1. Student Growth in Teacher Evaluations Sept. 25
Today is a schedule 1 day – 3 hours

2. Entry Task
As you enter, take several sticky notes and respond to the following question:
How does your grade level team, or content area team, determine whether students have grown in their 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 Growth.
(5 minutes)
Allow each team time to assemble as many sticky notes as possible.
Student Growth
Student Growth

3. Agenda Connecting Learning Implementing Reflecting Wrap-Up 5 minutes
Review the agenda, norms, understandings and targets for the day. Slides 3-5.

4. Session Norms Pausing Paraphrasing Posing Questions
Putting Ideas on the Table
Providing Data
Paying Attention to Self and Others
Presuming Positive Intentions
What Else?
Page 1 of the teacher packet

5. Understandings
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 a focused versus comprehensive evaluation
Understand the creation of student growth goals in alignment with the state evaluation criteria

6. Targets
Learn and apply the student growth rubric structure and language
Identify relevant measures of student growth
Establish student growth goals, and a process for determining the change in student achievement between two points in time
Select classroom-based, school-based, district-based, and state-based tools and use student learning data in educator evaluation

7. Legislative Requirements, Focused & Comprehensive Evaluation
Understanding:
Legislative Requirements, Focused & Comprehensive Evaluation
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 a focused versus comprehensive evaluation
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30 minutes total for slides 7-17
Whole Group instruction
Slides 8-17 go over the legislative components of how student growth came to be in teacher evaluation. How growth data is used in the comprehensive evaluation is different than how it is used in the focus evaluation.

8. g In Washington… G! G! G! G! G! G! Educator Evaluation
RCW 28A
Educator Evaluation
WAC
RCW 28A
8 Criteria - Teachers
8 Criteria - Principals
Instructional and Leadership Frameworks
Student Growth Rubrics G!
RCW 28A G!
RCW 28A G!
RCW 28A G!
RCW 28A
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A capital “G!” indicates that the guidance represents the Revised Code of Washington (RCW), or Washington Administrative Code (WAC).
The RCW establishes the criteria for evaluations of certificated employees, including administrators; these include legislative findings about the purpose of evaluations, training for evaluators, training for educators on required evaluation procedures, and assistance for teachers following evaluations.
The WAC establishes the minimum criteria and minimum procedural standards to be adopted in accordance with Chapter RCW by districts for the evaluation of the professional performance capabilities and development of certificated classroom teachers and certificated support personnel.
A capital “G!” indicates that the guidance represents Washington state law (RCW) or rules (WAC).
A lower-case “g” indicates that the guidance represents research-based best practice but is not mandated by law or rules. g G!
RCW 28A

9. ESSB 5895 Establishes New Definitions Around Student Growth Measures
RCW 28A
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.
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6696 was the original state legislation that began the revision of teacher and principal evaluations state-wide. The changes come from the more recent legislation, 5895, that added words like “substantial”, and “may include” a teacher’s performance as part of a instructional team (student growth criterion 8).

10. A Culture Shift: Evaluation Measures Current vs. NewG!
RCW 28A
Past Evaluation Systems
New Evaluation System
Observation: YES
Student Growth: NO
Student Growth: YES
Other Evidence: NO
Other Evidence: YES
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Reminder of the difference between teacher evaluations of past, and teacher evaluations of the now.

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

12. Student Growth Data Means…
Formal Tests in
Core Subjects Only
Knowledge and Learning That Can Be Measured
All Classroom Learning
State-Based
Tools
District and School-Based Tools
Classroom-Based Tools
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As part of our student growth measures this year are including both District based assessments as well as classroom based assessments.

13. Student Growth Theory of Action
The district and board of directors have presented a vision for student learning that starts with the students, data, and standards…
Then teachers and principals will set meaningful learning targets and monitor growth for all students…
(3.1, 6.1, 8.1)
And specific outcomes for students will result in all students reaching their full learning potential.
(3.2, 6.2)
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14. Student Growth Is Embedded in the Criteria
RCW 28A
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This slide shows how both teachers and administrators are both being evaluated on student growth. Teachers are in criteria 3, 6, and 8; and administrators are in criteria 3, 5 and 8.

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The score for the Comprehensive teacher is the score from the Danielson Framework + the score from all three of the growth criteria. Together these add up to a score that falls within a range indicated to be distinguished, proficient, basic or unsatisfactory.

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This is how the final summative score scale is determined in our CPSD Teacher Evaluation Tool.
A teacher cannot be distinguished, per state law, if they have a low student growth impact rating (sum of the student growth ratings in criteria 3, 6, and 8).

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The score for the Focus teacher is the score from the Danielson Framework + the score from the growth criteria. Together these add up to a score that falls within a range indicated to be distinguished, proficient, basic or unsatisfactory.

18. 2 minute stretch Break
Approximately 50 to 60 minutes into the PD session

19. Unpacking the Growth Rubrics
Target 1: Learn and apply the student growth rubric structure and language
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45 minutes for slides 19-25
Guided Instruction
During this part of the PD today, teachers will get an opportunity to unpack all three student growth criteria.
Transition slide into one of the Learning Targets for the day

20. Student Growth Rubrics
RCW 28A
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 each of the three criterion
Teachers: 3, 6, and 8
Principals: 3, 5, and 8
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It is important here for staff to recognize that this is a state decision, state-created rubric for growth. Our work is to implement their requirements to the best of our ability and knowledge/understanding.
Again, the capital “G” indicates that this is required by state law due to legislative action which resulted in a new RCW.

21. Using District, School, and Classroom-Based Data (Teachers)
RCW 28A
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
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
8.1 Establish Team Student Growth Goals
Re: Teacher as part of a grade-level, content area, or other school/district team
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Please review with them.

22. The Student Growth Rubric
RCW 28A
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Here is a sample of the Growth criterion for criteria 3. In the activity that comes next teachers will be able to “unpack” the growth criterion found in criteria 3, 6, and 8.

23. Unpacking the Student Growth Rubric
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 Student Growth Criterion Expert Group 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.
Criterion ___
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30 minutes
The student growth rubrics are pages 10 and 11 of the teacher handout packet.
All three growth criterion will be unpacked. All three can be found in the teacher packet. There should be a total of 5 groups (or multiples of 5)
Group your staff into groups of 4-5 and alternate which groups get 3.1, 3,2, 6.1, 6.2 or 8.1.

24. Share Out!
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 1 thing that teachers need to know, say, or do to demonstrate proficiency on the student growth rubric.
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(10 minutes)
They can take notes of this share out on page 12 of their teacher packet.
Each group shares out.

25. Rate this teacher 5-10 minutes
This teacher shares their data collection tool with their administrator at the end of the year.
How should the administrator rate this teacher for SG 6.2? (Answer is proficient… most, but not all students met the goal) Have teachers throughout the room hold up the number of fingers representing the scores 1, 2, 3, or 4. Are they calibrated?
How should the administrator rate this teacher for SG 3.2? (Answer is distinguished or a high 3, all but one of the students met the goals set for them. Same as above. Are they calibrated.
The goals are:
SG 3.1 I selected 6 ELL students (one’s with asterisks by their names) that are scoring below benchmark on the pre-assessment.
SG 6.1 All students will make a minimum of 2 points of growth from Fall to Spring.

26. 10 minute Break
10 minute break

27. What is a student growth goal?
Target 2: Establish student growth goals, and a process for determining the change in student achievement between two points in time
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10 minutes for slides 26 to 29

28. Using the Rubrics
In a practical sense, we want growth goals to not be too large, not be too small, but just right (think Goldilocks and the three bears). Not too broad, not too narrow, but just right.
Another way to think of the three student growth criteria is analogous to ‘nesting dolls,’ moving from large to small (8 to 6 to 3) or small to large (3 to 6 to 8)
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2 minutes

29. Example of “Nested” Goals
3.1 Establish Student Growth Goals (individual or subgroups of students) Between September and May, ELL students, using a literary text, will cite text-based evidence to support prediction, inference, and opinion; as measured by a 4-point rubric for short answer responses, essay, oral discussion, and debate; using support such as differentiated text, a scaffold frame, or an oral reader. 6.1 Establish Student Growth Goals Using Multiple Student Data Elements (whole class based on grade-level standards and aligned to school and district goals) Between September and May, students will use appropriate literary texts to provide text-based evidence to support prediction, inference, and opinion as measured by a 4-point rubric for short answer responses, essay, oral discussion, or debate.
8.1 Establish Team Student Growth Goals (teacher as part of a grade-level, content area, or other school/district team) Between September and May, all 8th grade students will use appropriate literary texts to provide text-based evidence to support prediction, inference, and opinion as measured by a 4-point rubric for short answer responses, essay, oral discussion, or debate. Teaching team will meet every six weeks through the year to examine student work and calibrate expectations.
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In this example the large doll is Criteria 8, inside you find the next smaller doll which is Criteria 6, and inside of this doll you will find the next smaller doll or Criteria 3.
Give teachers 2-3 minutes to read and make notes about how each of the goal for three leads to the goal for 6 and 6 leads to 8.

30. Goldilocks Approach: Example Goals
STUDENT GROWTH GOAL
Literacy: Informational Text Writing K-5
Too Narrow
JUST RIGHT
Too Broad
6.1
Whole Group
All students (with 100% accuracy) will determine the meaning of the root word when the affix ‘un’ is added.
In the year students in my science class will accurately identify, define, and use vocabulary appropriate to the rocks and minerals content area. Tier II word use will transfer to other subject areas, e.g., observation, properties. This will be measured through a pre-test, formative assessment, think~write~pair~share, reflective writing, and a post-test.
All of my students will understand and apply grade level vocabulary to content areas.
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2 minutes
In our student growth goal setting we are going to use the SMART goal approach we examined on the Sept. 11 half day.

31. Creating a Student Growth Goal
Target 3: Establish student growth goals, and a process for determining the change in student achievement between two points in time
Target 4: Select classroom-based, school-based, district-based, and state-based tools and use student learning data in educator evaluation
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15 minutes to complete slides 30-36
GUIDED Practice – We do it together
Teachers will be given time to individually complete Steps 1-3 of the CPSD student growth goal setting process found in their teacher packet. For a matter of simplicity we will begin with Criterion 8, which is the “large doll” in our nesting doll example.

32. Alignment Considerations
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.
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Quick review of the kinds of assessments teachers should be considering while making their selections in the activities.

33. Validity and Reliability Considerationsg
The assessment should
Be valid—it measures what it says it measures.
Consistent with other evidence.
Relevant for its purpose.
Be reliable—it produces consistent results.
Contain clearly written and concise questions and directions.
Be fair to all groups of students.
Use consistent administration procedures.
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Quick review of the kinds of assessments teachers should be considering while making their selections in the activities.

34. District-Determined MeasuresG!
RCW 28A
CPSD will determine the classroom-, school-, and/or district-based tools used to measure and report student growth data
A student growth goal describes what students will know/be able to do at the end of an instructional period based on course- or grade-level content standards and district curriculum
Student growth data means relevant multiple measures using classroom-based, school-based, district-based, and state-based tools
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It is important to note that the district has control in helping teachers select the assessments they will be using to write their growth goal(s) around in order to measure student growth.
Important to note that the GOAL is the SMART goal that describes what students are going to learn during this time of measure.
The GROWTH DATA is the tool being used to assess the students’ ability to learn the instructional goal set by the teacher(s).

35. The Data Pyramid: What Kind of Data Do Teachers Use? How Often?g
Summative
assessments
Annually
2-4 times
a year
Data about people,
practices, perceptions
Quarterly or
end of the unit
Benchmark/interim common
assessments
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The district assessment practices.
1-4 times
a month
Formative common assessments
Daily
Formative classroom assessments
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.

36. A Data Pyramid for Clover Park Educators
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, music performances,) finals/mid-terms, common assessments
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, 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, 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
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Examples of assessments found at each of the levels.
Daily/ weekly

37. 2 min Stretch Break
2 minute stretch break

38. CPSD Student Growth Process
Establishing a focus for the student growth (SG) goal
Documenting assessments and scoring
Establishing targets
Evaluating goals
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60 minutes for slides 37 to 42
There are sample templates created. Pages , for Criterion 8, and pages for Criteria 3 & 6. Please review the SAMPLE template prior to giving them time to complete their own. The goal statements came from slide 28.
During the next couple of slides teachers will have the opportunity to completes Steps 1 to 3 for Criterion 8. The process is in the teacher handout packet. There is also the process for Criterions 3 & 6 – this will be required for teachers on the comprehensive evaluation, or anyone choosing to focus on criteria 3 or 6.

39. Step 1: Establishing the Focus for Student Growth
Establishing a focus for the student growth goal(s) is a critical first step. This can be done in an instructional team, in a conference between teacher and principal, or individually.
What is a student growth goal?
A description of what students will know/be able to do at the end of an instructional period based on course- or grade-level content standards and curriculum.
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Share this slide with the teachers. Please have them turn into their packet to the Student Growth Goal Setting Template (Criterion 8) page 2.
Blank document begins on Page 18 of the teacher packet.
Give teams 3-5 minutes to fill in this page.
The basic premise is: “Based on my knowledge of these students and their specific learning needs”

40. Step 2: Documenting Assessments and Scoring
Assessments should be standards-based, of high quality, and designed to best measure the knowledge and skills found in the learning goal. The assessment should be accompanied by clear criteria or rubrics to describe what students have learned.
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Share this slide with the teachers. Please have them turn into their packet to the Student Growth Goal Setting Template (Criterion 8) page 3.

41. Assessments and Scoring
We need high-quality assessments to evaluate the extent to which students have achieved the goals
Some thoughts before delving into “assessments”:
Think broadly about “assessment” (e.g., performance assessments, project-based)
Do not let the assessment drive the goal; the assessment should be used to support learning goals (let’s move to “enduring understandings”)
The learning goal and assessment should be things that teachers would use in the classroom as part of good instructional practice
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Review prior to giving them the opportunity to complete page 3 of the template.
Give teams 3-5 minutes to fill in this page.

42. Step 3: Establishing Targets
Identify the expected outcomes by the end of the instructional period for the grade level or content area
Criterion 8: Grade-level or content specific growth
High evidence of learning for all/nearly students
Target would be:
Clear evidence of learning for most students
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Review prior to giving them the opportunity to complete page 4 of the template.
Give teams 3-5 minutes to fill in this page.

43. Evaluating Goals for Criterion SG 8.1
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Review prior to giving them the opportunity to complete page 5 of the template.
Give teams 3-5 minutes to fill in this page.

44. Today, we… Unpacked the student growth rubric structure and language
Identified relevant measures of student growth
Practiced the district process for establishing student growth goals, and how to determine the change in student achievement between two points in time
Selected classroom-based, school-based, district-based, and state-based tools and use student learning data in educator evaluation
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Take 3 to 5 minutes to review what occurred during this PD session.

45. Closure/Next Steps/Reflection
Our next PD session on teacher evaluation will be Jan. 15
The next three PD sessions we will spend time on the transition to Common Core Standards and district curriculum
Please take the next 5 minutes to complete the reflection form for today
10 minutes
The Oct. 9, 23, and Dec. 11 PD half days will be on the district’s conversion to Common Core State Standards.
Teachers should complete and turn in their reflections to you before they leave the PD session.