NAESP Conference 2014 Nashville

Presented by: Cathy Benedetti, Director of T & L

July 10, 2014

Learning Targets

Participants will:

Gain ideas for using SG measures

for evaluation/accountability/PLC

collaboration.

Reflect on lessons learned.

Learn about processes in WA state for

determining and using SG measures.

Learn from the wisdom in the room…

2

Who is in the room?

Elementary Principals?

Middle School Principals?

High School Principals?

Central Office/Other Administrators

Currently using student growth measures

in teacher evaluation?

Principal evaluation?

Implementing new teacher evaluation?

To being the conversation…

Read the quote on your chair and

discuss with a partner.

Sharing out…

Quote…

5

“A key premise is that the teacher’s view

of his or her role is critical.

It is the specific mind frames that

teachers have about their role – and

most critically a mind frame within

which they ask themselves about

the effect that they

are having on student learning.”

Hattie, John. Visible Learning for Teacher: Maximizing Impact on Learning.

(2011) Routledge, New York. (used with permission)

What is the current reality

…for using student growth in teacher/principal

evaluation around the country?

Guiding Questions—

Identify state you are from.

How are you using student growth data?

What are lessons learned from your

experience?

Washington State

SG for teachers and principals

The Law

Rubrics

Goal Setting

Summative Scoring

Criteria Themes

Principal and Teacher

WA State law says…

E2SSB 6696 and ESSB 5895 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.

And the law says…

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.

Summative Scoring

State decision:

Combine only the SG rubric scores to

determine SG impact rating.

A score of “1” in any row will result in

an overall low impact SG impact rating.

This triggers a student growth inquiry

process.

Local decisions:

Student input may be included in the

teacher evaluation process.

Building staff may be included in the

principal evaluation process.

Identifying measures and goals.

Criteria for Teachers and

Principals… Teachers: 3, 6, and 8

Differentiation

Assessment

Professional Practice

Principals: 3, 5, and 8

Planning with Data

Improving Instruction

Closing the Gap

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 Elements

Re: whole class based on grade-level standards and aligned to school and district goals

6.2 Achievement of Student Growth Goals

Re: whole class based on grade-level standards and aligned to school and district goals

8.1 Establish Team Student Growth Goals

Re: Teacher as part of a grade-level, content area, or other school/district team

14

Using District, School, and

Classroom-Based Data (Teachers) RCW 28A.405.100

For Principals…

Student growth rubric rows are designed to focus on actual student achievement, rather than principal actions.

Element 3.5 is intended to analyze the achievement of all or most of the students in the school.

Element 5.5 is designed to analyze the achievement of students assigned to a subset of teachers that a principal identifies.

Element 8.3 is designed to analyze subsets of the student population that are identified for the purpose of closing achievement gaps between them and the student population as a whole.

16

17

Tools and processes

Identifying Measures

Creating SMART Goals

Creating action plans

The Process

Support for District Teams

RIG I/RIG II Implementation Grants

2012-2013

Student Growth Series

2013-2014

Student Growth Implementation

2014-2015

The process…

Information

The law

Implications for HR

District and Local Decisions

Assessment literacy

Identifying appropriate measures

Determine cognitive coherence

Setting Goals to measure growth

Multiple Measures

Two points in time

The process cont.

Learning from each other

District planning for implementation

22

Creating Your Own Data Pyramid for Your

School

Annually

2-4 times

a year

Quarterly or

end of unit

1-4 times

a month

Daily/

weekly

23

Example: A Washington Data

Pyramid

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, 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 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, 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

24

Evaluating Goals for Criterion

SG 3.1

Review 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

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.

Claim

High 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):

25

Evaluating Criterion SG 3.2

Target Method Match

Adapted from An Introduction to Student Involved Assessment FOR

Learning, 6th ed.

Selected

Response:

Response

from a list

Written

Response:

Short answer

or extended

response

Performance

Assessment:

Demonstration

or product

Personal

Communication:

Structured and

unstructured

interactions

Knowledge

Reasoning

Skill

Product

Lessons learned…

In determining student growth, think

about…

The important skill first, then identify measures.

Involve a team that includes Central Office, HR,

and union representatives.

Be in the “pilot”

Learn from others

Involve teachers

The importance of a communication plan.

Building trust along the way

Action Planning

In groups of 3, talk about 3 actions you want to

take in improving student learning by using data

in this coming school year…

…while STILL creating a culture of learning AND

accountability!

28

OSPI TPEP—

http://tpep-wa.org/student-growth-overview/

Thank you! Resources:

OSPI TPEP—

http://tpep-wa.org/student-growth-overview/

Teacher Evaluation that Makes a Difference:

A New Model for Teacher Growth and Student

Achievement by Marzano, Robert J. and Toth,

Michael D. (June 12, 2013)

Strengthening Teacher Evaluation: Taking

Action to Improve Ineffective Instruction: The

Skillful Leader III by Alexander D. Platt,

Caroline E Tripp, Merry B. Post and Dean

Bornstein (Sept. 18, 2013)

Contact

Cathy Benedetti, Educational Consultant

benedetti.cathy@gmail.com

509-388-7078