L O U I S I A N A D E P A R T M E N T O F E D U C A T I O N
Compass for School Leaders:
Professional Practice & Student
Growth Measures
2
Objectives:
•
Provide overview of Compass
process for school leaders
•
Introduce Compass leader
rubric
•
Provide guidance relating to
student growth measures for
leaders
•
Identify LDOE supports for
Setting Our Priorities
Compass and Common Core
are LDOE’s top two priorities.
Common Core:
Shifting expectations for students
Compass:
Shifting educator support and
evaluation practices to align with
these new expectations
How Will We Achieve in the Classroom?
In order to turn our beliefs into higher student achievement, we
will use
Common Core Standards
and the
Compass
system as
guides. School leaders will play a critical role in realizing this vision.
• Goal Setting: Teachers in all subjects will set quantifiable achievement goals for each student.
• Assessment and Content: Teachers in all subjects will select assessments and
curricular materials that align with skills students are expected to demonstrate on new Common Core assessment items.
• Feedback: Principals and other instructional leaders will observe all teachers and will provide feedback based on a Common Core-aligned rubric.
• Collaboration: Teachers will work in teams to examine student work and to articulate specific changes in instructional practice that will align student performance to Common Core standards.
The School Leader’s Role in this Vision
As the instructional leaders of their buildings, principals, assistant
principals, and other academic leaders play a critical role in
turning this vision into reality
.
• Goal-Setting: School leaders set a school-wide vision that establishes high expectations for student and teacher performance.
• Assessment and Content: School leaders facilitate the use of rigorous curricula and assessments through effective allocation of resources including staff, time, and money.
• Feedback: School leaders give teachers feedback to improve their instructional practice.
• Collaboration: School leaders create opportunities for teams of teachers to collaborate and ensures that collaboration is grounded in student data.
The Purpose of Compass
Compass aims to support school leaders by:
•
Providing guidance to help school leaders set meaningful
goals for students that will also set them up for success in the
school accountability system;
•
Articulating a manageable set of performance standards for
leaders, which reflect the core competencies that will drive
student success;
•
Providing flexibility at the local level to distribute instructional
leadership responsibilities; and
Compass Process & Components
Set Goals
-For Educators -For Students
Evaluate Performance
-Student Growth -Prof. Practice
Use Data
to Inform
Human
Capital
Decisions
Observation
Feedback &
Compass Process & Components
•
Two components of evaluation
Student Growth
Measures
• Student
Learning Targets
Professional
Practice
Measures
• Rubric ratings,
determined
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Calculating a Leader’s Overall Score
Averaging the student growth score and the professional
practice score provides the final evaluation score.
(Each component generates a score between 1.0-4.0.)
Score
+
Score
2
=
Final Evaluation
Score
Professional
Practice
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Who is considered a
“school leader”?
Academic leaders at the
school-level
•
Principals
•
Assistant Principals
11
Who can evaluate a
school leader?
•
LEA-Level Supervisors
•
Chief Academic Officers
•
Superintendents
•
Other supervisory level
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Developing the Compass Leader Rubric
Leader Standards Task Forces Convened (Fall/Winter 2010)
Draft Leader Rubric
Developed (Spring/Summer 2011)
Draft Leader Rubric Piloted in 10 LEAs (Winter 2011/ Spring 2012)
Leader Rubric Refined; Final Leader Rubric
Developing the Compass Leader Rubric
In an effort to focus on the most impactful leader
actions, the rubric is comprised of those that are:
•
Most critical to teacher and student improvement;
•
Most important in supporting the transition to CCSS and
Compass; and
Compass Leader Domains and Components
Domain I: School Vision
Component A: Sets ambitious, data-driven goals and a vision for achievement; invests teachers, students, and other stakeholders in that vision
Domain II: School Culture
Component A: Facilitates collaboration between teams of teachers
Component B: Provides opportunities for professional growth and develops a pipeline of teacher leaders
Component C: Creates and upholds systems that result in a safe and orderly school environment
Domain III: Instruction
Component A: Observes teachers and provides feedback on instruction regularly
Component B: Ensures teachers set clear, measurable objectives aligned to Common Core
Compass Leader Domains and Components
Like the Compass Teacher Rubric, each component
of the Compass Leader Rubric begins with a
Compass Leader Domains and Components
Gathering Evidence to Evaluate Leaders
The annual process for evaluating school leaders
should include:
•
2 site visits by the evaluator
•
2 conferences between leader and evaluator at
mid-year and end-of-mid-year
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The Compass rubric consists of seven components; leaders are assigned a score of 1, 2, 3, or 4 on each of the seven components.
To calculate a leader’s overall score on the Compass rubric, take the average of his/her scores on each
component of the rubric (i.e., sum his/her scores on each component and then divide by seven to reflect the seven
components).
Calculating Rubric Score
Sum of Component
Scores
Average
7 1.00 8 1.14 9 1.29 10 1.43
11 1.57
12 1.71
13 1.86
14 2.00
15 2.14
16 2.29
17 2.43
18 2.57
19 2.71
20 2.86
21 3.00
22 3.14
23 3.29
24 3.43
25 3.57
26 3.71
27 3.86
28 4.00
Leaders receiving an average score of less than 1.5 on the rubric will receive an overall Compass rating of
‘Ineffective’
Leader receives a 1 on each of the five components of the observation rubric
Leader receives a 4 on each of the seven components of the observation rubric
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Student Growth Measures:
21
What is a Student Learning Target?
A student learning target (SLT) is a measurable goal for student
achievement over a given period of time.
Strong student learning targets share three key characteristics:
Priority Content
Focuses on learning content that is aligned to state
and/or common core standards (when
applicable).
Rigor
Represents an appropriate amount of student learning (challenging, yet attainable)
for the specified interval of instruction and the specified
set of students.
High-Quality
Evidence
Assessment provides data from the beginning and end
of students' time with teacher and is based on a common assessment when
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Aligning SLTs to Accountability Measures
Like teachers, school leaders will set two SLTs per year. School leaders will eventually set SLTs by setting goals for growth in their School Performance Score (SPS), as this is the measure to which schools are
ultimately held accountable.
Because the measures included in SPS are changing this year, leaders will not be able to set SLTs based simply on growth in SPS in 2012-13.
23
Aligning SLTs to Accountability Measures
Because the new accountability system
rewards schools for overall proficiency
and
Assessment Index (95%)
Dropout-Credit Accumulation Index for schools with grade 8 only (5%)
Assessment Level Points
Unsat, AB 0
Basic 100
Mastery 125
Advanced 150
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How does a school get a bonus?
30% or more of non-proficient kids beat the odds as
measured by value-added
How many points can they earn?
Up to 10 bonus points added directly to SPS score
*Schools must start the year with at least 10 students in the
non-proficient sub-group to be eligible.
K-8 Bonus Points
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New SPS Formula for HS
• NI, Fair = 0 pts • Good = 100 pts • Excellent = 150 pts
•D + AP (3) or IB (4) = 150 •D + DE/AP/IB/IBC = 110 •Diploma = 100
•GED = 25
•**5th year graduate = 75 •Does not include LAA 1
• < 18 = 0 points • 18 = 100 pts • 36 = 150 points • Does not include
How does a school get a bonus?
30% or more of non-proficient kids beat the odds as
measured by growth in the ACT series (i.e. EXPLORE,
PLAN, ACT)
How many points can they earn?
Up to 10 bonus points added directly to SPS score
*Schools must start the year with at least 10 students in the
non-proficient sub-group to be eligible.
High School: Bonus Points
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What Do SLTs for Leaders Look Like?
School leaders will use the measures below to set at least two
school-wide SLTs per year.
Primary/ Elementary • LEAP/iLEAP proficiency/ growth • Other assessment data used to measure student growth Middle • LEAP/iLEAP proficiency/ growth • Other assessment data used to measure
student growth
High School
• EOC proficiency rates
• ACT composite scores
• AP participation rates
• Cohort graduation rates
Elementary and middle school leaders should set at least one SLT on LEAP/iLEAP data, where
available.
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Excerpts of Strong SLTs for School Leaders
“B” High School Example:
By the end of the year, 68% of students
will score a Good or Excellent on End-of-Course exams,
representing a growth of 9.0 percentage points for our school.
“D” Middle School Example:
By the end of the year, 80% of
non-proficient students will increase the percentage of items they
answer correctly on Math and ELA LEAP/iLEAP exams by five
percentage points.
“C” Elementary School Example:
By the end of the year, 75% of
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How Will Leaders Develop Strong SLTs?
• Where has your school experienced success? Where have you struggled?
• How does this compare to similar schools? The state?
1. Analyze
Historical Data
• Given where your school is now, which of these measures, if improved, would have the most significant impact on student success?
2.
Define the Focus
• Which of the assessments recommended by LDOE will you use?
• If these are not available, consult LEA guidance and the LDOE Common Assessment List
3.
Identify an
Assessment
• Take historical data into account to set a goal that is challenging, but attainable for your school
• Agree upon a scoring plan with your evaluator after setting the target
4.
Set the
Expectation for
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How Will Leaders Develop Strong SLTs?
Insufficient Attainment of Target (1):
The leader has demonstrated an insufficient impact on student learning by falling far short of the target.
Partial Attainment of Target (2):
The leader has
demonstrated some impact on student learning, but did not meet the target.
Full Attainment of Target (3):
The leader has demonstrated a
considerable impact on student learning by meeting the target.
Exceptional Attainment of Target (4):
The leader has demonstrated an outstanding impact on student learning by surpassing the target by a meaningful margin.
Achievement range:
Insufficient Attainment is any result below Partial Attainment.
Achievement range:
Enter a range from 10-15% below the target to just below the actual SLT.
Achievement range:
START HERE: Enter a range from the actual SLT up to 10-15% above the target.
Achievement range:
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Resources to Support Data Analysis
The LDOE will publish SLT guidance documents for school leaders
and evaluators that provide helpful data to inform the SLT-setting
process, including:
Top Growers
75th percentile schools in A, B, C, D, and F categories based on growth (;
75th percentile schools statewide based on growth;
Top Scorers
75th percentile schools in A, B, C, D and F categories based on status; and
75th percentile schools statewide based on status.
Leaders and evaluators should agree upon a rigorous goal for the
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A Closer Look at a Sample Leader SLT
• We’ve been focusing on student proficiency on the EOCs and increased proficiency rates by 4 percentage points last year. • However, only 59% of students scored Good or Excellent on
EOCs; while top “B” schools have an average of 83.3%.
1. Analyze
Historical Data
• As a “B” school, we’ve had some success, but we are still leaving some students behind.
• Our SLTs must focus on ensuring all students are proficient in core content areas.
2.
Define the Focus
• We will continue to look at EOC proficiency rates, as we have the most historical data on those assessments.
• (We transitioning to statewide ACT administration, so that may be a good measure in the future.)
3.
Identify an
Assessment
• The growth in EOC proficiency rates for 75th percentile “B”
schools last year was 9 percentage points.
• We want to grow like a top “B” school, therefore our target is 68% of students scoring Good or Excellent .
4.
Set the
Expectation for
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A Closer Look at a Sample Leader SLT
My growth plan for this SLT is the following:
Insufficient
Attainment of Target (1):
The leader has demonstrated an insufficient impact on student learning by falling far short of the target.
Partial Attainment of Target (2):
The leader has
demonstrated some impact on student learning, but did not meet the target.
Full Attainment of Target (3):
The leader has demonstrated a
considerable impact on student learning by meeting the target.
Exceptional
Attainment of Target (4):
The leader has demonstrated an outstanding impact on student learning by surpassing the target by a meaningful margin.
Achievement Range:
64% students or fewer score Good or Excellent – a growth of 5 percentage points or fewer.
Achievement Range:
65-67% of students score Good or
Excellent – a growth of 6-8 percentage points.
Achievement Range:
68-70% of students score Good or
Excellent – a growth of 9-10 percentage points.
Achievement Range:
71% students or more score Good or Excellent – a growth of 11 or more
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Calculating a Leader’s Student Growth Score
Evaluators assign each
SLT a score of 1, 2, 3,
or 4, based on the
standard rubric
language and the
agreed upon
achievement ranges.
End of Year Results:
65%
of students scored Good or
Excellent
SLT Rating:
2
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Calculating a Leader’s Student Growth Score
Scores from each of the leader’s SLTs are averaged to
come up with a final student growth score.
Example:
SLT 1 Score:
3
3+2 = 2.5
SLT 2 Score:
2
2
Putting it all Together
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The Annual Compass Process for Leaders
Summer • LEAs determine if additional local guidance will be provided to leaders regarding professional practice or SLTs Beginning of Year
• Leaders set at least two SLTs
in
collaboration with their evaluator • Evaluators
sign off on SLTs based on three
characteristics • Evaluators
conduct the first site visit
Mid-Year
• Leaders and
evaluators
have mid-year conference to debrief progress and review data • Evaluators conduct the second site visit
End of Year
• Leaders and
evaluators have an end-of-year
conference to go over the final
professional practice and student
Calculating a Leader’s Overall Score
Averaging the student growth score and the professional
practice score provides the final evaluation score.
(Each component generates a score between 1.0-4.0.)
Score
+
Score
2
=
Final Evaluation
Score
Professional
Practice
The Overall Compass Score
Leaders will then receive a rating based on their overall COMPASS score.
Leader Rating
Rule
Ineffective
Overall COMPASS score of 1.00-1.49
OR
Received a score less than 1.50 on either the observation rubric or student growth measure
Effective
Emerging:
Overall COMPASS score of 1.50 to 2.49
AND
Did not receive a score less than 1.50 on either the observation rubric or student growth measure
Effective
Proficient:
Overall COMPASS score of 2.50 to 3.49
AND
Did not receive a score less than 1.50 on either the observation rubric or student growth measure
Making the Transition
LEA Next Steps
•
Introduce this rubric to district staff and school
leaders
−
Available at
http://www.louisianaschools.net/compass/compass_s
chool_leader_eval.html
•
Determine if you would like to apply for an alternate
leader rubric waiver
•
Plan for which staff will serve as evaluators of leaders;
training will be provided to this group in September
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Leader Rubric Waiver Process
LEAs may apply to use alternate observations tools for leaders via one of the two processes below:
Notification Form
• Vanderbilt Assessment for Leadership in Education ™ (VAL-ED ™)
• Pathways Rubric
Waiver Application
• Adoption of an evaluation tool other than the state-adopted or pre-approved rubrics above.
Additional Resources
1.
Compass Leader Rubric:
http://www.louisianaschools.net/compass/
compass_school_leader_eval.html
2.
Leader SLT Guidance:
http://www.louisianaschools.net/compass/
compass_school_leader_eval.html
3.
More info on Compass: