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Student Growth in Teacher Evaluations

Sept. 25

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Entry Task

As you enter, take several sticky notes and respond to the following question:

How does your grade level team, or content area team, determine whether students have grown in their

learning?Brainstorm as a team, 1 idea per sticky note, and place as many sticky notes as you can on the large chart paper labeled:

Ways to Determine Student Growth.

Student GrowthStudent

Growth

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Agenda• Connecting• Learning• Implementing• Reflecting• Wrap-Up

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Session Norms

• Pausing• Paraphrasing• Posing Questions• Putting Ideas on the Table• Providing Data• Paying Attention to Self and Others• Presuming Positive Intentions

• What Else?

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Understandings

• Understand the legislative requirements for using student growth data as one of several measures in an educator’s evaluation in Washington

• Understand student growth in a focused versus comprehensive evaluation

• Understand the creation of student growth goals in alignment with the state evaluation criteria

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Targets

• Learn and apply the student growth rubric structure and language

• Identify relevant measures of student growth• Establish student growth goals, and a process

for determining the change in student achievement between two points in time

• Select classroom-based, school-based, district-based, and state-based tools and use student learning data in educator evaluation

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• Understand the legislative requirements for using student growth data as one of several measures in an educator’s evaluation in Washington

• Understand student growth in a focused versus comprehensive evaluation

Understanding:

Legislative Requirements, Focused & Comprehensive Evaluation

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In Washington…

A capital “G!” indicates that the guidance represents Washington state law (RCW) or rules (WAC).

A lower-case “g” indicates that the guidance represents research-based best practice but is not mandated by law or rules.

gG!RCW 28A.405.100

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Educator EvaluationWAC

RCW 28A.405.100

8 Criteria - Teachers

8 Criteria - Principals Instructional

and Leadership Frameworks

Student Growth Rubrics

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ESSB 5895 Establishes New Definitions Around Student Growth Measures

Both E2SSB 6696 and ESSB 5895 contain language around student growth, including:

• Student growth data that is relevant to the teacher and subject matter must be a factor in the evaluation process and must be based on multiple measures that can include classroom-based, school-based, district-based, and state-based tools.

• Student growth means the change in student achievement between two points in time.

Changes…• Student growth data must be a

substantial factor in evaluating the summative performance of certificated classroom teachers for at least three of the evaluation criteria.

• Student growth data elements may include the teacher’s performance as a member of a grade-level, subject matter, or other instructional team within a school when the use of this data is relevant and appropriate.

G!RCW 28A.405.100

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A Culture Shift: Evaluation MeasuresCurrent vs. New

Past Evaluation Systems New Evaluation System

Observation: YES Observation: YES

Student Growth: NO Student Growth: YES

Other Evidence: NO Other Evidence: YES

G!RCW 28A.405.100

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Defining Key Terms

• Student Achievement: The status of subject-matter knowledge, understandings, and skills at one point in time.

• Student Growth (Learning): The growth in subject-matter knowledge, understandings, and skill over time.

It is student growth, not student achievement, that is relevant in demonstrating impacts teachers and principals have on students.

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Student Growth Data Means…

Formal Tests in Core Subjects Only

Knowledge and Learning That Can Be

Measured

All Classroom Learning

State-Based

Tools

District and School-Based

Tools

Classroom-

Based To

ols

Student Growth Theory of Action

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The district and board of directors have

presented a vision for student learning that

starts with the students, data, and standards…

Then teachers and principals will set

meaningful learning targets and monitor

growth for all students…

(3.1, 6.1, 8.1)

And specific outcomes for

students will result in all students

reaching their full learning potential.

(3.2, 6.2)

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Student Growth Is Embedded in the Criteria

G!RCW 28A.405.100

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2 minute stretch Break

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Unpacking the Growth Rubrics

Target 1: Learn and apply the student growth rubric structure and language

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Student Growth Rubrics

• The TPEP steering committee organizations approved statewide rubrics for student growth to ensure consistency in implementation of the evaluation system across Washington State. – The rubrics for student growth describe both goal

setting and outputs of student learning. • OSPI has provided student growth rubrics for each

of the three criterion – Teachers: 3, 6, and 8– Principals: 3, 5, and 8

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Using District, School, and Classroom-Based Data (Teachers)

• Five Student Growth Criteria– 3.1 Establish Student Growth GoalsRe: individual or subgroups of students (achievement/opportunity gap)

– 3.2 Achievement of Student Growth GoalsRe: individual or subgroups of students (achievement/opportunity gap)

– 6.1Establish Student Growth Goals using Multiple Student Data Elements

Re: whole class based on grade-level standards and aligned to school and district goals

– 6.2 Achievement of Student Growth GoalsRe: whole class based on grade-level standards and aligned to school and district goals

– 8.1 Establish Team Student Growth GoalsRe: Teacher as part of a grade-level, content area, or other school/district team

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The Student Growth Rubric G!RCW 28A.405.100

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Unpacking the Student Growth Rubric • Individually:

– Read across the rows and highlight the key descriptions of performance at each level.

– Look down the column and circle the key words or ideas that best summarize each of the four performance levels.

• As a Student Growth Criterion Expert Group answer these questions and create 3 charts:– What are the key differences

between proficient and distinguished? Between proficient and basic? Between basic and unsatisfactory?

– What does a teacher need to know, say, and do to demonstrate proficiency on these rubrics? Create a chart for each criterion.Criterion ___

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Share Out!

• Each team names for the large group a key characteristic of the student growth rubric – either in terms of a performance level description or in terms of the key actions needed by teachers.

• Each team names 1 thing that teachers need to know, say, or do to demonstrate proficiency on the student growth rubric.

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Rate this teacher

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10 minute Break

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Target 2: Establish student growth goals, and a process for determining the change in student achievement between two points in time

What is a student growth goal?

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Using the Rubrics

• In a practical sense, we want growth goals to not be too large, not be too small, but just right (think Goldilocks and the three bears). Not too broad, not too narrow, but just right.

• Another way to think of the three student growth criteria is analogous to ‘nesting dolls,’ moving from large to small (8 to 6 to 3) or small to large (3 to 6 to 8)

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Example of “Nested” Goals3.1 Establish Student Growth Goals (individual or subgroups of students)Between September and May, ELL students, using a literary text, will cite text-based evidence to support prediction, inference, and opinion; as measured by a 4-point rubric for short answer responses, essay, oral discussion, and debate; using support such as differentiated text, a scaffold frame, or an oral reader. 6.1 Establish Student Growth Goals Using Multiple Student Data Elements (whole class based on grade-level standards and aligned to school and district goals)Between September and May, students will use appropriate literary texts to provide text-based evidence to support prediction, inference, and opinion as measured by a 4-point rubric for short answer responses, essay, oral discussion, or debate.

8.1 Establish Team Student Growth Goals (teacher as part of a grade-level, content area, or other school/district team)Between September and May, all 8th grade students will use appropriate literary texts to provide text-based evidence to support prediction, inference, and opinion as measured by a 4-point rubric for short answer responses, essay, oral discussion, or debate. Teaching team will meet every six weeks through the year to examine student work and calibrate expectations.

G!

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Goldilocks Approach: Example GoalsSTUDENT GROWTH GOAL

Literacy: Informational Text Writing K-5

Too Narrow JUST RIGHT Too Broad

6.1Whole Group

All students (with 100% accuracy) will determine the meaning of the root word when the affix ‘un’ is added.

In the 2013-2014 year students in my science class will accurately identify, define, and use vocabulary appropriate to the rocks and minerals content area. Tier II word use will transfer to other subject areas, e.g., observation, properties. This will be measured through a pre-test, formative assessment, think~write~pair~share, reflective writing, and a post-test.

All of my students will understand and apply grade level vocabulary to content areas.

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Creating a Student Growth Goal

Target 3: Establish student growth goals, and a process for determining the change in student achievement between two points in time Target 4: Select classroom-based, school-based, district-based, and state-based tools and use student learning data in educator evaluation

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Alignment Considerations

• Assessments should cover key subject and grade-level content standards.

• No items, questions, or prompts should cover standards that the course does not address.

• The assessment structure should mirror the distribution of teaching time devoted to course content.

• The cognitive demands of the assessment should match the full range of cognitive thinking required during the course.

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Validity and Reliability Considerations

• The assessment should– Be valid—it measures what it says it measures.

• Consistent with other evidence.• Relevant for its purpose.

– Be reliable—it produces consistent results.– Contain clearly written and concise questions and

directions.– Be fair to all groups of students.– Use consistent administration procedures.

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District-Determined Measures

• CPSD will determine the classroom-, school-, and/or district-based tools used to measure and report student growth data

• A student growth goal describes what students will know/be able to do at the end of an instructional period based on course- or grade-level content standards and district curriculum

• Student growth data means relevant multiple measures using classroom-based, school-based, district-based, and state-based tools

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The Data Pyramid: What Kind of Data Do Teachers Use? How Often? g

Formative classroom assessments

Formative common assessments

Benchmark/interim common assessments

Data about people,practices, perceptions

Summative assessments

Daily

1-4 times a month

Quarterly or end of the unit

2-4 timesa year

Annually

Adapted from N. Love, K. E. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin,

2008. All rights reserved.

A Data Pyramid for Clover Park Educators

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End of course exam (EOC), MSP, ACT, SAT, ASVAB, PSAT, IB tests, AP tests, WELPA (ELL),

district finalsBenchmark assessments, MAP

(Measure of Academic Process), DIBELS, music performances,)

finals/mid-terms, common assessments

Unit test, project/exam = summative demonstration, practice MSP portfolio, grade-level common

assessments, oral exams, skills performance test, collaborative with classroom teachers - 6 trait writing:

transferable learning, Performance tasks

Unit test/project, common formative assessment, essays (all content areas), literature circles, writing groups presentation and

projects with rubric criteria, peer assessments, quizzes, writing samples, student self assessment, timed writing probes, weekly math-fact fluency,

writers workshop writing samples, running records

Entry/exit slips, quiz, homework, quick checks, focus task, summary task, think-pair-share, student reflection, note check, student dialogue/discourse/demonstration, student white boards, conferring with students, diagram labeled with words (ELL), student interviews,

hand votes, written responses, science lab, math practice

Annually

2-4 times a year

Quarterly or end of unit

1-4 times a month

Daily/weekly

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2 min Stretch Break

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CPSD Student Growth Process

1. Establishing a focus for the student growth (SG) goal

2. Documenting assessments and scoring3. Establishing targets 4. Evaluating goals

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Establishing a focus for the student growth goal(s) is a critical first step. This can be done in an instructional team, in a conference between teacher and principal, or individually.

What is a student growth goal?A description of what students will know/be able to do at the end of an instructional period based on course- or grade-level content standards and curriculum.

Step 1: Establishing the Focus for Student Growth

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Step 2: Documenting Assessments and Scoring

• Assessments should be standards-based, of high quality, and designed to best measure the knowledge and skills found in the learning goal. The assessment should be accompanied by clear criteria or rubrics to describe what students have learned.

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Assessments and Scoring

• We need high-quality assessments to evaluate the extent to which students have achieved the goals

• Some thoughts before delving into “assessments”:– Think broadly about “assessment” (e.g., performance

assessments, project-based)– Do not let the assessment drive the goal; the assessment

should be used to support learning goals (let’s move to “enduring understandings”)

– The learning goal and assessment should be things that teachers would use in the classroom as part of good instructional practice

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Step 3: Establishing Targets

• Identify the expected outcomes by the end of the instructional period for the grade level or content areaCriterion 8: Grade-level or content specific growth

High evidence of learning for all/nearly studentsTarget would be: Clear evidence of learning for most studentsTarget would be:

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Evaluating Goals for Criterion SG 8.1Review of the Learning Goal (s)

Use the following protocol to confirm that the Learning Goal has the right size, detail, and depth necessary. (proficient level language is used, please see the critical attributes resource for additional levels of performance)

Check the boxes that apply.

The Learning Goal:

Identifies subgroups and uses data that identifies students not reaching full learning potential (i.e. achievement/opportunity gaps, ELL, special education, highly capable)*

is specific, measureable and time-bound is based on multiple sources of available data that reveal prior

student learning is aligned to content standards is appropriate for the context, instructional interval and content

standard(s) (grain size) demonstrates a significant impact on student learning of content

(transferable skills) Identifies formative and summative measures aligned to learning

targets to monitor progress towards goals

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Today, we…

• Unpacked the student growth rubric structure and language

• Identified relevant measures of student growth• Practiced the district process for establishing

student growth goals, and how to determine the change in student achievement between two points in time

• Selected classroom-based, school-based, district-based, and state-based tools and use student learning data in educator evaluation

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Closure/Next Steps/Reflection

• Our next PD session on teacher evaluation will be Jan. 15

• The next three PD sessions we will spend time on the transition to Common Core Standards and district curriculum

• Please take the next 5 minutes to complete the reflection form for today