Georgia Department of Education Leader Keys Effectiveness ... · Leader Keys Effectiveness System...

Georgia Department of EducationLeader Keys Effectiveness System

Dr. John D. Barge, State School SuperintendentJuly 22, 2013 •

WELCOMELeader Keys Effectiveness System

Evaluator Training & Credentialing 2013 2014Evaluator Training & Credentialing 2013‐2014

Teacher and Leader Effectiveness Division

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Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org

7/22/2013 1

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Welcome to LKES TrainingDay One

• Introductions

• AgendaAgenda

• Materials

– Handouts

– LKES Implementation Handbook

– Supplies


• Norms

• Parking Lot

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Training Norms

A E I O UAppreciate

one another’s expertise

Engage fully in this learning

experience

Invest in the

learning

Open your mind to new ways of thinking

Unite in purpose

A E I O U


Why Leader Keys Effectiveness System?

Leader Keys Effectiveness System(Generates a Leader Effectiveness

Measure)

Governance and Leadership

-Climate Survey-Student Attendance-Retention of Effective Teachers

Leader Assessment on Performance Standards-Performance Goal Setting-Documentation of Practice

Student Growth and Academic


Student Growth and Academic Achievement

- Student Growth Percentile- Achievement Gap Reduction- DOE-approved Student Learning ObjectivesUtilizing District Identified Growth Measures

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Because leadership matters….


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Impact of School Leaders

1. What is the quickest way to change the effectiveness of a school (for better or worse)?


( )

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The quickest way to change the effectiveness of a school (foreffectiveness of a school (for better or worse) is to change the principal.


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James H. Stronge. The College of William and Mary.

Ellwood Cubberley said in 19191919…..

“As goes the principal so goes the school ”


the school…

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Effective Principals

Highly effective principals

are considered to be

“the key to initiating, implementing, and sustaining school success."


Tucker & Codding, 2002, p. 253.

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2 D i i l i fl2. Do principals influence student achievement?


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Among school factors, the effect of principals is considered second only to that of teachers in facilitating student learning.


(Leithwood, Seashore, Louis, Anderson, & Wahlstrom, 2004); (Marzano, Waters, & McNulty, 2005) in Stronge, 2008.

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3. What actions and behaviors of school leaders specifically influence student achievement?


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Research indicates that school leader actions and behaviors have a relationship with

student achievement …

• The Wallace FoundationThe Wallace Foundation

– The School Principal as Leader; Investigating the Links to Improved Student Learning

• Marzano, Waters, and McNulty

– Meta‐Analysis of School Leadership


• What Works in Oklahoma Schools

MARZANO RESEARCH LABORATORYwww.MarzanoResearch.comFebruary 2012

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These school leader actions and behaviors include:

• Data‐driven focus on student achievement

• Continuous improvement of instruction

• Guaranteed and viable curriculum

• Cooperation and collaboration

• School climate


School climate

MARZANO RESEARCH LABORATORYwww.MarzanoResearch.comFebruary 2012

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InstructionalInstructionalLeadershipLeadership School School

ClimateClimate

What do effective principals do?

ProfessionalismProfessionalism

TheThePrincipalPrincipal

Human Human ResourcesResources

ManagementManagement

Communication Communication andand

Community Community RelationsRelations


TeacherTeacherEvaluationEvaluation

OrganizationalOrganizationalManagementManagement

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Planning and Planning and AssessmentAssessment

LAPS Domains and StandardsSCHOOL LEADERSHIPSCHOOL LEADERSHIP

1. Instructional Leadership2. School Climate

4 Domains4 Domains8 Standards8 Standards

ORGANIZATIONAL LEADERSHIPORGANIZATIONAL LEADERSHIP

3. Planning and Assessment4. Organizational Management

HUMAN RESOURCES LEADERSHIPHUMAN RESOURCES LEADERSHIP

5. Human Resources Management6. Teacher/Staff Evaluation

PROFESSIONALISM AND COMMUNICATIONPROFESSIONALISM AND COMMUNICATION



7. Professionalism8. Communication and Community Relations

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ClimateClimate












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Instructional Leadership

•• Builds Builds a Visiona Vision

•• Shares Shares LeadershipLeadership

•• Leads Leads Learning Learning CommunityCommunity


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ClimateClimate












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School Climate

•• Fosters Positive ClimateFosters Positive Climate

•• Models High ExpectationsModels High Expectations

•• Practices Practices RespectRespect


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ClimateClimate




ClimateClimate









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•• Selects Selects Quality Teachers & OthersQuality Teachers & Others

Human Resources ManagementQ yQ y

•• Inducts Inducts & & Supports Supports StaffStaff

•• Provides Provides Growth OpportunitiesGrowth Opportunities

•• Retains Retains Quality StaffQuality Staff

E l tE l t T hT h


•• Evaluates Evaluates TeachersTeachers

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ClimateClimate




ClimateClimate









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Planning and Assessment

••Uses DataUses Data

••Monitors C&IMonitors C&I

••Monitors AssessmentsMonitors Assessments


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ClimateClimate




ClimateClimate









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Teacher Evaluation

• Understands TKES and the role all evaluation plays in teacher developmentplays in teacher development

• Provides support, resources, and remediation for teachers and staff

• Documents deficiencies/proficiencies and provides timely feedback


• Involves staff in designing and implementingPDPs

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Teacher Keys Effectiveness System

Teacher Keys Effectiveness System(Generates a Teacher Effectiveness Measure )

Surveys of Instructional Practice

(Grades 3‐5, Grades 6‐8, Grades 9‐12)

Teacher Assessment on Performance Standards

(Observations and Documentation)




Teachers of Tested Subjects

‐ Student Growth Percentile ‐ Achievement Gap Reduction

Teachers of Non‐Tested Subjects

‐ DOE‐approved, district‐developed

Student Learning Objectives (SLO))

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ClimateClimate




C ateC ate









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Organizational Management

•Ensures Safety•Establishes Smooth Daily Operations

•Maintains Facilities

•Secures & Uses Resources


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ClimateClimate




C ateC ate









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Communication and Community Relations

• Communicates Effectively

• Communicates with Families

• Communicates with Larger Community


Community

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ClimateClimate




C ateC ate









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Professionalism

• Upholds Ethical Standards• Upholds Ethical Standards• Models Integrity, Fairness, Honesty, and Professionalism

• Invests in Personal Professional Development


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LEADER KEYSLEADER KEYS EFFECTIVENESS SYSTEM


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Leader Keys Effectiveness System


Measure)








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Measure)








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Theory of ActionIf leaders have specific performance standards for effective leadership, then leaders will focus practice on behaviors that ultimately increase student learning.

If leaders focus on leadership practices that ultimately increase student learning, then leaders will need to effectively communicate their vision, promote collaboration, and build on existing strengths to create a highly effective learning environment.

If leaders effectively communicate their vision, promote collaboration, and build on existing strengths as indicated by the specific standards, then the professional capacity of leaders to positively impact student learning will increase.

If the professional capacity of leaders to positively impact student learning increases, then the leaders will


hold higher expectations for teacher performance.

If leaders hold higher expectations for teacher performance, then teacher practice will be enhanced and students will learn more and achieve at higher levels.

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LAPS Domains and StandardsSCHOOL LEADERSHIPSCHOOL LEADERSHIP

1. Instructional Leadership2. School Climate

4 Domains4 Domains8 Standards8 Standards

ORGANIZATIONAL LEADERSHIPORGANIZATIONAL LEADERSHIP

3. Planning and Assessment4. Organizational Management

HUMAN RESOURCES LEADERSHIPHUMAN RESOURCES LEADERSHIP

5. Human Resources Management6. Teacher/Staff Evaluation




7. Professionalism8. Communication and Community Relations

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School Leadership

Performance Standard 1: Instructional LeadershipThe leader fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to school improvement.

1.1 Articulates a vision and works collaboratively with staff, students, parents, and other stakeholders to develop a mission and programs consistent with the district’s strategic plan.1 2 A l t d i hi t d t d i t ti l t t i t k i t d ti l d i i t

Performance Standard

Performance Indicators

Domain

1.2 Analyzes current academic achievement data and instructional strategies to make appropriate educational decisions to improve classroom instruction, increase student achievement, and improve overall school effectiveness.

Exemplary Proficient Needs Development Ineffective

The leader actively and continually employs innovative and effective leadership strategies that maximize student learning and result in a shared vision of teaching and learning that reflects

The leader consistently fosters the success of all students by facilitating the development, communication, implementation, and

The leader inconsistently fosters the success of students by facilitating the development, communication, implementation, or

The leader does not foster the success of all students by facilitating the development, communication, implementation, or

Performance Appraisal Rubric


g gexcellence. (Leaders rated Exemplary continually seek ways to serve as role models and collaborative leaders.)

p ,evaluation of a shared vision of teaching and learning that leads to school improvement.

p ,evaluation of a shared vision of teaching and learning that leads to

school improvement.

p ,evaluation of a shared vision of teaching and learning that leads to school improvement.

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Understanding the StandardsDocuments 1, 2, Laps Reference Sheets, and Rubrics

• What does each standard mean?

• What does the research say?What does the research say?

• What are key terms that guide the standard rating?

• What might exemplary or proficient performance look like?


• What could be signs of less than proficient performance?

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Documents 1, 2



Standard 3: Planning and Assessment

Proficient/Exemplary P f

Less than Proficient P fPerformance

•The leader uses data to make instructional decisions

Performance

•The leader does not use assessment information in making


decisions.

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information in making recommendations for the school.



Measure)







- Student Growth Percentile- Achievement Gap Reduction- DOE-approved Student Learning Objectives Utilizing District-Identified Growth Measures

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LAPS Process

Beginning the Process

• Complete Orientation

• Complete Self Assessment

• Develop 2 Performance Goals

• Begin Familiarization (ongoing)

Pre‐ • Finalize 2 Performance GoalsPreEvaluation Conference

September

• Finalize 2 Performance Goals

• Establish Multiple Sources of Documentation

Mid‐Year Formative Assessment Conference

January

• Review Documentation

• Review Observations, if applicable

• Discuss Progress toward Performance Goal Attainment

• Review Formative Assessment with Ratings on all Standards


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Summative Assessment Conference

by May 15

• Review Documentation of Practice (including multiple data sources)

• Review Progress toward or attainment of Performance Goals (source of evidence and inform standards for which they are aligned)

• Review Summative Assessment with Ratings on all Standards

LAPS Process







September




January






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by May 15






Pre‐Evaluation ConferenceSeptember

Evaluator

• Provides Orientation using presentation in TLE platform August• Provides Orientation using presentation in TLE platform ‐ August

Leader

• Completes Self‐Assessment (all standards)

• Develops 2 Performance Goals (selected standards)


Evaluator and Leader (at Conference)

• Finalize Performance Goals and Establish Expectations

• Identify Multiple Sources of Documentation

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Evaluator

P id O i t ti i t ti i TLE l tf A t• Provides Orientation using presentation in TLE platform ‐ August

Leader







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LKES ORIENTATION – TLE Platform


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Evaluator

d l f• Provides Orientation using presentation in TLE platform ‐ August

Leader







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Self‐Assessment – TLE Platform


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Performance Goal Setting

•• Leader proposes Leader proposes twotwo performance goals using SMART criteria based performance goals using SMART criteria based on Selfon Self‐‐Assessment and multiple data sources.Assessment and multiple data sources.

•• Identifies data used in the creation and design of each Identifies data used in the creation and design of each f lf lperformance goalperformance goal

•• Aligns performance goals with standardsAligns performance goals with standards

•• Develops a goal attainment planDevelops a goal attainment plan

•• Aligns at Aligns at least oneleast one performance goal to the School Improvement performance goal to the School Improvement Plan (recommended)Plan (recommended)

•• Leader submits proposed performance goals to the evaluator.Leader submits proposed performance goals to the evaluator.


•• Leader and Evaluator finalize the performance goals and identify the Leader and Evaluator finalize the performance goals and identify the documentation that will be required as evidence of meeting goals and documentation that will be required as evidence of meeting goals and standards.standards.

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Performance Goal Setting – TLE Platform


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Example of Performance Goal


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Example of Performance Goal (continued)


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Examining a Performance GoalGoal


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Performance Goal Statement

• Specific, Measurable, Attainable, Realistic, Time‐Bound

• School Improvement Plan Based (recommended)

• Vision Alignment


Vision Alignment

• Clear and Succinct

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Data Sources

• School Improvement Plan• Title I Plan• System‐wide Goals or Initiatives• Sign‐In Sheets• Assessment Data


• Climate Surveys • Self‐Assessment

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Performance StandardsSelect at least one related to the goal.

• Instructional Leadership

S h l Cli t• School Climate

• Planning and Assessment

• Organizational Management

• Human Resources Management

• Teacher/Staff Evaluation


• Professionalism

• Communication and Community Relations

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Strategies:Steps to Reach Goal Attainment

Complete… Invite…Focus on… Include…Monitor… Communicate…Create… Follow…Analyze… Meet…


Plan…

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Documentation

• Related to goal

• MeaningfulMeaningful

• Verifies attainment

• Accurate and specific

• Easy to read and understand

Examples: Sign In Sheets Agendas Pictures


Examples: Sign‐In Sheets, Agendas, Pictures, Data Reports, Minutes, and Assurance Forms

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Timeline and Target Date

• Connect to master calendar for school and system

• May 15, 2014: Deadline for Electronic Platform entries


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Evaluator

P id O i i i i i TLE l f A• Provides Orientation using presentation in TLE platform ‐ August

Leader







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Pre‐Evaluation ConferenceMeet Scotty Scott

Document 3




for all 8 Performance Standards

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Document 3



Pre‐Evaluation Conference Preparation

Self‐Assessment Results

Areas of Strength Areas for Growth

Analysis of School Improvement Plan

Student Performance DataActions, Strategies, and

Interventions


Development of Performance Goals 1 and 2Development of Performance

Goals Aligned with

Standards 1, 6, 8

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Documents 4 - 8

Round Table DiscussionDiscuss next steps in planning for the

Pre‐Evaluation Conference.

Document 9


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Document 9



It’s TLE Platform TimeSteps preparing for Pre‐Evaluation Conference


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Sign‐up for Credentialing

• Through TLE Electronic Platform

• Professional Learning Course

Log‐in Information:


Username: Certificate # + District Code

Password: last 4 digits of SSN

66



Select the P f i l


67

Professional Learning Course in which you are interested


68

Click through the steps to register for the course you

want to select.



LAPS Process







September




January






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by May 15




Mid‐Year Formative Assessment Conference ‐ January

Leader and Evaluator

• Collect documentation from multiple data sources aligned to standards and performance goals finalized in Pre‐Evaluation Conference

• Submit documentation for review

Evaluator

• Reviews all documentation from multiple sources

• Rates and provides specific commentary (highly recommended) on each of the 8 standards using the performance appraisal rubrics

• Determines progress toward meeting established performance goals

Evaluator and Leader (at conference)


( f )

• Review performance ratings for all 8 standards

• Review specific commentary for all 8 standards

• Identify areas for improvement and strategies for achieving proficiency on each of the 8 standards and meeting performance goals

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Evaluator










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Multiple Data SourcesTotality of Evidence and Consistency of Practice

• Leaders provided with opportunity for input into evaluation

• Evaluator determines format (electronic and/or hard‐copy)

• Documentation reviewed prior to formative assessment conference

• Evaluators may use own documentation (notes/running records) for consideration in formative assessment


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Evaluator






( f )




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Rating Performance StandardsExemplary Proficient Needs Development Ineffective

The leader actively and The leader consistently The leader inconsistently The leader does not ycontinually employs innovative and effective leadershipstrategies that maximize student learning and result in a shared vision of teaching and learning that reflects excellence. (Leaders rated Exemplary continually

yfosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to school improvement.

yfosters the success of students by facilitating the development, communication, implementation, or evaluation of a shared vision of teaching and learning that leads to school improvement.

foster the success of all students by facilitating the development, communication, implementation, or evaluation of a shared vision of teaching and learning that leads to school improvement.


p y yseek ways to serve as role models and collaborative leaders.)

p

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Rubric LanguageFrequency Terminology

Terms ranked

by degree of

frequency

Definition (Webster’s) Example

frequency

Consistently Occurs at regular

intervals

Every week(Regular intervals will vary depending on the standard and the task.)

Occurs with high


Continually frequency,

appropriately, and over

time

Every day, every setting(Frequency will vary depending on the standard and the task.)

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Formative Assessment TLE platform


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Evaluator









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Formative Assessment with Scotty ScottUse all documentation to determine the “Totality of Evidence and

Consistency of Practice”

• Blank Formative Assessment Report Form ‐ 10

• Performance Goals 1 and 2

• LAPS Formative Documentation Summary ‐ 11LAPS Formative Documentation Summary 11

• Narrative Explanation of Differentiated Professional Learning Plan ‐ 12

• School‐wide Professional Learning Plan Teacher Presentation ‐ Summit County High School Professional Development Plan ‐ 13

• Video Viewing Report ‐ 14

• State‐wide RtI webinar ‐Making RtI Work at the High School Level ‐ 15

• TKES Plan Status Report ‐ 16


• TKES Plan Status Report ‐ 16

• Student Growth/ Academic Achievement Informational Breakfast ‐ 17

• Parent Questionnaire ‐ 18

• SCHS Occupational Safety and Crisis Response Plan ‐ 19

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Documents 10-19



Working with the Formative Assessment Activity

Standards 1 – 8 and Performance Goals 1 and 2Leader’s Steps

Organizes documentation for performance goals and standards

Submits documentation for performance goals and standards

Evaluator’s Steps

Captures documentation related to leader’s performance

Reviews all documentation for performance goals and standards


Mid‐year Formative Assessment ConferenceEvaluator rates all standards, provides

commentary (highly recommended), and reviews performance goals

Provides feedback to the leader on current performance and identifies next steps

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It’s TLE Platform TimeSteps preparing for Formative Assessment Conference


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Measure)








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Governance & Leadership

••Climate SurveysClimate Surveys

••Student AttendanceStudent Attendance

••Retention of Effective TeachersRetention of Effective Teachers


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Climate Surveys• One of multiple data sources

• Climate Survey results may inform the y yformative rating

• Climate Survey results must inform the summative rating and must be referenced in the commentary


• Help set goals for continuous improvement and provide feedback for professional learning

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Climate Surveys

• Minimum 15 teachers and/or staff

• Information on staff perception:– Principal Survey ‐ Certified & Classified

– Assistant Principal Survey ‐ Certified & Classified

• Principal will assign survey groups for each


• Principal will assign survey groups for each assistant principal

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Using Survey Results to Determine the Formative or Summative RatingTotality of Evidence and Consistency of Practice

Data Consistent with Rating Data Inconsistent with RatingData Consistent with Rating Data Inconsistent with Rating

When the survey results are consistent with the rating given by the evaluator on the formative or summative report, the commentary must reference the

When the survey results are not consistent with the rating given by the evaluator on the formative or summative report, the commentary must justify the


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survey results. difference between final rating and the survey results.

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Survey Example

My principal…My principal… SASA AA DD SDSD

1 Is interested in a quality school which1. Is interested in a quality school which provides quality education.

2. Maintains open lines of communication with employees.

3. Visits my classroom or work space.


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Key SA =A =D =

SD =

Strongly Agree (3)Agree (2)Disagree (1)Strongly Disagree (0)



Student Attendance

• GaDOE data already collected• GaDOE data already collected

• Continually updated throughout year

• Source of documentation informing Performance Standard 2 – School Climate in


Performance Standard 2 School Climate in LAPS

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Student Attendance Data

• 96‐100% No attendance risk

90 95% L tt d i k• 90‐95% Low attendance risk

• 85‐90% Moderate attendance risk

• 84% ‐ below High attendance risk

Based on CCRPI data attendance rate determines risk factor


Based on CCRPI data attendance rate determines risk factor

Low Attendance = High Risk

High Attendance = Low Risk

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Student Attendance Data from CCRPI Report


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Retention of Effective Teachers

• Future documentation will inform Performance Standard 5 – Human Resources Management in LAPS.

• This will not be implemented as a data source until valid and reliable data is gathered on teacher effectiveness from TKES.


• GaDOE will continue to analyze the data throughout the 2013‐2014 school year.

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Measure)








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A great leader…..

A leader takes people where they want to go. A great leader takes people where they don’t necessarily want to go, but


ought to be. ‐Rosalynn Carter

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WELCOMELeader Keys Effectiveness System

Evaluator Training & Credentialing 2013 2014Evaluator Training & Credentialing 2013‐2014

Teacher and Leader Effectiveness Division

Day 2

Please log in to the internet by using the following network and


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Please log‐in to the internet by using the following network and security key:

Wireless Network: Password:



Measure)








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Measure)








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LAPS Process







September




January







by May 15




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Summative Assessment Conference – by May 15


• Collect documentation aligned to standards and performance goals


Evaluator

• Reviews all documentation

• Rates and develops specific commentary on each of the 8 standards based on multiple sources of data (including the formative assessment, climate survey results, and student attendance results)

• Establishes progress toward meeting performance goals

l d d ( f )



• Review ratings on all 8 performance standards

• Review specific commentary on performance standards

• Identify areas for improvement and strategies for achieving proficiency in standards and meeting performance goals

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Evaluator




l d d ( f )


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Multiple LAPS Data SourcesTotality of Evidence and Consistency of Practice

• Leaders provided with opportunity for input into evaluation

• Evaluator determines format (electronic and/or hard‐copy)

• Documentation reviewed prior to summative assessment conference

• Leaders submit additional documentation as needed prior to summative assessment conference

• Evaluators may use own documentation (notes/running records) for consideration in summative assessments


records) for consideration in summative assessments

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Evaluator




l d d ( f )


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Climate Survey ResultsSurvey data from certified and classified staff will provide

documentation for the LKES Performance Standards.

This documentation must be used to inform summative assessment ratings for all 8 standards and must be referenced in the commentary.


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Student Attendance Data


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Evaluator




E l t d L d ( t f )


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Summative AssessmentPutting It All Together

Progress toward or

Evaluator’s Documentation of

Practice

Climate Surveys of

Certified and Student

Formative A

Progress toward or attainment of

Performance Goals

Classified Staff Attendance Data

Leader’s

Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org 104

Summative Assessment

Assessment with

Commentary

Leader s Documentation of

Practice

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Summative Process with Scotty Scott!Use all documentation to determine the “Totality of Evidence and

Consistency of Practice”

• Blank Summative Assessment Report Form ‐ 20

• Performance Goals 1 and 2Performance Goals 1 and 2

• Previous Formative Assessment Report Form with ratings and commentary

• LAPS Summative Documentation Summary ‐ 21

• SCHS Parent Meeting Schedule ‐ 22

• Climate Survey Results/Student Attendance Results ‐ 23

• Letter from Superintendent to Scotty ‐ 24


• Letter from Superintendent to Scotty ‐ 24

• Re‐Roster List for ELT Time ‐ 25

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Documents 20 - 25

Summative Process Totality of Evidence and Consistency of Practice

Leader’s StepsOrganizes documentation for

performance goals and standardsSubmits documentation for performance

goals and standards

Evaluator’s Steps Captures documentation related to

leader’s performanceReviews all documentation for

performance goals and standards


Summative Assessment ConferenceEvaluator rates all standards, develops

commentary, and establishes progress toward meeting performance goals

Provides feedback to the leader on current performance and identifies next

steps

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It’s TLE Platform TimeSteps preparing for Summative Assessment Conference


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Measure)






Achievement

- Student Growth Percentile Measures- Achievement Gap Reduction‐ DOE‐Approved Student Learning Objectives Utilizing District‐Identified Growth Measures

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Growth and Achievement

GrowthAchievement

•Measures a•Measures a student’s progress between two points in time.

•Compares a student’s performance to hi /h i

Measures a student’s performance at a single point in time.

•Compares a student’s

Together, a more

complete picture

of student learning is

given.


his/her own prior performance.

student s performance to a standard.

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Theory of ActionIf leaders have a clear understanding of growth needed for students to become proficient in a year’s time, and if leaders are provided trustworthy data with respect to the academic growth of students,

Then leaders will have a deeper understanding of the realThen leaders will have a deeper understanding of the real extent of student learning in the classrooms, schools, and districts and be able to identify appropriate actions to take as instructional leaders in the schools.

If leaders have a clear understanding of the extent of student learning in the classrooms, schools, and districts, and if leaders communicate trustworthy data with respect to the academic growth of students, then teachers, students, and their parents will have a clearer understanding of growth needed to reach proficiency and beyond.


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If leaders, teachers, students, and parents share a clearer understanding of the extent of students learning in the classrooms, schools, and districts, as well as the growth needed to reach proficiency and beyond, then student learning and achievement will increase in Georgia.

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Measure)






Achievement


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What is an SGP?SGPs describe student growth (current achievement) relative to other students

with similar prior achievement; Rank 1-99Why is it a percentile?

Student grew at a rate greater than 76% and

lower than 24% of bucket.

Students (statewide) prior achievement using the historical

growth attained by the student population

Instructional impact over

a period of time; Can make

comparisons

Who is a student measured against?

What does the percentile tell us about instruction? 76


112

Growth projections, based on where child is now, tell us how

much growth is needed. How much growth is enough?



Student Growth Percentile Vocabulary

Academic GrowthAcademic Peers

PriorsGrowth

Projections

Growth Targets

Value‐Added


Targets Added

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Growth Projections and Targets

ExceedsHigh

Meets

Does Not Meet

Typical

Low

Target 1

Target 2


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Does Not Meet

This Year Future

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ExceedsHigh

Meets

Does Not Meet

Typical

Low

Target 1

Target 2


115

Does Not Meet

This Year Future

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ExceedsHigh

Meets

Does Not Meet

Typical

Low

Target 1

Target 2


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Does Not Meet

This Year Future

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Student Growth PercentileFinal Points

• SGPs not only show how individual studentsare progressing, but they also can be aggregated to show how groups of students, schools, districts, and the state are progressing


progressing.

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Measure)






Achievement


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What is an Achievement Gap?

Focal Group

Lowest 25%

High‐Need Students/Lowest achieving students

Gap

Reference GroupComparison PointConstant/StabilityState’s Mean Scores


achieving students

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Difference in student

performance

Achievement Gap: What are we comparing?

• The focus is on increasing the achievement of the focal group or the high‐need students.

• The goal is to reduce the achievement gap between the focal group and the reference group.

• Z scores enable comparison across grade


Z scores enable comparison across grade levels and subject areas (include CRCT and EOCT) scores.

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Achievement Gap: What is calculated?

• The Gap Size is calculated between the focal group and reference group.

A i i l l d– A gap size score is calculated.

– The goal is to reduce the gap size.

• The Gap Change is calculated from year to year. – The gap size is the measure.


– The change represents a reduction in the gap from the previous year to the current year.

– The goal is change by reducing the gap size year to year.

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Questions?

Regarding Student Growth Percentiles and Achievement Gap Reduction, please contact:

Melissa Fincher

Associate Superintendent of Assessment and Accountability

[email protected] or (404) 651‐9405

Allison Timberlake


Allison Timberlake

Program Manager, Growth Model

[email protected] or (404) 463‐6666

1227/22/2013





Measure)







- Student Growth Percentile Measures- Achievement Gap Reduction‐DOE‐Approved Student Learning Objectives Utilizing District‐Identified Growth Measures

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Purpose of Student Learning Objectives

Serve as a measure of the powerful impact of p pteachers on student learning in non‐tested areas

Give educators, school systems, and state leaders an additional means by which to understand, value, and recognize success in the classroom


124

Build on what great teachers do already



Characteristics of SLOsRepresent the mostimportant learning for an instructional period

Are developed by District and approved

by the GaDOE

Are aligned to Common Core State and/or National

Student Learning Objectives


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Are SMARTCore, State, and/or National standards, as well as other district and school priorities

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The History of SLOs

2011‐2012

– Race to the Top districts piloted SLO process

2012‐2013

– All Race to the Top districts fully implemented Phase II SLOs

– Pilot and Volunteer districts implemented Phase II SLOs based on implementation model


SLOs based on implementation model

– SIG, Priority and Relocation Grant Schools fully implemented Phase II SLOs

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The Future of SLOs2013‐2014

• Rt3 districts:

ll l– Full implementation

– Minimum of 1 measure per teacher

• Former pilot and volunteer districts:

– Progressive implementation based on district plan

• New Districts:

St d d d l t


– Study and development year

2014‐2015

• All measures fully in place for all state‐funded courses

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High School Social Studies SLOFrom the Fall 2012 Pre‐Test to the Spring 2013 Post‐Test, all students enrolled in American Government and Civics will demonstrate measurable growth from the pretest score to their posttest score as measured by the Mountain School System’s pretest and posttest as follows:

The minimum expectation for individual student growth is based on the formula which requires each student to grow by increasing his/her score by 60% of his/her potential growth. Pretest score + (100 – pretest score) x .6 = posttest target score. Students scoring more than 10 points higher than their target would be considered exceeding their target.

Example using 40 on a pretest:

40 + (100 – 40) x .6

40 + (60) x .6


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40 (60) x .6

40 + 36

76 is the target for the posttest

A score of 87 denotes exceeding




The minimum expectation for individual student growth is based on the formula p gwhich requires each student to grow by increasing his/her score by 60% of his/her potential growth. Pretest score + (100 – pretest score) x .6 = posttest target score. Students scoring more than 10 points higher than their target would be considered exceeding their target.


40 + (100 – 40) x .6

40 + (60) x 6


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40 + (60) x .6

40 + 36






40 + (100 – 40) x .6


7/22/2013 130

40 + (60) x .6

40 + 36






The minimum expectation for individual student growth is based on the formulaThe minimum expectation for individual student growth is based on the formula which requires each student to grow by increasing his/her score by 60% of his/her potential growth. Pretest score + (100 – pretest score) x .6 = posttest target score. Students scoring more than 10 points higher than their target would be considered exceeding their target.


40 + (100 – 40) x .6

40 (60) 6


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40 + (60) x .6

40 + 36






40 + (100 – 40) x .6

40 + (60) x .6

40 + 36


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LKES and the SLO Process

Teacher administersTeacher

administers Teaching andTeaching andTeacher and Teacher and

School leader andSchool

leader andadministers pre‐

assessments and shares data with school leader

administers pre‐

assessments and shares data with school leader

Teaching and learning strategies

implemented and shared with school

leader

Teaching and learning strategies

implemented and shared with school

leader

school leader monitor progress through a formative process

school leader monitor progress through a formative process

leader and teacher

determine SLO

attainment based on post‐

assessment

leader and teacher

determine SLO

attainment based on post‐

assessment


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Data / documentation

for LKES

August - MayData /

documentation for LKES

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What are our Next Steps?• Work is continuing to determine the overall Student Growth and Academic Achievement measure for leaders.

• An appropriate balance between SGP measures, Achievement Gap Reduction Scores, and SLO measures will be determined.

• With technical assistance from external experts work is


With technical assistance from external experts, work is continuing to determine the overall student growth and

academic achievement measure for leaders.

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How will the Leader Effectiveness Measure be Calculated?

LAPS 30%Achievement G 20% LAPS, 30%

SLO/SGP, 50%

Gap, 20%


The Leader Effectiveness Measure will be reported as a rating

of Exemplary, Proficient, Needs Development, or Ineffective.

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A LEADER is one who knows the way, goes the way, and shows the way.

‐John C. Maxwell


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