Transcript Student Growth - Washington State Teacher/Principal Evaluation
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Washington State Teacher and Principal Evaluation Project
Including Student Growth in Educator Evaluation June 2013
Entry Task
As you enter, take several sticky notes and respond to the following question: How does your district 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.
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Welcome!
Introductions Logistics Agenda Agenda Connecting Learning Implementing Reflecting Wrap-Up 3
Modules
Introduction to Educator Evaluation in Washington Using Instructional and Leadership Frameworks in Educator Evaluation Preparing and Applying Formative Multiple Measures of Performance: An Introduction to Self-Assessment, Goal Setting, and Criterion Scoring Including Student Growth in Educator Evaluation Conducting High-Quality Observations and Maximizing Rater Agreement Providing High-Quality Feedback for Continuous Professional Growth and Development Combining Multiple Measures Into a Summative Rating 4
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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Module Overview
This module provides an overview of goal setting for student growth an orientation to what it means to select classroom-based, school-based, district-based, and state-based tools and use student learning data in educator evaluation a process for establishing student growth goals, examples of student growth goals, and a process for determining the change in student achievement between two points in time. a review of the Washington State student growth rubrics an orientation to templates and tools you can use to establish student growth as a measure in educator evaluation.
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Connecting
Builds community, prepares the team for learning, and links to prior knowledge, other modules, and current work
Intended Participant Outcomes for This Module
Participants will know and be able to:
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 Understand the creation of student growth goals in alignment with the evaluation criteria
Understand the basic vocabulary and principles of assessment literacy [only if inserting optional section on assessment literacy]
Identify relevant measures of student growth in your district context Understand how the four-step process for measuring student growth applies in your district context Determine the best approach, tools, and timeline for your district 8
Connecting to Previous Modules: Multiple Measures
Self Assessment Perception Data Student Work Observation Student Growth Evidence Beyond Observations
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Connector: The Visible Learning Story
Number the paragraphs 1-7 While you read: What strikes a chord with you about teacher evaluation in general (underline)?
What matches where your district currently stands with its teacher evaluation process (star)?
What questions does this raise (question mark)?
Turn and Talk Turn and talk with a partner at your table group to discuss the reading with regard to teacher evaluation and its implications for your district.
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Connecting Debrief
Share from your partner conversations: What struck a chord or resonated with you from this reading?
What questions were generated?
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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 12
In Washington…
RCW 28A.405.100
8 Criteria Teachers 8 Criteria Principals RCW 28A.405.100
RCW 28A.405.100
Instructional and Leadership Frameworks RCW 28A.405.100
RCW 28A.405.100
WAC RCW 28A.405.100
A capital “G!” indicates that the guidance represents Washington state law (RCW) or rules (WAC).
Educator Evaluation Student Growth Rubrics RCW 28A.405.100
A lower case “g” indicates that the guidance represents research-based best practice but is not mandated by law or rules.
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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. RCW 28A.405.100
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.
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A Culture Shift: Evaluation Measures Current vs. New
RCW 28A.405.100
Current Evaluation System New Evaluation System
Observation: YES Student Growth: NO Other Evidence: NO Observation: YES Student Growth: YES Other Evidence: YES
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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
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Models of Improving Instructional Practice
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Student Growth Theory of Action
If state leaders allocate student growth funds and provide a viable structure for setting, monitoring, and evaluating student learning goals… Then district leaders will present a vision for student learning students, that starts with the 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) 19
Student Growth Is Embedded in the Criteria
RCW 28A.405.100
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Learning II: Unpacking Student Growth Rubrics for Teachers
Learn and apply the student growth rubric structure and language
Student Growth Rubrics
RCW 28A.405.100
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 24
Using District, School, and Classroom-Based Data (Teachers)
RCW 28A.405.100
Five Student Growth Criteria 3.1 Establish Student Growth Goals Re: individual or subgroups of students (achievement/opportunity gap) 3.2 Achievement of Student Growth Goals Re: 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 Goals Re: whole class based on grade-level standards and aligned to school and district goals 8.1 Establish Team Student Growth Goals Re: Teacher as part of a grade-level, content area, or other school/district team 25
The Student Growth Rubric
RCW 28A.405.100
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Learning Activity II: 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. What does a teacher need to know, say, and do to demonstrate proficiency on these rubrics? Create a chart for each criterion.
Criterion ___ As a table group/district team answer these questions and create 3 charts: What are the key differences between proficient and distinguished? Between proficient and basic? Between basic and unsatisfactory?
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Learning Activity II: Debrief
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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Learning III: Creating Student Growth Goals
Understand the creation of student growth goals in alignment with the evaluation criteria
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) 30
Example of “Nested” Goals
3.1 Establish Student Growth Goals (individual or subgroups of students)
Between September and May, all ELL Students will improve their ability to provide text-based evidence to support prediction, inference, and opinion. They will use supports such as differentiated text, a scaffold frame, or an oral reader and uses texts appropriate to their reading level. At least 80% of the students will improve at least one level in two of the three skills, as measured by a four-point rubric.
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 8 th grade students will improve their ability to provide text-based evidence to support prediction, inference, and opinion as measured bye a four-point rubric. At least 70% of the students will improve at least one level in each of the three skills, as measured bye a four-point rubric. The 8 th grade team will meet every six weeks through the year to examine student work and calibrate expectations.
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 improve their ability to provide text-based evidence to support prediction, inference, and opinion. At least 90% of the students will improve at least one level in each of the three skills, as measured by a four-point rubric.
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Goldilocks Approach: Example Goals
6.1
Whole Group STUDENT GROWTH GOAL Literacy: Informational Text Writing K-5
Too Narrow All students (with 100% accuracy) will determine the meaning of the root word when the affix ‘un’ is added.
JUST RIGHT 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.
Too Broad All of my students will understand and apply grade level vocabulary to content areas.
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Learning Activity III: Creating Growth Goals
In your table groups, you will spend 25-30 minutes creating examples of student growth goals using the “goldilocks approach” – a goal that is too broad, a goal that is too narrow, and a goal that is just right.
You can choose the goal’s focus. Some suggestions are: Art – elementary level Literacy – kindergarten Science – middle school level Foreign language – high school level Social science – high school level 33
Debrief Learning Activity III
Gallery Walk: Review the goals from each group Provide sticker dot feedback under each section Agree that this goal fits in this category Disagree that this goal fits in this category Debrief Was this brief experience harder or easier than you expected?
How might you apply this activity to working with groups of educators in your district?
What do you think you need to do immediately to start this process?
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Learning IV: Assessment Literacy – What Makes a Good Assessment
Understand the basic vocabulary and principles of assessment literacy
Measures That Help Educators Grow
Select and implement measures that: Support educators to examine their own practice against specific criteria Allow educators to co-construct the evaluation Give educators opportunities to discuss the results Are directly aligned with teaching or leadership standards Include protocols and processes that are transparent and understandable 36
Assessment Literacy Basics
What is good assessment?
Alignment Stretch Reliability Validity 37
Appropriate Assessments
Does the assessment Align with content standards and course content?
Have stretch?
Have sufficient validity and reliability?
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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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Stretch
Assessments should Allow both low- and high-performing students to demonstrate growth.
Challenge the highest-performing students.
Student A Student B Student C Student E Student D Lowest-performing students Student F Highest-performing students 40
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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Reliability and Validity
42 X Valid X Reliable X Valid
Reliable
Valid Reliable
Learning Activity IV: Data Wise Jigsaw
Each person will read a section from Chapter 2 in
Data Wise
Each person needs to have one “most” significant idea from the text underlined or highlighted in the reading. It is often helpful to identify a “back-up” selection as well.
Final Word Discussion Go around the circle in order of the pages in the chapter.
Read what was most significant and explain (3 min) Respond to the text and explanation from others in the group (1 min each) Final word from the person who began (1 min) Repeat this process 43
Learning Activity IV: Debrief
What are the general basics of assessment that everyone must know?
How are these basics important to the process of including student growth as a measure in educator evaluation?
What are some strategies for ensuring that all professional staff in the district (or school) know these basics?
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Learning V: Student Learning Measures
Identify relevant measures of student growth in your district context
District-Determined Measures
RCW 28A.405.100
Districts have a lot 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 Classroom Based Tools School Based Tools District Based Tools State-Based Tools
% of teachers= assessment* 100% 79% 30.8% 16.2% Examples 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) MSP HSPE SAT ACT AP exams Strengths 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 Limitations 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 47
The Data Pyramid: What Kind of Data Do Teachers Use? How Often?
Annually
Summative assessments
2-4 times a year
Data about people, practices, perceptions
Quarterly or end of the unit
Benchmark/interim common assessments
1-4 times a month
Formative common assessments
Daily
Formative classroom assessments 48 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.
Inverted Triangle—Not Recommended
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A Data Pyramid for Washington Educators
Annually End of course exam (EOC), MSP, ACT, SAT, ASVAB, PSAT, IB tests, AP tests, WELPA (ELL), district finals Quarterly or end of unit 2-4 times a year 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 1-4 times a month 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 Daily/ weekly 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 50
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 51
Learning V Debrief
Let’s put the pieces together from the learning segments of the sessions so far: Student growth rubrics Student growth goal setting A pyramid of student assessments How do you see these pieces fitting together?
How do these pieces relate to the student growth theory of action?
Student Growth Theory of Action If state leaders allocate student growth funds and provide a viable structure for setting, monitoring, and evaluating student learning goals… Then district leaders will present a vision for student learning the that starts with 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) 52
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Learning VI: Washington Process for Determining Student Growth
Understand how the four-step process for measuring student growth applies in your district context
Student Growth Process
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3.
4.
Establishing a focus for the student growth (SG) goal Documenting assessments and scoring Establishing targets Evaluating goals 54
Step 1: Establishing the Focus for Student Growth
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.
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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 Campbell’s Law! The goal is not higher test scores!
Determine how students can be incorporated in the goal-setting process in order to have them take some ownership of their own learning.
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Establishing Targets
Identify the expected outcomes by the end of the instructional period for the whole class (criterion 6) or for subgroups (criterion 3), as appropriate.
Criterion 3: Subgroup of students not meeting full learning potential.
High evidence of learning for all/nearly students Target would be: Clear evidence of learning for most students (Achievement Gap) Target would be:
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Evaluating Goals for Criterion SG 3.1
Review 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 b ased 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 59
Evaluating Criterion SG 3.2
Student growth criterion 3.2: Make a student learning claim and provide evidence for the actual outcomes at the end of the instructional period for subgroups not meeting full learning potential.
Teacher completes the section below.
Make a rating claim as to the level of the actual outcomes based on the goals for student learning.
Claim High evidence of learning for all/nearly all students (Distinguished) Clear evidence of learning for most students (Proficient) Some evidence of learning for some students (Basic) No evidence of learning for most students (Unsatisfactory)
Please provide student learning evidence from at least two points in time that supports your claim of student learning (2 or more sources):
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Implementing I: Using the Student Growth Template
Determine the best approach, tools, and timeline for your district
District Learning Progression for Student Growth Goal Setting and Outcomes Basic: Use the Goldilocks Approach Proficient: Use the Modified or Full Student Growth Template Distinguished: Use the Full Student Growth Template 62
Full Student Growth Goal Setting Template
This type of product is what teachers and evaluators produce as a result of the conversations about student growth.
Example template based on the National Center for Assessment and Accountability.
Districts can create their own or modify this one.
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District Learning Progression
Determine the readiness of your district’s teachers and principals to create student goals with: The goldilocks approach A modified goal setting template The full goal setting template Page10 in your handout packet provides some guidance to your team for this progression. Eventually all teachers should be able to use the template.
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Implementing II: District Planning Tool
Determine the best approach, tools, and timeline for your district
District Planning Tool
On pages 15-21 of your handout packet is a district planning tool you can use for the remaining time in this session to begin planning your approach to student growth.
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Reflecting
Debrief
Take a few minutes and create at least three sticky notes for the Stop/Start/Continue Chart on your way out.
Stop: What didn’t work in this session? What should not be included in the future?
Start: What didn’t happen that should have in this session? What should be planned for future sessions?
Continue: What worked well and should be continued in future sessions like this?
Stop Start Continue
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What’s Next?
Conducting High-Quality Observations and Achieving Rater Agreement module Homework Options District: Complete the district planning tools and create a plan to share with broader district staff.
School or teams: Begin conversations about student growth and how it is measured. Begin to help staff understand the assessment or data pyramid and a balanced approach.
Individual: Do additional reading or complete additional professional development on assessment literacy and balanced assessment.
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Thank you!
Presenter Name [email protected]