Identifying and Using Multiple Measures

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Identifying and Using Multiple Measures Bill Bagshaw

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Identifying and Using Multiple Measures. Bill Bagshaw. Identifying Multiple Measures. WAIVER - Principle 3 - Supporting Effective Instruction and Leadership. Implement teacher and principal evaluation and support systems that meet these six guidelines: - PowerPoint PPT Presentation

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Page 1: Identifying and Using Multiple Measures

Identifying and Using Multiple Measures

Bill Bagshaw

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Identifying Multiple

Measures

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WAIVER - Principle 3 - Supporting Effective Instruction and Leadership

Implement teacher and principal evaluation and support systems that meet these six guidelines:1. Are used for continual improvement of

instruction2. Use at least 3 performance levels3. Use multiple measures including student

growth as significant factor4. Are used to evaluate on a regular basis5. Provide clear, timely, and useful feedback6. Are used to inform personnel decisions

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An educator must meet multiple measures of student growth to be rated as effective, highly effective or the equivalent.

SGMs may be any combination of:• Locally created assessments• Commercial assessments• State Assessments (required

for grades/subjects tested)

LEAs will determine timelines and appropriate levels of rigor when using student growth measures.

IPP Summary Rating determined by district (LEA) protocols.

Includes multiple areas of educator effectiveness.

Inter-rater Agreement is a key component of• Observations• Use of artifact and evidence• Combining IPP and SGM

summary ratings• Determining Final Summary

Rating

Kansas Evaluation Systems Include

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Multiple Measures Recent Developments

• LEAs provided a list of measures used

• KSDE has identified a “default list” of measures

• KSDE provided a “default matrix” to determine educator performance

• KSDE Flexibility Waiver High Risk Status removed

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Final Summative Rating Matrix

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Multiple Measures

Measures may include any combination of:

Locally Created Assessments that meet criteria

Commercial Assessment Products State Assessments

State Assessments must be used for grade levels/subjects tested.

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Teachers and Leaders Co-Construct the Educator Evaluation

Multiple MeasuresDistrict selects measures

Significant Student GrowthDistrict determines timelines and appropriate levels of rigor when using Student Growth Measures

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Default List of Measures

State Assess

AIMSWeb

DIBELS

Star

MAP

Curriculum based as-sessment

1st Grade

State Assess

Performance-based assessmentLocally developed

assessment

District assessment

Curriculum based assessment

MAP

MS Fine Arts

State Assessment

ACT

MAP

Aspire

STAR

Local

HS English Language Arts

Top 6 SGMs reportedfor 2014-2015

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Defining Significant

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Significance Definition

• The change in student achievement for an individual student between two or more points in time, determined using multiple measures

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5th Grade Curriculum Standards5.004.124.114.104.094.084.074.064.054.044.034.024.014.00

Aug Sept Oct Nov Dec Jan Feb March April May85%

85%

Grade Level Expectation

Assuming 85% of students exiting 4th grade accomplished 4th grade curriculum, the expectation would be at least the same amount of growth would occur by completion of the 5th grade, or on any given measure used.

Example: In a class of 24 students, 20 students would be above the Grade Level Expectation line by the end of the Academic Year.

24 x .85 = 20.2

This scenario would indicate significance. Reference: Blue Print for Reform

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Educator Evaluation Model

FINAL SUMMATIVE RatingInstructional Practice Protocol Summary Rating

Student Learning

Content Knowledge

Instructional Practice

Professional Responsibility

Student Growth Measures Summary RatingStudent Growth Measure

Student Growth Measure

Student Growth Measure

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Multiple Measures Summary

• Must consider state assessments relative to grade level or content area

• Will include assessment measures currently in use in your district (local & commercial)

• Significance must be pre-determined for any appropriate measure

• Districts determine expectations for student growth and met/not met status

• Time for student growth 1-3 years (based on SGMs selected)

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An educator must meet multiple measures of student growth to be rated as effective, highly effective or the equivalent.

SGMs may be any combination of:• Locally created assessments• Commercial assessments• State Assessments (required

for grades/subjects tested)

LEAs will determine timelines and appropriate levels of rigor when using student growth measures.

IPP Summary Rating determined by district (LEA) protocols.

Includes multiple areas of educator effectiveness.

Inter-rater Agreement is a key component of• Observations• Use of artifact and evidence• Combining IPP and SGM

summary ratings• Determining Final Summary

Rating

Kansas Evaluation Systems

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Questions

What questions do you still have?

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Contact:Bill Bagshaw, Assistant Director,Teacher Licensure and Accreditation,Kansas State Department of [email protected]