Student Impact Rating Teacher Professional Growth and Effectiveness System Daviess County Public Schools

Take several sticky notes and respond to the following question: How do you determine what students are 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 Learning. Brainstorm Student Impact Student Learning

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. Defining Key Terms Combining student achievement and student growth demonstrates the impact teachers and principals have on students.

Student Impact Theory of Action If all educators focus on the impact—both direct and indirect—that they have on student learning Then educators will have a better understanding of what students know and are capable of doing Which will result in high quality instruction as a result of better planning and preparation Producing higher students achievement.

Student Impact Rating Central Ideas – Informed by Trends At Least Two Years – Informed by Patterns At Least Two Measures Three Components – Student Growth Percentiles (SGP) – District Defined Measures (DDM) – Student Growth Goals (SGG)

Student Growth Percentile Kentucky Classroom Mrs. Smith Grade 5

Mrs. Smith—Grade 5 Classroom Beginning of Year Incoming Mathematics Scale Scores Grade Grade 4

210 Academic Peer Group (Statewide) Students Scoring at 210 on Grade 4 Mathematics Mrs. Smith’s Grade 5 Student

Academic Peer Group (Statewide) Grade 5 Mathematics Scale Scores for Grade 4 “210” Group 210 Grade Grade Grade 5 Grade 4 …

Rank Ordered Grade 4 Mathematics “210” Academic Peer Group Based on Grade 5 Mathematics Score 210 Grade Grade Grade 5 Grade 4 Student is at the 70 th Percentile

Grade 4 Mathematics Score is 210. Grade 5 Mathematics Score is 215. The student outpaces 70% of the statewide Academic Peer Group. The student’s SGP is 70. Mrs. Smith’s Grade 5 Student Student Summary

Mrs. Smith—Grade 5 Classroom SGP for Each Student Based on Grade 5 Mathematics Test 70 SGP SGP

Theoretical Premise: When students with “like” scores are placed in an academic peer group and then compared one year later, we assume teacher and school actions happened between the two tests to cause a student to stay even with or out- perform the academic peer group. The actions may include instruction, curriculum, on-going assessments, etc.

Mrs. Smith—Grade 5 Classroom SGP for Each Student Based on 2014 Grade 5 Mathematics Test 70 SGP SGP Mrs. Smith’s Median Math SGP=46

Mrs. Smith—Grade 5 Classroom SGP for Each Student Based on 2014 Grade 5 Reading Test 70 SGP SGP Mrs. Smith’s Median Reading SGP=52

Mrs. Smith—Grade 5 Classroom SGP for All 23 Students in Math and Reading 70 SGP SGP SGP Median SGP for Mrs. Smith = (51+49)/2 = 50

Student Growth Percentile Ratings Growth RatingMedian SGP LowLess than 30 Expected Between 30 and 65 HighAbove 65

What was Mrs. Smith’s Rating? Mrs. Smith had a median SGP of 50; therefore, she would have a state student growth rating of Expected.

DISTRICT DEFINED MEASURES Student Impact Rating

Measures of Assessment Results Linked to the Goals of the District From the Classroom Level

DDMs for MAP Student Growth ◦ Percent of Students Making a Year’s Growth in Reading or Math ◦ Low—Less than 30% ◦ Expected—30% to 65% ◦ High—Above 65% End of Course Classes ◦ Percent of Students Receiving a Scale Score Resulting in Proficiency ◦ Low—Less than 30% ◦ Expected—30% to 65% ◦ High—Above 65%

DDMs for Advanced Placement Courses—Exam Participation ◦ Percent of Students Enrolled in the Class Sitting for the AP Exam ◦ Low—Less than 30% ◦ Expected—30% to 65% ◦ High—Above 65% Advanced Placement—Passing Score ◦ Percent of Students Taking the AP Exam Receiving a Passing Score (3 or Higher) ◦ Low—Less than 30% ◦ Expected—30% to 65% ◦ High—Above 65%

Student Growth Goals Student Impact Rating In November ALL teachers will work to create a student growth goal. These goals will focus on essential skills and understandings in your course. Your student growth goal will be a component of your student impact rating. Special Note: If you have a DDM, you may elect not to have a Student Growth Goal.

Determining Overall Student Impact Rating How do you get an overall score? What does that mean in terms of evaluation?

Overall Student Impact Rating Based on an AVERAGE of Student Impact Ratings collected over time. – Summative Cycle—3 Years – Educators on One Year Cycle—Need 2 Years of Data SIRScore Low1 Expected2 High3 Each SIR Receives a Score Based On the Chart Above

Mean Student Impact Rating Overall Student Impact Rating Mean Student Impact Rating Score (1 to 3) Low1.0 to 1.6 Expected1.7 to 2.4 High2.5 to 3.0

Sample Grade 5 Teacher SGP-MathExpected SGP-ReadingLowExpected DDM-MAP Math ExpectedHighExpected DDM-MAP Reading LowExpected SGG-ReadingExpected SGG-Math High SGG-Writing Expected

Sample Grade 10 Social Studies Teacher DDM-LDCLowExpected SGG-World History Expected SGG-Writing Expected

Sample Grade 7 Art Teacher SGG-DrawingExpected SGG-Spatial Relations High

Summative Evaluation

Overall Performance

Creating Teacher and Student Data Links for Determining Student Growth Percentiles (SGPs)

Teacher of Record Connected through a Course to Their Students

 A Teacher of Record (TOR) in a Kentucky public school is a certified teacher who has been assigned the lead responsibility for the student’s learning in a subject/course aligned to Kentucky Core Academic Standards or Career and Technical Skill Standards Documents. A Co-Teacher may also be listed and connected to a class. In collaborative classrooms, both certified teachers are responsible.

 Support accountability growth models based on longitudinal data.  Identify the primary teacher(s) or contributing professionals for a subject/course/program and track the academic growth of their students.  Determines Student Growth Percentiles (SGPs)

 Student growth data will not be attributed to the teacher who impacted their learning.  Teachers cannot view their student data in the Continuous Instructional Improvement Technology System (CIITS)  Administrator will not able to view student data by teacher in CIITS.

Reflection on T-PGES Need to Know—What do you still need to know about T-PGES? Suggestions—What suggestions about training on T-PGES do you have? Worrisome—What is worrisome about T-PGES? What is the downside? Excited—What is exciting about T-PGES? What is the upside?