1. Addressing Student Growth In Performance Evaluation For Teachers and Administrators Patricia Reeves

2. It’s not about the person; it’s about the… Fair evaluations are based on actual evidence of the work and impact of that work…against established criteria/standards

3. The Pending Legislation on Growth Unless there is a complete about-face, There will be State Growth Measures There will be mandatory and optional State Assessments Districts will need to augment the State growth ratings with Local growth ratings The point of a growth rating is to make inferences about how educators, schools, and districts are influencing learning and learning rates 3

4. Growth Rating Recap: State Growth Rating + Local Growth Rating Under the proposed House legislation: 25% of evaluation based on growth starting 2015-16 and continuing through 2017-18 (Senate Delay Bill: 2014-15 - “significant”; 2015-16 – 50% In 2015-16 half the growth data for teachers in core areas would come from State assessments and the other half from district selected assessments; for non-core teachers growth can come from non-mandated state and/or district selected measures; Senate Delay Bill - not addressed In 2017-18 growth becomes 40%; Senate Delay Bill – 50% in 2015-16 For administrators, growth will be based on the combination of growth measures for teachers under their areas of responsibility. Districts develop a local growth model with district selected indicators and measures; Senate Delay Bill – not addressed 4

5. Pie Charts for House Bills Core Curriculum Area Teachers Non-Core Curriculum Area Teachers 5 Practice 60% Local Growth 40%* Administrators *Up to 5% can be based on a school-wide core curriculum improvement target area

6. The Two Faces of Student Growth Growth on Mandated State Assessments Subject to State decisions on what to test, when to test, and with what measures Subject to State decisions on growth standards and growth analytics Growth on district selected Indicators and Measures Subject to local decisions on what to test, when to test, and with what measures (with some limitations) Subject to local decisions on growth standards and growth analytics 6

7. Three Elements of a Growth Model Estimate of Educator/School Influence Student Success And Quality Indicators Measures or Assessments of Indicators Data Analysis 7

8. Developing a Local Growth Model 1.What indicators and measures have you been using to evaluate teachers’ and administrators’ performance? 2.How well aligned are those indicators with your school improvement plan and the district improvement plan? 3.How well aligned are they with your definition of student success? 8 Indicators (Targets) MeasuresAnalysis

9. How does your district define Student Success? 9

10. Need a district definition of student success to establish a local growth model 10

11. Influences on Student Learning 11 Student Background and Community Factors Teacher and Classroom Factors Curriculum, Assessment, and Program Factors School and Leadership Factors

12. Elements of a Sound Growth Model Multiple Indicators and MeasuresPatterns Over TimeActual Growth vs. Projected GrowthCorrelations to Practice Indicators 12

13. Regardless of students’ entering achievement levels, growth is: KEEPING THEM MOVING UP AND EXPANDING: Goal is to either maintain or accelerate growth rates if at, or above, target achievement levels to stay ahead of a success track (e.g. hitting 3 rd, 7 th /8 th, and 11 th Grade targets) and to branch out. 13 MAKING SURE THEY KEEP UP: Goal is to maintain or accelerate the growth rates if at, or above, target achievement levels to stay on a success track (e.g. hitting 3 rd, 7 th /8 th, and 11 th Grade targets). MOVING THEM UP: Goal is to accelerate growth rates until these students are also on target to reach achievement targets by certain grades in order to get on a success track (e.g. hitting 3 rd, 7 th /8 th, and 11 th Grade targets). Higher Middle Lower

14. Now, let’s look a Five Ways we might look for growth on your district’s growth measures. 14

15. Raw Growth Assessment Point 1 Point 2 15 Amount of Growth Use raw or standard/scale scores from either criterion or norm referenced assessments

16. Change in Proficiency Status 16 Above Below At Assessment Point 1 Assessment Point 2 Use assessments with proficiency cut scores

17. Change in Performance Distribution 17 Assessment Point 1 Assessment Point 2 Use Assessments with standard/scale scores or convert to standard/scale scores

18. Change in Performance Profile 18 Use Criterion* Referenced Assessments or Criterion Based Rubrics *Criterion = Critical Attributes of Competent or Proficient Performance

19. Change in Growth Rate Assessment Point 1 Assessment Point 2 Actual scale score Predicted scale score (based on previous growth rate) Scale score Based on observationally similar students Change in Growth Rate 19 Use norm referenced Assessments or convert To standard/scale scores

20. Building a Growth Model Must account for the growth of all students Must use consistent measures Work best with three or more years of data Work best with analysis that considers growth for all students 20

21. The Point of Growth Models How are we doing at ensuring that our higher academic performers are continuing to MOVE UP and branch out*? How are we doing at ensuring that our middle academic performers (the majority of our students) are continuing to either KEEP UP or MOVE UP and branch out*? How are we doing at ensuring that our lowest performers are on track to CATCH UP? *Branch out means to expand development in other academic and/or non-academic indicators of student success, e.g. the arts, community service, athletics, and non-core curricular subjects (languages, logic, philosophy, social sciences, etc.) 21

22. Higher Than Expected Setting Growth Standards Value-added Growth Growth Targets Expected Growth Lower Than Expected Unsatisfactory Growth Evaluation Categories Highly Effective Effective Needs Improvement Unsatisfactory 22

23. Growth to proficiency SGM Sets yearly targets that will put low-achievers on pace to meet proficient and narrow achievement gaps Growth targets (based on proficient by grade 7) 23

24. Contact Us Visit our Web Site www.goschooladvance.org Or Contact us Linda Wacyk – lwacyk@gomasa.org Pat Reeves – preeves@gomasa.org Pat McNeill– pmcneill@michiganascd.org MASA Performance Evaluation Resource Center http://gomasa.org/educator-evaluation 24