Go to Top

Rhode Island

Rhode Island

 

 

 

 

 

 

 

  •  

    • Rhode Island Early Learning and Development Standards Page
  • Center for Enhancing Early Learning Outcomes Feb-14 http://ceelo.org/
    Rhode Island
    Question Answer Comments
    Background Information
    System Name The Rhode Island Model Teacher Evaluation and Support System
    Implementation Status of TE System • Development
    • Pilot of field test
    • Partial implementation
    • Full implementation
    Full Implementation 5 approved teacher evaluation systems
    Implementation Schedule Field tested in 5 classrooms in 2011; full implementation in 2012-2013 State funded PreK will participate FY2015
    Which Early Grades Are Included • Birth – age 3
    • Preschool/Pre-K
    • Kindergarten through 3rd Grade
    • Other
    • Kindergarten through 3rd Grade Preschool special education teachers (ages 3-5) are currently included in system; plans to expand pre-K teachers in FY2015.
    Overview of Process
    Policy Mandated By • Legislation in statute or regulation
    • Race to the Top (K-12)
    • ESEA/NCLB Flexibility Waiver
    • Other (Explain)
    Legislation in statute or regulation Legislation:  in regulations, 2009 Board of Regents. RI will be linking their RTT assessment project to TE at a later date.
    State approach • Single State-Wide Model
    • State Gives District Several Models to Choose From (with SEA Approval)
    • District Developed with Some Requirements/Approval From State
    State Model but districts could develop their own model with some requirements/ approval by state A district developed system must include assurances of compliance with state-wide requirements for evaluation systems, descriptions of any variations by role categories (teachers, administrators, support professionals), and detailed documentation of evaluation instruments. The state must approve a district-developed model.
    Purpose/Goals of Teacher Evaluation System • Compensation
    • Promotion/Tenure Decisions
    • Professional Development
    • Termination
    • Other
    • Compensation
    • Professional Development
    • Other
    At the state level, results are used to primarilyinform the certification renewal process. At the district level, data should inform the full range of human capital decisions.Other: change district needs based on feedback, personnel decisions made at local level, only one or two districts use for compensation, mostly for certification purposes, if recieves ineffective rating for entire term, cannot renew certification
    Components of Teacher Evaluation for Early Childhood Education Staff. Enter percentage for those that apply. • Assessment of Teacher Practice
    • Student Growth/Value Added Model
    • Student Achievement
    • Survey (Parent/Perer/Student)
    • Schoolwide measure
    • Other
    • Assessment of Teacher Practice
    • Student Growth/value Added Model
    • Student Achievement
    Assessment of teacher practice: Professional practice and responsibilities, modified DanielsonStudent growth: Using RI Growth Model for tested grades 3-7 in ELA and MathStudent Achievement: “Contributions to student achievement and progress toward academic goals and learning standards” Professional Practice and Foundations, Student Learning, sole way of evaluating impact of student learning, tested and nontested
    Are K-12 and ECE teachers weighted the same? • Yes
    • No
    • Locally determined
    No Because of local decision-making, it seems they would not be weighted same.
    What type of Early Childhood Staff are licensed by the State and Employed by the School District. • Birth to Age Three
    • State Preschool/Pre-K
    • IDEA Part B
    • IDEA Part C
    • Other (parent educators, Title I, Child Find, etc.)
    • State Preschool/Pre-K Other ECE providers not part of state pre-K system; Head Start, child care
    Measures and Methods
    How are teachers rated in the TE System? “Highly Effective”, “Effective”, “Developing”, “Ineffective”
    Is professional development provided to teachers based on their rating on TE system? Yes All teachers develop a Professional Growth Plan at beginning of year. A Performance Improvement Plan provides intensive support for teachers who are not meeting expectations; may be utilized at any time during the school year, but must be put in place if a teacher receives a final effectiveness rating of Developing or Ineffective. Additionally, feedback with conferences with evaluators serves as another form of PD.
    Student Learning/ Achievement • State mandates/approves/provides options of 1 or more standardized measure of student learning (note domains & give instrument name)
    • State allows formative assessments of other observation measures of children’s learning performed by teachers (note domains & give instrument name)
    • Student Learning Objectives
    • State allows formative assessments of other observation measures of children’s learning performed by teachers (note domains & give instrument name)• Student Learning Objectives Formative Assessments: Third party, district, or regional “common” assessments, or assessments created by the individual teacher if appropriate.Student Learning Outcomes: For nontested grades, grade-level teams set SLOs aligned to district and school priorities. Teachers are responsible for two to four SLOs. There are both school- and classroom-level goals. Provides some examples online on SLOs for grades 1-2, and special education. Must be able to be measured for summative assessment.
    Student Growth • Value added or growth models
    •  Student Learning Outcomes
    •  Other methods allowed (portfolios, work sampling, etc.)
    •  Assessment tools used
    • Value added or growth models
    • Other methods allowed (portfolios, work sampling, etc.)
    If using SLOs,  what are they based on/anchored to? •  Standards
    •  Assessment
    •  Item Bank
    • Standards
    • Assessment
    Guide for Teachers Writing Student Learning Objectives  & Indicators of a Strong SLO, tied to curriculum, embedded measures/assessments
    Observation of Teacher Practice •  Number of observations: How many observations annually? How many for tenured vs. nontenured?
    •  Announced: How many of these observations are announced
    •  Unannounced: How many of the observations are unannounced
    •  Who conducts observations: Who is the evaluator?
    •  At least 4•  At least 1• 4-6•  local decision, varies by district Evaluators selected based on knowledge and expertise and are assigned based on subject matter knowledge and grade-level experience required to use specific evaluation instruments. Evaluators are trained on implementation of district’s instruments and are reviewed for accuracy on regular basis. Evaluator decided at local level.For the RIDE-led model, all teachers are required to be observed annually, but the minimum requirement is determined by the differentiated evaluation process for teachers.
    Measure of Teacher Practice •  Charlotte Danielson, Enhancing Professional Practice: A Framework for Teaching
    •  State teacher standards
    •  National professional standards (NAEYC, etc.)
    •  CLASS
    •  Marzano
    •  State developed (if so, name)
    • Charlotte Danielson, Enhancing Professional Practice: A Framework for Teaching
    •  State developed
    Rhode Island uses a modified Danielson Model, as well as the state-developed Rhode Island Professional Practices and Foundations. the RI Model uses Domains 2 and 3 from Danielson for the Professional Practice rubric. A separate rubric was developed locally to assess a teacher’s professional responsibilities/foundations.
    Training
    Is training provided for those who will be evaluating/assessing teacher practice? • How to administer child assessments (or other measures of student learning), note frequency of reliability training
    • How to use assessments and observation data to improve practice
    • How to administer child assessments (or other measures of student learning), note frequency of reliability training
    • How to use assessments and observation data to improve practice
    RIDE expects all evaluators to complete all ongoing training. We report training completion/attendance data back to districtsTraining materials are detailed online 
    If training is provided, is a certification required? If so, provide details. Local Decision
    Professional Development on TE System Funded/Provided By • State
    • District
    • Other
    • State
    • Other
    Many districts have additional training requirements at the local level.
    Other Information
    Does the State Have a Data System To Link Student Outcomes to Individual Teachers? Yes
    Is there a formal advisory group, and does it include ECE professionals? Yes, RI Model Advisory Groups. Inlcudes elementary teachers/principals, but whether early grades are represented are unclear.
    Stakeholder Involvement Not Applicable
    Independent Evaluation/Validation Technical advisory committee worked closely with the Center for Assessment to develop system, but no formal validation is anticipated.
    Additional Information Rhode Island’s Comprehensive Assessment System (CAS) provides further guidance on the selection of assessment tools
    Modifications to Process For • Special Education
    • English language Learners
    • Special subject (art, phys ed)
    • Co-teachers and other support staff
    • Sampling some or all children, schools, districts
    • Special Education
    • English language Learners
    In some cases, evidence may need to be differentiated for English Language Learners to account for how they currently demonstrate content skills and knowledge (this can be found in the WIDA CAN-DO Descriptors by domain and grade level cluster). All educators should ensure their content targets for English Language Learners are informed by students’ language comprehension and communication skills.