Connecticut State Department of EDUCATION

1. Connecticut’s System for Educator Evaluation and Development Bureau of Special Education September 18, 2013 Connecticut State Department of EDUCATION Connecticut State Department of Education

2. Agenda Identifying Acronyms PEAC Core Requirements Student and Educator Support Specialists History of SESS Work Group Content of the Infamous White Papers Connecticut’s System for Educator Evaluation Student Learning Outcomes (SLOs) Resources Next Steps Connecticut State Department of Education

3. Thank You! Thanks to all who contributed to the SESS Work Group, the practitioners who met with our SESS Work Group members, the facilitators, CSDE colleagues, and many critical friends We have come a long way – we have a long way to go Connecticut State Department of Education

4. Acronyms PEAC-Performance Evaluation Advisory Council SEED-Connecticut’s System for Educator Evaluation and Development SESS-The Student and Educator Support Specialists' Work Group SLO-Student Learning Objectives IAGDs-Indicators of Academic Growth and Development Connecticut State Department of Education

5. PEAC The Performance Evaluation Advisory Council (PEAC) Work Groups Started Meeting in 2010 (Teacher, Administrator, Implementation, SESS) Developed the Guidelines for Educator Evaluation Adopted by the State Board of Education on June 27, 2012 Connecticut State Department of Education

6. The Student and Educator Support Specialists' Work Group (SESS) The Working Group Represented Multiple Disciplines This group consists of some of the individuals who are included in the non-tested grades and subjects category, but not all It is important to note that 69% of teachers are not in the grades or subjects where state testing applies (Goe, 2012). Connecticut State Department of Education

7. Student and Educator Support Specialists • How can learning objectives be articulated for these professionals? • What tools are available to measure the objectives? • ELL Teachers • Social Workers • School Psychologists • Library Media Specialists • Counselors • Speech Language Pathologists • Math/ELA Coaches • PTs/OTs • Nurses • Special Educators • Transition Coordinators • Others? Connecticut State Department of Education

8. History of SESS Work Group Membership Designed to address non-tested grades and subjects that were defined as “caseload educators” Decision points – non- certified staff such as PT, OT, Nurse Where do special education teachers fit in? Connecticut State Department of Education

9. Caseload Educators Those individuals that have multiple groups of students or adults with whom they are responsible for working. Their caseload may consist of all of the students in the school (e.g. library media specialists), a select group of students in the school (e.g. school psychologists), the educators in the school (e.g. literacy coaches), or with families (e.g. school social workers). Connecticut State Department of Education

10. Caseload Educators Often do not have their own classroom May be assigned to more than one building Often are not directly responsible for content instruction Often have an “indirect” impact on learning Provide supports, services, conditions that maximize students’ opportunity to learn (Goe, 2012) Connecticut State Department of Education

11. Connecticut Guidelines for Educator Evaluation ….because of the unique nature of the roles fulfilled by Student and Educator Support Specialists, the goal-setting process may differ based on the individual educator’s job description and responsibilities. While these educators may have an indirect impact on student achievement, their primary responsibility may not be directly linked to student achievement outcomes. ~Connecticut Guidelines for Educator Evaluation, pg. 24 Connecticut State Department of Education

12. Recommendations Develop a series of white papers, specific to each discipline, designed by practitioners Use the new evaluation and DEVELOPMENT system to focus on the need for additional supports for members of these disciplines Work with CSDE and state professional organizations to increase opportunities for Complementary Observers with expertise in field, development of induction programs, mentors and regional supports Connecticut State Department of Education

13. Guidance Documents for SESS Overview of titles and roles Sample SLOs and IAGDs Recommendations for customizing the observation rubric Recommendations for gathering staff, student and parent feedback Resources Credits Connecticut State Department of Education

14. Your District has Options The recommendations from the group are guiding how to implement the SEED Model with SESS providers Your district may be implementing the SEED Model, a hybrid of the SEED model, or one developed by your district Your district will need to determine how you will customize your model for your SESS providers Connecticut State Department of Education

15. Job Descriptions It is critically important prior to the evaluation process that the educator and administrator have a clear job description and understanding of the role the discipline specific educator will play in the school in the upcoming year – without this – you can not define the SLOs or IAGDs. Connecticut State Department of Education

16. SLOs and IAGDs for SESS This is hard work – people all over the country are struggling with developing rigorous yet attainable SLOs and IAGDs: Need to use baseline data to establish targets for student outcomes (IAGDs) Need to identify the formal and informal measurements we are using Need to define the population to set targets Consider thinking collaboratively – what other colleague(s) can use their content/discipline expertise to work with me to increase/accelerate student progress and possibly share SLO results Use the new SLO development guide as a resource! Connecticut State Department of Education

17. Recommendations for Customizing the Observation Rubric The most difficult and churning issue: Some of the groups thought the current Common Core of Teaching Rubric for Effective Teaching was appropriate for their discipline Other disciplines (School Counselors, SLPs, School Psychologistsand Social Workers) recommended using rubrics established by national associations The CSDE understands the need to use national guidance for these disciplines Connecticut State Department of Education

18. Crosswalk CCT and Framework SESS Framework-Draft CCT Foundational Skills • 5 Domains • Environment, Student Engagement and Commitment to Learning • Planning for Active Learning • Service Delivery • Assessment for Service Delivery • Professional Responsibilities and Leadership 5 Domains • Classroom Environment, Student Engagement and Commitment to Learning • Planning for Active Learning • Instruction for Active Learning • Assessment for Learning • Professional Responsibilities and Teacher Leadership Connecticut State Department of Education

19. The Challenges How many rubrics can one evaluator be expected to use, much less master? Does each evaluator have to be calibrated for each rubric? Does every rubric need to be validated? Can the nationally designed tool be used and still provide the necessary requirements to meet the CT legislative requirements (i.e. four point rating scale, final summary score, number of domains)? Will the district selected data management system accommodate more than one observation rubric? Connecticut State Department of Education

20. The Solution Short Term: For those using the state model, we have developed a modified Common Core of Teaching Rubric for use with SESS educators Long Term: Work with constituent groups to take the content from the national tools and adapt them to meet core requirements Connecticut State Department of Education

21. The Big Picture This is an evaluation and DEVELOPMENT process. The CSDE and the field want to set the highest standards possible for each discipline yet ensure the system is fair and accurate. The CSDE and the field need to look at what supports are needed in order to get district programs and staff to meet the highest standards established. Connecticut State Department of Education

22. PILOT DISTRICTS/CONSORTIA OF DISTRICTS- 2012-13 Bethany Branford Bridgeport Columbia/Eastford/Franklin Sterling Capitol Region Education Council Litchfield/Region 6 Norwalk Waterford Windham Windsor Connecticut State Department of Education

23. Connecticut State Department of Education

24. Priorities of the New Educator Evaluation System Place student learning at the center – student learning is central to the evaluation and development of educators Fosters an ethos of collaboration and dialogue Promote growth and development – provide all educators with immediate feedback and opportunities that support continuous growth and improvement through collaboration Every educator is an active participant in an evaluation process that supports collaboration and informs professional learning Shifts the focus of school and district administrators to instructional leadership System for documenting teacher effectiveness based on multiple data sources Structures in place for support and growth across the educator continuum Connecticut State Department of Education

25. Educator Evaluation Categories Connecticut State Department of Education

26. Educator Evaluation Categories OUTCOME RATING ANNUAL TEACHER RATING PRACTICE RATING Connecticut State Department of Education

27. Educator Evaluation Process Mid-Year Check-in Goal-Setting & Planning End-of-Year Review By November 15, 2013 January/February 2014 By June 30, 2014* *If state test data may have a significant impact on a final rating, a final rating may be revised by September 15 when state test data are available. Connecticut State Department of Education

28. Levels of Performance Each district shall define effectiveness and ineffectiveness utilizing a pattern of summative ratings derived from the new evaluation system.. Connecticut State Department of Education

29. Student Growth and Development (45%) Connecticut State Department of Education

30. What are Student Learning Objectives? • Broad statements about the knowledge and skills that students will demonstrate as a result of instruction; • Address the central purpose of the educator’s assignment; • Take into account baseline data on student performance; • Reflect content mastery or skill development; • Reflect attainable but ambitious goals for student learning; • Are measured by indicators of academic growth and development (IAGDs); and • Are standards-based. Connecticut State Department of Education

31. Setting Student Learning Objectives Planning Cycle Connecticut State Department of Education

32. Strategic SLOs

33. Indicators of Academic Growth and Development • The specific evidence, with a quantitative target, that will demonstrate whether the objective was met • Each indicator should make clear: • What evidence will be examined, • What level of performance is targeted; and • What proportion of students is projected to achieve the targeted performance level. • Indicator statements should follow SMART Goal language: Specific/Strategic, Measurable, Aligned/Attainable, Results-oriented and Time bound Connecticut State Department of Education

34. Goal Setting for Student Growth and Development (45%) • Student Learning Objective focus statement • Description of the general learning content to be covered • Baseline Data • The population of students addressed by SLO • Grades, sub-groups, caseload • Standards Addressed • Interval of instruction/time • Assessments • Indicator(s) of Academic Growth an Development • Strategies and tier interventions Connecticut State Department of Education

35. Rubric for Observation of Performance and Practice (40%) Connecticut State Department of Education

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39. Resources All are located on the SEED website: www.connecticutseed.org White papers Modified CCT observation rubric for SESS A crosswalk of the CCT rubric and the SESS rubric A copy of this PowerPoint that you can customize for use in district Connecticut State Department of Education

40. Resources NEW NEW • CT SEED website www.connecticutseed.org • Student and Educator Support Specialists White Papers by Discipline, 2013 • SESS Framework Rubric • A crosswalk of the CCT rubric and the SESS rubric • 2013 SEED Handbook • Connecticut Guidelines for Educator Evaluation (Core Requirements) • CCT Rubric for Effective Teaching • CSDE-Approved Trainer List • Evaluation Toolkit (including SLO guidance document) Connecticut State Department of Education

41. Next Steps Phase Two of the Work: 1. Convene practitioner based work group to refine SLO and IAGD examples 2. Convene practitioner based work groups to look at national standards against the Common Core of Teaching 3. Work with SDE to focus on enhancing supports and resources Connecticut State Department of Education

42. Thank You CT State Department of Education: Kimberly Traverso, LPC, Education Consultant kimberly.traverso@ct.gov Capitol Region Education Council – CREC Deborah Richards, SLP, Director of Student Services derichards@crec.org Connecticut State Department of Education