TDES Redesign Quarter 2 School Team Training
This training session facilitated for TDES school team members covers topics including connections to prior learning, high-quality student data, PGP Conference procedures, and Paraprofessional evaluation. The agenda includes welcome and introduction, video vignettes, and wrap-up steps with the aim of enhancing skills and knowledge for educators. Materials needed are specified, and interactive activities like reflecting on Quarter 1 training are included for effective learning.
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Presentation Transcript
TDES Redesign Quarter 2 School Team Training Facilitators: TDES School Team Members This training content is provided to you by the TDES Steering Committee and TDES Redesign Committee
Agenda Welcome & Introduction Connections to Prior Learning High Quality Student Data Video Vignettes PGP/PIP Conference Paraprofessional Evaluations Wrap Up & Next Steps
Objectives: Today we will.. Connect to our prior learning in the Quarter 1 Training Understand the high quality student data changes to the rubric Understand the procedures for the PGP Conference Understand the steps for Paraprofessional Evaluation
Materials and Groupings Needed TDES Guidebook, 2019-2020 TDES Events Calendar, 2021-2022 TDES Teacher Rubric, 2019-2020 PGP Check in Form Paper for activities and to take notes on Materials can be found on the TDES website under the Staff tab on the CMSD website.
Connections to Prior to Learning Activity: In pairs or small groups, reflect and discuss on these questions about Quarter 1 training for two minutes: What were your specific learning take-aways from our Quarter 1 training? What went well in our Quarter 1 school training? Why? What could have been improved in our Quarter 1 school training? Why?
Connections to Prior to Learning Share Out: Volunteers share out
HQSD Video Vignettes The TDES Steering Committee created video vignettes for 1b, 1c, 1f and 3d using Master Certified Teachers and PAR Mentors. Big thanks to: Cherylyn Combs, East Clark, Third Grade Catherine Duplisea, Orchard, MLT Marcella Hall, Collinwood, Special Education Laura Kraker, Garrett Morgan, Math Marixa Marreo, New Tech West, Spanish Tequila Pennington-Calwise, Euclid Park, Third Grade Tracy Reid, Preschool, Mary B Martin Christy Rorick-Brown, Gallagher, Special Education T h i s P h o t o b y U
High Quality Student Data Videos Activity: Video Vignettes - 1b, 1f Directions: * Divide you paper in half * Label one half 1b and the other half 1f * While watching the video, take notes on what you hear on HQSD individually * After watching each video, you will add to your notes based on your team s discussion
Accessing the Videos Directions: Go to the Waffle in the upper left corner of your Outlook email Select the app, Stream If Stream is not there, click on All Apps and search for Stream Once you are in Stream, type in the search bar at the top, 1b or 1f for the respective videos
HQSD Discussion and Share Out Video Vignettes - 1b, 1f After each video, reflect or discuss in pairs or small group: * How did the teachers use HQSD? * What takeaways do you have? Record your team s responses on your paper. Repeat for each video. Whole group share out after both videos have been played.
Component Skilled Description Sample Sources of Evidence 1b: Demonstrating knowledge of students Teacher actively seeks knowledge of students backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for groups of students. Teacher draws upon an accurate analysis on multiple sources of high-quality student data for groups of students. Survey data to get to know student s family and background Analysis of previous year OST /EOC data Analyzing students strengths/weakness from benchmark assessments such as NWEA Examining students language proficiency from OELPA data and/or student artifacts Reviewing a student s IEP A conference discussion where the teacher reflects on their knowledge of students & how she/he obtained this information Source: TDES Guidebook, 2019
Component Skilled Description Sample Sources of Evidence 1c: Setting instructional outcomes Instructional outcomes are stated as goals reflecting high-level learning and curriculum standards that align with the Ohio standards, using multiple sources of high-quality student learning data. Outcomes are suitable for most students in the class, represent different types of learning and are capable of assessment. The outcomes reflect opportunities for coordination Lesson plan outlines goals aligned to curriculum/standards and based on analysis of student data A conference discussion on how goals were determined & based on what data Source: TDES Guidebook, 2019
Component Skilled Description Sample Sources of Evidence 1f: Designing student assessment Lesson plan describes plan for assessment and includes multiple sources from formative/summative assessments A conference discussion where the teacher shares his or her plan for assessment and how to adapt assessment methodology for individual students A conference discussion where the teacher shares his or her plan for future instruction based on student data Teacher s plan for student assessment is aligned with the instructional outcomes, using clear criteria, is appropriate to the needs of students. Teacher intends to use multiple sources of high- quality student data to plan for future instruction for groups of students. Source: TDES Guidebook, 2019
Component Skilled Description Sample Sources of Evidence 3d: Using assessment in instruction The teacher uses aligned formative or summative (formal or informal) assessment(s) to check for understanding for subgroups of students. There is monitoring of progress of learning by teacher and/or student. Consistent, actionable, high-quality feedback is given to students. Observes administration of formative or summative assessment such as quizzes, projects, benchmark assessments Observes feedback provided to students such as after students present from a performance-based assessment Observes teacher or peer feedback provided to students Source: TDES Guidebook, 2019
Menu of Sources of HQSD Assessment Types Assessment Names OST/EOC NAEP OELPA/PS AASCD SAT AP KRA Splash NWEA PSAT aimswebPlus ASQ/ASQ-SE State PE Test Preschool ELA Grade K Diagnostics CoGat WebXam WorkKeys Childhood Outcomes Summary Formal Formative/Summative Assessments Student work samples Projects Curriculum based assessments Labs Teacher made tests/quizzes Performance based assessments Anecdotal notes/observations Informal Formative/Summative Assessments Source: TDES Guidebook, 2019
Who Has a PGP Check-In? All professionals who are in an off year from an Accomplished or Skilled rating wrote a growth plan at the start of the year and will have a PGP check in during second or third quarter
Where Does the PGP Check-In Occur? If at least one goal is on-stage, the check in takes place in the classroom; if both goals are off-stage, the check in is a conference
How to Conduct a PGP Check-In Professional and Evaluator mutually agree to the date and time for the check in Evaluator will visit the classroom for no more than 30 minutes focusing on providing feedback only on the goals identified within the PGP Evidence is collected on the PGP Check-In Form and not submitted in the portal. Professionals get a copy of the PGP Check-In Form.
How to Complete the PGP Check-In Form Now that the Check-In as a classroom visit/conference has taken place: Note on the form if the PGP is Self-Directed or Collaborative Goal Statements and Evidence Indicators are taken directly from the Professional Growth Plan in the portal. Dates note the date of the check-in and conference Areas for Professional Growth add supports or resources that can assist The check-in form is only to be used to document that the check-in occurred and is not uploaded into the TDES Portal
How to Conduct a PGP Check-In Conference Professional and evaluator schedule the PGP Conference for a mutual time. The conference should be scheduled within 10 working days of the check-in. Professional and Evaluator meet for up to 20 minutes. Evaluator focuses on providing feedback on the goals identified in the growth plan.
Finalizing the Growth Plan Check In Evaluator notes in the TDES portal the professional s progress at the conference. This is under the Growth Plan Tab. Progress towards professional goals is intended to be developmental for the professional, and is not to be used for discipline. Check off in the portal that the GP was done Evaluator and professional keep a copy of the Growth Plan Check-In form, but it does not go in the portal
Best Practices for Growth Plan Conference Teacher will start process by scheduling the growth plan visit Evaluator will confirm Evaluator will observe at the scheduled time (30 minutes) and take notes relevant to the growth plan goals on the growth plan check-in form Evaluator & professional will schedule conference after the visit similar to Unannounced Observation. Conference should be held in teacher s classroom when possible. Evaluator should thank the professional for inviting to them to the observation and taking time to discuss.
Best Practices Growth Plan Conference Evaluator should ask professional to share reflection on progress towards PGP goals, evidence from observation as well as other relevant evidence. Evaluator should also share evidence collected during observation, and when appropriate, ask questions that lead the professional to deeper reflection. After professional shares, evaluator can also share strategies to help improve instruction. Evaluator should then summarize the reflections and ask the professional if additional supports are needed.
Best Practices Growth Plan Conference Evaluator and professional should agree on whether progress has been made at the time of the conference. (Note there is no consequence for progress not being made, but rather the evaluator should provide more support for the professional) Evaluator should mark in the portal to indicate if progress is being made In the event progress is not being made, Evaluator can offer additional supports and offer to come back if the professional would like further support Both evaluator and professional sign the Growth Plan Check-in Form and a copy is given to the professional (this does not go in the portal)
Due Dates PGP Check in: Quarter 2 - Quarter 3 (beginning on October 25; ending March 11 YRS or March 18 Traditional) PGP Conference: Quarter 2 - Quarter 3 (see dates above)
Paraprofessional Evaluations Domain 1 & 4 evidence collection post conference should be complete and in the TDES portal by December 17, 2021
Paraprofessional Evaluations Domain 1 and 4 Evidence Collection can begin without the evaluator scheduling the conference or submission date.
Paraprofessional Evaluations Directions 1. Evaluator schedules conference date. 2. Para reviews and confirms conference date. 3. Evaluator confirms conference date. 4. Para submits evidence for Domain 1/4 5. Para completes self evaluation on rubric. 6. Evaluator reviews evidence and marks areas of agreement/disagreement on the rubric. 7. Para and Evaluator meet for a conference and discuss areas of disagreement and finish the rubric
Paraprofessional Evaluations There are no rubric changes to the paraprofessional rubric. Paraprofessionals do not have Growth Plans or Growth Plan Check Ins.
Reminder: FAO Guidance & Support * It is FAO time * TDES Quarter 1 training and PPT has information on the FAO process Refer to the Weekly TDES Bulletin that is emailed from Megan Scully
Next Steps RSP DS1 due November 19 (including school counselors) FAOs are due December 17 Paras D1/D4 due December 17 GP Check-in/Conference (off year only) due March 11- YRS and March 18-traditional Ask for support, if needed, from your TDES School Team
