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

2. 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

3. 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.

4. 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.

5. 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)

6. Student Growth Percentile Kentucky Classroom Mrs. Smith Grade 5

7. Mrs. Smith—Grade 5 Classroom Beginning of Year Incoming Mathematics Scale Scores 210195 220185193208187222 219 203197201 Grade 4 213199 188196218196194185 200 205231 Grade 4

8. 210 Academic Peer Group (Statewide) Students Scoring at 210 on Grade 4 Mathematics Mrs. Smith’s Grade 5 Student

9. Academic Peer Group (Statewide) Grade 5 Mathematics Scale Scores for Grade 4 “210” Group 210 Grade 4 210 215 212 213 214211218209 221 213204200 Grade 5 216 199 227214212211210213 221 213214220 Grade 5 Grade 4 …

10. Rank Ordered Grade 4 Mathematics “210” Academic Peer Group Based on Grade 5 Mathematics Score 210 Grade 4 210 199 200 209210212 211 213 204 Grade 5 213 214 216218215214 221 220227213 Grade 5 Grade 4 Student is at the 70 th Percentile

11. 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

12. Mrs. Smith—Grade 5 Classroom SGP for Each Student Based on Grade 5 Mathematics Test 70 SGP 65 92 85 57 5553 5251 49 4746 42 SGP 41 44 43 40 38 32 26 23 21 19

13. 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.

14. Mrs. Smith—Grade 5 Classroom SGP for Each Student Based on 2014 Grade 5 Mathematics Test 70 SGP 65 92 85 57 5553 5251 49 4746 42 SGP 41 44 43 40 38 32 26 23 21 19 Mrs. Smith’s Median Math SGP=46

15. Mrs. Smith—Grade 5 Classroom SGP for Each Student Based on 2014 Grade 5 Reading Test 70 SGP 69 89 81 68 6763 6059 53 52 42 SGP 41 49 48 39 38 32 26 23 15 13 Mrs. Smith’s Median Reading SGP=52

16. Mrs. Smith—Grade 5 Classroom SGP for All 23 Students in Math and Reading 70 SGP 47 92 81 49 53 51 68 65 60 57 59 40 SGP 42 41 38 3226 23 44 21 13 70 52 8985 52 53 69 67 63 59 58 55 38 53 42 40 3226 23 43 15 46 19 SGP Median SGP for Mrs. Smith = (51+49)/2 = 50

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

18. 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.

19. DISTRICT DEFINED MEASURES Student Impact Rating

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

21. DDMs for 2014-2015 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%

22. DDMs for 2014-2015 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%

23. 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.

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

25. 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

26. 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

27. Sample Grade 5 Teacher 2013-20142014-20152015-2016 SGP-MathExpected SGP-ReadingLowExpected DDM-MAP Math ExpectedHighExpected DDM-MAP Reading LowExpected SGG-ReadingExpected SGG-Math High SGG-Writing Expected

28. Sample Grade 10 Social Studies Teacher 2013-20142014-20152015-2016 DDM-LDCLowExpected SGG-World History Expected SGG-Writing Expected

29. Sample Grade 7 Art Teacher 2013-20142014-20152015-2016 SGG-DrawingExpected SGG-Spatial Relations High

30. Summative Evaluation

31. Overall Performance

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

33. Teacher of Record Connected through a Course to Their Students

34.  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.

35.  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)

36.  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.

37. 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?