1. Utilizing the Evaluation System to Improve Student Growth

2. 80% 15% 5% Self Reflection (standards/rubrics) Evidence
Four
Performance
Levels
Distinguished
Accomplished
Emerging
Unsatisfactory
Advanced Progression
6+ years
Intermediate Progression
4-5 years
Initial Progression
1-3 years
Self Reflection (standards/rubrics)
80%
Observation (2)
Observation (4)
None Required*
Evidence
Now we are going to discuss how all of the components come together to provide a summative rating and make one coherent system.
2 Student Learning Goals
15% 5%
School-wide Growth - Reading
School-wide Growth - Mathematics

3. What is a Student Growth Percentile?

4. Is it enough growth? How much growth?
We use prior test data to determine how much students have grown over time.
We use all available data (started with 3 years of data)
We try to paint a picture of what a low, typical or high amount of growth looks for each grade.
This allows us to look at 2 different things
How much growth did I see this year (How much growth?)
How much growth do I need to make to be on target in 3 years or by 11th grade. Whichever comes first. (Is it enough growth?)
This amount of growth is called a Student Growth Percentile
Think of this like height or weight percentiles.
But it’s not status (how tall I am). It’s growth (how much more/less did I grow than other kids like me).

5. From Student to School Growth
For whom can we calculate growth?
Only students in grades 4 – 11, in tested subjects
Students must have at least 2 consecutive scores
We examine RLA and Math
How do we aggregate growth to the school?
Examine students by grade and by content for the state
Identify the amount of growth for each student in each grade across the state (this number is referred to as a Student Growth Percentile)
Identify all of the students in the school
Group all students in the school together, regardless of grade
Take the median (middle) growth percentile of all students in a school for each content.
So what are the limitations of the model?
First, let’s be clear that growth models are not a panacea or magic bullet. A recent report on the growth model pilot project showed that the models are not very effective at helping schools to make AYP. In fact, it is very difficult to make AYP due to growth. As long as we live in the era of NCLB and universal proficiency, we will have the pressures of accountability systems that use a proficiency cut point. The growth model only supplements, but does not replace the accountability model.
Also, we must have data from standardized tests to use the growth model. Not only that, but we need at least 2 consecutive scores and we can only calculate growth in areas where the content is reasonably well-articulated across grade levels. That is to say, the content builds upon what was learned in the previous year even if the subject changes somewhat. RLA and Math are well-suited, but SS, not so much. Science is questionable in upper grades.

6. How the 5% is calculated There are 3 categories of growth: Low Typical
High
We split low into 2 categories for the educator evaluation system. This gives 4 categories
Very low (unsatisfactory)
Low (emerging)
Typical (accomplished)
High (distinguished)
The 5% is for both Math and Reading performance on WESTEST 2
2.5% for Math
2.5% for Reading
There are 3 categories of growth:
Low
Typical
High
We split low into 2 categories for the educator evaluation system. This gives 4 categories
Very low (unsatisfactory)
Low (emerging)
Typical (accomplished)
High (distinguished)
The 5% is for both Math and Reading performance on WESTEST 2
2.5% for Math
2.5% for Reading
For each 2.5%, schools are assigned a point value for each category of growth that is observed.

7. Comments from the Field
School-wide ownership of ALL students
Improved collaboration among staff
Conversations focused on student learning

8. How does the new evaluation system promote professional growth for educators and contribute to student learning?
Take 5 minutes

9. SAMPLE School Evaluation Report
Lets look how this Sample school report might be used to think about professional development.
Which standard shows us that the teachers at this school may benefit from some targeted professional development?
Which standard is this school really successful in?