1. Continuing the Conversation About Educator Evaluation: Next Steps After the SCEE Topical Meeting November 1, 2011

2. Webinar Logistics  Everyone is muted  Use the chat function to make a comment or ask a question  You may chat privately with individuals on your team  If you have problems, you may send William Bentgen a message via the chat function or an email at williamb@ccsso.org

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5. Welcome  Janice Poda, CCSSO  Initiative Director Education Workforce 5

6. Purposes  Follow-up from the Topical Meeting  Address SCEE member questions on:  student growth models  measuring student performance and growth in untested subjects and grades

7. Objectives  To introduce the terminology and major technical issues related to using student achievement and growth as measures of educator effectiveness  To help SCEE members to know what questions to ask of their student assessment staff, advisors, and contractors 7

8. Moderator Circe Stumbo West Wind Education Policy Inc. 8

9. Presenters  Damian Betebenner, Associate, National Assessment Center  Cynthia Osborne, Associate Professor, Director of the Project on Educator Effectiveness and Quality, LBJ School of Public Affairs, University of Texas at Austin 9

10. Presenters  Stanley N. Rabinowitz, Director Assessment and Standards Development Services, WestEd  Richard Wenning, President of RJW Advisors; Former Associate Commissioner, Colorado Department of Education 10

11. Questions and Answers  Growth in Tested Subjects and Grades 11

12. Consequential Validity  Henry Braun (2008)  Assessment practices and systems of accountability are consequentially valid if they generate useful information and constructive responses that support one or more policy goals (Access, Quality, Equity, Efficiency) within an education system, without causing undue deterioration with respect to other goals. 12

13. Coherent Systems Serve Multiple Purposes 1 External (public) evaluation 2 External (public) inquiry 3 Internal evaluation 4 Internal inquiry 13 External Accountability Purposes – Public, Fed, State Internal Improvement Purposes School, Educator Evaluation Purposes (judgments) Inquiry Purposes (perspectives)

14. Policy Q’s: Educator Effectiveness  What matters and when? Student growth rates as evidence of effectiveness or ineffectiveness?  How many categories of effectiveness and ineffectiveness are important?  Which categories are consequential and for what?  What body of evidence will be used to evaluate and infer teacher value-added?  Normative and criterion-referenced growth? 14

15. Student Growth Percentiles  Should we be surprised with a child’s current achievement given their prior achievement?  Compare a low achieving student with 90th percentile growth and a high achieving student with 10th percentile growth  Judgments about the adequacy of student growth require external criteria together with standard setting 15

16. Establishing Growth Standards Based Upon Growth Norms  The most common adequacy criterion is judging growth toward an achievement goal (i.e., growth-to- standard).  We can calculate percentile growth trajectories for each student.  These trajectories indicate the expected outcome that future rates of growth will lead to. These are used to make adequacy judgments.  This growth-to-standard approach was approved as part of Colorado’s successful application to the Growth Model Pilot Program. 16

17. Questions and Answers  Growth in Tested Subjects and Grades  Growth in Untested Subjects and Grades 17

18. Evaluation Discussion Group  Join the Evaluation Discussion Group  http://scee.groupsite.com/page/teacher- evaluation http://scee.groupsite.com/page/teacher- evaluation  On the Collaboration Site Home Page select Evaluation on the opening graphic or select Evaluation under Discussion on the top navigationHome Page  If you are not already a member, request an invitation 18

19. Upcoming Webinars  December 13, 2:00 p.m. EDT— Legal implications of evaluation policies (Collective bargaining, personnel decisions, analysis of recent law suits, etc.)  Roger Breed, Commissioner of Education, Nebraska  Adam Ezring, CCSSO  Reginal J. Leichty, Partner, EducationCounsel  Diana Pullin, Boston College  In 2012, the second Tuesday of each month, from 2:00-3:00 or 3:30 p.m. EDT 19

20. 30 Minute Q&A  Participants respond to questions regarding the framework tool—we’ll pose three questions  Participants ask questions of the experts  We will post the Q&A on the webinars page at the conclusion of this event http://scee.groupsite.com/page/webinars 20

21. Using the Chat  Find the Chat in the bottom right side of your screen.  To make the Chat appear larger on your screen, click on the triangle next to the Participants list to minimize it.  Questions and comments sent to All Participants are visible to everyone.  To offer an anonymous question or comment privately, click on Circe Stumbo’s name in the list of Chat recipients or email her at circe@westwinded.com.circe@westwinded.com  For technical assistance find William Bentgen in the Chat box or email him at williamb@ccsso.org.williamb@ccsso.org 21

22. Thank you 22