1. Washington State Teacher and Principal Evaluation Project
Including Student Growth in Educator Evaluation
Updated October 2014

2. Intended Participant Outcomes
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 focused and comprehensive formats
Learn and apply the student growth rubric structure and language
Understand the creation of student growth goals in alignment with the evaluation criteria
Identify relevant measures of student growth in your district context

3. Connector: The Visible Learning Story
While you read:
What strikes a chord with you about student growth (underline)?
What matches where your district currently stands with student growth (star)?
What questions does this raise (question mark)?
Turn and Talk:
Share your thoughts and questions with a partner
I find there are a couple of paragraphs that work just as well as the entire reading. If you have a short time, use a short segment.

4. ESSB 5895 Establishes New Definitions Around Student Growth Measures
RCW 28A
Both E2SSB 6696 and ESSB 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.

5. Defining Key Terms
Student Achievement: The status of subject-matter knowledge, skills, understanding or performance a given point in time.
Student Growth (Learning): 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.
Student Growth is defined in the law.

6. Student Growth Rubrics
RCW 28A
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 all educators:
Teachers: 3, 6, and 8
Principals: 3, 5, and 8

7. Student Growth Goals
Goals measure “a change in student achievement between two points in time” RCW28A
AND
Focus on significant content within the scope of the teacher’s responsibility
Growth is expected for all students
Evidence of growth derives from more than one of these multiple measures… Classroom-based tools
School-based tools
District-based tools
State-based tools

8. Using District, School, and Classroom-Based Data (Teachers)
RCW 28A
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
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
8.1 Establish Team Student Growth Goals
Re: Teacher as part of a grade-level, content area, or other school/district team
Mention there is no 8.2 – no assessment of goal attainment with a collective goal.

9. The Student Growth Rubric
RCW 28A

10. Learning Activity: 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 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?
What does a teacher need to know, say, and do to demonstrate proficiency on these rubrics? Create a chart for each criterion.
Criterion ___
To really understand the student growth rubrics, use the same procedure as studying the framework – compare the language that describes levels of performance.

11. 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 one thing that teachers need to know, say, or do to demonstrate proficiency on the student growth rubric.

12. 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.

13. The Data Pyramid: What Kind of Data Do Teachers Use? How Often?g
Summative
2-3-4 times a year
Regularly during the year
Formative
Practices
Daily or weekly
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, All rights reserved.

14. 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
The pyramid on Slide 14 has four tiers, this one has five. Not important how many. Districts may decide to customize.

15. Example: A Washington Data Pyramid
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, CBAs, 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
Annually
2-4 times a year
Quarterly or end of unit
1-4 times a month
The pyramid on Slide 14 has four tiers, this one has five. Not important how many. Districts may decide to customize.
Daily/ weekly

16. 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.
(Achievement Gap)
High evidence of learning for all/nearly students
Target would be:
Clear evidence of learning for most students

17. Evaluating Goals for Criterion SG 3.1
If interested, there is a template in the online module that will help organize the goal-setting process (including prompting questions) and monitoring progress.

18. Learning Activity: Creating Growth Goals
With a partner or two, spend 20 minutes creating examples of student growth goals:
one in your content area and grade level
one outside your area of content expertise
one that you would hope a teacher one grade below would write for students to prepare them for your class
Pick one to share
Share out could be on stickies, chart paper or just aloud. If written, you can do a gallery walk.
If you choose to share the examples, this would be a good place to do so. Either prior to the activity or following it.
If generating goals seems too much challenge for your group, you could provide the examples page and have pairs work to improve the goals.

19. Debrief Gallery Walk: Review the goals from each group Debrief
Was this brief experience harder or easier than you expected?
How might you use this activity with groups of educators in your district?
How might you modify this activity?

20. 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):

21. Similar charts available on the TPEP website for each of the 5 frameworks- explain how the student growth rubrics play into summative scoring

22. Similar charts available on the TPEP website for each of the 5 frameworks – explain the choice someone on Focused makes to include student growth

23. Thank you!
Presenter Name