Tustin Unified School District
2016-17ADMINISTRATOR EVALUATION
Middle School Principal Goal Setting
Name: Tracey Vander Hayden / Site: Pioneer Middle SchoolGrade Level Summary of ELACAASPP Assessment Results: % Above Standard - % At or Near - % Below
ELA / Claim 1 / Claim 2 / Claim 3 / Claim 4Reading / Listening / Writing / Research/ Inquiry
A / A / N / B / A / A / N / B / A / A / N / B / A / A / N / B
Grade 6 / 2014-2015 / 44% / 40% / 16% / 36% / 55% / 9% / 51% / 35% / 14% / 48% / 45% / 7%
2015-2016 / 31% / 51% / 19% / 24% / 70% / 6% / 45% / 43% / 12% / 42% / 49% / 9%
Growth / -13% / 11% / 3% / -12% / 15% / -3% / -6% / 8% / -2% / -6% / 4% / 2%
Grade 7 / 2014-2015 / 35% / 45% / 20% / 26% / 64% / 10% / 38% / 44% / 18% / 35% / 53% / 11%
2015-2016 / 42% / 47% / 11% / 29% / 63% / 7% / 48% / 42% / 10% / 48% / 44% / 8%
Growth / 7% / 2% / -9% / 3% / -1% / -3% / 10% / -2% / -8% / 13% / -9% / -3%
Grade 8 / 2014-2015 / 32% / 47% / 21% / 24% / 64% / 12% / 37% / 51% / 12% / 34% / 54% / 12%
2015-2016 / 50% / 36% / 14% / 29% / 64% / 8% / 41% / 47% / 12% / 46% / 45% / 9%
Growth / 18% / -11% / -7% / 5% / 0% / -4% / 4% / -4% / 0% / 12% / -9% / -3%
All Student Grade Level Summary of ELACAASPP Assessment Results
Overall ELA Scores / Exceeded / StandardMet / Nearly
Met / Not
Met
Grade 6 / 2014-2015 / 42% / 32% / 14% / 12%
2015-2016 / 32% / 40% / 18% / 10%
Growth / -10% / 8% / 4% / -2%
Grade 7 / 2014-2015 / 28% / 39% / 19% / 13%
2015-2016 / 34% / 41% / 17% / 7%
Growth / 6% / 2% / -2% / -6%
Grade 8 / 2014-2015 / 21% / 43% / 22% / 14%
2015-2016 / 33% / 41% / 16% / 9%
Growth / 12% / -2% / -6% / -5%
All Grades / 2014-2015 / 31% / 38% / 18% / 13%
2015-2016 / 33% / 41% / 17% / 9%
Growth / 2% / 3% / -1% / -4%
Guiding Questions:
1) How does the data reflect goals/focus areas from last year?
Results from the 2016 ELA CAASPP reveal that Pioneer met its SPSA goal of increasing student mastery of ELA standards by 5% (74% meeting/exceeding standards). Seventh and eighth grade teachers are significantly reducing the number of students who are N/A or B grade level standards in all four ELA Claims. Double digit growth in the number of seventh and eighth grades students performing Above Standards in all four ELA Claims is to be celebrated. Evidence that sixth grade students did not growth in all four claims must be addressed. Overall, all grade levels did make a 9% growth in student mastery. Pioneer’s intense focus on those students who “Nearly Met” grade level standards and those who did “Not Met” standards will be identified through Illuminate.
2) What are the next steps for the 2016-17 school year?
The implementation of TUSD Writers, Writer’s Workshop, and TUSD ELA/ELD Leadership collaboration/professional development will further develop teachers with their understanding of ELA Claims and how Pioneer can target specific standards within the ELA Claims. Schoolwide writes, the use of common rubrics, sharing of best practices will assist Pioneer in developing engaging lessons, adjusting pacing guides, provide meaningful Tutorials, and implement rigorous Performance Tasks.
Grade Level Summary of MathCAASPP Assessment Results: % Above Standard - % At or Near - % Below
MATH / Claim 1 / Claim 2 / Claim 3Concepts & Procedures / Problem Solving and Modeling, and Data Analysis / Communicating Reasoning
A / A / N / B / A / A / N / B / A / A / N / B
Grade 6 / 2014-2015 / 51% / 32% / 17% / 38% / 46% / 17% / 33% / 51% / 16%
2015-2016 / 50% / 30% / 20% / 40% / 45% / 15% / 33% / 54% / 13%
Growth / -1% / -2% / 3% / 2% / -1% / -2% / 0% / 3% / -3%
Grade 7 / 2014-2015 / 48% / 33% / 19% / 39% / 46% / 15% / 37% / 50% / 14%
2015-2016 / 52% / 33% / 15% / 51% / 41% / 8% / 45% / 45% / 10%
Growth / 4% / 0% / -4% / 12% / -5% / -7% / 8% / -5% / -4%
Grade 8 / 2014-2015 / 41% / 38% / 21% / 35% / 55% / 11% / 34% / 59% / 7%
2015-2016 / 56% / 27% / 17% / 43% / 46% / 11% / 41% / 50% / 9%
Growth / 15% / -11% / -4% / 8% / -9% / 0% / 7% / -9% / 2%
All Student Grade Level Summary of MathCAASPP Assessment Results
Overall Math Scores / Exceeded / StandardMet / NearlyMet / Not
Met
Grade 6 / 2014-2015 / 42% / 32% / 14% / 12%
2015-2016 / 32% / 40% / 18% / 10%
Growth / -10% / 8% / 4% / -2%
Grade 7 / 2014-2015 / 28% / 39% / 19% / 13%
2015-2016 / 34% / 41% / 17% / 7%
Growth / 6% / 2% / -2% / -6%
Grade 8 / 2014-2015 / 21% / 43% / 22% / 14%
2015-2016 / 33% / 41% / 16% / 9%
Growth / 12% / -2% / -6% / -5%
All Grades / 2014-2015 / 37% / 26% / 26% / 11%
2015-2016 / 42% / 27% / 20% / 11%
Growth / 5% / 1% / -6% / 0%
Guiding Questions:
1) How does the data reflect goals/focus areas from last year?
Results from the 2016 Math CAASPP reveal that Pioneer’s sixth grade math teachers are not making progress in reducing the number of students who are N/A or B grade level standards in all three Math Claims. Double digit growth in the number of seventh and eighth grade students performing Above Standards in all three Math Claims is to be celebrated. Evidence that sixth grade students did not make growth in all three claims must be addressed. Overall, all grade levels did make a 3% growth in student mastery.
2) What are the next steps for the 2016-17 school year?
Pioneer’s intense focus on using TUSD Math units to drive instruction will continue to be refined and developed. Identifying those students who “Nearly Met” grade level standards and those who did “Not Met” standards will continue be monitored through common assessments, data meetings, CAASPP Interim assessments, and results from performance tasks. TUSD Math Leadership will provide professional development in understanding mastery grading, targeting specific standards within Math Claims, developing engaging lessons, adjusting pacing guides, providing meaningful Tutorials, and implementing rigorous Performance Tasks.
AREA #1Focus Area
Signature Practice: TUSD Writers
Describe expectations of focus area implementation at your school:
- Pioneer’s 2016-2017 school wide theme is Mission Possible: TUSD Writers; every student, every classroom, every day.
- To assist students in demonstrating critical thinking through written expression Pioneer has calendared two school-wide writes and daily/weekly constructed responses in all content areas.
- Pioneer teachers adjusted their gradebooks to reflect the valueof writing by including a writing category in their gradebooks.
- Ongoing conversations through Pioneer’s Leadership Team and PLC Leadership Team continue the discussion on grading and modeling the growth mindset. At this point in time all Pioneer gradebooks reflect a connection to the assignment posted in gradebook, and under the + in gradebook, the claims/targets are identified. This common practice will now assist parents, administration, and counselors in providing students with specific information on what they know and what they don’t know in that course of study. There is still much work to be done in this area. To continue shifting all teachers’ mindsets, everyone read the book, Fast Grading, by Doug Reeves, while eight teachers, administrators and counselors are piloting Vatterott’s Rethinking Grading. This topic will be the active research focus for the 2016-17 school year.
Support for Implementation:
- Reliable formative and summative common assessments by course in reading, ELA, mathematics, and writing. We need to be able to compare data within grade levels and across like schools so we can exchange ideas and share strategies that are positively impacting student learning.
- Using ELD/ELA TOSAs as support for teachers for integrated and designated WW/TUSD Writers instruction.
- Using site instructional coaches to support all content areas with writing instruction.
- Rigorous lessons (WW/TUSD Writers) with integrated scaffolds for EL students.
Accountability: How will you measure success?
- New learning using Reeve’s Fast Grading, Vatterott’sRethinking Grading, along withDweck’s “Growth Mind-Set” research continues being analyzed, discussed, and presented. All departments are required to collect data on pre and post common assessments. Results from the CAASPP Interim assessments will also provide insight to student progress. Quarterly data meetings are scheduled with Troy and me to review student results and present challenging questions on what students know before the unit is taught and what students know/don’t know after the units are taught. Discussions on student growth verses % correct continue being held. Each department collects data using Pioneer’s PLC Student Assessment Data form.
Next Steps:
- The F grade = 0 continues being discussed within the PLC Leadership and the Pioneer Leadership Teams. Pioneer has 8 faculty members who are piloting standards-based learning through Vatterott’s Rethinking Grading modules.
- The focus on measuring student learning through “mastery” and teacher/course grade books is also being discussed.The use of current articles, videos, and best practices from other middle schools are being used to educate all PLC members.
- Encourage teachers to volunteer changing their grade books to the mastery of Claims/Targets/Units of Study in CCSS.
- Science teachers are implementing a new grade book system to include 35 for an F grade as they shift to NGSS.
- Survey at-risk students to determine if the grading scale does make a difference in those pilot classrooms.
Mid-Year Walk through - Identify progress made toward goal: (to be completed at the mid-year walk through; include data)
Pioneer Middle School has reached consensus on two school wide SMART goals in the area of writing:
- Pioneer’s Attainable Writing Goal:Twenty percent of instructional time will be spent on discipline specific writing, resulting in all students demonstrating critical thinking through writing in each content area as measured by quarterly CAASPP Interim Assessment Block “Brief Writes.”
- Pioneer’s Stretch Writing Goal: By June 2017, 10% (75 students) of those students currently achieving at/near mastery on the CAASPP Writing Claim will move to above standard met, while 12% (150) students achieving below mastery will move to at/near/met.
- All Pioneer teachers have identified and published PLC/Department SMART goals in the area of writing and are uploaded into a Google doc Folder.
- Collaboration with TUSD TOSAs have resulted in scheduled support to review SMART goal progress and assist with PLC practices/conversations.
- All walk-throughs reflect writing as an area of intense focus and student progress in writing is measured through daily writing samples and the results of recent ELA IAB assessments.
- Pioneer’s sixth and eighth grade science departments have transitioned to standards based grading and have adjusted all gradebooks to reflect the four point rubric. Communication was sent home to all sixth and eighth grade parents explaining the new grading practices. We have only received positive feedback from the community. Seventh grade science teachers will be transitioning during the 2017-18 school year.
Reflections and Next Steps: (to be completed in the middle of the year)
- Pioneer’s third quarter goal is to have our math and ELA departments develop units of study with a SMART goal and develop formative and summative assessments that measure the success of students reaching the SMART goal. In addition, teachers will have students track their growth in the unit. For example, the science department developed a template for students to record their formative and summative results and reflect on the strategies that helped them grow or possibly inhibited their growth.
- Pioneer also purchased Vatterott’s Rethinking Grading for the entire teaching staff. The pilot has been a huge success and all teachers wanted to be a part of the discussions during faculty meetings.
Actions:
- Classroom walkthroughs
- PLC discussions/visitations
- Ongoing monitoring of student learning through common assessments by department/course
- Scheduled TOSA support for ELA, math, and science PLCs as they implement TUSD writing goals and assist in measuring student progress toward meeting department writing SMART goals.
Accountability:
- Student writing samples and the sharing of highly effective writing lessons in all departments will be showcased during April and May faculty meetings.
- The publication of ELA and mathematics units with SMART goals will be shared at the June faculty meeting.
- Pink ELA and Math IAB assessments and performance tasks will provide comparative data to determine student success in meeting writing goals.
EL Students ELA / Claim 1
Reading / Claim 2
Listening / Claim 3
Writing / Claim 4
Research/Inquiry
A / A/N / B / A / A/N / B / A / A/N / B / A / A/N / B
All EL Students / 2014-2015 / 0% / 10% / 90% / 0% / 44% / 56% / 0% / 39% / 61% / 0% / 61% / 39%
2015-2016 / 0% / 32% / 68% / 12% / 41% / 46% / 0% / 34% / 66% / 5% / 46% / 49%
Growth / 0% / 22% / -22% / 12% / -3% / -10% / 0% / -5% / 5% / 5% / -15% / 10%
Exceeded / Standard
Met / Nearly
Met / Not
Met
Overall
ELA EL / 2014-2015 / 0% / 0% / 22% / 78%
2015-2016 / 0% / 2% / 39% / 58%
Growth / 0% / 2% / 17% / -20%
EL Student Math / Claim 1
Concepts & Procedures / Claim 2
Problem Solving and Modeling, and
Data Anaylsis / Claim 3
Communicating Reasoning
A / A/N / B / A / A/N / B / A / A/N / B
All EL
Students / 2014-2015 / 7% / 24% / 68% / 0% / 39% / 61% / 2% / 46% / 51%
2015-2016 / 7% / 32% / 61% / 2% / 46% / 51% / 7% / 37% / 56%
Growth / 0% / 8% / -7% / 2% / 7% / -10% / 5% / -9% / 5%
Overall
Math EL / Exceeded / Standard
Met / Nearly
Met / Not Met
2014-2015 / 2% / 5% / 34% / 59%
2015-2016 / 2% / 17% / 32% / 49%
Growth / 0% / 12% / -2% / -10%
AREA #2
Focus Area
EL Instruction:
Describe your expectations for improving EL instruction this year.
- Pioneer’s EL Coach will assist teachers with Integrated classes by modeling andmonitoring consistent use of EL strategies: academic language, talk-time, and sentence frames as signature practices to improve learning for our seventy-one EL students.
- Correct identification levels and placement of Pioneer’s 71 EL students.
- Integrated support in all content areas.
- Designated support (30 minutes) for all EL students. (Oral language practice)
- Recent comparative data in ELA reveals that Pioneer EL students moved 22% from B in Claim 1 Reading and 10% in Listening to A/N standards. Claims 3 (Writing) and 4 (Research/Inquiry) are areas that EL students need intensive support. Overall, Pioneer reduced the number of EL students not met by 20%. This is attributed to the intense focus on academic language and the increase within informational text in CORE classrooms. Collaborative discussions between integrated EL classes resulted in the amount of time spent on the use and commitment to use Pioneer’s best practices and effective strategies.
- In order to continue supporting all teachers with the consistent and authentic incorporation of EL strategies, Pioneer has developed the following plan. Pioneer’s 2016-17 master schedule currently has 3 ELD sections (ELD A Lang Arts, ELD A SS, ELD C Reading), EL Integrated Courses at each grade level (Math, Science, CORE), and 1 EL Coach for 3 sections who is workingwith five general education teachers (15 long term EL students). The 2016-17 plan is that Pioneer will continue using its staffing allocation to include 3 ELD sections. The 1 additional section (EL Integrated) that Pioneer was given this year, in addition to the 2 additional sections given at the last principal’s meeting, will be used for the 3 sections of EL Coaching. The Coaching Model will follow that of CTs.
- The EL Coach is working with five teachers who have the Integrated EL Courses. The EL Coach will model lessons, collaborate with teachers on developing EL lesson plans, provide ongoing training in EL strategies, and ensure that the ELDCCSS are integrated within ELA CCSS.
Support for Implementation:
- Ongoing ELD/ELA professional development to support integrated classrooms (Academic Vocabulary).
- Training on Illuminate to create differentiated assessments covering all DOK levels.
- Training on Actively Learn (Levelednovels/reading without modifying the content)
Accountability: How will you measure success?
- Grades of EL students in content areas such as science and math and CORE –How is learning measured?
- Results from Common Assessments/ Performance Tasks / Unit Projects/CAASPP Interim Assessment
- Creating EL Assessmentsand using the ELA/ELD pilot’s built in assessment results to monitor progress.
Next Steps:
- Rigorous instruction that provides scaffolding for ELs.
- Monitoring EL students with the support from Pioneer’s EL Coach.
- Increase EL student talk time in all content areas.
Mid-Year Walk through - Identify progress made toward goal: (to be completed at the mid-year walk through; include data)
All departments are receiving ongoing professional development during scheduled planning days on lesson design with the integration of EL strategies supported with technology.
Math Integrated classroom teachers are provided Coaching to support daily differentiation and scaffolding instructional practices.
Recent CELDT comparison results show the largest areas of growth with EL students is writing and reading. Most students gained one or two levels. No students dropped two or more levels.
Recent CELDT results, showed an increase in the number of students dropping one level in the area of Listening.
EL student writing samples and models will be shared during April and May faculty meetings.
Reflections and Next Steps: (to be completed in the middle of the year)
Actions:
- Professional development on the integration of EL strategies is ongoing and scheduled for all future planning days.
- Ongoing Coaching with Integrated classroom teachers in the area of math, science and ELA will continue taking place.
- New technologies to support EL students in developing listening skills such as Recap.
- Disaggregated data withCASSPPIAB Assessments
- Continued coaching model to support Integrated EL classrooms in all content areas.
- Training on Illuminate to create differentiated assessments covering all DOK levels.
- Release time for teacher planning for differentiated instructional practices/strategies.
- Ongoing ELD/ELA professional development to support integrated classrooms.
- Piloting CCSS curriculum for math, ELA, reading, and writing will provide all middle schools with a macro-curriculum needed for consistent implementation of CCSS.
Accountability:
- Daily walkthroughs, scheduled observations and informal feedback to all teachers on EL student progress.
- Data meetings that focus on EL student results and next steps.
- Evidence of explicit direct instruction through lesson design and unit SMART goals.
- Pink CAASPPIAB results.
End of the Year Reflection:
Focus Area 1
Signature Practice: TUSD Writers
The ongoing support from Educational Services has made a significant impact on writing across the district. The sixth grade Writer’s Workshop model, unit building, PLC training, modeling, and hands-on work that Ron’s team has provided in the form of district and on-site support is greatly appreciated. Without this model, students would not be making such incredible growth in writing and the PLC process. At this time, Pioneer has met both of their writing goals that were established at the beginning of the school year.
- Pioneer’s Attainable Writing Goal:Twenty percent of instructional time will be spent on discipline specific writing, resulting in all students demonstrating critical thinking through writing in each content area as measured by quarterly CAASPP Interim Assessment Block “Brief Writes.”
- Pioneer’s Stretch Writing Goal: By June 2017, 10% (75 students) of those students currently achieving at/near mastery on the CAASPP Writing Claim will move to above standard met, while 12% (150) students achieving below mastery will move to at/near/met.