washington state teacher and principal evaluation project including student growth in educator...
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Washington State Teacher and Principal
Evaluation Project
Including Student Growthin Educator Evaluation
Updated October 2014
Participants will know and be able to: 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 focused and comprehensive formats
Learn and apply the student growth rubric structure and language
Understand the creation of student growth goals in alignment with the evaluation criteria
Identify relevant measures of student growth in your district context
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Intended Participant Outcomes
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While you read: What strikes a chord
with you about student growth (underline)?
What matches where your district currently stands with student growth (star)?
What questions does this raise (question mark)?
Turn and Talk:
Share your thoughts and questions with a partner
Connector: The Visible Learning Story
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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.
ESSB 5895 Establishes New Definitions Around Student Growth Measures G!
RCW 28A.405.100
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Student Achievement: The status of subject-matter knowledge, skills, understanding or performance a given point in time.
Student Growth (Learning): The change in student achievement between two points in time.
Defining Key Terms
It is student growth, not student achievement, that is relevant in
demonstrating impacts teachers and principals have on students.
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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
all educators: Teachers: 3, 6, and 8 Principals: 3, 5, and 8
Student Growth Rubrics G!RCW 28A.405.100
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Goals measure “a change in student achievement between two points in time” RCW28A.405.100
AND Focus on significant
content within the scope of the teacher’s responsibility
Growth is expected for all students
Evidence of growth derives from more than one of these multiple measures… Classroom-based tools
School-based toolsDistrict-based
toolsState-based tools
Student Growth Goals
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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
Re: individual or subgroups of students (achievement/opportunity gap) 6.1Establish Student Growth Goals using Multiple Student
Data ElementsRe: whole class based on grade-level standards and aligned to school and district goals
6.2 Achievement of Student Growth GoalsRe: whole class based on grade-level standards and aligned to school and district goals
8.1 Establish Team Student Growth GoalsRe: Teacher as part of a grade-level, content area, or other school/district team
Using District, School, and Classroom-Based Data (Teachers) G!
RCW 28A.405.100
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The Student Growth Rubric G!RCW 28A.405.100
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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 table group/district team 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.
Learning Activity: Unpacking the Student Growth Rubric
Criterion ___
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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 one thing that teachers need to know, say, or do to demonstrate proficiency on the student growth rubric.
Debrief
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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Alignment Considerations g
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The Data Pyramid: What Kind of Data Do Teachers Use? How Often? g
FormativePractices
Daily or weekly
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, 2008. All rights reserved.
Summative
Regularly during the year
2-3-4 times a year
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Learning Activity IV: Creating Your Own Data Pyramid for Your District
Annually
2-4 times a year
Quarterly or
end of unit
1-4 times a month
Daily/weekly
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Example: A Washington Data Pyramid
End of course exam (EOC), MSP, ACT, SAT, ASVAB, PSAT, IB tests, AP tests, WELPA (ELL),
district finalsBenchmark assessments, MAP (Measure of Academic
Process), DIBELS, CBAs, music performances,) finals/mid-
terms, common assessments, RBA (ELA), fit-n-fun day
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, PB exams, RCBM,
Performance tasksUnit 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, AIMS (reading/math assessment), 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
Daily/weekly
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Identify the expected outcomes by the end of the instructional period for the whole class (criterion 6) or for subgroups (criterion 3), as appropriate.
Establishing Targets
Criterion 3: Subgroup of students not meeting full learning potential.
(Achievement Gap)
High evidence of learning for all/nearly students
Target would be:
Clear evidence of learning for most students
Target would be:
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Evaluating Goals for Criterion SG 3.1Review of the Learning Goal (s)
Use the following protocol to confirm that the Learning Goal has the right size, detail, and depth necessary. (proficient level language is used, please see the critical attributes resource for additional levels of performance)
Check the boxes that apply.
The Learning Goal:
Identifies subgroups and uses data that identifies students not reaching full learning potential (i.e. achievement/opportunity gaps, ELL, special education, highly capable)*
is specific, measureable and time-bound is based on multiple sources of available data that reveal prior
student learning is aligned to content standards is appropriate for the context, instructional interval and content
standard(s) (grain size) demonstrates a significant impact on student learning of content
(transferable skills) Identifies formative and summative measures aligned to learning
targets to monitor progress towards goals
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With a partner or two, spend 20 minutes creating examples of student growth goals:
one in your content area and grade level one outside your area of content expertise one that you would hope a teacher one grade
below would write for students to prepare them for your class
Pick one to share
Learning Activity: Creating Growth Goals
Gallery Walk: Review the goals from each group
Debrief Was this brief experience harder or easier than
you expected? How might you use this activity with groups of
educators in your district? How might you modify this activity?
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Debrief
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Student growth criterion 3.2: Make a student learning claim and provide evidence for the actual outcomes at the end of the instructional period for subgroups not meeting full learning potential.
Teacher completes the section below.
Make a rating claim as to the level of the actual outcomes based on the goals for student learning.
ClaimHigh evidence of learning for all/nearly all students
(Distinguished)
Clear evidence of learning for most students (Proficient)
Some evidence of learning for some students (Basic)
No evidence of learning for most students (Unsatisfactory)
Please provide student learning evidence from at least two points in time that supports your claim of student learning (2 or more sources):
Evaluating Criterion SG 3.2
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