How Can Teacher Evaluation Be Connected to

Student Achievement?

State Achievement Measures Option 1

Student Achievement Status Models

Student Achievement Status Models

Post-test only

Not a growth measure

Can be:– Norm-referenced achievement tests– Criterion-referenced, end-of-course/year tests

Examples: ITBS, SAT, GRE, State EOC tests

Status Models:Questions Answered

How well did Miguel perform compared to a national norm group of 5th grade students? (norm referenced)

Did Miguel reach a pre-set benchmark score for proficiency or mastery on the 5th grade math test? (criterion referenced)

Problemwith Status Models

Teacher A Teacher B0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

End of YearBeginning of Year

Status Models Provide Valuable Information . . .

but not for teacher evaluation.

State Achievement Measures Option 2

Student Growth Percentile Model

Note: SPG slides developed by Dr. Deborah Jonas, VA DOE

Student Growth Percentile Model Questions Answered

How much did Miguel improve from 4th grade to 5th grade relative to his academic peers (students with the same score in 4th grade or similar achievement histories)?

Student Growth Percentile Characteristics

Percentiles express the percentage of cases that fall below a certain score. – SGPs are reported between 1 and 99.– Higher numbers represent higher growth and

lower numbers represent lower growth.

Uncorrelated with prior achievement– Low achieving students can show high growth– High achieving students can show low growth

Three Students with the Same Scaled Scores on Grade 6 Reading

Student C

Student B

Student A

260 270 280 290 300 310 320 330 340 350

301

301

301

SOL Scaled Score Grade 6

Same Three Students - in Grade 7

Example only. Note that SGPs account for as much historical data as are available .

Student C

Student B

Student A

260 270 280 290 300 310 320 330 340 350

343

312

289

301

301

301

SOL Scaled Score Grade 6 SOL Scaled Score Grade 7

Same Three Students - in Grade 7

Example only. Note that SGPs account for as much historical data as are available .

Student C

Student B

Student A

260 270 280 290 300 310 320 330 340 350

343

312

289

301

301

301

SOL Scaled Score Grade 6 SOL Scaled Score Grade 7

SGP=48

SGP=61

SGP = 18

Additional Growth Measures

The 30/70 Dilemma

30%: Teachers with State Test Data

70%: All Other Teachers

Student Achievement Optional Measures No. 1

Average School Growth Score

30% of Teachers:

Individual ScoresElementary Reading and Math Teachers

- Algebra Teachers

- Science and Social Studies Teachers

70% of Teachers:

School/Team Scores- Teachers in non-tested grades

Instructional Coaches

- PE Teachers

- Guidance Counselors

Student Achievement Optional Measures No. 2

Student Achievement Goal Setting

Step 1: Pre-assess

Students

Step 2: Student Set

Learning Goals

Step 3: Teaching & Learning

Strategies

Step 4: Monitor Student Progress

Step 5: Post-Assess

Students

Goal Setting Process

Baseline Data Mid-Year End of Year0

10

20

30

40

50

60Below 25th

25th to 49th

50th to 74th

75th and Above

EXAMPLE USING TEST DATA

Goal Statement

For the 2009/10 school year, all of my students will demonstrate measurable growth in mathematics. At least 80% of my students will meet or exceed the benchmark of 50th percentile or above on the percentile rank distribution for STAR.

Baseline, Mid-Year, and End of Year Data

Percentile Rank Distribution of Students on the STAR Mathematics Assessment

Polly Nomial

8th Grade Math Teacher

Concept Model: Connecting Student Achievement to Teacher

Evaluation

Ending Achievement Level

– Beginning Level

Gain Score