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… 2 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) 5 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 14 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. 16 17 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 22 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 23 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. 24 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): 25 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! 28 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