Educator Evaluations:Growth Models

Presentation to Sand Creek Schools

June 13, 2011

2

Michigan School Reform Law

• Conduct annual educator evaluations

• Include measures of student growth as a significant factor

• Locally determine the details of the educator evaluations, the consequences, and the timeline for implementation.

Key Characteristics of Growth Models

• Data must align with agreed-upon content standards

• Data must measure a broad range of skills

• Data must document year-to-year growth on a single scale

Growth Models

• Improvement Model• Performance Index• Simple Growth• Growth to Proficiency• Value-Added

Improvement ModelCompares one cohort of students with another cohort

in same grade/course• Benefits

– Easy to implement– Simple to communicate

• Disadvantages– Does not track individual

student progress– Does not take into

account other factors that may have promoted/inhibited growth

Performance IndexCombines multiple data sets into a single scale

• Benefits– Recognizes changes in all

achievement levels– Uses multiple measures– Can lead to

improvement for all students, not just “bubble” students

• Disadvantages– Does not track individual

student progress– Do not capture change

in each achievement level

– May be desirable to use more achievement levels

Simple GrowthFollows same cohort of students

• Benefits– Uses scaled scores from

one year to the next– Documents changes in

individual students

• Disadvantages– Includes only the

students present for both years

– Need to determine how much growth is enough

Growth to ProficiencyDesigned to show if students are “on-track”

to meet standards• Benefits

– Provides more data points toward goal

– Recognizes gains even if students are not proficient

– Focus on all students, not just “bubble” students

• Disadvantages– Targets must be

determined by outside agencies

– Benchmark points must be agreed upon

Value-AddedPast performance used to predict future scores

• Benefits– Measures student

performance over time– Documents the impact

of instructional resource, program, or school process on the change

• Disadvantages– Complex statistics– Isolates student

demographics that may impact performance

Examples of Growth AssessmentsSource: Britton-Deerfield Teacher-Evaluation Committee, 2011

• Local– Classroom tests, performance

assessments, IEP goals, portfolio exhibits

• State– MEAP, MME (ACT), MI-

Access

• National– DIBELS, STAR, NWEA, EXPLORE,

PLAN

‘data from multiple sources ’

Key Characteristics of Growth Models• Data must align with agreed-upon content standards

– Identify significant standards for growth– Align assessment and instructional plans

• Data must measure a broad range of skills– Develop assessment instruments (test blueprints,

performance rubrics, and scoring guides)– Construct assessment calendar (beginning to end of year)

• Data must document year-to-year growth on a single scale– Determine initial threshold scores for determining growth

SMART GOALS

Specific

Measurable

Attainable

Results-based

Time-bound

School A SMART Goals• During the 2009-2010 school year, the percent of 1st grade

students at School A Elementary School scoring at benchmark in Oral Reading Fluency will increase from 75.47% to 95% by the end of the 2010 school year as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS).

• Specific? 1st grade students at School A scoring at benchmark in Oral Reading Fluency

• Measureable? by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

• Attainable? During the 2009-2010 school year• Results-based? 75.47% to 95% • Time-bound? by the end of the 2010 school year

References

• Measuring Student Growth: A Guide to informed decision making. (2007). Center for Public Education.

• Using Student Progress to Evaluate Teachers: A Primer on Value-Added Models. (2005). Education Testing Service.