Graduation Metrics for High Schools 4-year cohort graduation rate • Federally defined • The percentage of incoming 9th graders who graduate from 12th grade within 4 years with a standard diploma • Counts students who stay enrolled in high school for longer than 4 years • Counts students who receive certificate of completion • Does not count students who dropped out or transferred to another school district but never enrolled or have an unknown status

20. Connecticut State Targets: following 2018

21. Sample Schools with Subject Performance Index = 88

22. Sample Schools with Subject Performance Index = 64

23. School Performance Index Performance Targets: Ambitious yet Achievable School Performance Index 88

24. Subgroup Performance Index Performance Targets: Ambitious yet Achievable Subgroup Performance Index 88

25. 4-year Cohort Graduation Rate Performance Targets: Ambitious yet Achievable 94% 4-year graduation rate

26. Extended Graduation Rate Performance Targets: Ambitious yet Achievable Extended graduation rate 96%

27. SCHOOL CLASSIFICATIONS • Excelling met all state targets • Progressing meeting annual targets • Transition not meeting annual targets • Review • Turnaround Need the most support Eligible for the Commissioner’s Network District led intervention & redesign

28. DPI Report With Targets

29. More information coming soon!

30. Teacher and Leadership EvaluationAdministrative Council – August 20, 2012 Dr. Christine Carver, Associate Superintendent Mr. Stephen Foresi, Director of Human Capital Development

31. Learning Targets When we are finished, you will be able to… • understand the relationship between: • leadership evaluation, • teacher evaluation, and • student outcomes. • describe the formal and embedded professional learning for leaders on effective instructional practices. • understand Learning Walks; • district expectations around Learning Walks; and • the plan for informing teachers of the Learning Walks. • Implement the changes in supervisory documentation for the 2012-2013 school year using Observation 360. • implement the Learning Walks Rubric.

33. Teacher Evaluation Leader Evaluation • Teacher Practice 40% • Parent Feedback 10% • Leadership Practices • 40% • Teacher Effectiveness • 5% • Student Learning Outcomes • 45% • School-Wide Student Learning or Student Feedback 5% • Student Learning Outcomes • 45% • Stakeholder Feedback • 10% • Instructional Effectiveness • Instructional Leadership

34. What will be the professional learning for evaluators? What will be the work of the committee in terms of learning walks? Professional Learning

35. How will the professional learning for evaluators be provided? Administrative Council Learning Walks • Collective understanding through application. • Paired classroom observations • Learning Target Rubrics • Effective Teaching Rubrics developed by committee • Collective understanding through application. • Video • Learning Target Rubrics • Effective Teaching Rubrics developed by committee

36. Why engage in professional learning for leaders? • Develop consistent definition and expectations for effective instruction. • Ensure consistency among evaluators when evaluating teachers. • Develop a system to monitor implementation of the high yield instructional strategy (DIP – Learning Targets). • Mandated in an Act Concerning Educational Reform when developing an implementing a new teacher and leader evaluation system.

37. How is this linked to my evaluation? • Student Outcomes (SPI and DPI) • Are my students making targeted growth over time? • Teacher Effectiveness • What percentage of my teachers are a “3” or higher? • Leadership practices • Are my actions reflecting the standards as defined by the Connecticut leadership Standards (Instructional Leadership)?

38. When will the professional learning be provided?

39. Committee Work on Evaluation

40. What will the committee do?

41. Helping Students Aim for Understanding… in Every Lesson! Learning Target Outcomes and expectations

42. When are learning targets expected to be implemented? • There are two parts to the training: • Part I – Know and Understand (Action Research) • Part II – Do (Application) • Each training is approximately 2 hours • NHS – August 31st Training – Parts I and II • JW – August 31st Training – Part I only • MK – By the end of September – Parts I and II through COP • Elementary Schools – By the end of October – Parts I and II

43. How will we monitor the implementation of Learning Targets? • By focusing our Learning Walks on LEARNING TARGETS using a specific Rubric in Observation 360

44. What are some of the Elements of the learning targets rubric? • Did you see evidence that the teacher has a learning target for this specific lesson? • What did you see the students do, say, write, or make during today’s lesson? Did you find evidence that the lesson included a strongperformance of understanding? • In addition to looking for a strong performance of understanding, did you see evidence that the teacher shared the learning target for the lesson with the students in any of the following additional ways? • Did you see evidence that the teacher shared student “look-fors,” or criteria for success, with students? • Did you observe the teacher feeding students’ learning forward during today’s lesson?

45. Current Plan and Expectations Data Collection: Learning Targets OBSERVATION 360

46. How will technology support the evaluation process for the 2012-2013 school year? • Observation 360 • Current Evaluation Process • Expectation for Teachers • Expectation for Evaluators • Learning Targets Rubric • Expectation for Teachers • Expectation for Evaluators

47. What do we need to know? PD 360/Observation 360 & Current Evaluation Process • Expectation for Teachers: • Complete Eval. forms using PD 360 • Expectation for Evaluators– • Complete Eval. forms using PD 360 • Use to collect data on Learning Walks ( Rubric) • Conduct a minimum of 3 Learning Walks per Supervisee Learning Walks & Learning Targets Rubric • Expectation for Teachers • 80% implementation district-wide • Get feedback from supervisor re: implementation • Expectation for Evaluators • Use to conduct Learning Walks • Provide supportive immediate feedback to supervisee (feeding learning forward)

48. What do we need to know? • The implementation of Learning Targets is an Instructional Strategy that aligns to: • Our Shared Vision of Effective Teaching • Research-based strategies that improve student achievement • Our District Improvement Plan • We are going to implement Learning Targets district-wide this school year • Training will take place as follows…. (use the schedule I already shared) • Learning Walks will take place this school year • Learning Walks will support a number of important initiatives, including: • Implementing identified District Improvement Plan action steps • Supporting our transition to a revised Teacher and Administrator Evaluation Plan • Calibrating understanding to ensure consistent supervisory practices • To monitor and support the implementation of learning targets (and other district and school initiatives)

49. Questions