Addressing Student GrowthIn Performance Evaluation

For Teachers and AdministratorsPatricia Reeves

It’s not about the person; it’s about the…

Fair evaluations are based on actual evidence of the work and impact of that work…against established criteria/standards

The Pending Legislation on Growth

Unless there is a complete about-face,• There will be State Growth Measures

• There will be mandatory and optional State Assessments

• Districts will need to augment the State growth ratings with Local growth ratings

• The point of a growth rating is to make inferences about how educators, schools, and districts are influencing learning and learning rates

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Growth Rating Recap: State Growth Rating + Local Growth Rating

Under the proposed House legislation: • 25% of evaluation based on growth starting 2015-16 and continuing through

2017-18 (Senate Delay Bill: 2014-15 - “significant”; 2015-16 – 50%

• In 2015-16 half the growth data for teachers in core areas would come from State assessments and the other half from district selected assessments; for non-core teachers growth can come from non-mandated state and/or district selected measures; Senate Delay Bill - not addressed

• In 2017-18 growth becomes 40%; Senate Delay Bill – 50% in 2015-16

• For administrators, growth will be based on the combination of growth measures for teachers under their areas of responsibility.

• Districts develop a local growth model with district selected indicators and

measures; Senate Delay Bill – not addressed 4

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Pie Charts for House BillsCore Curriculum Area Teachers

Non-Core Curriculum Area Teachers

Practice60%

Local Growth20

%*

State Growth

20%

Practice60%

LocalGrowth

40%*

Administrators

*Up to 5% can be based on a school-wide core curriculum improvement target area

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The Two Faces of Student GrowthGrowth on Mandated State Assessments

• Subject to State decisions on what to test, when to test, and with what measures

• Subject to State decisions on growth standards and growth analytics

Growth on district selected Indicators and Measures

• Subject to local decisions on what to test, when to test, and with what measures (with some limitations)

• Subject to local decisions on growth standards and growth analytics

Three Elements of a Growth Model

Estimate of

Educator/Schoo

lInfluenc

e

Student Success

And Quality

Indicators

Measures or

Assessments of

Indicators

Data Analysis

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Developing a Local Growth Model

1. What indicators and measures have you been using to evaluate teachers’ and administrators’ performance?

2. How well aligned are those indicators with your school improvement plan and the district improvement plan?

3. How well aligned are they with your definition of student success? 8

Indicators

(Targets)

Measures

Analysis

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How does your district define Student Success?

10

Need a district definition of student success to establish a local growth

model

Influences on Student Learning

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Student Background and Community Factors

Teacher and Classroom Factors

Curriculum, Assessment, and Program Factors

School and Leadership Factors

Elements of a Sound Growth Model

Multiple Indicators and Measures

Patterns Over Time

Actual Growth vs. Projected Growth

Correlations to Practice Indicators

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Regardless of students’ entering achievement levels, growth is:

KEEPING THEM MOVING UP AND EXPANDING: Goal is to either maintain or accelerate growth rates if at, or above, target achievement levels to stay ahead of a success track (e.g. hitting 3rd, 7th/8th, and 11th Grade targets) and to branch out.

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MAKING SURE THEY KEEP UP: Goal is to maintain or accelerate the growth rates if at, or above, target achievement levels to stay on a success track (e.g. hitting 3rd, 7th/8th, and 11th Grade targets).

MOVING THEM UP: Goal is to accelerate growth rates until these students are also on target to reach achievement targets by certain grades in order to get on a success track (e.g. hitting 3rd, 7th/8th, and 11th Grade targets).

Higher

Middle

Lower

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Now, let’s look a Five Wayswe might look for growth on your

district’s growth measures.

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Raw Growth

Assessment AssessmentPoint 1 Point 2

Amount of Growth

Use raw or standard/scale scores from either criterion or norm referenced assessments

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Change in Proficiency Status

Above Above

Below Below

AtAt

Assessment Point 1

Assessment Point 2

Use assessments with proficiency cut scores

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Change in Performance Distribution

Assessment Point 1

Assessment Point 2

Use Assessments with standard/scale scores or convert to standard/scale scores

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Change in Performance Profile

Criteria 1 Criteria 2 Criteria 3 Criteria 4 Criteria 50

0.51

1.52

2.53

3.54

4.5

Assessment Point 1Assessment Point 2

Use Criterion* Referenced Assessments or Criterion Based Rubrics

*Criterion = Critical Attributes of Competent or Proficient Performance

Change in Growth Rate

Assessment Point 1

Assessment Point 2

Actual scale score

Predicted scale score (based on previous

growth rate)

Scale score

Based on observationally similar students

Change in Growth Rate

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Use norm referencedAssessments or convertTo standard/scale scores

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Building a Growth Model

• Must account for the growth of all students• Must use consistent measures• Work best with three or more years of data• Work best with analysis that considers growth

for all students

The Point of Growth Models• How are we doing at ensuring that our higher academic

performers are continuing to MOVE UP and branch out*?

• How are we doing at ensuring that our middle academic performers (the majority of our students) are continuing to either KEEP UP or MOVE UP and branch out*?

• How are we doing at ensuring that our lowest performers are on track to CATCH UP?

*Branch out means to expand development in other academic and/or non-academic indicators of student success, e.g. the arts, community service, athletics, and non-core curricular subjects (languages, logic, philosophy, social sciences, etc.)

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Higher Than Expected

Setting Growth Standards

Value-added

GrowthGrowth

Targets

Expected Growth

Lower Than Expected

Unsatisfactory Growth

Evaluation

Categories

Highly Effective

Effective

Needs Improvement

Unsatisfactory

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Growth to proficiency SGM Sets yearly targets that will put low-achievers on pace to meet proficient and narrow achievement gaps

3 4 5 6 70

10

20

30

40

50

60

70

80

90

100

Low Achiever (expected)Low Achiever (expected)ProficientHigh Achiever (expected)

Grade

Scal

e Sc

ore

Grow

th

Growth baseline (3rd to 4th

grade gain)

Actual

Growth targets (based on proficient by grade 7)

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Contact Us

Visit our Web Sitewww.goschooladvance.org

Or Contact us• Linda Wacyk – lwacyk@gomasa.org• Pat Reeves – preeves@gomasa.org• Pat McNeill– pmcneill@michiganascd.org

MASA Performance Evaluation Resource Centerhttp://gomasa.org/educator-evaluation