legends system and cycle updates for 2013-14 legends system and cycle updates for 2013-14 rev....

LEGENDS System and Cycle Updates for 2013-14

Rev. 05/23/13

A Note About This Presentation:Please hold any questions until the end of PowerPoint, as Please hold any questions until the end of PowerPoint, as

questions raised early in the presentation may be addressed questions raised early in the presentation may be addressed within later slides.within later slides.

Thank you!Thank you!

Setting the StageLEGENDS TodayLEGENDS Today

The Current LEGENDS Evaluation Cycle – The Current LEGENDS Evaluation Cycle – Key ElementsKey Elements

Multiple ObservationsMultiple Observations

Goal SettingGoal Setting

Robust Evaluation CycleRobust Evaluation Cycle

Initial Professional Growth ConferenceInitial Professional Growth Conference

ObservationsObservations

Interim Professional

Growth Conference


Growth ConferenceObservationsObservations

Summative Professional

Growth Conference


Growth Conference

LEGENDS RubricLEGENDS Rubric

The “Why” Behind ChangeUser Feedback and State LegislationUser Feedback and State Legislation

Over 1,100 licensed staff and administrators Over 1,100 licensed staff and administrators participated in the 2012-13 LEGENDS survey.participated in the 2012-13 LEGENDS survey.

Key Feedback Points:Key Feedback Points:• The general LEGENDS rubric does not fit all positionsThe general LEGENDS rubric does not fit all positions• Staff appreciate multiple observations, but worry about Staff appreciate multiple observations, but worry about

the time and work involvedthe time and work involved• Completing the rubric during each conference isn’t Completing the rubric during each conference isn’t

always helpfulalways helpful• Rubric language is sometimes unclear or confusingRubric language is sometimes unclear or confusing

The “Why” Behind Change – The “Why” Behind Change – Your FeedbackYour Feedback

Senate Bill 290 proposed significant changes to the way educators and administrators are evaluated in the State of Oregon.

The “Why” Behind Change – The “Why” Behind Change – Senate Bill 290 and the Oregon FrameworkSenate Bill 290 and the Oregon Framework

Based upon the bill, a statewide committee of practitioners created the Oregon Educator Effectiveness Framework.

The “Why” Behind Change – The “Why” Behind Change – Key Elements of Oregon FrameworkKey Elements of Oregon Framework

(1)(1)Standards ofStandards ofProfessionalProfessional

PracticePractice


PracticePractice

(2)(2)DifferentiatedDifferentiatedPerformancePerformance

LevelsLevels


LevelsLevels

(3)(3)MultipleMultiple

MeasuresMeasures


MeasuresMeasures

(4)(4)EvaluationEvaluation

AndAndProfessionalProfessional

GrowthGrowthCycleCycle




(5)(5)AlignedAligned

ProfessionalProfessionalDevelopmentDevelopment



The Current LEGENDS Evaluation Cycle – The Current LEGENDS Evaluation Cycle – Key Elements of Oregon Framework Match LEGENDS Key ElementsKey Elements of Oregon Framework Match LEGENDS Key Elements

Multiple ObservationsMultiple Observations

Goal SettingGoal Setting

Robust Evaluation CycleRobust Evaluation Cycle

Initial Professional Growth ConferenceInitial Professional Growth Conference

ObservationsObservations


Growth Conference


Growth ConferenceObservationsObservations


Growth Conference


Growth Conference

LEGENDS RubricLEGENDS Rubric


PracticePractice


PracticePractice


LevelsLevels


LevelsLevels


MeasuresMeasures


MeasuresMeasures


















MeasuresMeasures


MeasuresMeasures

Evidence of Student Learning & GrowthEvidence of Student Learning & GrowthMeasured By: Measured By: Student Learning Goals Student Learning Goals

(SLGs)(SLGs)

Evidence of Student Learning & GrowthEvidence of Student Learning & GrowthMeasured By: Measured By: Student Learning Goals Student Learning Goals

(SLGs)(SLGs)

Evidence of Professional ResponsibilitiesEvidence of Professional ResponsibilitiesMeasured By: Measured By: LEGENDS Standards 9-10LEGENDS Standards 9-10

Evidence of Professional ResponsibilitiesEvidence of Professional ResponsibilitiesMeasured By: Measured By: LEGENDS Standards 9-10LEGENDS Standards 9-10

Evidence of Professional PracticeEvidence of Professional PracticeMeasured By: Measured By: LEGENDS Standards 1-8LEGENDS Standards 1-8

Evidence of Professional PracticeEvidence of Professional PracticeMeasured By: Measured By: LEGENDS Standards 1-8LEGENDS Standards 1-8

Key Elements of the Oregon Framework – Key Elements of the Oregon Framework – What are Multiple Measures?What are Multiple Measures?

The Oregon Educator Effectiveness Framework requires the implementation of The Oregon Educator Effectiveness Framework requires the implementation of Multiple Measures Multiple Measures of effectiveness in both the educator and administrator of effectiveness in both the educator and administrator evaluation processes. evaluation processes. The below graphic illustrates the three measure categories for Salem-Keizer The below graphic illustrates the three measure categories for Salem-Keizer licensed staff. licensed staff.

Changes for 2013-14The LEGENDS CycleThe LEGENDS Cycle

Minimum of Minimum of 6 Observations6 Observations

LEGENDS Cycle for Probationary Staff

Initial Conference•Self-Assessment•Admin Assessment

Goal Setting•2 Student Learning Goals (SLGs)•1 Professional Growth Goal (PGG)

Interim Conference•Status of Goals•Observations Reviewed•(If New) Admin Assessment

Summative Conference•Summative Evaluation•Goal Results

What’s the Same•Evaluated annually•Minimum of 6 observations (no Minimum of 6 observations (no maximum)maximum)•At least 2 observations have face-to-face feedback•Observations can be classroom Observations can be classroom practice, PLCs, meetings, and practice, PLCs, meetings, and other areasother areas•Earlier due date – cycle completed by mid-February

Please Note: Cycle also applicable for full-year temporary staff, staff on Supervisor-Directed Please Note: Cycle also applicable for full-year temporary staff, staff on Supervisor-Directed Goals, and staff on a Program of Assistance for ImprovementGoals, and staff on a Program of Assistance for Improvement

Minimum of Minimum of 6 Observations6 Observations

LEGENDS Cycle for Probationary Staff

Initial Conference•Self-Assessment•Admin Assessment



Summative Conference•Summative Evaluation•Goal Results What’s Different

•2 Student Learning Goals (SLGs) 2 Student Learning Goals (SLGs) and 1 Professional Growth Goaland 1 Professional Growth Goal•Focus of Interim Conference on status of goals and observation review•Rubric only used in Interim Rubric only used in Interim Conference if supervisor is new to Conference if supervisor is new to employeeemployee•Face-to-face observation feedback does not necessarily require a “sit-down” formal meeting

Please Note: Cycle also applicable for full-year temporary staff, staff on Supervisor-Directed Please Note: Cycle also applicable for full-year temporary staff, staff on Supervisor-Directed Goals, and staff on a Program of Assistance for ImprovementGoals, and staff on a Program of Assistance for Improvement

““A” YearA” YearMinimum of Minimum of

6 Observations6 Observations

LEGENDS 2-Year Cycle for Contract Staff – “A” Year

Initial Conference•Self-Assessment•Review Admin Assessment




What’s the Same•Has summative evaluation•Minimum of 6 observations (no Minimum of 6 observations (no maximum)maximum)•At least 2 observations have face-to-face feedback•Observations can be classroom Observations can be classroom practice, PLCs, meetings, and practice, PLCs, meetings, and other areasother areas•Traditional due date – cycle completed by mid-May•Very similar to Probationary Very similar to Probationary evaluation cycleevaluation cycle



LEGENDS 2-Year Cycle for Contract Staff – “A” Year





What’s Different•2 Student Learning Goals (SLGs) 2 Student Learning Goals (SLGs) and 1 Professional Growth Goaland 1 Professional Growth Goal•Focus of Interim Conference on status of goals and observation review•Rubric only used in Interim Rubric only used in Interim Conference if supervisor is new to Conference if supervisor is new to employeeemployee•Face-to-face observation feedback does not necessarily require a “sit-down” formal meeting•During an employee’s first time During an employee’s first time on an “A” year, administrator will on an “A” year, administrator will complete an Initial Administrator complete an Initial Administrator Assessment. Future “A” years will Assessment. Future “A” years will review the “B” cycle’s end-of-year review the “B” cycle’s end-of-year Administrator Assessment during Administrator Assessment during the Initial Conference.the Initial Conference.

LEGENDS 2-Year Cycle for Contract Staff – “B” Year

Initial Conference•Self-Assessment•Review Summative

““B” YearB” YearMinimum ofMinimum of



Interim Conference•Status of Goals•Observations Reviewed

Summative Conference•Goal Results•Observations Reviewed•Admin Assessment

What’s the Same•Observations can be classroom Observations can be classroom practice, PLCs, meetings, and other practice, PLCs, meetings, and other areasareas•Traditional due date – cycle completed by mid-May

What’s Different•No Initial Administrator No Initial Administrator Assessment; instead, review prior Assessment; instead, review prior year’s summative evaluationyear’s summative evaluation•2 Student Learning Goals (SLGs) and 1 Professional Growth Goal•Minimum of 3 observations (no Minimum of 3 observations (no maximum)maximum)•1 observation requires face-to-face feedback •Focus of Interim Conference on Focus of Interim Conference on status of goals and review of status of goals and review of observationsobservations•No summative evaluation; instead, supervisor completes Interim Administrator Assessment

LEGENDS 2-Year Cycle for Contract Staff – “B” Year



















Combined 2-Year Contract Evaluation Cycle•Continuous 2-year cycle of evaluation (e.g., “A” to “B” to “A”)•Due to TIF requirements, all contract TIF staff will be on “A” yearDue to TIF requirements, all contract TIF staff will be on “A” year•To ensure roughly equal cycle distribution, District will assign “A” or “B” cycle for all non-TIF contract staff

Changes for 2013-14LEGENDS RubricsLEGENDS Rubrics

Based upon your suggestions, the General Licensed Based upon your suggestions, the General Licensed Rubric has been updated for 2013-14.Rubric has been updated for 2013-14.

Changes include:Changes include:• Refinements to indicator descriptions and proficiency Refinements to indicator descriptions and proficiency

levels to enhance claritylevels to enhance clarity• Updated guiding questions and evidence examples to Updated guiding questions and evidence examples to

support staff and administrators in recognizing evidence support staff and administrators in recognizing evidence of proficiency both in and out of the classroomof proficiency both in and out of the classroom

LEGENDS Rubrics for 2013-14 – LEGENDS Rubrics for 2013-14 – General Licensed Rubric ChangesGeneral Licensed Rubric Changes

In addition to the General Licensed Rubric, many specialty In addition to the General Licensed Rubric, many specialty groups will see changes in 2013-14.groups will see changes in 2013-14.

Changes include:Changes include:• Refinements to guiding questions and evidence for Music, Physical Refinements to guiding questions and evidence for Music, Physical

Education, Special Education, and CounselorsEducation, Special Education, and Counselors• New, job-specific rubrics for:New, job-specific rubrics for:

• Speech Language PathologistsSpeech Language Pathologists• Instructional Coaches and English Language Acquisition SpecialistsInstructional Coaches and English Language Acquisition Specialists• MentorsMentors• NursesNurses• Behavior SpecialistsBehavior Specialists• Program Assistants (both Curriculum and Special EducationProgram Assistants (both Curriculum and Special Education• Social WorkersSocial Workers• Occupational Therapists and Physical TherapistsOccupational Therapists and Physical Therapists

• All changes were made by practitioners in each specialty fieldAll changes were made by practitioners in each specialty field

LEGENDS Rubrics for 2013-14 – LEGENDS Rubrics for 2013-14 – Specialty RubricsSpecialty Rubrics

Changes for 2013-14Student Learning Goals (SLGs)Student Learning Goals (SLGs)

The Oregon Educator Effectiveness The Oregon Educator Effectiveness Framework mandates several Framework mandates several changes to the goal-setting process changes to the goal-setting process for licensed and administrative staff.for licensed and administrative staff.

Student Learning Goals (SLGs) – Student Learning Goals (SLGs) – Impact of Oregon FrameworkImpact of Oregon Framework

1 Professional Growth Goal

•Employee-directed•Informed by prior observations, evaluations, and self-assessment•Outlines a plan for professional growth and development•We currently do these!

2 Student Learning Goals (SLGs)

•Employee-directed•Data-driven, using Measures of Student Learning and Growth•Specific requirements on sources of data•The name is new, but…

Required in 2013-14

Student Learning Goals (SLGs) can Student Learning Goals (SLGs) can seem daunting or confusing…seem daunting or confusing…

Student Learning Goals (SLGs) – Student Learning Goals (SLGs) – What is an SLG?What is an SLG?

……but are really just statements of but are really just statements of desired student growth, written like desired student growth, written like

the SMART goals we already use!the SMART goals we already use!

Student Learning Goals (SLGs) – Student Learning Goals (SLGs) – The SMART Goal FormatThe SMART Goal Format

Student Learning Goals (SLGs) have specific requirements Student Learning Goals (SLGs) have specific requirements regarding sources of data.regarding sources of data.

The official description from ODE:The official description from ODE:

Student Learning Goals (SLGs) – Student Learning Goals (SLGs) – What are Measures of Student Learning and Growth?What are Measures of Student Learning and Growth?

The most important take-away, however, is much easier:The most important take-away, however, is much easier:

Student Learning Goals (SLGs) – Student Learning Goals (SLGs) – What are Measures of Student Learning and Growth?What are Measures of Student Learning and Growth?

Are you in an OAKS Are you in an OAKS Reading or Math tested Reading or Math tested

grade or subject?grade or subject?(ODE defined as ELA and (ODE defined as ELA and

mathematics in grades 3-8 and 11)mathematics in grades 3-8 and 11)YES NO

1 Goal 1 Goal MUSTMUST use OAKS or ELPA use OAKS or ELPA•You determine which students (full class or sub-population)•You determine how success is measured (e.g., % of students scores increase by specific %)1 Goal will use another data source1 Goal will use another data source•Many data source options to choose from

2 Goals will use employee-selected 2 Goals will use employee-selected data sourcesdata sources•You determine which students (full class or sub-population)•You determine how success is measured (e.g., % of students scores increase by specific %)•Many data source options to choose from

• SLGs are submitted by each staff member, but SLGs are submitted by each staff member, but maymay be be developed collaboratively (e.g., as a school, in PLCs, in job-developed collaboratively (e.g., as a school, in PLCs, in job-alike groups).alike groups).

• Many specialist staff members may have roles which make it Many specialist staff members may have roles which make it challenging to create a goal based explicitly on student challenging to create a goal based explicitly on student growth and achievementgrowth and achievement

• ODE will soon be releasing information outlining which roles ODE will soon be releasing information outlining which roles require Student Learning Goals (SLGs), and which do not.require Student Learning Goals (SLGs), and which do not.

• Staff not required to complete SLGs will still complete data-Staff not required to complete SLGs will still complete data-driven goals in 2013-14, but will have additional flexibility in driven goals in 2013-14, but will have additional flexibility in choosing role-appropriate data sources. choosing role-appropriate data sources.

Student Learning Goals (SLGs) – Student Learning Goals (SLGs) – Who Completes SLGs?Who Completes SLGs?

Student Learning Goals (SLGs) will be completed in TalentED Student Learning Goals (SLGs) will be completed in TalentED Perform, and only consist of two questions.Perform, and only consist of two questions.

1.1. A SMART Goal StatementA SMART Goal Statement2.2. Identifying the Data Source Which Will be Used to Measure the GoalIdentifying the Data Source Which Will be Used to Measure the Goal

Student Learning Goals (SLGs) – Student Learning Goals (SLGs) – What Will an SLG Look Like?What Will an SLG Look Like?

Interim Conferences and SLGsInterim Conferences and SLGsPrior to the Interim Conference, staff members will reflect upon their Student Learning Prior to the Interim Conference, staff members will reflect upon their Student Learning Goals (SLGs), and will share via TalentED Perform:Goals (SLGs), and will share via TalentED Perform:

•What progress has been made toward meeting or exceeding the goal?What progress has been made toward meeting or exceeding the goal?•What adjustments to strategies or practices need to be made to meet the goal?What adjustments to strategies or practices need to be made to meet the goal?

Student Learning Goals (SLGs) – Student Learning Goals (SLGs) – What Will an SLG Look Like?What Will an SLG Look Like?

Summative Conferences and SLGsSummative Conferences and SLGsPrior to the Summative Conference, staff members will reflect upon their Student Prior to the Summative Conference, staff members will reflect upon their Student Learning Goals (SLGs), and will share via TalentED Perform:Learning Goals (SLGs), and will share via TalentED Perform:

•What does the end-of-year data show regarding my goal?What does the end-of-year data show regarding my goal?•What worked? What strategies or practices should be revised?What worked? What strategies or practices should be revised?

Changes for 2013-14Student Learning Goal (SLG) ExamplesStudent Learning Goal (SLG) Examples

• To better assist staff in preparing SLGs for 2013-14, To better assist staff in preparing SLGs for 2013-14, Salem-Keizer will provide a number of examples and Salem-Keizer will provide a number of examples and goal stems to facilitate the goal-writing process.goal stems to facilitate the goal-writing process.

• Goal stems will function much like a “fill in the blank” Goal stems will function much like a “fill in the blank” or “Mad-lib”, allowing staff members the option to or “Mad-lib”, allowing staff members the option to insert their classroom or student-specific data targets insert their classroom or student-specific data targets into an existing goal.into an existing goal.

• While stems and examples will be available, you will While stems and examples will be available, you will still be welcome to create your own, unique goals. still be welcome to create your own, unique goals. Goals will need to meet ODE and SMART guidelines and Goals will need to meet ODE and SMART guidelines and requirements.requirements.

LEGENDS Rubrics for 2013-14 – LEGENDS Rubrics for 2013-14 – SLG Examples and StemsSLG Examples and Stems

A Sample SLG Statement Using OAKSA Sample SLG Statement Using OAKS

LEGENDS Rubrics for 2013-14 – LEGENDS Rubrics for 2013-14 – SLG Example #1SLG Example #1

For the 2013-14 school year, 60% of my 3For the 2013-14 school year, 60% of my 3rdrd grade students will meet benchmark (211) grade students will meet benchmark (211) RIT scores as measured by their OAKS 3RIT scores as measured by their OAKS 3rdrd

Grade Reading assessment.Grade Reading assessment.

A Sample SLG Statement Using DRAA Sample SLG Statement Using DRA


For the 2013-14 school year, 29 of my 33 For the 2013-14 school year, 29 of my 33 students will show at least 1 year’s worth of students will show at least 1 year’s worth of

growth as measured by the DRA.growth as measured by the DRA.

A Sample SLG Statement Using Presidential Fitness TestA Sample SLG Statement Using Presidential Fitness Test


For the 2013-14 school year, 100% of my 6For the 2013-14 school year, 100% of my 6thth grade students will improve on the grade students will improve on the

Presidential Fitness subtests (curl-ups, Presidential Fitness subtests (curl-ups, shuttle run, endurance run/walk, pull-ups, V-shuttle run, endurance run/walk, pull-ups, V-

sit reach) by an overall average of 20%.sit reach) by an overall average of 20%.

A Sample SLG Statement Using Classroom-Developed MeasureA Sample SLG Statement Using Classroom-Developed Measure


By the end of semester one, 80% of my By the end of semester one, 80% of my American Government students will meet American Government students will meet

their target post-assessment score, as their target post-assessment score, as determined by their pre-assessment results determined by their pre-assessment results

and the target score table below.and the target score table below. Baseline Score Range from Pre-Assessment Target Score on Post-Assessment

20-30 70

31-50 80

51-70 90

71-85 90 +

86-100 95 +

Interested in Additional Information?

The Oregon Educator Effectiveness Framework is available on ODE’s website at

http://www.ode.state.or.us/wma/teachlearn/educatoreffectiveness/oregon-framework--for-eval-and-support-systems.pdf

Rev. 05/20/13

Additional examples, training, and support will be available in August 2013.

Thank you for your time today!

Rev. 05/20/13

legends system and cycle updates for 2013-14 legends system and cycle updates for 2013-14 rev....

Documents

general legends rubric

legends system

stage legends

feedback slide

legends survey

conference isnt

cycle updates

helpful rubric language