Legislative voting record to create TKES and SLO

TKES (and the Student Learning Objective multi-measure assessment--SLO) was created through HB 244 which passed in 2013 and became law in 2014.  You can find the actual bill HERE, but also you can find the voting record for each of the House of Representatives and Senators half way down the page under the link for "Votes."  As a point of information, the link shows---Senators: Yes, 52; No, 0.  House: Yes, 151; No, 21.

http://www.legis.ga.gov/Legislation/en-US/display/20132014/HB/244

TKES: DOK

Depth of knowledge verbs that are helpful:

• Analyze: Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose.
• Compare: Identify and describe points of similarity.
• Contrast: Bring out the points of difference.
• Critique: Detect consistencies and inconsistencies between a product and relevant external criteria; detect the appropriateness of a procedure or for a given problem.
• Evaluate: Make judgments based on criteria and standards; determine the significance, value, quality, or relevance of; give the good points and the bad ones; identify and describe advantages and limitations.

(Georgia Leadership Institute for School Improvement, Inc.)

Updated advice for new visitors

There is a significant amount of hands-on advice in earlier post that I have written in this blog. I recommend that if you are new to this blog, you take a few moments to read some of the earlier posts from 2014.  Many people have viewed the blogs related to: 

• Suggestions for Documenting TKES Standard ___
• the TLE Platform, 
• TKES/TAPS Observations DOK: What to Say
• Teacher Assessment on Performance Standards & Documenting Performance
• Summative Assessment
• Examples of Documenting Evidence

Documentation Ideas for Standard 4

Differentiates the instructional content, process, product, and learning environment to meet individual developmental needs

• Section Summary Report of your grade book to show differentiated content and product results indicating that the tests could result in a differentiated in product.
• Lesson plan showing differentiation of content, process, product, and/or environment.
• Pictures showing differentiated learning environment.

Provides remediation, enrichment, and acceleration to further student understanding of material

• Materials of All State, District, and local honor requirements for students to participate
• Lesson plan specifically showing remediation, acceleration, and enrichment for students 
• Example of documents used to provide students’ challenges, support learning, address learning differences, differentiation, and provide remediation and acceleration to further students’ understanding of material.
• Pictures of students participating in extending/enrichment activities.

Uses flexible grouping strategies to encourage appropriate peer interaction and to accommodate learning needs/goals

• Section Summary Report of your grade book to show where students can be grouped, assist each other, and graded on summative assessment
• Lesson plans indicating how, why, and the data used to determine flexible grouping.  (Using data to determine grouping is important!)

Uses diagnostic, formative, and summative assessment data to inform instructional modifications for individual students

• Section Summary Report of your grade book to show how formative and summative assessment data were used to guide changes to instructional strategies, unit plans, next content, or next assessment.
• (Formative assessments are the teacher's greatest aid in guiding current/in-process and future instruction.  There is an enormous section in my doctoral study regarding this; not because I wanted to write so much on it, but rather because that is what researchers/literature shows.)
• Highlight diagnostic (standardized test results), formative (homework or observational notes), and/or summative data from your grade book or roll and make a notation on how, when, and why that was used to make modifications for individual and groups of students.

Demonstrates high learning expectations for all students commensurate with their developmental levels

• Examples of Signs and Vocabulary that lists the terms and symbols for concepts that are expected for students to learn and demonstrate.

Measuring student growth using student learning objectives

From: http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=369
(If you haven't signed up for e-mails from ies.ed.gov, you should!)

Student learning objectives (SLOs)—classroom-specific growth targets chosen by individual teachers and approved by principals—are becoming popular as alternative measures of student growth because they can be used to evaluate teachers in any grade or subject.  Although very little of the literature on SLOs addresses their statistical properties, key findings show that:

• SLOs have the potential to better distinguish teachers based on performance than traditional evaluation metrics do, but no studies have looked at SLO reliability.  Most of the limited evidence on the statistical properties of SLOs is on the proportion of teachers achieving SLO objectives. Whether that differentiation represents true differences in teacher performance or random statistical noise is unknown.
• Little is known about whether SLOs can yield ratings that correlate with other measures of teacher performance. Only three studies have explored the relationship between SLO ratings and standardized assessment-based (value-a dded) growth measures. These studies found small but positive correlations. More research is needed as states and districts roll out SLOs as teacher evaluation measures and instructional planning tools.
• Until some of the research gaps are filled, districts that intend to use SLOs may want to roll them out for instructional planning before using them in high-stakes teacher evaluations. Several studies found teacher concerns about fairness in SLO implementation. This is no surprise, because SLOs are difficult to make valid and reliable. They are by definition customized to individual teachers and based on the professional judgments of teachers and principals. Making SLOs an important component of high-stakes evaluation could undermine their validity, because it means that teachers are in essence grading themselves.
• Studies of teacher experiences with SLOs indicate that SLOs can require substantial training and technology infrastructure and that they can be time-consuming for teachers and evaluators alike.

Teacher Pay for Performance Results

New: from the Institute of Education Sciences

To obtain hard copy of many IES products as well as hard copy and electronic versions of hundreds of other U.S. Department of Education products please visit http://www.edpubs.org or call 1-877-433-7827 (877-4-EDPUBS).

New from NCEE: Teacher Incentive Fund Implementation and Impacts of Pay-for-Performance After Two Years

Today, NCEE released the second of four evaluation reports that studies Teacher Incentive Fund (TIF) grants that were awarded in 2010 to support performance-based compensation systems for teachers and principals in high-need schools. The report provides basic implementation information for all 2010 TIF grantees, and more in-depth implementation and impact information for the subset of 10 districts that agreed to participate in a random assignment study. The main findings among all TIF districts with 2010 awards are: * Ninety percent of all TIF districts in 2012–2013 reported implementing at least 3 of the 4 required components for teachers, and only about one-half (52 percent) reported implementing all four. This was a slight improvement from the first year of implementation. * Near the end of the second year of implementation, 65 percent of TIF districts reported that sustainability of the program was a major challenge. In contrast, no more than one-third of districts reported that other activities related to their program were a major challenge. For the subset of 10 districts that agreed to participate in a random assignment study, key findings on the effect of pay-for-performance on educators include the following: * Few evaluation districts structured pay-for-performance bonuses to align well with TIF guidance in the grant competition notice. * Educators’ understanding of key program components improved from the first to the second year, but many teachers still did not understand that they were eligible for a bonus. They also continued to underestimate how much they could earn from performance bonuses. * Offering educators pay-for-performance had small, positive impacts on their students’ reading achievement; impacts on students’ math achievement were not statistically significant but similar in magnitude. To read the report, visit http://ies.ed.gov/ncee/pubs/20154020/index.asp To learn more about the study research design and the impact evaluation of TIF, visithttp://ies.ed.gov/ncee/projects/evaluation/tq_incentive.asp.

TKES: Year 2, document

My colleagues were somewhat skeptical of my data and document collecting 2 years ago.  They looked on with some amount of "Why are you doing all that?" "Why are you going to all that trouble?" as I created my notebooks of evidence and detailed table of contents.

Now, what are we asked to do as part of our evaluation?  "Print out our communication to parents, e-mails, or parent communication and place it in this binder we're giving you--under the Communication tab.  And, let's go ahead and put your lesson plans in this binder we're giving you under the Lesson Plan tab.  Oh, and let's keep your resources you're using under this Resources tab in this binder."  Hummm.  Sounds like document and create a notebook of evidence divided by the TAPS areas....  been there, done that.

Well, at least I have a couple of years of practice in doing this.  Now I have 4 notebooks on my shelf instead of 2.

Two things to remember this year: you can't document your way to a higher score, and your lesson plans need to be thorough.

Respectfully,
Glenn

First Try at Student Learning Objectives (SLOs) for Performance Based Class

The results from my SLOs came back and indicated high growth, but...

This process can not be valid or reliable nor should it be used in any sort of evaluative manner--for a student or a teacher.  It should not even be used to measure student growth.  It should not be used now or in the future to contribute to a teacher's TEM score attached to a teaching certificate.  It is not even valid enough to provide for a summative assessment contributing to a student's 9 weeks grade.  There are too many variables/issues to count it as "standardized."

Ideas for Documenting TKES Standard 3: Instructional Strategies

Instructional Strategies: The teacher promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the students’ acquisition of key knowledge and skills.

1. Engages students in active learning and maintains interest
1. An essay that encompasses your overall emphasis in student engagement and mastery of standards.
2. Lesson plans that show standard, concept, practice, and application of new ideas.
3. Examples and lesson plans of how the lesson builds on students' prior knowledge.
4. Pictures or copies of handouts of how you maintained students' interest
2. Builds upon students’ existing knowledge and skills
1. Lesson plans that consistently show activating students' prior knowledge
2. An essay that would detail how you regularly build on your students' pre-existing knowledge and skills.
3. Examples of handouts/worksheets that show scaffolding of knowledge
4. A list of the different ways you activate students' prior knowledge
3. Reinforces learning goals consistently throughout the lesson
1. Lesson plans that detail how the learning goal is reinforced throughout the lesson
2. Examples of depth of knowledge questions used during a lesson.
3. Words, sequencing, or structure that shows your regular reinforcing of the lesson.
4. Uses a variety of research-based instructional strategies and resources
1. Lesson plans that show differentiation of content, process, and/or product (differentiation can be one, two, or all three of those; additionally, it can be differentiated groups, locations, environment, etc.)
2. Provide pictures of differentiated classroom.
3. Lesson plans that detail acceleration and remediation
4. Lesson plans that show pacing, transitions, and expectations.
5. List of instructional strategies used for that learning goal (use the "75 Instructional Strategies" or the "Nine Most Effective Instructional Strategies" links for ideas)
5. Effectively uses appropriate instructional technology to enhance student learning
1. Examples (list) of technology used in learning goals and how they were used.
2. Lesson plans listing technology used for that lesson.
3. Examples of SmartBoard pages used for lesson
4. Examples of handouts, visuals, non-linguistic representations which help supplement learning
6. Communicates and presents material clearly, and checks for understanding
1. Examples of handouts, visuals, pictures, links that have been used to supplement students' learning.
2. Examples of the aural, visual, and kinesthetic means used to supplement students' learning.
3. Essay: 3.6; Checks for Understanding
4. Lesson plans showing depth of knowledge questions and sequencing of lesson
7. Develops higher-order thinking through questioning and problem-solving activities
1. Lesson plans detailing the sequencing of material for a learning goal; list higher order thinking questions, problem solving activities, and grouping activities; be sure to state how and why the students are grouped in the way they are.
2. Provide pictures with explanation of problem solving activities
8. Engages students in authentic learning by providing real-life examples and interdisciplinary connections
1. If you link your subject to real life examples or other subjects, this should be easy. Provide a copy of the program, the study guide, the other subject's connection to yours, etc.
2. Provide lesson plans of the integration of the interdisciplinary connections
3. Provide pictures of the out-of-classroom (real life) connectedness.

Documenting Evidence for TKES Standards

I have posts with ideas for documenting the Standards.  As I can, I'll complete the list for all 10 Standards.

As a reminder, it seems to be the consensus that the evidence only counts if it aligns with what the Evaluator observes in the classroom; so, document the Standards and Elements that support what you do in the classroom.  You can not document your way to a higher score.

Organizing your documentation through a notebook(s) and table of contents should help the Evaluator find everything quickly and easily; I have already posed ideas on how to do that....

Hope your evaluations are going well, and you are proving to be a highly effective teacher.

Ideas for Documenting TKES Standard 2: Instructional Planning

Instructional Planning: The teacher plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students.

As a reminder, it is my understanding that most Evaluators use the evidence and documentation provided to confirm what they see in the classroom observations. So, if you had hundreds of samples, but they never saw how you used it or applied it, you evidence would have little weight. I had approximately 150 pieces of evidence to support Instructional Planning.

1. Analyzes and uses student learning data to inform planning.
1. Individual student metacognitive tracking results
2. Summative assessments
3. Section summative assessment reports linking the assessment with future planning and lesson plans.
4. Assessment reports that detail how grouping was determined.
5. Progress report data.
2. Develops plans that are clear, logical, sequential, and integrated across the curriculum (e.g., long-term goals, lesson plans, and syllabi).
1. Series of lesson plans that detail: routines, rituals, classroom expectations, high expectations, plans and means for differentiating instruction, long-term goals, connection of individual learning elements to state standards, and results/reports showing mastery of elements with standards.
3. Plans instruction effectively for content mastery, pacing, and transitions.
1. Series of lesson plans that detail: integrated curriculum to long-term goals, examples of Essential Question for the day, transition strategies
2. Pacing guides, curriculum maps
3. Examples of multi-modal presentations to aid in student learning, extending and accelerating activities, graphic representations to aid learning, and application of new concepts.
4. Plans for instruction to meet the needs of all students.
1. Show examples of differentiated products for summative assessments.
2. Show examples of lessons, plans, assessments, and follow up assessments showing planning and assessment tracking of student progress.
3. Lesson plans detailing multiple means of presenting material allowing for students' different prior knowledge, ability level, and learning modalities.
5. Aligns and connects lesson objectives to state and local school district curricula and standards, and student learning needs.
1. Lesson plans that show exact connection between lesson goals, state standards, and how the curriculum will help the students.
2. Copies of samples of how visuals are used to help explain material.
3. Samples of how instruction goes from general to specific or how the different developmental needs of the students are being met.
6. Develops appropriate course, unit, and daily plans, and is able to adapt plans when needed
1. List of priorities and details of how lessons meet standards and student learning needs.
2. Summary assessment reports.
3. Correlation of lesson plans, state standards, and/or national standards.

Ideas for Documenting Standard 1: Professional Knowledge

Here are some suggestions and ideas for providing evidence for the TKES process for Standard 1. As I have become aware--as in a court of law--evidence is not evidence if it is not allowed or reviewed. Similarly, if you provide documentation but it is never reviewed by the Evaluator, it can not affect your rating. I had 220 pieces of detailed evidence for Standard 1. Most Evaluators use the documentation to support what they see in the classroom; so, you may think twice before putting too much work into the documentation. Some friends of mine received IVs with no additional evidence provided.

1. Addresses appropriate curriculum standards and integrates key content elements.
1. Your content standards and any correlation to the national standards or Common Core
2. List of Essential Questions or Lesson Prompt questions associated with your lesson plans.
3. Several Lesson Plans
2. Facilitates students’ use of higher-level thinking skills in instruction.
1. List of Depth of Knowledge (DOK) levels with most often used words circled.
2. Sample DOK questions used in class.
3. Sample Lesson Plans show planned use of DOK questions
3. Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real-world experiences and applications.
1. Index and samples of learning experiences, inter-related subject material, and real-world applications.
2. Flyers, programs, and copies of announcements for real-world experiences or applications.
4. Demonstrates accurate, deep, and current knowledge of subject matter.
1. Copies of final transcripts from all degrees earned.
2. Copies of certificates, areas of specialization, professional development, or webinars.
3. Letters or electronic mail recognizing honors or awards earned.
4. Pamphlets or news articles detailing involvement in community, region, state, national, or global level.
5. Copies of the title page (or in its entirety) your published articles, essays, or handbooks.
5. Exhibits pedagogical skills relevant to the subject area(s) taught and best practice based on current research.
1. List of instructional strategies you use throughout the year (see 72 Instructional Strategies or The Nine Most Effective Instructional Strategies)
2. Examples of the use of instructional strategies from lesson plans.
3. Examples of handouts that use different instructional strategies, differentiation, or modalities.
4. Examples of extending, acceleration, or remediation used.
5. Copies of articles, handouts, and examples of how the ideas were used in lessons.
6. Photographs of student engagement during best practices.
7. Research you have conducted or reviewed on best practices.
6. Bases instruction on goals that reflect high expectations for all students and a clear understanding of the curriculum.
1. Handouts of your syllabus or expectations for the year.
2. Examples of student work, student reflection, and graded student work.
7. Displays an understanding of the intellectual, social, emotional, and physical development of the age group.
1. Highlighted articles showing your review of articles related to your students' age group.
2. Examples or essay of how you applied article's ideas to your students.