Transcript Washington State Teacher/Principal Evaluation Program

Including Student Growth
in Educator Evaluation
Day 1
Presented by Stephanie Parker
October, 2013
1
Sessions Addressing Student Growth

Setting Student Growth Goals (SGGs)

Identifying Tools and Measures for SGGs

Monitoring SGGs
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Reflecting and Evaluating SGGs

Connecting with CCSS, SBAC and Other Initiatives
2
OESD 114 Sessions
Student Growth Training Module Dates/ Locations:
OESD 114 in Bremerton
October 15, 2013
November 22, 2013
January 10, 2014
February 13, 2014
March 13, 2014
3
Transit Center in Port
Angeles
October 29, 2013
November 19, 2013
January 22, 2014
February 21, 2014
March 21, 2014
Session Norms and Roles
Pausing
Paraphrasing
Posing Questions
Putting Ideas on the Table
Providing Data
Paying Attention to Self
and Others
Presuming Positive
Intentions
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What Else?
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4
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Facilitator
Norms Monitor
Reporter
Timekeeper
“To Do” List Keeper
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What Else?
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Intended Participant Outcomes for
This Module
Participants will:
 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
 Learn and apply the student growth rubric structure and
language
 Learn about the features of student growth goals
 Identify relevant measures in your district context
 Consider implications for planning in your district
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Decision-Making Matrix
As a team, use the Decision-Making Matrix to:
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Review the major evaluation components
Highlight important information for implementation
What information was confirmed for you?
What was new or surprising to you?
What do you need to explore more fully?
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Learning I: In the Washington Context:
Legislative Requirements, Focused &
Comprehensive Evaluation
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
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DAY 1
In Washington…
RCW 28A.405.100
RCW
28A.405.100
RCW 28A.405.100
WAC
RCW 28A.405.100
RCW 28A.405.100
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8 Criteria Teachers
8 Criteria Principals
Educator
Evaluation
A capital “G!” indicates that
the guidance represents
Washington state law
(RCW) or rules (WAC).
Instructional
and
Leadership
Frameworks
RCW 28A.405.100
Student
Growth
Rubrics
A lower-case “g” indicates that the guidance
represents research-based best practice but
is not mandated by law or rules.
RCW 28A.405.100
ESSB 5895 Establishes New Definitions
Around Student Growth Measures
RCW 28A.405.100
Changes…
Both E2SSB 6696 and ESSB
5895 contain language around  Student growth data must be a
substantial factor in evaluating
student growth, including:
the summative performance of
 Student growth data that is
certificated classroom teachers
relevant to the teacher and
for at least three of the
subject matter must be a factor
evaluation criteria.
in the evaluation process and
must be based on multiple
 Student growth data elements
measures that can include
may include the teacher’s
classroom-based, school-based,
performance as a member of a
district-based, and state-based
grade-level, subject matter, or
tools. Student growth means
other instructional team within
a school when the use of this
the change in student
data is relevant and
achievement between two
appropriate.
points in time.
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A Culture Shift: Evaluation Measures
RCW 28A.405.100
Former Evaluation System
Revised Evaluation System
Observation: YES
Observation: YES
Student Growth: NO
Student Growth: YES
Other Evidence: NO
Other Evidence:YES
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Defining Key Terms
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Student Achievement: The status of subject-matter
knowledge, skills, understanding or performance at a given
point in time.
Student Growth: The change in student achievement
between two points in 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
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Student Growth Is Embedded
in the Criteria
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RCW 28A.405.100
Relationships

What are the relationships between the principal and
teacher student growth criteria?
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15
Teacher & Principal Raw Score Model Sample
Evaluation Criteria
* Student Growth- Teachers
** Student Growth- Principals
Criterion 1
Criterion 2
Criterion 3 */**
Criterion 4
Criterion 5 **
Criterion 6 *
Criterion 7
Criterion 8 */**
Total Summative Score
Overall
Criterion
Scores
3
4
3
2
3
2
3
2
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OSPI Approved Summative Scoring Band
8-14
1 - Unsatisfactory
16
15-21
2 - Basic
22-28
3 - Proficient
29-32
4 -Distinguished
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Student Growth Rubric and Rating (Teacher)
Student Growth
Goal-Setting Score Student Growth*
Based on Rubric
Score Based on
Rubric
Criterion 3
Criterion 6
3
2
2**
2**
Criterion 8
Student Growth
Score
2
7
N/A
4
Overall
Student
Growth
Criterion
Score
5
4
2
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OSPI Approved Student Growth Impact Rating Scoring Band
5-12
Low
13-17
Average
18-20
High
*Must include a minimum of two student growth measures (i.e., state-, district-, school-, and
classroom-based measures).
** A student growth score of “1” in any of the student growth rubrics will result
in a Low growth rating.
Evaluators place teachers into summative rating categories based on score bands. As
illustrated below, this teacher would receive a low student growth rating
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17
Chapter 392-191A WAC – Pop Quiz
1.
2.
3.
4.
5.
6.
7.
8.
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Teacher Evaluation Criteria
Principal Evaluation Criteria
Frequency of Comprehensive Evaluation (Teacher)
Conduct of Teacher Focused Evaluation
Conduct of Comprehensive Evaluation (Teacher)
Conduct of Student Growth Inquiry
Conduct of Comprehensive Evaluation (Principal)
Use of Evaluation Results
Taking a Look at Student Growth . . .
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Student Growth Teacher Rubric Language
SG 3.1 & 3.2
Student Growth Criterion 3: Recognizing individual student learning needs and developing strategies to address those
needs.
Student Growth 3.1: Establish Student Growth Goal(s)
Unsatisfactory
Does not establish student
growth goals or establishes
inappropriate goals for
subgroups of students not
reaching full learning potential.
Goals do not identify multiple,
high-quality sources of data to
monitor, adjust, and evaluate
achievement of goals.
Basic
Proficient
Establishes appropriate student
growth goals for subgroups of
students not reaching full
learning potential. Goals do not
identify multiple, high-quality
sources of data to monitor,
adjust, and evaluate achievement
of goals.
Establishes appropriate student
growth goals for subgroups of
students not reaching full
learning potential. Goals identify
multiple, high-quality sources of
data to monitor, adjust, and
evaluate achievement of goals.
Distinguished
Establishes appropriate student
growth goals for subgroups of
students not reaching full
potential in collaboration with
students, parents, and other
school staff. Goals identify
multiple, high-quality sources of
data to monitor, adjust, and
evaluate achievement of goals.
Student Growth 3.2: Achievement of Student Growth Goal(s)
Unsatisfactory
Growth or achievement data
from at least two points in time
shows no evidence of growth
for most students.
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Basic
Multiple sources of growth or
achievement data from at least
two points in time show some
evidence of growth for some
students.
Proficient
Multiple sources of growth or
achievement data from at least
two points in time show clear
evidence of growth for most
students.
Distinguished
Multiple sources of growth or
achievement data from at least
two points in time show
evidence of high growth for all
or nearly all students.
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Summative Rating & Impact on Student Learning Matrix
Distinguished
Proficient
Rating
Distinguished Rating
Summative Rating
Student Growth Inquiry
Proficient
Proficient
Rating
Student Growth Inquiry
Basic
Basic Rating
Student Growth Inquiry
Consequences as a result of
Intersection between Summative
Rating and Impact on Student
Learning Rating
Basic Rating
Unsatisfactory Rating
Unsatisfactory
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Proficient Rating
Plan of Improvement
Low
Average
High
Impact on Student Learning
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Learning II: Unpacking Student
Growth Rubrics for Teachers
Learn and apply the student growth rubric structure and language
23 DAY 1
Student Growth Rubrics
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The TPEP steering committee organizations approved
statewide rubrics for student growth to ensure
consistency in implementation of the evaluation system
across Washington State.
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RCW 28A.405.100
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
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Teachers: 3, 6, and 8
Principals: 3, 5, and 8
Using District, School, and
Classroom-Based Data (Teachers)
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RCW 28A.405.100
Five Student Growth Criteria
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3.1 Establish Student Growth Goals
Re: individual or subgroups of students (achievement/opportunity gap)
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3.2 Achievement of Student Growth Goals
Re: individual or subgroups of students (achievement/opportunity gap)
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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
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6.2 Achievement of Student Growth Goals
Re: whole class based on grade-level standards and aligned to school and
district goals
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8.1 Establish Team Student Growth Goals
Re: Teacher as part of a grade-level, content area, or other school/district team
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Student Growth Rubric for use in 13-14
Student Growth Criterion 3: Recognizing individual student learning needs and developing
strategies to address those needs.
Student Growth 3.1: Establish Student Growth Goal(s)
Unsatisfactory – 1
Basic – 2
Proficient – 3
Distinguished – 4
Does not establish student
growth goal(s) or establishes
inappropriate goal(s) for
subgroups of students not
reaching full learning
potential. Goal(s) do not
identify multiple, high-quality
sources of data to monitor,
adjust, and evaluate
achievement of goal(s).
Establishes appropriate
student growth goal(s) for
subgroups of students not
reaching full learning
potential. Goal(s) do not
identify multiple, high-quality
sources of data to monitor,
adjust, and evaluate
achievement of goal(s).
Establishes appropriate
student growth goal(s) for
subgroups of students not
reaching full learning
potential. Goal(s) identify
multiple, high-quality sources
of data to monitor, adjust,
and evaluate achievement of
goal(s).
Establishes appropriate student growth
goal(s) for subgroups of students not
reaching full potential in collaboration
with students, parents, and other
school staff. Goal(s) identify multiple,
high-quality sources of data to monitor,
adjust, and evaluate achievement of
goal(s).
Distinguished – 4
Student Growth 3.2: Achievement of Student Growth Goal(s)
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Unsatisfactory – 1
Basic – 2
Proficient – 3
Growth or achievement data
from at least two points in
time shows no evidence of
growth for most students.
Multiple sources of growth
or achievement data from at
least two points in time show
some evidence of growth for
some students.
Multiple sources of growth
or achievement data from at
least two points in time show
clear evidence of growth for
most students.
Multiple sources of growth or
achievement data from at least two
points in time show evidence of high
growth for all or nearly all students.
RCW 28A.405.100
Learning Activity II: Unpacking the
Student Growth Rubric
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Individually:
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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 table group/district team
answer these questions and create a
chart:
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What are the key differences
between proficient and distinguished?
Between proficient and basic?
Between basic and unsatisfactory?
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What does a teacher need
to know, say, and do to
demonstrate proficiency on
these rubrics? Create a chart
for each criterion.
Criterion ___
Debrief Learning Activity II
How did this activity affirm what you believed about
student growth?
Did this activity change your thinking in any way?
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Learning III: Creating Student
Growth Goals
Understand the creation of student growth goals in alignment
with the evaluation criteria
29 DAY 1
Features of a Student Growth Goal
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Established from and aligned to multiple sources of
available data that reveal prior student learning
Appropriate for, and aligned to, the context, instructional
interval and content standard(s)
Demonstrates substantial impact
Identifies measures and states expected student growth
Specific, measurable and time-bound
Ensure appropriate “grain size,” not too narrow or too
broad
Consider the relationship among 3.1, 6.1 & 8.1, and
determine if alignment is possible (nested goals)
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Example of “Nested” Goals
3.1 Establish Student Growth Goals (individual
or subgroups of students)
Between September and May, all ELL students will
increase their writing scores by one level as measured
by the Harmon Middle School 4-point writing rubric.
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, all students will increase
their writing scores by one level as measured by the
Harmon Middle School 4-point writing rubric.
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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 increase their writing scores by one level as
measured by the Harmon Middle School 4-point
rubric. The 8th grade team will meet every six weeks
through the year to examine student work and
calibrate expectations.
.
Establishing Student Growth Goals

Goals measure “a change
in student achievement
between two points in
time” RCW28A.405.100
AND
 Focus on important
learning within the scope
of the teacher’s
responsibility
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
Growth is expected for all
students

Student growth goals are
established from multiple
sources of data:
Classroom-based
tools
School-based tools
District-based tools
State-based tools
Establishing Student Growth Goals

3.1 for a subset of
students in your class
8.1 for all students your
collegial team is focusing on:

6.1 for all the students in
your class or for all the
students in one of your
classes
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
goals could be school-wide
or PLC-wide or districtwide and
must be set by the teacher
because the goals depend
on context
Achieving Student Growth Goals
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Multiple sources of growth
or achievement data from at
least two points in time
show clear evidence of
growth for students.
Student growth goals are
measured by multiple
sources of data:
 Classroom-based tools
(observations, exit slips,
AND
pre- and post-classroom
 Demonstrates a significant
assessment data, etc.)
impact on student learning of
content (transferrable skills)
 School-based tools
 Identifies formative and
summative measures aligned  District-based tools
to learning targets to
 State-based tools
monitor progress towards
goals
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SMART GOALS
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Specific

Measurable
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Appropriate
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Realistic
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Time-bound
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S – the goal is focused on a
specific area of student need
within the content and
describes expected growth
M – the goal will be assessed
using an appropriate
instrument.
A – the goal is standards-based
and directly related to the
responsibilities of the teacher.
R – the goal is doable, while
rigorous, stretching the outer
bounds of what is attainable.
T – the goal specifies unit,
semester, year or other
timeframe.
Learning Activity III: Creating Growth
Goals
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Look over the sample student growth goals provided.
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Using a group of students you have now or had in the
past, create two or three student growth goals.
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Share with a partner, solicit feedback.
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What sources of data did you use to craft the goal?
Is the goal an “enduring” or “important one” for the
class? Why?
How will it be measured? (What are the multiple
measures?)
Learning Activity III: Creating Growth
Goals
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Questions?
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Comments?
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Learning IV: Student
Learning Measures
Identify relevant measures of student growth in your
district context
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DAY 1
District-Determined Measures
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RCW 28A.405.100
The law provides a great deal of control over 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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Available Student Growth Measures
TPEP Pilot Site Data
Multiple Measurement Tools
This chart represents data collected from TPEP districts and a sample of the strengths and limitations of implementing measures.
Measure
ClassroomBased Tools
SchoolBased Tools
DistrictBased Tools
State-Based
Tools
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Examples
% of teachers=
assessment*
100%
79%
30.8%
16.2%
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Strengths
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Student work
Graphic organizers
Performance tasks
Unit assessments
Art/PE performance
assessments
Common formative
assessments
7th grade writing
samples
Kindergarten readiness
District-developed
benchmark exams
MAP assessments
DIBELS (literacy)
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MSP
HSPE
SAT
ACT
AP exams
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Limitations
Capture authentic
student work and
learning
Relevant to teachers
to inform practice in
a timely way
Encourage team goal
setting
Relevant to both
teacher/principal
evaluations
Can compare across
schools/districts
Useful in district-wide
PLC and vertical
teaming

Higher likelihood of
validity for assessing
student performance
Widely available and
public
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Difficult to compare across
classrooms
May lack validity
More time involved to
assess students
May not be comparable
between districts
Training for principals key
to implementation
May not have district
capacity to support timely
use of data
May lack reliability in
administration of
assessments
Only relevant to a small
percentage of teachers
Data is not quickly
accessible to quickly
inform teaching practice
The Data Pyramid: What Kind of Data
Do Teachers Use? How Often?
Annually
Summative
assessments
2-4 times
a year
Quarterly or
end of the unit
1-4 times
a month
Daily
Formative practices
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.
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A Data Pyramid for Washington
Educators
Annually
2-4 times
a year
Quarterly or
end of unit
1-4 times
a month
Formative
Practices
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End of course exam (EOC),
MSP, ACT, SAT, ASVAB,
PSAT, IB tests, AP tests,
WELPA (ELL), district finals
Benchmark assessments, MAP
(Measure of Academic Process),
DIBELS, music performances,)
finals/mid-terms, common
assessments, RBA (ELA), fit-n-fun day
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, PB exams, RCBM,
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, AIMS (reading/math assessment),
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
Learning Activity IV: Creating Your Own
Data Pyramid for Your District
Annually
2-4 times
a year
Quarterly or
end of unit
1-4 times
a month
Daily/
weekly
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Implementing:
District Planning
Determine the best approach, tools, and timeline for your district
44
DAY 1
District Planning Tool

How can districts prepare for implementing the student
growth component of the revised evaluation system?

Goal setting: Provide support for teachers and principals to
set quality, rigorous goals that are aligned to content standards

Data: Provide relevant student data prior to the time goals are
due

Measures: In 2013-14, stay close to the classroom, but
experiment with school, district and state-based tools.
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Reflecting
46
DAY 1
Debrief

Take a few minutes and create at least two sticky notes
for the Plus/ Delta chart on your way out.

+ What worked well for you in this session?

∆ What could we do differently or better?
Plus
+
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Delta
∆
Thank you!
Stephanie Parker
[email protected]
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