formative assessments training for evaluators january 2013

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Formative Assessments

Training for EvaluatorsJanuary 2013

http://educatoreffectiveness.weebly.com

• For more information, visit: ­EDFS: http://eval.mybps.org/

­http://educatoreffectiveness.weebly.com

• Email questions, comments and feedback to:­bpsevaluation@boston.k12.ma.us

• MA Department of Elementary and Secondary Education (DESE) Evaluation Site:­ http://www.doe.mass.edu/edeval/

Norms

How can we, as a team of adults looking to support and help children learn, work together most effectively today? ­ Respect diversity of perspectives

­ Engage in active listening

­ Assume best intentions

­ Provide safety and confidentiality

­ Know that there are “no dumb questions”

­ Others?

Today’s Agenda

OverviewFormative Assessment: What is it? What is it not?What does it look like on EDFS?Using evidence (observations and artifacts) to roll up into a rating.

Work Time

Your goals for the session

• What are you hoping to get out of our time here today?

Plan Development & Implementation

Self-Assessment

Analysis, goal-setting & plan development

Implementation of the plan

Formative Assessment/Evaluat

ion

Summative Evaluation

Overall Ratings

Progress on Ratings on Overall Goals 4 Standards Rating

Educators are responsible for providing evidence for all standards and goals

I. Curriculum, Planning and AssessmentII. Teaching All StudentsIII. Family & Community EngagementIV. Professional Culture

• Exemplary

• Proficient

• Needs Improvement

• Unsatisfactory

• Student Learning

• Professional Practice

What is a formative assessment?

• A mid-plan check-in

-rating on progress towards each goal

-rating on each standard

• A document that considers all evidence

-observations to date

-evidence to date

• It may be used to change a plan

-If there is a significant change in practice, however, this is not mandatory. The plan may continue until the summative.

What isn’t a formative assessment?

It is NOT a formal observation and a write up of that observation.

Formative Assessment & Summative Evaluation

Meetings Upon request of educator or evaluator Required for ratings of NI or Unsatisfactory

Prescriptions issued for

standards rated less than

proficient

Steps to Completing the Formative Process

1. Schedule dates for your Formative Assessments• Spread them out, aim for Feb. 15• Prioritize people of concern

2. Inform teachers in writing• As far in advance in possible

3. Review evidence• Observation, artifacts

4. Complete in EDFS5. Meet with teachers

Today’s Agenda

OverviewFormative Assessment: What is it? What is it not?What does it look like on EDFS?Using evidence (observations and artifacts) to roll up into a rating.

Work Time

Evaluations in EDFS

Formative Assessment

Step 2

Step 1

Evaluations in EDFS

Evaluations in EDFS: Rating Goals

Evaluations in EDFS: Rating Standards

Evaluations in EDFS: Overall Rating

Formative Assessment: Prescriptions

Prescriptions for any standard in which an educator is rated NI or UNSAT.

Formative Assessment: Comments

Comments are optional for both the evaluator & the educator

Evaluations in EDFS: Release

Evaluations in EDFS: Educator Sign-Off

Today’s Agenda

OverviewFormative Assessment: What is it? What is it not?What does it look like on EDFS?Using evidence (observations and artifacts) to roll up into a rating.

Work Time

Overall Ratings

Progress on Ratings on Overall Goals 4 Standards Rating

Educators are responsible for providing evidence for all standards and goals

I. Curriculum, Planning and AssessmentII. Teaching All StudentsIII. Family & Community EngagementIV. Professional Culture

• Exemplary

• Proficient

• Needs Improvement

• Unsatisfactory

• Student Learning

• Professional Practice

Evidence: Observations & Artifacts

Ratings on Goals & Standards based on:

o Evidence collected in observationso Evidence documented in artifacts

Artifacts can be submitted by the

Educator OR the Evaluator

Activity

Examine the artifacts and observations of a BPS teacher, “Ms. Z.”

• What claims might we make in the formative assessment?

• Do we have enough evidence to make informed ratings for each goal and standard?

• Which observations & artifacts are the most informative? The least? Why?

Activity 2: Rating Goals and Writing a Rationale

Goal   

Rating 

Exceeded, Met, Significant Progress, Some Progress, or Did Not Meet

Rationale Claim: 

Evidence 1: 

Evidence 2: Evidence 3: 

Rationale: What claim can you make and what is the evidence to support it?

Activity 2: Rating Standards & Writing a Rationale

Standard  I. Curriculum, Planning, & Assessment 

Rating 

Exceeded, Met, Significant Progress, Some Progress, or Did Not Meet

Rationale Claim/Connection to rubric: 

Evidence 1: 

Evidence 2: 

Evidence 3: 

Rationale: What claim can you make and what is the evidence to support it?

Formative Assessments: Tips for giving feedback

Consider this:

Actionable

Realistic

Specific

Growth oriented

Formative Assessments: Tips for giving feedback

• How do you personalize feedback for the various educators you work with?

­Different levels of experience­Different personalities­Different strengths and needs

• Work Time

Artifacts

Good:

Log showing dates of contact with families

Better:

Include content of each point of contact

Best: Document impact of contact on behavior of a particular student

Uploading onto EDFS

Step 1:

Step 2:

Select the “Artifacts” icon and you will get this screen:

Uploading onto EDFS

When you click “Add Artifacts,” you will get this:Description(what is it?)

Rationale (why this?)

Tags(which goals

& standards?)

Choose File & Save

Resources, Support, Questions, and Feedback

• For more information, including examples of formative assessments, visit: ­EDFS: http://eval.mybps.org/

­http://educatoreffectiveness.weebly.com

• Email questions, comments and feedback to:­bpsevaluation@boston.k12.ma.us

http://educatoreffectiveness.weebly.com

• For more information, visit: ­EDFS: http://eval.mybps.org/

­http://educatoreffectiveness.weebly.com

• Email questions, comments and feedback to:­bpsevaluation@boston.k12.ma.us

• MA Department of Elementary and Secondary Education (DESE) Evaluation Site:­ http://www.doe.mass.edu/edeval/

• Ross Wilson, Assistant Superintendent for Educator Effectiveness (rwilson@boston.k12.ma.us)• Jared Joiner, Implementation Specialist

(jjoiner)• Emily Kalejs Qazilbash, Implementation

Specialist (eqazilbash)• Angela Rubenstein, Implementation

Specialist (arubenstein)• Kris Taylor, Implementation Specialist

(ktaylor2)• Jenna Costin, EDFS On-line System

Coordinator (jcostin)• Chason Ishino, Consultant (cishino)

Office of Educator Effectiveness

Timelines and RequirementsType of Educator

Plan

Self-Directed Growth Plan

1 school year*

Directed Growth Plan

Less than 1 school year

Improvement Plan

30 calendar days to 1 school year

Developing Educator Plan

1 school year

Announced observations

None required

None required

1

1

Unannounced observations

1

2

2 if plan is less than 6 months

4 if plan is between 6 months and 1 year

4

Required Dates

Oct. 1: Educator submits self-assessment & proposes 2 goals Nov. 1: Evaluator completes educator plans by approving goals & action stepsMay 15: Evaluator completes Summative Evaluation ReportJune 1: Evaluator meets with educators whose overall Summative Evaluation ratings are moved from Proficient or Exemplary to Needs Improvement or Unsatisfactory

Dates established in educator plan.

Dates established in educator plan.

Oct. 1: Evaluator meets with 1st year educators to assist with self-assessment and goal-setting. Other dates are same as above for 1-year Self-Directed Growth Plan.