NAESP Conference 2014 Nashville
Presented by: Cathy Benedetti, Director of T & L
July 10, 2014
Learning Targets

Participants will:
 Gain ideas for using SG measures
for evaluation/accountability/PLC
collaboration.
 Reflect on lessons learned.
 Learn about processes in WA state for
determining and using SG measures.
 Learn from the wisdom in the room…
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Who is in the room?
Elementary Principals?
 Middle School Principals?
 High School Principals?
 Central Office/Other Administrators
 Currently using student growth measures
in teacher evaluation?
 Principal evaluation?
 Implementing new teacher evaluation?

To being the conversation…

Read the quote on your chair and
discuss with a partner.
Sharing out…
Quote…
“A key premise is that the teacher’s view
of his or her role is critical.
It is the specific mind frames that
teachers have about their role – and
most critically a mind frame within
which they ask themselves about
the effect that they
are having on student learning.”
Hattie, John. Visible Learning for Teacher: Maximizing Impact on Learning.
(2011) Routledge, New York. (used with permission)
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What is the current reality
…for using student growth in teacher/principal
evaluation around the country?
Guiding Questions—
Identify state you are from.
How are you using student growth data?
What are lessons learned from your
experience?
Washington State

SG for teachers and principals
 The
Law
 Rubrics
 Goal Setting
 Summative Scoring
Criteria Themes
Principal and Teacher
WA State law says…
E2SSB 6696 and ESSB 5895 Student
growth data that is relevant to the teacher
and subject matter must be a factor in the
evaluation process and must be based on
multiple measures that can include
classroom-based, school-based, districtbased, and state-based tools. Student
growth means the change in student
achievement between two points in time.
And the law says…

Student growth data must be a
substantial factor in evaluating the
summative performance of certificated
classroom teachers for at least three of
the evaluation criteria.

Student growth data elements may
include the teacher’s performance as a
member of a grade-level, subject matter,
or other instructional team within a
school when the use of this data is
relevant and appropriate.
Summative Scoring

State decision:
 Combine only the SG rubric scores to
determine SG impact rating.
 A score of “1” in any row will result in
an overall low impact SG impact rating.
This triggers a student growth inquiry
process.
Local decisions:
Student input may be included in the
teacher evaluation process.
 Building staff may be included in the
principal evaluation process.
 Identifying measures and goals.

Criteria for Teachers and
Principals…
 Teachers: 3, 6, and 8
 Differentiation
 Assessment
 Professional Practice
 Principals: 3, 5, and 8
 Planning with Data
 Improving Instruction
 Closing the Gap
Using District, School, and
Classroom-Based Data (Teachers)





RCW 28A.405.100
3.1 Establish Student Growth Goals
Re: individual or subgroups of students
(achievement/opportunity gap)
3.2 Achievement of Student Growth Goals
Re: individual or subgroups of students
(achievement/opportunity gap)
6.1Establish Student Growth Goals using Multiple Student
Data Elements
Re: whole class based on grade-level standards and aligned to
school and district goals
6.2 Achievement of Student Growth Goals
Re: whole class based on grade-level standards and aligned to
school and district goals
8.1 Establish Team Student Growth Goals
Re: Teacher as part of a grade-level, content area, or other
school/district team
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For Principals…

Student growth rubric rows are designed to
focus on actual student achievement, rather
than principal actions.
 Element 3.5 is intended to analyze the
achievement of all or most of the students in
the school.
 Element 5.5 is designed to analyze the
achievement of students assigned to a
subset of teachers that a principal identifies.
 Element 8.3 is designed to analyze subsets
of the student population that are identified
for the purpose of closing achievement gaps
between them and the student population as
a whole.
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Tools and processes
Identifying Measures
 Creating SMART Goals
 Creating action plans

The Process

Support for District Teams
 RIG I/RIG II Implementation Grants
2012-2013
 Student Growth Series
2013-2014
 Student Growth Implementation
2014-2015
The process…
Information
 The law
 Implications for HR
 District and Local Decisions
 Assessment literacy
 Identifying appropriate measures
 Determine cognitive coherence
 Setting Goals to measure growth
 Multiple Measures
 Two points in time

The process cont.
Learning from each other
 District planning for implementation

Creating Your Own Data Pyramid for Your
School
Annually
2-4 times
a year
Quarterly or
end of unit
1-4 times
a month
Daily/
weekly
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Example: A Washington Data
Pyramid
Annually
2-4 times
a year
Quarterly or
end of unit
Benchmark assessments, MAP
(Measure of Academic Process),
DIBELS, CBAs, music
performances,) finals/mid-terms,
common assessments, RBA
(ELA), fit-n-fun day
Unit test, project/exam = summative
demonstration, practice MSP portfolio, grade-level
common assessments, oral exams, skills
performance test, collaborative with classroom
teachers - 6 trait writing: transferable learning, PB
exams, RCBM,
Performance tasks
Unit test/project, common formative assessment, essays
(all content areas), literature circles, writing groups presentation and
projects with rubric criteria, peer assessments, quizzes, writing
samples, student self assessment, timed writing probes, weekly
math-fact fluency, writers workshop writing samples, AIMS
(reading/math assessment), running records
1-4 times
a month
Daily/
weekly
End of course exam (EOC),
MSP, ACT, SAT, ASVAB,
PSAT, IB tests, AP tests,
WELPA (ELL), district finals
Entry/exit slips, quiz, homework, quick checks, focus task, summary task, thinkpair-share, student reflection, note check, student
dialogue/discourse/demonstration, student white boards, conferring with students,
diagram labeled with words (ELL), student interviews, hand votes, written
responses, science lab, math practice
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Evaluating Goals for Criterion
SG 3.1
Review of the Learning Goal (s)
Use the following protocol to
confirm that the Learning
Goal has the right size, detail,
and depth necessary.
(proficient level language is
used, please see the critical
attributes resource for
additional levels of
performance)
Check the boxes that apply.
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The Learning Goal:
Identifies subgroups and uses data that identifies students not
reaching full learning potential (i.e. achievement/opportunity gaps,
ELL, special education, highly capable)*
is specific, measureable and time-bound
is based on multiple sources of available data that reveal prior
student learning
is aligned to content standards
is appropriate for the context, instructional interval and content
standard(s) (grain size)
demonstrates a significant impact on student learning of content
(transferable skills)
Identifies formative and summative measures aligned to learning
targets to monitor progress towards goals
Evaluating Criterion SG 3.2
Student growth criterion 3.2: Make a student learning claim and provide evidence
for the actual outcomes at the end of the instructional period for subgroups not
meeting full learning potential.
Teacher completes the section below.
Make a rating claim
as to the level of the
actual outcomes
based on the goals
for student learning.
Claim
High evidence of learning for all/nearly all students
(Distinguished)
Clear evidence of learning for most students (Proficient)
Some evidence of learning for some students (Basic)
No evidence of learning for most students (Unsatisfactory)
Please provide student learning evidence from at least two points in time that
supports your claim of student learning (2 or more sources):
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Target Method Match
Adapted from An Introduction to Student Involved Assessment FOR
Learning, 6th ed.
Selected
Response:
Response
from a list
Knowledge
Reasoning
Skill
Product
Written
Response:
Short answer
or extended
response
Performance
Assessment:
Demonstration
or product
Personal
Communication:
Structured and
unstructured
interactions
Lessons learned…

In determining student growth, think
about…
 The important skill first, then identify measures.
 Involve a team that includes Central Office, HR,
and union representatives.
 Be in the “pilot” 
 Learn from others
 Involve teachers
 The importance of a communication plan.
 Building trust along the way
Action Planning

In groups of 3, talk about 3 actions you want to
take in improving student learning by using data
in this coming school year…
…while STILL creating a culture of learning AND
accountability!
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OSPI TPEP—
http://tpep-wa.org/student-growth-overview/
Thank you!

Resources:
 OSPI TPEP—
 http://tpep-wa.org/student-growth-overview/
 Teacher Evaluation that Makes a Difference:
A New Model for Teacher Growth and Student
Achievement by Marzano, Robert J. and Toth,
Michael D. (June 12, 2013)
 Strengthening Teacher Evaluation: Taking
Action to Improve Ineffective Instruction: The
Skillful Leader III by Alexander D. Platt,
Caroline E Tripp, Merry B. Post and Dean
Bornstein (Sept. 18, 2013)
Contact

Cathy Benedetti, Educational Consultant
benedetti.cathy@gmail.com
509-388-7078