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

July 2012

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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 implementation

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

Leaders’ top priority should be supporting these shifts.

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.

• Identifying leaders: Districts will use Compass effectiveness ratings to identify teacher leaders who can take on new responsibilities to support these Core Elements in their schools.

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.

• Identifying leaders: School leaders know their teachers better than anyone and can most effectively identify those with leadership potential.

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

• Offering a data system to help leaders more efficiently assess teacher effectiveness and identify instructional priorities.

Compass Process & Components

Set Goals -For Educators -For Students

Evaluate Performance

-Student Growth -Prof. Practice

Use Data to Inform Human Capital

Decisions

ObservationFeedback &

Support

Compass Process & Components

• Two components of evaluation

Student Growth Measures

• Student Learning Targets

Professional Practice

Measures

• Rubric ratings, determined through site visits, conferences, and other available evidence

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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

Student Growth

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Who is considered a “school leader”? Academic leaders at the school-level

• Principals

• Assistant Principals

• Academic Deans

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Who can evaluate a school leader? • LEA-Level Supervisors

• Chief Academic Officers

• Superintendents

• Other supervisory level designees

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Professional Practice Measures: Compass Leader Rubric

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 Published (Summer 2012)

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

• Most aligned with the teacher actions called out in the Compass Teacher Rubric.

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 Component C: Ensures teachers use assessments reflective of Common Core rigor

Compass Leader Domains and Components

Like the Compass Teacher Rubric, each component of the Compass Leader Rubric begins with a general description…

Compass Leader Domains and Components

…and includes detailed descriptors and examples of practice.

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-year

Note: Evidence for the evaluation need not be gathered exclusively during site visits, and may incorporate other evidence such as school data, conference notes, and/or surveys as well. This is at districts’ discretion.

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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

Highly Effective

Effective: Proficient

Effective: Emerging

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Student Growth Measures: Leader Student Learning Targets

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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 available, or meets

assessment criteria if not.

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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.

For this year, they will set goals based on the measures which will be included in SPS directly.

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Aligning SLTs to Accountability Measures

Because the new accountability system rewards schools for overall proficiency and for growth with their lowest-performing students, school leaders are encouraged to set SLTs aimed at each of these measures.

Assessment Index (95%)

Dropout-Credit AccumulationIndex for schools with grade 8only (5%)

Assessment Level Points

Unsat, AB 0

Basic 100

Mastery 125

Advanced 150

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New SPS Formula for K-8 Schools

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 LAA 1

ACT (25%) Cohort

Grad Rate (25%)

Grad Index (25%)

EOCs (25%)

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.

High school leaders should select two of the metrics above for their SLTs.

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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 students will increase at least 5 points, as measured by district benchmark pre- and post-tests.

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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

Growth

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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:

Exceptional Attainment is any result above the Full Attainment range. This range should represent more than a year’s worth of growth.

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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 school, given the data available.

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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

Growth

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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 percentage points.

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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 Note: Evaluators will assign a rating for each SLT.

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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

Final Student Growth Score = 2.5

Putting it all Together 37

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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 growth ratings

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

Student Growth

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

Highly Effective: Overall COMPASS score of 3.50 to 4.00

Making the Transition 41

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

• Network Teams are available to support in the meantime

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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. Available online at: http://www.louisianaschools.net/topics/ppmltr_waiver.html

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: www.louisianaschools.net/compass

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For questions, please contact: Compass@la.gov

or visit http://www.louisianaschools.net/compass/