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

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Presentation on theme: "Washington State Teacher and Principal Evaluation Project Including Student Growth in Educator Evaluation 1 Updated October 2014."— Presentation transcript:

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

2 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 2 Intended Participant Outcomes

3 3 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 Connector: The Visible Learning Story

4 4 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. ESSB 5895 Establishes New Definitions Around Student Growth Measures

5  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. 5 Defining Key Terms It is student growth, not student achievement, that is relevant in demonstrating impacts teachers and principals have on students.

6  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 6 Student Growth Rubrics

7 7  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 D istrict-based tools State-based tools Student Growth Goals

8  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 8 Using District, School, and Classroom-Based Data (Teachers)

9 9 The Student Growth Rubric

10 10  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. Learning Activity: Unpacking the Student Growth Rubric Criterion ___

11  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. 11 Debrief

12  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. 12 Alignment Considerations

13 13 The Data Pyramid: What Kind of Data Do Teachers Use? How Often? 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. Summative Regularly during the year times a year

14 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

15 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 Daily/ weekly

16  Identify the expected outcomes by the end of the instructional period for the whole class (criterion 6) or for subgroups (criterion 3), as appropriate. 16 Establishing Targets 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 Target would be:

17 17 Evaluating Goals for Criterion SG 3.1

18  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 18 Learning Activity: Creating Growth Goals

19  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? 19 Debrief

20 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): 20 Evaluating Criterion SG 3.2

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23 Thank you! Presenter Name 23


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