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Identifying and Using Multiple Measures
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Transcript of 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
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
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
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
Significance Definition
• The change in student achievement for an individual student between two or more points in time, determined using multiple measures
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
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)
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
Questions
What questions do you still have?
Contact:Bill Bagshaw, Assistant Director,Teacher Licensure and Accreditation,Kansas State Department of [email protected]