1 These provisional ratings and goals were designed by Granger Meador, BEA Chief Negotiator, and are subject to committee revision October 13, 2014 Revision

Other Academic Measures: Provisional Goals and Ratings OCTOBER 2014 BARTLESVILLE PUBLIC SCHOOLS DISTRICT APPRAISAL COMMITTEE

School board policy follows the recommendations of the state board of education in requiring each teacher to select an OTHER ACADEMIC MEASURE (OAM) for 2014-2015 which will be used as 15% of the TLE appraisal rating for 2015-2016. An Other Academic Measure must:

Be specific to your job assignment (if you teach multiple subjects, you can only select one OAM which is relevant to any of those subjects)

reflect student performance which is impacted by you

be objectively quantifiable

be approved by your evaluator

be on the list approved by the Bartlesville Board of Education in Board Policy DGG (http://www.bps-ok.org/policies/_pdf/DGG.pdf)

You must make a provisional selection in October on the SELECTION FORM. You must download & submit a REVISION FORM by December 1 if you seek approval of an “Other” OAM or wish to propose revisions in these goals or rankings. The forms are online at www.bps-ok.org/faculty/tle

You will finalize your OAM selection at the January 2015 inservice, choosing any of the OAM options which were refined and approved by the District Appraisal Committee.

Three OAM categories are available to

most teachers and require relatively little

extra work:

Student Surveys (see p. 4; anyone

who teaches students can use this;

the survey tools are on pp. 8-10)

Report Card Letter Grades (p. 6-7;

most applicable to reading and

math but the whole-school grade

can be used by almost anyone)

Sitewide Value-Added Measures

(p. 2; can be used if you teach

literacy or numeracy skills; not as

strongly linked to socioeconomics

as the school report cards)

Two more options rely on assessments of

students:

Other State Assessments (p. 3)

Off-the-Shelf Assessments (p. 3)

The final three options are more job-

specific:

Student IEP Portfolios (p. 5)

Student Competitions (p. 4-5)

Student Service Projects (p. 5)

TIPS for selecting an OAM

2 These provisional ratings and goals were designed by Granger Meador, BEA Chief Negotiator, and are subject to committee revision October 13, 2014 Revision

State Value-Added Measure Who can pick this option? How is a teacher’s VAM computed? How does that become a TLE Rating? How is the sitewide VAM computed?

CAUTION: This is a fairly new measure, so we have less experience with it. HOWEVER, it could be a better choice than the A-F report card grade for some teachers. Unlike the state report cards, teachers at effective schools serving economically disadvantaged students may see higher VAM ratings, but those teaching high achievers may see lower ratings due to limited score growth. See below for the sitewide VAM ratings for 2013-2014.

State VAMs are produced for teachers of:

4th – 8th Reading or Math

Algebra I, Algebra II, or Geometry

English III

Only teachers with at least 10 eligible students are included; eligible students must have both a valid post-test score from one of the grades and subjects listed above and a valid pre-test score in the related subject from the previous year. Students who are repeating the current grade or course are ineligible, as are special education students with OMAAP or OAAP scores for prior or current assessments.

Any PreK-8 or 11-12 teacher who instructs students in a form of literacy may select from the following:

sitewide VAM for all VAM subjects at that site

sitewide VAM in literacy*

Any teacher at any grade level who instructs students in a form of numeracy may select:

sitewide VAM in numeracy*

Teachers who receive an individual state VAM which forms 35% of their TLE rating CANNOT use that individual VAM for OAM, but they may choose from the above sitewide VAMs.

Computes the difference between the average actual scores that each of the eligible students earned and that student’s matching “typical peer” scores throughout the state. The difference between these two sets of scores is the teacher’s “value added” rating. The “typical-peer” score is estimated using a statistical method that relates students’ post-test scores to their pre-test scores on several assessments as well as additional student background characteristics:

Prior achievement in math, reading, and science for up to two years

Eligible for free or reduced-price lunch

English-language learner status

Special education status

Attendance from previous year

Student mobility

Race/ethnicity Gender

A teacher’s value-added measure is converted to a TLE score between 1.0 and 5.0 based on a translation table which varies each year and is supposed to be published as part of the annual technical documentation when value-added scores are released. Page 27 at this weblink reports they are scaled to a precision of #.# such that: 5.0 = VAM rating is two standard deviations above

the statewide average 4.0 = VAM rating is one standard deviation above

the statewide average 3.0 = VAM rating matches the statewide average 2.0 = VAM rating is one standard deviation below

the statewide average 1.0 = VAM rating is two standard deviations below

the statewide average The VAMs reported across the site are also used to generate these broader VAM scores which may be used for OAM:

sitewide VAMs for all VAM subjects

sitewide VAM in literacy

sitewide VAM in numeracy

Bartlesville High School

Bartlesville Mid-High

School

Central Middle School

Madison Middle School

Hoover Elementary

Jane Phillips Elementary

Ranch Heights Elementary

Richard Kane Elementary

Wayside Elementary

Woodrow Wilson

Elementary Overall

3.4 Overall

3.3 Overall

3.7 Overall

3.5 Overall

3.6 Overall

4.2 Overall

3.3 Overall

3.3 Overall

3.9 Overall

3.4

English III 3.2

Algebra II 3.4

Reading (4-8) 3.5

Reading (4-8) 3.6

Reading (4-8) 3.7

Reading (4-8) 4.3

Reading (4-8) 3.3

Reading (4-8) 2.9

Reading (4-8) 3.7

Reading (4-8) 2.8

Algebra II 4.3

Geometry 2.9

Math (4-8) 4.0

Math (4-8) 3.5

Math (4-8) 3.5

Math (4-8) 4.2

Math (4-8) 3.4

Math (4-8) 3.8

Math (4-8) 4.1

Math (4-8) 3.9

Geometry 2.2

Algebra I 3.9

Algebra I 3.9

Algebra I 3.4

*We have asked but not heard back yet on how “sitewide literacy” and “sitewide numeracy” are calculated from the above scores in grades 6-12.

3 These provisional ratings and goals were designed by Granger Meador, BEA Chief Negotiator, and are subject to committee revision October 13, 2014 Revision

Category Selection Academic Area of Focus

SMART Goal Rating Scale

Other State Assessments CAUTION: Changes in state-determined cut scores and test items can adversely affect ratings.

* Pending approval by the Bartlesville Board of Education

3rd Reading 3rd Math 5th Science 5th U.S. History 5th Writing 7th Geography 8th Science 8th U.S. History 8th Writing Biology I English II 11th U.S. History 3rd – 8th Fine Arts

Assessments* OAAP* ACCESS for ELLs*

Specific to the assessment 70% or more of the students will be on grade level by the time of the assessment (4th quarter).

% of students who are proficient or advanced (or on grade level): 5 = at least 90% 4 = at least 80% 3 = at least 70% 2 = at least 50% 1 = less than 50%

Off-the-Shelf Assessments

Requires that your students already participate in this assessment or you have access to give it to all of your students.

* Already approved for use in third grade; may be used in kindergarten and first and second grades pending approval by the Bartlesville Board of Education

‡ ACT is discontinuing PLAN and EXPLORE; we do not know if the state will then offer the ACT ASPIRE; thus an alternate OAM must be designated.

RSA Approved Assessment* Aimsweb, CPAA, DIBELs Next, DRA2, easyCBM, GRADE, iReady Diagnostic, Literacy First, MAP, mCLASS DIBELs Next, Woodcock Reading Mastery Tests 3rd Ed.

Reading Weblink with approved list

70% or more of the students will be on grade level by the time of the assessment (4th quarter).

% of students who are proficient or advanced (or on grade level): 5 = at least 90% 4 = at least 80% 3 = at least 70% 2 = at least 50% 1 = less than 50%

AP Test†

† You must select an alternate OAM as well, which will be used if less than 5 students participate in the test.

Course-specific 40% of more of the students who take the AP test will earn a passing score on the May examination. CAUTION: Participation and pass rates show wide variation; over the past three years the average range of passing rates on the 15 tests was 27%; the average pass rate was 60% but varied from 9% to 100%.

% of students with passing scores (requires 10 or more test-takers): 5 = at least 80% 4 = at least 60% 3 = at least 40% 2 = at least 20% 1 = below 20%

ACT EXPLORE‡ for 7th

grade teachers (given early

in 8th grade); ACT PLAN‡

for 9th grade teachers (given early in 10th grade);

ACT for 10th grade

teachers OR 11th-12th grade teachers of the ACT Prep course.

Teacher must select either English, Mathematics, Reading, or Science

70% or more of the students will be on grade level by the time of the assessment. CAUTION: Timing is poorly aligned to instruction and individual teacher impact on scores may be limited.

% of students who are rated proficient or advanced by ACE Alternate Test cut scores for ACT and ACT PLAN or their equivalent EXPLORE scores: 5 = at least 90% 4 = at least 80% 3 = at least 70% 2 = at least 50% 1 = less than 50%

4 These provisional ratings and goals were designed by Granger Meador, BEA Chief Negotiator, and are subject to committee revision October 13, 2014 Revision

Category Selection Academic Area of Focus

SMART Goal Rating Scale

Student Survey*

The surveys are shown on the last three pages of this document.

* Pending approval by the Bartlesville Board of Education

PreK – 2nd Grade Survey must be administered by a proctor; may have to be read aloud to younger students.

Classroom instruction and management

Students will complete the BPSD Student Survey about Classroom Teacher instrument for PreK-2 during the 4th quarter of the school year; scoring of 1=sad face, 2=neutral face, 3=happy face on each of the 10 questions; average score will be 23.

Score range is 10-30: 5 = Average score at least 28 4 = Average score at least 25 3 = Average score at least 23 2 = Average score at least 15 1 = Average score below 15

3rd – 5th Grade or 6th – 12th Grade Survey must be administered by a proctor.

Students will complete the BPSD Student Survey about Classroom Teacher instrument for 3-5 during the 4th quarter of the school year; scoring of 1=Almost never, 2=Sometimes, 3=Usually, 4=Almost always on each of the 20 questions; avg. score 60+.

Score range is 20-80: 5 = Average score at least 70 4 = Average score at least 65 3 = Average score at least 60 2 = Average score at least 40 1 = Average score below 40

Student Competition

OSSAA Music Contest Music contest performance of group at OSSAA competitions

The overall performance of the music group will be rated at OSSAA district/regional/state contests, with the overall Division Ratings averaged across the contests; the overall average results will be a III or higher.

Overall average rating across contests: 5 = Division I (Superior) 4 = Division II (Excellent/Above Average) 3 = Division III (Good/Average) 2 = Division IV (Fair/Below Average) 1 = Division V (Poor)

OSSAA Academic Bowl Academic contest performance of school team

The team will advance to the area tournament held in January, with a possibility of advancing to the state tournament.

5 = 1st, 2nd, or 3rd place in state tournament 4 = 1st, 2nd, or 3rd place in area tournament 3 = Team advances to area tournament 2 = Participation in seeding tournament 1 = No participation in seeding tournament

OSSAA Speech/Debate

Performance in various competitive speech/debate tournaments

One or more students will advance to the regional tournament, with some advancing to the state and possibly the national tournament.

5 = 1 or more advance to nationals 4 = 1 or more advance to state 3 = 1 or more advance to regionals 2 = Participation in qualifying tournament 1 = No participation in qualifying tournament

Mathcounts Performance in math competitions

One or more students will advance to the regional competition, with some advancing to the state and possibly the national competition.

5 = 1 or more advance to national competition 4 = 1 or more advance to state competition 3 = 1 or more advance to regional/chapter

competition 2 = Participation in school competition 1 = No participation in school competition

5 These provisional ratings and goals were designed by Granger Meador, BEA Chief Negotiator, and are subject to committee revision October 13, 2014 Revision

Category Selection Academic Area of Focus

SMART Goal Rating Scale

Student Competition (continued)

Science Fair Student-conducted scientific research

One or more students will earn awards at district science fair, with some advancing to the state and possibly international science fair.

5 = 1 or more students earn a category award at the state science fair and/or are selected at the district or state science fair to compete or observe at the international science and engineering fair

4 = 1 or more students are selected at district science fair for the state science fair and/or earn a first place category award at district science fair

3 = 1 or more students earn a category or special award at district science fair

2 = 1 or more students compete and are judged at district science fair

1 = No students compete and are judged at district science fair

Student Service Projects/Service Learning

Honor Society, Student Council, Leadership Class

Student participation in authorized and documented community service projects

Students will complete, on average, at least 20 hours of documented community service during the school year.

Average community service hours per student: 5 = at least 30 4 = at least 25 3 = at least 20 2 = at least 10 1 = below 10

Portfolios IEP Goal Attainment Academic goals on Individualized Education Programs for students in special education

70% or more of the special education students on the teacher’s caseload will meet all IEP academic goals by the end of the school year.

% of students on caseload who meet all IEP academic goals: 5 = at least 90% 4 = at least 80% 3 = at least 70% 2 = at least 50% 1 = below 50%

Instructional Coach or Teacher Specialist Portfolio

You must download & submit a REVISION FORM identifying an academic area of focus.

You must download & submit a REVISION FORM with a proposed SMART Goal.

You must download & submit a REVISION FORM with a proposed Rating Scale.

6 These provisional ratings and goals were designed by Granger Meador, BEA Chief Negotiator, and are subject to committee revision October 13, 2014 Revision

Category Selection Academic Area of Focus

SMART Goal Rating Scale

State Report Card

CAUTION: Researchers have criticized flaws in the state report cards and their implementation has varied from year-to-year. An individual teacher’s impact on the overall letter grade is quite limited. You may notice that we have abandoned the pilot-year OAM goals for report cards; the district-wide report card was discontinued and, as of mid-October, the state has not yet released a statewide report card. So this option now only makes use of site letter grades. That makes it much more vulnerable to unforeseeable changes in the A-F report card system. See the next page for the site letter grades from the prior two years.

Site Overall Letter Grade

Overall school performance

The 2014-2015 state A-F report card for the site, released in the fall of 2015, will have an overall letter grade of C- or higher.

Letter grade on selected report card component: 5 = at least A- 4 = at least B- 3 = at least C- 2 = at least D- 1 = below D- SEE THE NEXT PAGE FOR A SUMMARY OF REPORT CARD LETTER GRADES FOR THE PRIOR TWO YEARS

Site Letter Grade in Student Achievement in Reading

Reading The 2014-2015 state A-F report card for the site, released in the fall of 2015, will have a Student Achievement letter grade in Reading of C- or higher.

Site Letter Grade in Student Achievement in Math

Math The 2014-2015 state A-F report card for the site, released in the fall of 2015, will have a Student Achievement letter grade in Reading of C- or higher.

11th Grade Site Letter Grade in Student Achievement in U.S. History

U.S. History The 2014-2015 state A-F report card for the high school, released in the fall of 2015, will have a Student Achievement letter grade in U.S. History of C- or higher.

6th – 8th Grade Site Letter Grade in Student Achievement in Social Studies

Social Studies The 2014-2015 state A-F report card for the teacher’s middle school, released in the fall of 2015, will have a Student Achievement letter grade in U.S. History of C- or higher.

7 These provisional ratings and goals were designed by Granger Meador, BEA Chief Negotiator, and are subject to committee revision October 13, 2014 Revision

Site A-F Report Card Letter Grades and Corresponding OAM Ratings These grades have been criticized by educational researchers and are vulnerable to changes in cut scores, etc. They are heavily impacted by socioeconomic factors, so if you are at

a site serving students from impoverished backgrounds, look at sitewide VAMs for a measure with better socioeconomic controls. * The district has chosen not to offer OAMs in some areas and grade levels because of the uncertainty in receiving a site letter grade next year.

Site Year Overall

Grade/TLE Rating

Reading/ELA Achievement

Grade/TLE Rating

Math Achievement

Grade/TLE Rating

Social Studies/ US History

Achievement Grade/TLE Rating*

(OAM only allowed for Grades 6-8 and 11)

Science

Achievement Grade*

(No OAMs allowed)

Writing Achievement

Grade*

(No OAMs allowed)

Bartlesville High School 2012-2013 A = 5 A = 5 B = 4 A = 5 N/A N/A

2013-2014 A+ = 5 A = 5 D = 2 A = 5 N/A N/A

Bartlesville Mid-High School

2012-2013 A = 5 A = 5 A = 5 N/A D = 2 N/A

2013-2014 A+ = 5 B = 4 A = 5 N/A N/A N/A

Central Middle School 2012-2013 B+ = 4 B = 4 B = 4 N/A D = 2 C = 3

2013-2014 B = 4 C = 3 B = 4 C = 3 N/A N/A

Madison Middle School 2012-2013 B = 4 B = 4 B = 4 N/A D = 2 D = 2

2013-2014 B+ = 4 B = 4 B = 4 B = 4 N/A N/A

Hoover Elementary School

2012-2013 B+ = 4 B = 4 B = 4 N/A F = 1 F = 1

2013-2014 A- = 5 B = 4 B = 4 N/A N/A N/A

Jane Phillips Elementary School

2012-2013 C = 3 D = 2 C = 3 N/A F = 1 F = 1

2013-2014 D+ = 2 F = 1 F = 1 N/A N/A N/A

Ranch Heights Elementary School

2012-2013 B- = 4 B = 4 B = 4 N/A D = 2 F = 1

2013-2014 B+ = 4 B = 4 B = 4 A = 5 F = 1 N/A

Richard Kane Elementary School

2012-2013 A- = 5 B = 4 B = 4 N/A D = 2 F = 1

2013-2014 C+ = 3 C = 3 C = 3 N/A N/A N/A

Wayside Elementary School

2012-2013 A+ = 5 B = 4 A = 5 N/A B = 4 C = 3

2013-2014 A+ = 5 B = 4 A = 5 N/A N/A N/A

Woodrow Wilson Elementary School

2012-2013 B+ = 4 B = 4 B = 4 N/A D = 2 C = 3

2013-2014 A- = 5 B = 4 A = 5 B = 4 C = 3 N/A

8 These provisional ratings and goals were designed by Granger Meador, BEA Chief Negotiator, and are subject to committee revision October 13, 2014 Revision

Student Survey about Classroom Teacher, GRADES PREK-2

Some questions taken from the Education for the Future Initiative’s student survey

When I am at school, I feel… I have fun learning

My teacher cares about me

My teacher is a good teacher

My teacher believes I can learn

The work I do in class makes me think

I know what I am supposed to be learning

My teacher explains what we are doing

I know how I am supposed to behave

My teacher will help me learn

I can ask my teacher for help

9 These provisional ratings and goals were designed by Granger Meador, BEA Chief Negotiator, and are subject to committee revision October 13, 2014 Revision

Student Survey about Classroom Teacher, GRADES 3-5

The following survey is being conducted to assist your teacher in providing the best possible education for his/her students. Your honest and fair opinion

is what really counts.

My teacher… Almost always

Usually Sometimes Almost never

1. Challenges me to think.

2. Tells how what we learn can be used outside the classroom.

3. Is willing to give me extra help when I need it.

4. Provides a safe and respectful place for students to share their ideas.

5. Seems to enjoy teaching.

6. Uses many different ways to teach the subjects we are learning about.

7. Gives me the freedom to talk about the subject we are learning about.

8. Helps us learn by letting us correct mistakes on our work.

9. Asks questions to make sure we understand what we are learning.

10. Cares about the whole school and not just his or her class.

11. Treats me fairly when I make a poor choice.

12. Gives tests that help my teacher know if I am learning what is being taught.

13. Makes me want to learn more about class work on my own.

14. Gives directions clearly.

15. Gives homework that allows me to practice what is being taught in class.

16. Gives assignments that help me learn.

17. Makes sure we learn new things every day.

18. Gives me enough time to finish my work.

19. Seems to know well what he or she is teaching.

20. Makes sure we know what is expected of us in class.

10 These provisional ratings and goals were designed by Granger Meador, BEA Chief Negotiator, and are subject to committee revision October 13, 2014 Revision

Student Survey about Classroom Teacher, Grades 6-12

The following survey is being conducted to assist your teacher in providing the best possible education for his/her students. Your honest and fair opinion

is what really counts.

My teacher… Almost always

Usually Sometimes Almost never

1. Challenges me to think.

2. Explains how his/her subject may be used outside the classroom.

3. Is willing to give me extra help when I need it.

4. Provides an orderly and comfortable place for me to learn.

5. Seems to enjoy teaching his/her subject.

6. Gives me the freedom to ask questions.

7. Gives me the freedom to make relevant comments.

8. Returns tests and papers with reasonable promptness.

9. Realizes that learning is more than just reading the text and taking tests.

10. Seems to care about the entire school program, and not just his/her part of it.

11. Handles classroom discipline problems fairly and effectively.

12. Gives tests that adequately measure what he/she is teaching.

13. Makes me want to learn more about my class work on my own.

14. Gives directions clearly.

15. Helps me develop good study habits.

16. Gives assignments that help me learn.

17. Explains material clearly.

18. Gives me a reasonable amount of time to complete assignments.

19. Seems to know well the subject that he/she is teaching.

20. Lets me know what is expected of me in his/her class.