Snapshot of the Kansas Teacher
Evaluation Requirements
Kansas Components of Teacher Evaluation Some Potential Sources of Evidence
Learner and Learning
Content Knowledge
Instructional Practice
Professional Responsibility
Student Growth
-
Observations
Student work samples
Lesson plans
Team meeting minutes
Perception surveys
Student behavior data (referrals,
tardies, etc.)
- Results of workgroup discussion
The Kansas ESEA Waiver Principle 3 defines
student growth as …
– Impact on student learning
– Measuring the improvement of student’s
skills and knowledge
What counts as student’s skills and knowledge?
– Identify measures of knowledge and skills
from list from the field (academic and other)
– Non-knowledge and skills measures could fit
other components
– Additional measures?
– Develop criteria for the technical quality for
each measure
Sample Measures by KSDE from the Field
Academic Measures –
State Assessments
• History and
Government State
Assessment
• ESOL State
Assessment
• Reading State
Assessment
• Mathematics
State Assessment
• Science State
Assessment
• Writing State
Assessment
Academic Measures –
Not State Assessments
Other Student Knowledge and Skills
Measures
Common Academic Assessments
• ACT/SAT scores
• Aimsweb
• AP scores
• CETE Formative Assessments
• DIBELS
• District wide Common
Assessments
• Fitness Grams
• Lexile Scores
• Measures of Academic Progress
(MAP)
College and Career Ready Measures
• Industrial Certifications
assessments (Technical Skills)
• Interpersonal communication
skills (Interpersonal Qualities)
• WorkKeys (Career Interest
Development)
Other Academic Assessments
• Student constructed response
with rubric for assessment
• KWIET portfolio
• Performance based measures
• Project Rubrics
Other Non Academic Measures
• Sportsmanship rubric
• Life skills (nutrition, physical
activity)
• Occupational therapy skills
• 21st century skills
• Library usage (using library tools
to find resources)
How is improvement determined using the
various measures of student growth (skills and
knowledge)?
– Categorize measures from list according to
type
– Provide guidance on appropriate methods for
determining growth for each type
Growth Measures Guidance Table
Growth Measure Type
Determining Improvement
Example of Teachers in
this Category
State Assessment
– Student growth percentile (SGP)
rates provided by KSDE
– Assessment performance index
(API) for educators provided by
KSDE
Math and reading
teachers in Grades 3-8
High Quality
Common/Interim Assessment
or Norm Referenced Test
(District common assessment,
Measures of Academic
Progress (MAP), ACT)
– If pre and post scores are
available could calculate student
gains
– Set growth or mastery targets (%
of students passing)
– Student Learning Objectives (SLO)
or Student Growth Objectives
(SGO)
Teachers in
grades/subjects that
administer MAP
Other student learning
measures (performance
assessments, project based
reports, portfolios or
collection of student works,
measures of 21st century skills,
rubrics)
– Student Learning Objectives or
Student Growth Objectives to
determine if growth targets are
met
First grade teachers or
music teachers
Example of Guidance for Determining Improvement:
State Assessments - Virginia
Teachers with SGP data from state assessment data will be rated:
• Unacceptable: Less than 50% of students demonstrated low
growth
• Developing: Less than 65% of students demonstrated high
growth and less than 50% demonstrated low growth
• Proficient: At least 65% of students demonstrated moderate or
high growth
• Exemplary: More than 50% of students demonstrated high
growth and no more than 10 percent demonstrated low growth.
Low growth range: 1-34; Moderate growth range: 35-65; High
growth range: 66-99
Example of Guidance for Determining Improvement:
State Assessments - Delaware
Teachers with state assessment data (DCAS) will be rated:
• Unsatisfactory: Less than 35% of a teacher’s DCAS student
growth targets are met
• Unsatisfactory (with administrator discretion): 35-49% of a
teacher’s DCAS student growth targets are met
• Satisfactory: 50-64% of a teacher’s DCAS student growth targets
are met
• Exceeds: 65% or more of a teacher’s DCAS student growth
targets are met
Growth targets are provided by the Department of Education and
are determined based on DCAS instructional scale score growth
achieved by “similar students” in the previous two years.
Example of Guidance for Determining Improvement:
Setting Growth or Mastery Targets - Maryland
Proficiency or Mastery Target examples
• 80% of students will pass the end of course exam
• 50% or more will score a 3 or better on the AP exam
Growth Target examples
• 100% of my students will progress at one fitness level
• 65% of my 1st graders will make projected growth or better on
the MAP assessment
Example of Guidance for Determining Improvement:
Setting Growth or Mastery Targets - Maryland cont.
Target Average examples
• My psychology students will answer, on average, 80% of the
questions correctly on the end of course exam
Tiered Targets Based on Initial Assessments:
• All high school student enrolled in Pre-Calculus will
demonstrate measurable improvement from their preassessment score to their post-assessment score as
determined by the following criteria: Level 1: (0 -25%) Level 2:
(26 -50%) Level 3 (51 –75%) Level 4 (76 –100%)
• Those scoring in Levels 1 –3 will move up at least one level on
the post assessment. Those scoring in Level 4 will increase their
post assessment score by ½ the distance to 100%.
Example of Guidance for Determining Improvement:
SLOs/SGOs - Georgia
SLOs should be written so that local school evaluators can
successfully use the SLO Evaluation Rubric to determine if the
teacher’s students met the SLO.
• Exemplary (3 pts): Greater than or equal to 90% of students
met or exceeded their SLO target and 50% or more of these
students exceeded their SLO target.
• Proficient (2 pts): Greater than or equal to 80% of students met
or exceeded their SLO target.
• Developing (1 pt): Greater than or equal to 50% and less than
80% of students met or exceeded their SLO target.
• Ineffective (0 pts): Less than 50% of students met or exceeded
their SLO target.
Example of Guidance for Determining Improvement:
SLOs/SGOs – Georgia cont.
Sample SLO for Grade 9-12 World History : From September 1-15,
2012 to April 1-30, 2013, all students enrolled in World History
will demonstrate measureable growth from the pre measure
score to their post measure scores as measured by X District’s pre
measure and post measure as follows:
• The minimum expectation for individual student growth is
based on the formula which requires students to grow by 70%
of their potential growth.
– Pre measure score + [(100- pre score) * .7] = target score
– Students who score 10 points above their target score have
exceeded their target.
Example of Guidance for Determining Improvement:
Rubrics - Virginia
Teacher’s student growth objective (SGO)
For the current school year, 100 percent of my students will make
measurable progress in writing. Students scoring at a “1” will
increase by two performance levels. Students scoring at a “2” or
“3” will increase by one performance level. Students scoring at a
“4” will maintain high performance.
Level
Baseline
(n)
Midyear
(n)
End of Year
(n)
1
6
3
2
Did not meet goal
5
17
2
11
11
2
Met goal
19
63
3
10
10
11
Exceeded goal
6
20
4
3
6
15
Number
Percent
Example of Guidance for Determining Improvement:
Rubrics - Virginia cont.
The teacher would receive a rating of “proficient” using Virginia’s
rating criteria for student achievement goals:
• Exemplary: More than 50 percent of students exceeded the
goal and no more than 10 percent failed to meet the goal
• Proficient: At least 80 percent of students met or exceeded the
goal (the percentage of students who exceeded + met goal > 80
percent)
• Developing: > 50 percent of students met or exceeded the
goal; AND < 50 percent of students failed to meet the goal
• Unacceptable: > 50 percent of students failed to meet the goal
Example of Guidance for Determining Improvement:
Portfolios - Tennessee
1) Teachers will review the Evidence Collection Guide and compile
a purposeful sample of student growth samples (a minimum of
five Collections of Evidence).
2) Teachers will complete an explanation form that describes how
the evidence submitted for each domain shows growth within
that domain.
3) Teachers will score each Evidence Collection against the
provided scoring guides, on a scale of 1 (Significantly Below
Standards) to 5 (Significantly Above Standards).
4) Teachers will submit the completed portfolio to the Blind Peer
Review Committee.
Example of Guidance for Determining Improvement:
Portfolios - New Haven Public Schools
• Sample Goal 1: 90% of final portfolio presentations attain the
level of “shows significant improvement” or “shows
outstanding improvement” on rubric at year-end review.
• Sample Goal 2: 80% of “Artist Spotlight” booklet submissions
show growth AND achieve a rating of at least “Good” (>40/50)
on rubric and are published in our end-of-year famous artist
profiles magazine.
Sample of Guidance for Determining Improvement:
Weighting Student Growth Measures - Delaware
Overall Growth Measure Rating
Delaware requires two measures of student growth. The state
established guidelines for obtaining the Overall Student Learning
and Growth measure rating:
1st Growth Measure Rating
2nd Growth Measure Rating
Overall Growth Measure Rating
Exceeds
Exceeds
Exceeds
Exceeds
Satisfactory
Satisfactory
Exceeds
Unsatisfactory
Satisfactory
Satisfactory
Satisfactory
Satisfactory
Satisfactory
Unsatisfactory
Unsatisfactory (administrator can
upgrade to “satisfactory”)
Unsatisfactory
Unsatisfactory
Unsatisfactory
Sample of Guidance for Determining Improvement:
Weighting Student Growth Measures – Delaware cont.
Incorporating Overall Growth Measure rating into teacher’s
Summative Evaluation rating
A teacher, for example, who received “satisfactory” or higher
ratings for all of the other four components of the teacher
evaluation system would receive a summative rating of:
• Highly Effective if they received an Exceeds overall growth
measure rating;
• Effective if they received a Satisfactory overall growth measure
rating; or
• Needs Improvement if they received an unsatisfactory overall
growth measure rating
Next Steps
– Provide guidance on what constitutes a high
quality assessment.
– Create a list of “acceptable” assessments in each
category including any in the current list of
multiple measures.
– Make the Growth Measures Guidance Table more
comprehensive (such as science and social
studies state assessments).
– Provide specific examples within each growth
measure category for guidance.