Multiple Measures Models and Lessons Learned. Student Growth and Professional Goal Templates ...
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Transcript of Multiple Measures Models and Lessons Learned. Student Growth and Professional Goal Templates ...
Student Growth and Professional Goal
Templates
District Examples Ashland Lincoln Co. North Clackamas
Similarities and Differences
Scoring/Rating Student Growth Goals
Pendleton Domain 5
Lincoln Co. Domain 5
OEA setting collaborative benchmark of 1 – 4
Lessons learned from pilot districts
Pendleton Domain 5Unsatisfactory Basic Proficient Exemplary
Formative/Summative Assessments
Less than 70% of students in the teacher’s class Met SLO goals
70% of students in the teacher’s class met SLO goals
80% of students in the teacher’s class met SLO goals
90% of students in the teacher’s class met SLO goals.
Portfolios
Less than 70% of students in the class demonstrated proficiency on standards level work or above in a student portfolio.Met SLO goals?
70% of students in the class demonstrated proficiency on standards level work or above in a student portfolio.
80% of students in the class demonstrated proficiency on standards level work or above in a student portfolio.
90% of students in the class demonstrated proficiency on standards level work or above in a student portfolio.
Standardized Assessments
Less than 65% of students achieve a grade level standard or higher on standardized or norm referenced exam.
65% of students achieve a grade level standard or higher on standardized or norm referenced exam.
75% of students achieve a grade level standard or higher on standardized or norm referenced exam.
85% of students achieve a grade level standard (2 years growth or target) or higher on standardized or norm referenced exam.
Performance Assessments
Less than 70% of students in the teacher’s class meet proficiency or make more than one year’s growth on post-assessments according to a proficiency based rubric
70% of students in the teacher’s class meet proficiency or make more than one year’s growth on post-assessments according to a proficiency based rubric
80% of students in the teacher’s class meet proficiency or make more than one year’s growth on post-assessments according to a proficiency based rubric
90% of students in the teacher’s class meet proficiency or make more than one year’s growth on post-assessments according to a proficiency based rubric
IV – SLG Scoring Options
Student Learning Student Learning GoalsGoals
The teacher and administrator/evaluator set the performance indicators when they set the goal• Analytic example
No Progress Limited Progress
Good Progress Exceptional Progress
Few students reach the SLG
Less than significant number of students reach the SLG
Significant number of students reach the SLG
Exceptional number of students reach the SLG
Less than 13 students meet their growth target on OAKS-R.
At least 13-19 students meet their growth target on OAKS-R.
At least 20-28 students meet their growth target on OAKS-R.
At least 29/33 students meet their growth target on OAKS-R.
Professional Practice and Professional
Responsibilities
How are you collecting evidence of professional practice and professional responsibilities?
Medford/549-CMedford/549-C
Weighted Percentage example:Component Description of Component Rubric Rating
(A)Professional Practice
Standards 1-8____ %
Evidence of teacher’s proficiency re: Learner Development, Learning Differences &Environments Content Knowledge, Application of Content, Assessment, Planning for Instruction, Instructional Strategies
____ % x rating (1-4) =
(B) Professional
Responsibilities Standards 9-10
____ %
Evidence of teacher’s progress toward their own professional goals, contribution to school improvement goals/plan and collegial learning.
____ % x rating (1-4) =
(C)Student Learning &
Growth____ %
Evidence of teachers’ impact on student learning and growth through goal setting, planning, assessment, and instructional strategies
____ % x rating (1-4) =
(D)Summative Rating Sum of A + B + C =
Medford/549-CMedford/549-C
Weighted Percentage example:Component Description of Component Rubric Rating
(A)Professional Practice
Standards 1-8
60 %
Evidence of teacher’s proficiency re: Learner Development, Learning Differences &Environments Content Knowledge, Application of Content, Assessment, Planning for Instruction, Instructional Strategies
60 % x rating (3) =
1.8
(B) Professional
Responsibilities Standards 9-10
20 %
Evidence of teacher’s progress toward their own professional goals, contribution to school improvement goals/plan and collegial learning.
20 % x rating (4) =
.8
(C)Student Learning &
Growth
20 %
Evidence of teachers’ impact on student learning and growth through goal setting, planning, assessment, and instructional strategies
20 % x rating (3) =
.6
(D)Summative Rating Sum of A + B + C = 3.2
Weighted Model
PROFESSIONAL PRACTICEPROFESSIONAL
RESPONSIBILITIES
Domain 1 Domain 2 Domain 3 Domain 4 Prof Goal
Comp. Score Comp. Score Comp. Score Comp. Score Score
A 3 A 3 A 3 A 3 3
B 3 B 3 B 3 B 3
C 3 C 3 C 3 C 3
D 4 D 3 D 3 D 3
E 3 E 3 E 3 E 3
F 3 F 3
Total D:1 19 Total D:2 18 Total D:3 15 Total D:4 15
Weighted Model Cont.
STUDENT LEARNING & GROWTH
SLO 1 SLO 2
Component Score Component Score
A 3 A 3
B 3 B 3
C 3 C 3
Total 9 Total 9
Summative ScoreArea Score Eval Points
Professional Practice 68 Pts Possible Area Percentage Points as 58.6% of Eval
Total 52 76.47% 44.81
Professional Responsibilities 24 Pts Possible Area Percentage Points as 20.7% of Eval
Total 18 75.00% 15.53
Student Learning & Growth 24 Pts Possible Area Percentage Points as 20.7% of Eval
Total 18 75.00% 15.53
Score 0.75862069 75.86
** All scores assigned on a 1-4 scale
Key
Unsatisfactory <50Basic 50-74Proficient 75-89Distinguished 90-100
A teacher e
arning
a Level 3 on th
e
rubric and good
progress to
ward
goals will b
e on a
self-
directe
d 2
year plan
A teacher e
arning
a Level 3 on th
e
rubric and good
progress to
ward
goals will b
e on a
self-
directe
d 2
year plan
A teacher e
arning a
Level 1 on th
e
rubric and lim
ited
progress toward
goals will b
e on a
plan of
awareness
A teacher e
arning a
Level 1 on th
e
rubric and lim
ited
progress toward
goals will b
e on a
plan of
awareness
Pilot Districts Sharing
What process, criteria and/or lens did you use to design the multiple measures and goal setting processes?
What are the strengths and challenges of your multiple measures and goal setting element?
What are the strengths and challenges of your multiple measures and goal setting implementation process?