Identifying and Using Multiple
Measures
Bill Bagshaw
Identifying
Multiple
Measures
2
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
instruction
2. Use at least 3 performance levels
3. Use multiple measures including student
growth as significant factor
4. Are used to evaluate on a regular basis
5. Provide clear, timely, and useful feedback
6. Are used to inform personnel decisions
3
Kansas Evaluation Systems Include
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
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.
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
5
Final Summative Rating Matrix
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.
7
Teachers and Leaders
Co-Construct the Educator Evaluation
Multiple Measures
District selects measures
Significant Student Growth
District determines timelines and
appropriate levels of rigor when using
Student Growth Measures
8
Default List of Measures
Top 6 SGMs reported
for 2014-2015
1st Grade
MAP
Curriculum
based
assessment
MS Fine Arts
MAP
Curriculum based
assessment
State Assess
State Assess
District assessment
Star
Locally developed
assessment
AIMSWeb
DIBELS
HS English Language Arts
Local
STAR
Aspire
State Assessment
MAP
ACT
Performance-based
assessment
Defining Significant
10
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 Standards
5.00
4.12
4.11
4.10
4.09
4.08
4.07
4.06
4.05
4.04
4.03
4.02
4.01
4.00
85%
85%
Aug
Sept
Oct
Nov
Dec
Jan
Feb
March
April
May
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
13
Educator Evaluation Model
Student Learning
Content
Knowledge
Instructional Practice
Protocol Summary
Rating
Instructional
Practice
Professional
Responsibility
Student Growth
Measure
Student Growth
Measure
Student Growth
Measure
FINAL SUMMATIVE
Rating
Student Growth
Measures Summary
Rating
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)
Kansas Evaluation Systems
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
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.
Questions
What questions do
you still have?
Contact:
Bill Bagshaw, Assistant Director,
Teacher Licensure and Accreditation,
Kansas State Department of Education
bbagshaw@ksde.org
785.296.2198