StudentGrowthModule1
– Teacher
Created by the Consortium for Educational Change for
Use in Rock Island-Milan .S.D. 41
1
OverviewofStateLaw
July 15, 2014
2
Whataretoday’sobjectives?
– Pg.2
Today, we will accomplish the following:
Understand the changes to Illinois state law
around teacher evaluation
 Identify how student growth will be used in
teacher evaluations
3
KeyTerms– Pg.3
• Attainment
• Bringing about a desired outcome; meeting an objective.
• Goal Attainment
• Meeting a stated outcome target.
• Mastery
• Reaching a consistent ability to demonstrate conceptual facility and
apply knowledge in order to solve problems.
• Growth
• Measureable change in student outcomes between two points in time
• Assessment
• A method for collecting information about a student’s skills or
knowledge.
4
KeyQuestions
How has Illinois state law changed around
teacher evaluations?
How will student growth be used in teacher
evaluations?
5
WhyStudentGrowth?
• 2010 PERA law mandated major changes for
Teacher and Principal evaluations
• New Evaluations: Practice and student growth
• Part of national trend
• Gates Foundation - MET Study
• Gates’ Funding – Hillsborough County
• The New Teacher Project’s Widget Effect and Teacher
Evaluation 2.0
• Race to the Top (RttT)
6
Definitionof“StudentGrowth”
AccordingtoPERA– Pg.4
“Student Growth” means demonstrable change in a student’s or group of students’ knowledge or skills, as evidenced by gain and/or attainment on two or more assessments between two or more points in time. The definition in action…
• Growth is not attainment
• Students must be assessed at least two times per year
7
Whatisthedifferencebetweengrowth
andattainment?
“Attainment” –
“Attainment” ”Growth” –
a “point in time” measure of student proficiency which compares the measured proficiency rate with a pre‐
defined goal.
Measures average change in student scores from one point in time to the next.
Example – Are you proficient or aren’t you?
Example – Moving from “Meets” to “Exceeds” on the ISAT from one year to the next.
WARNING!
Attainment is NOT a measure of student growth because it only looks at student learning at one point in time!
Growth demonstrates changes
in student learning from one point in time to another.
8
Whatisthedifferencebetweenattainment
andgrowth?– Pg.4
EXAMPLE‐ “Attainment”vs.“Growth”
Example: Student A has greater growth than Student B, even though Student B has a higher attainment: 90
80
70
60
50
40
30
20
10
0
Key Take‐Away
80
70
60
40
Pre‐Test
Post‐Test
Student A
Only assessment GROWTH meets the legal requirements for the academic Student Growth portion of the Teacher Performance Evaluation
Student B
Attainment Growth
9
Who’sInvolved?– Pg.4
PERAJointCommittee
The definition in action…
“Joint committee” means a committee composed of equal representation selected by the district and its teachers or, when applicable, the exclusive bargaining representative of its teachers, which shall have the duties set forth in this Part regarding the establishment of a performance evaluation plan the incorporates data and indicators of student growth as a significant factor in rating teacher performance. • A Design Committee met on average once a month during 2013‐2014 to meet state requirements
• The PERA Joint Committee will begin meeting in 2015, to refine this model
10
Who’sInvolved?– Pg.4
Specializeddisciplinesexemptfromthestudent
growthrequirement
The law provides exemptions from the student growth requirement for various specialized disciplines, including (but not limited to):
•school counselor
•school psychologist
•nonteaching school speech and language pathologist
•Nonteaching school nurse, or •school social worker
“Teacher” means full‐time or part‐
time professional employees of the school district who are required to hold a teaching certificate issued in accordance with Article 21 of the School Code or a professional educator’s license endorsed for a teaching field issued in accordance with Article 21B of the School Code.
11
Definition– Pg.4
PerformanceEvaluationRating
“Performance evaluation rating” means the final rating of a teacher’s performance, using the rating levels of unsatisfactory, needs improvement, proficient, and excellent that includes consideration of both data and indicators of student growth, when applicable under Section 24A‐25 of the School Code.
The definition in action…
• Way of combining professional practice and summative student growth ratings
• Final rating
12
Whataretherequiredmeasuresthat
willdetermineperformance
evaluationratings?– Pg.4
Two major areas of teacher performance will be assessed under the new performance evaluation regulations: • Professional Practice
• Student Growth Required 30% minimum of final performance rating
Student Growth
Required 70% maximum of final performance rating
Professional Practice
13
Pg.4
PERAdefinesassessments
accordingtothreedistincttypes:
Type I
Type II
Type III
An assessment that measures a certain group of students in the same manner with the same potential assessment items, is scored by a non‐district entity, and is widely administered beyond Illinois
An assessment developed or adopted and approved by the school district and used on a district‐wide basis that is given by all teachers in a given grade or subject area
An assessment that is rigorous, aligned with the course’s curriculum, and that the evaluator and teacher determine measures student learning
Examples: Northwest Evaluation Association (NWEA) MAP tests, Scantron Performance Series
Examples: Collaboratively developed common assessments, curriculum tests, assessments designed by textbook publishers
Examples: teacher‐created assessments, assessments of student performance
14
Whatassessmentscanbe
usedtomeasurestudent
growth?– Pg.4
• “Multiple measures” must be used to evaluate teachers
• Student growth must be a “significant factor” in teacher
performance evaluation ratings
Each teacher must be evaluated using:
• At least one (1) Type I or Type II assessment
• At least one (1) Type III assessment
• If no Type I or II assessment is available, then two (2)
Type III assessments can be used
15
Appropriate Use of Assessments:
Let’s Review State Growth Requirements
For each individual certified teacher, student growth must be calculated through multiple achievement measures, including:
1) Data from at least one (1) Type I or Type II assessment
2) Data from at least one (1) Type III assessment 3) Or, if no Type I/II assessment is available, data from at least two (2) Type III assessments
Professional Practice
70%
•Max. of 75% the
first 2 yrs , 70% thereafter
Student Growth
30%
•Min. of 25% for the first 2 years, 30% thereafter
(1) Type I or Type II
(1) Type III
Overall Performance Evaluation Rating
100%
16
Activity:Think,Pair,Share
WhatTypeofAssessmentisit?– Pg.5
ASSESSMENT: DATA TYPE (I, II, OR III): A. English I end‐of‐course assessment given to all English I students across the district B. 4th Grade Reading test created by a team of teachers in one school (in a multi‐school district) C. Acuity Readiness Math Assessment
D. Houghton Mifflin 3rd grade reading test – used by one 3rd grade Reading teacher E. PSAE Math Algebra Subtest F. Pre‐/post‐test for 7th grade Social Studies across the district
G. ACT Plan Test (EPAS) H. Integrated Math I pre‐/post‐exam given to all Integrated Math I students across the district 17
ANSWERS
ASSESSMENT: DATA TYPE (I, II, OR III): A. English I end‐of‐course assessment given to all English I students across the district II
B. 4th Grade Reading test created by a team of teachers in one school (in a multi‐school district) III
C. Acuity Readiness Math Assessment
I
D. Houghton Mifflin 3rd grade reading test – used by one 3rd grade Reading teacher III
E. PSAE Math Algebra Subtest I
F. Pre‐/post‐test for 7th grade social studies across the district
II
G. ACT Plan Test (EPAS) I
H. Integrated Math I pre‐/post‐exam given to all Integrated Math I students across the district II
18
Activity#2:Think,Pair,Share
Determineifthefollowingstatements
areTrueorFalse– Pg.5
True or False?
True
False Page
1. Student growth must be measured using two (2) Type III Assessments.
2. A minimum of two (2) assessments must be used to determine the student growth portion of the performance evaluation rating for every teacher who meets the student growth requirement.
3. Student Growth must always be 50% of the total performance evaluation rating.
4. A teacher can be evaluated using one (1) Type II assessment and one (1) Type III assessment. 5. Student growth can be measured using one administration of a Type I assessment (e.g. Spring 2013 EXPLORE results). 19
ANSWERS
True or False?
True
1. Student growth must be measured using two (2) Type III Assessments.
2. A minimum of two (2) assessments must be used to determine the student growth portion of the performance evaluation rating for every teacher who meets the student growth requirement.
X
X
3. Student Growth must always be 50% of the total performance evaluation rating.
4. A teacher can be evaluated using one (1) Type II assessment and one (1) Type III assessment. 5. Student growth can be measured using one administration of a Type I assessment (e.g. Spring 2013 EXPLORE results). False Page
X
X
X
Why are 1,3, and 5 False?
#1: two Type III assessments can be used, but two Type IIIs are not required.
#3: Student Growth is 30% of the performance evaluation rating meeting the state requirements. #5: Growth is measured using two administrations of the same or mirrored assessment. Attainment cannot be used for evaluative purposes. 20
Howwillstudentgrowthbe
measuredinRockIsland‐
Milan?
• Student Growth – Individual Growth Plans (aka SGIGPs). Same as Student Learning Objectives (aka SLOs)
• Used in other districts across the nation
•
•
•
•
•
Denver
Charlotte-Mecklenburg
Austin
New Haven, CT
Rhode Island
• District Design Committee decided to use SG-IGPs due
to flexibility
• Can be used with any assessment (Type I, II, or III)
• Can be used by any teacher/course (PE, Art, English,
Science, etc.)
• More information to follow…
21
Whataretoday’sobjectives?
Today, we have been able to accomplish the
following:
Understand the changes to Illinois state law
around teacher evaluation
 Identify how student growth will be used in
teacher evaluations, according to state law
22
IntroductiontoStudent
Growth– Individual
GrowthPlan
July 29, 2014
23
Whataretoday’sobjectives?
– Pg.2
Today, we will accomplish the following:
Understand the purpose and essential parts of
Student Growth-Individual Growth Plans.
 Identify examples of SG-IGPs
 Identify process steps when developing SGIGPs
24
KeyTerms– Pg.3
• Student Growth – Individual Growth Plan (SG-IGP)
• Student Learning Objective System
• Assessment
• A method for collecting information about a student’s skills
or knowledge.
• Growth Target
• A specific, measurable, objective aligned goal for a defined
student population within an SG-IGP.
• Learning Objective
• A targeted, long-term goal for advancing student learning.
25
KeyQuestions
What are Student Growth Individual Growth Plans
(SG-IGPs)?
What are examples of SG-IGPs?
How are SG-IGPs developed?
26
WhyStudentGrowth?
We are adding another layer of improving teacher
effectiveness
• Engage in professional learning around research-based
practices
• Training will be provided on evaluating teachers using both
the Danielson Framework and student growth measures
27
Howwillstudentgrowthbe
measured?
Student Growth – Individual Growth Plans
• Two SG-IGPs per teacher using two (2) different assessments
• 1 SG-IGP will have 1 Assessment
• However, more than 1 assessment may be used per SG-IGP
• School wide SG-IGP goals: K-8 (one each for math & ELA),
HMELC/ High School/Marshall (one for area of greatest
need)
Baseline
What does the data show you about students’ starting points? Population Objective
Who are What will you going students to include in learn?
this objective? Rationale Strategies
Why did you What choose this methods objective? will you use to accomplish this objective?
Assessment
How will you measure the outcome of the objective? Targeted Growth
What is your goal for student achieve‐
ment? 28
WhatareStudentGrowth‐
IndividualGrowthPlans?
• Fundamentally a process of setting targets and measuring
the extent to which they are achieved
Targets must be measurable and evaluators
must be able to do something with those
measurements.
29
AustinISDDefinitionofSLO
Student Learning Objectives are targets of student
growth that teachers set at the start of the school year
and strive to achieve by the end of the semester or
school year. These targets are based on a thorough
review of available data reflecting students' baseline
skills and are set and approved after collaboration
and consultation with colleagues and administrators.
30
From http://archive.austinisd.org/inside/initiatives/compensation/slos.phtml
Charlotte‐MecklenburgSLO
Definition
A Student Learning Objective is a targeted, long-term goal for
advancing student learning. This data-informed process
involves diagnosing and improving specific student learning
needs.
31
From http://www.cms.k12.nc.us/cmsdepartments/Tif-Leap/Pages/StudentLearningObjectives.aspx
WhatareStudentGrowth–
IndividualGrowthPlans?
Using Student Growth – Individual Growth Plans
to Measure Student Growth
Teacher and evaluator/administrator set growth expectations/goals in the beginning of the year for student growth and achievement using baseline data.
These growth expectations are monitored throughout the year and then measured for success at the end of the year.
WhyuseStudentGrowth–
IndividualGrowthPlans?
Using Student Growth – Individual Growth Plans
to Measure Student Growth
Any type of assessment can be used to measure growth. This method for measuring growth can use many types of exams including Type I, Type II, and Type III assessments. Varying types of goals/growth expectations can be used to measure growth – these goals may be set by individual teacher or teams of teachers and can measure the growth of an entire class or sub‐groups of students.
SG‐IGPProcess– Pg.6
Teachers review baseline data
Assessment(s) are required
Teachers set growth targets
Evaluators review growth targets and approve SG‐
IGPs
Growth monitored throughout the year
At the end of year, student assessment data is analyzed to determine success
Assessment(s) are required
35
KeyQuestions
What are Student Growth – Individual Growth
Plans (SG-IGPs)?
What are examples of SG-IGPs?
How are SG-IGPs developed?
36
StudentGrowth– Individual
GrowthPlans
• 9 categories:
• Student Population
• Pre-/Mid-/Post-Assessment
• Student Baseline Data Analysis
• Essential Learning Objectives (ELOs)/Standards
• Student Learning Objective/Growth Goals
• Rationale for Growth Goals
• Support and Resources
• Strategies
• Activities and Timeline
37
• Example SG IGPs are located at the following link on the RIMSD
Teaching & Learning webpage
• Grade 1 Example:
http://rockislandschools.org/riec/curriculum/files/2014/06/SGIGP-1st-Sample-Grade.pdf
• Grade 3 Example:
http://rockislandschools.org/riec/curriculum/files/2014/06/SGIGP-Sample-3rd-Grade.pdf
• Grade 5 Example:
http://rockislandschools.org/riec/curriculum/files/2014/06/SGIGP-5th-Gr.-Sample-ELA.pdf
• Grade 6 Example:
http://rockislandschools.org/riec/curriculum/files/2014/06/SGIGP-6th-Gr.-Sample-math.pdf
• Junior High Example:
http://rockislandschools.org/riec/curriculum/files/2014/06/SGIGP-Sample-JHS.pdf
• High School Example:
http://rockislandschools.org/riec/curriculum/files/2014/07/SGIGP-High-School-Example.pdf
38
SG‐IGPswillneedtomeet
criteriaforapproval
Criteria for Strategies (for an example):
• Identifies the model of instruction or key strategies to
be used
• Is appropriate for learning content and skill level
observed in assessment data provided throughout the
year
• Follows research-based best practices
39
KeyQuestions
What are Student Growth – Individual Growth
Plans (SG-IGPs)?
What are examples of SG-IGPs?
How are SG-IGPs developed?
40
HowistheSG‐IGP
Frameworkused?
• SG-IGP Framework
• 9 categories
• Guiding questions
• Criteria
• Teacher submits responses to all 9 areas (Form L)
• Think holistically about setting growth goals for students
• Move from first column (Baseline) to last column (Targeted
Growth)
• Evaluator uses the Framework to approve the SG-IGP
41
ProcessforWritingSG‐IGPs
• Step 1: Define Student Population
• Know who is being tested and whose growth will be used for evaluations
• Step 2: Identify Assessment
• Determine what method you will use to measure student growth
• Step 3: Analyze Baseline Data
• Identify what students know and what they don’t know
• Step 4: Identify the Learning Objective
• Determine the content students will be expected to learn
• Step 5: Set Growth Targets
• Determine how much students will grow, based upon baseline data
• Step 6: Determine Rationale for the Learning Objective
• Explain why you chose the Learning Objective, based upon students’
strengths and needs
• Step 7: Support and Resources
• Describe the resources and supports needed to achieve growth goal(s)
• Step 8: Develop Strategies
• Determine how students will meet their goals
• Step 9: Activities and Timelines
• Create a realistic, relevant and attainable action plan
42
Whatdoesthislooklikeat
40,000feet?
Step 1: Assess students
Step 2: Collect and analyze baseline data, set growth targets, etc.
Step 3: Write SG‐
IGPs and submit to evaluators
Step 4: Evaluators approve SG‐IGPs
Step 5: If evaluators do not approve, teacher revises and resubmits SG‐IGP
Step 6: Student progress is monitored
Step 7: Growth targets can be revised by mid‐
year
Step 8: SG‐
IGPs are scored at the end of the year 43
44
Didwemeetourobjectives?
Today, we have been able to accomplish the
following:
Understand the purpose and essential parts of
Student Growth – Individual Growth Plans.
Identify examples of SG-IGPs
Identify process steps when developing SG-IGPs
45
BREAK
46
StudentGrowth‐
IndividualGrowthPlans
ProcessandTimeline
July 29, 2014
47
Whataretoday’sobjectives?
Today, we will accomplish the following:
 Identify the three key processes for student
growth
Identify key deadlines and responsibilities for
setting, revising, and scoring SG-IGPs
 Identify how summative student growth
ratings are determined
48
KeyTerms
• Approving SG-IGPs
• The window that includes the creation and approval of the
SG-IGP and it’s component parts, including learning
objective, growth target, and assessment
• Revising SG-IGPs
• The window that includes the review and revision of the
SG-IGPs
• Scoring SG-IGPs
• The window that includes the scoring of the assessment, the
final submission of the SG-IGP, determining a teacher’s
contribution to student growth, and the scoring of the SGIGP against performance thresholds
49
KeyQuestions
What are the three key stages to student growth?
What are key deadlines and responsibilities for
setting, revising, and scoring SG-IGPs?
How are summative student growth ratings
determined?
50
OverallProcess
Beginning of Cycle: Mid‐Cycle: SG‐IGPs Submitted and Approved
SG‐IGPs Monitored and Revised
End of Cycle:
SG‐IGPs Scored
51
Remember…
• Each teacher needs at least 2 assessments
• One (1) Type I or II and one (1)Type III
• Or two (2) Type III assessments
• One assessment is used for a single SG-IGP
• One assessment=one SG-IGP
• However, more than 1 assessment can be used per SG-IGP
• Every teacher will be required to write at least 2 SG-IGPs
Beginning of Cycle: Mid‐Cycle: 2 SG‐IGPs Submitted and Approved
2 SG‐IGPs Monitored and Revised
End of Cycle:
2 SG‐IGPs Scored
52
Howdoesthisprocessdiffer
fordifferenttypesof
teachers?
• 4 types of teachers:
• Tenured teachers with “Proficient” or “Excellent” ratings
with yearlong classes
• Tenured teachers with “Proficient” or “Excellent” ratings
with semester-long classes
• Tenured teachers with “Proficient” or “Excellent” ratings
with trimester-long classes
• Non-tenured teachers
53
Howdoesthisprocessdiffer
fordifferenttypesof
teachers?– Pg.10
• Activity:
• Read pages 9-21 in the Student Growth Guidebook, (5-10 min)
• Divide into 4 groups, 1) tenured teachers with yearlong classes, 2)
tenured teachers with semester classes, 3) tenured teachers with
trimester classes and 4) non-tenured teachers
• Within each group, form smaller 3-4 person groups, if necessary
• Tenured teachers with yearlong classes: Describe the cycle of the SGIGP Process (pages 9-12 - Guidebook) including key deadlines
• Tenured teachers with semester classes: Describe the cycle of the SGIGP Process (pages 13-15 - Guidebook) including key deadlines
• Tenured teachers with trimester classes: Describe the cycle of the SGIGP Process (pages 18-21 - Guidebook) including key deadlines
• Non-tenured teachers : Describe the cycle of the SG-IGP Process (pages
16-17 - Guidebook) including key deadlines
• Be prepared to share out.
54
GroupShareOut
•
•
•
•
Group 1) tenured teachers with yearlong classes,
Group 2) tenured teachers with semester classes,
Group 3) tenured teachers with trimester classes, and
Group 4) non-tenured teachers
55
Process1:TenuredTeachers
withYearlongClasses
Year 1 – August to June
Submit and Approve SLOs
Monitor and Revise SLOs
Score SLOs
Year 2 – August to Feb.
Submit and Approve SLOs
Monitor and Revise SLOs
Score SLOs
•Typically elementary teachers’ students do not change mid‐year or at the semester
• 8 total SG‐IGPs (over 2 years) (pg. 11)
•2 school‐wide SG‐IGPs per year = 4 (1 for ELA, 1 for Math)
•2 classroom SG‐IGPs per year = 4
•Must submit different SG‐IGPs in Year 1 vs. Year 2
56
Process2:TenuredTeacherswith
SemesterClasses– HighSchool
Year 1 – August to June
Submit and Approve SLOs
Monitor and Revise SLOs
Score SLOs
Submit and Approve SLOs
Year 2 – August to Feb.
Monitor and Revise SLOs
Score SLOs
Submit and Approve SLOs
Monitor and Revise SLOs
• Typically High School teachers’ student populations change at the semester
• 8 total SG‐IGPs (over 2 years) (pg. 14)
•1 school‐wide SG‐IGPs per year = 2 (area of greatest need)
•2 Classroom SG‐IGPs per semester in Year 1 = 4
•2 Classroom SG‐IGPs Fall semester in Year 2 = 2
Score SLOs
57
Process2:TenuredTeacherswith
SemesterClasses– JuniorHigh
Year 1 – August to June
Submit and Approve SLOs
Monitor and Revise SLOs
Score SLOs
Submit and Approve SLOs
Year 2 – August to Feb.
Monitor and Revise SLOs
Score SLOs
Submit and Approve SLOs
Monitor and Revise SLOs
• Typically Junior High School teachers’ student populations change at the semester
• 10 total SG‐IGPs (over 2 years) (pg. 14)
•2 school‐wide SG‐IGPs per year = 4 (1 for ELA, 1 for Math)
•2 SG‐IGPs per semester in Year 1 = 4
•2 SG‐IGPs Fall semester in Year 2 = 2
Score SLOs
58
Process3:TenuredTeacherswith
TrimesterClasses
Year 1 – August to June
Submit and Approve SLOs
Monitor and Revise SLOs
Score SLOs
Submit and Approve SLOs
Year 2 – August to Feb.
Monitor and Revise SLOs
Score SLOs
Submit and Approve SLOs
Monitor and Revise SLOs
• A few Junior High School teachers’ student populations change at the trimester
• 7 total SG‐IGPs (over 2 years) (pg. 19)
•2 school‐wide SG‐IGPs per year = 4 (1 for ELA, 1 for Math)
•1 SG‐IGPs for 2 of 3 trimesters in Year 1 = 2
•1 SG‐IGPs Fall semester in Year 2 = 1
Score SLOs
59
Process4:Non‐TenuredorTenured
Teacherswith“NeedstoImprove”or
“Unsatisfactory”Ratings
Year 1 – September to February
Submit and Approve SLOs
Monitor and Revise SLOs
Score SLOs
• Total of 2 SG‐IGPs (first year non‐tenured teacher 1 SG‐IGP) (pg. 17)
• Summative performance evaluation rating uses data from first semester
60
Reflection– Pg.11
• Now that you know the process, reflect on the following
questions:
• What process will you need to follow?
• How many SG-IGPs will you need to write?
• If you are an evaluator: what processes will your teachers
follow? How many teachers will have mid-year SG-IGPs?
How many teachers are on the one year evaluation cycle?
• What are some of your apprehensions or fears?
• What are some benefits of this system?
• Silently reflect for 2-3 minutes, then share with an elbow
partner
61
KeyQuestions
What are the three key stages to student growth?
What are key deadlines and responsibilities for
setting, revising, and scoring SG-IGPs?
How are summative student growth ratings
determined?
62
JigsawActivity
• Form a trio based upon the color you received (Red, Yellow, Blue,
etc.)
• Number off within the group (#s 1-3)
• We have formed 2 “layers” of groups
• #1s: Approving SG-IGPs
• #2s: Revising SG-IGPs
• #3s: Scoring SG-IGPs
• SILENTLY read the appropriate pages in your Student Growth
Guidebook
• #1s: Pages 34, 35
• #2s: Pages 35-38
• #3s: Pages 38-39
• Be prepared to share with other members with the same
number/reading:
• What is the role of the teacher?
• What is the role of the evaluator?
• What are key deadlines?
• Use the questions on pages 12-15 of the Participant Guidebook to
guide your reading
63
JigsawActivity– pg.12‐15
• Take 10-15 minutes in your SG-IGP Process Group (#1s,
#2s, #3s) to review your answers to guiding questions on
pages 12-15 of the Participant Guidebook
• Be prepared to share out with your original trio (Red,
Yellow, Blue, etc.)
• After discussing with the larger group, go back to your
original trio (with the same color)
• Beginning with #1s (Approving SG-IGPs), discuss the
key roles of evaluator and evaluator and key deadlines
for all three stages
• Participants can take notes on the other sections on pages
12-15 of the Participant Guidebook
• Take 10-15 minutes
64
GroupShare‐Out
Share out the key roles and deadlines with the whole
group for each process:
• Approving SG-IGPs
• Revising SG-IGPs
• Scoring SG-IGPs
65
Step1:ApprovingSG‐IGPs–
Pg.16
• Teacher and evaluator jointly convene a meeting
• Refer to flowcharts: yearlong/semester/trimester
• Teacher submits the SG-IGP for approval before the jointly convened meeting
• Teacher and evaluator
• Refer to flowcharts: yearlong/semester/trimester
• Evaluator applies the SG-IGP Framework checklist
• Evaluator approves the SG-IGP
• Refer to flowcharts: yearlong/semester/trimester
• What happens if, after exhausting the process, a teacher and
evaluator cannot agree? Teacher has the opportunity to modify
the SG-IGP if it is not approved, and a meeting is optional. If
the teacher and evaluator cannot agree, the evaluator makes the
final growth target determination.
66
Step1:ApprovingSG‐IGPs
• Pre-test window: Assess students within 4 weeks of the
first day of year/semester/trimester and assess any
other students who arrive within the window to be
included on a SG-IGP
• Submission Deadline: Teacher submits SG-IGP by the 5th
week after the start of the year/semester/trimester
• Approval Deadline: Evaluator approves within first
week of the following quarter
• Resubmission deadline: If the SG-IGP was not approved,
the teacher must resubmit the SG-IGP within 5
contractual days after the conference where it was
denied
• All SG-IGPs must be approved by end of first week after
the quarter
67
Step1:ApprovingSG‐IGPs
4 weeks after start of semester
5 weeks after start of semester • Pre‐test window ‐
teachers assess students
• Use approved assessment
• Students entering class within the window, but after assessment is administered must be tested and included on SG‐IGP
• SG‐IGP approval meetings begin
• Draft of SG‐IGP can be requested before the meeting by the evaluator
• Use SG‐IGP Framework
First week after Quarter 2 (1st
semester) or First week after Quarter 4 (for 2nd semester)
• Evaluators will collaborate over process and guidelines before final approval
• SG‐IGO approved by one week after the start of Quarter 2 (1st semester) or Quarter 4 (2nd
semester)
• SLOs approved during the conference meetings
• If SG‐IGP is not approved resubmit within 5 days
68
Activity:Identifythe
Stakeholder‐ Pg.16
Who must perform each step of the SG-IGP submission
and approval process?
_______________ assesses students.
_______________ submits SG-IGP .
_______________ applies SG-IGP checklist.
_______________ approves SG-IGP .
_______________ has the opportunity to revise the SG-IGP .
_______________ makes a determination regarding SG-IGP
approval if there is a disagreement.
69
ANSWERS
Who must perform each step of the SG-IGP submission
and approval process?
Teacher assesses students.
Teacher submits SG-IGP .
Evaluator applies SG-IGP checklist.
Evaluator approves SG-IGP .
Teacher has opportunity to revise the SG-IGP .
Evaluator makes a determination regarding SG-IGP
approval if there is a disagreement.
70
Activity:Putthestepsin
order‐ Pg.16
In what order must the following steps take place?
• Evaluator applies checklist and approves SG-IGP
• All SG-IGP s approved
• Teacher submits SG-IGP
• Teacher assesses students
• Teachers have the opportunity to re-submit SG-IGP s
71
ANSWER
In what order must the following steps take place?
1. Teacher assesses students
2. Teacher submits SG-IGP
3. Evaluator applies checklist and approves SG-IGP
4. Teachers have the opportunity to re-submit SG-IGP s
5. All SG-IGP s approved
72
Step2:Monitoringand
RevisingSG‐IGPs
• Teacher provides the SG-IGP and data for review
• Evaluator applies the SG-IGP revision checklist
• Evaluator approves the SG-IGP
• Teacher and Evaluator can meet for any revisions
(optional).
• What happens if, after exhausting the process, a teacher
and evaluator cannot agree? If the teacher and evaluator
cannot agree, the evaluator makes a final SG-IGP
revision determination.
73
Step2:Monitoringand
RevisingSG‐IGPs– Semester
Courses
•
•
•
•
Teachers monitor student progress after SG-IGP is
approved
Teacher can submit any SG-IGPs revisions and
evidence within 1 week of inter-session after the end
of Quarter 1/3
Teacher and evaluator can (but are not required to)
meet within 2 weeks after inter-session of revision
submission
All SG-IGPs locked 2 weeks after inter-session
74
Step2:Monitoringand
RevisingSG‐IGPs– YearLong
Courses
•
•
•
•
Teachers monitor student progress after SG-IGP is
approved
Teacher can submit any SG-IGPs revisions and
evidence within 2 weeks of 3rd quarter
Teacher and evaluator can (but are not required to)
meet by February 1st
All SG-IGPs locked March 1st
75
Step2:Monitoringand
RevisingSG‐IGPs– Trimester
Courses
•
•
•
•
Teachers monitor student progress after SG-IGP is
approved
Teacher can submit any SG-IGPs revisions and
evidence within 4 weeks of start of the Trimester
Teacher and evaluator can (but are not required to)
meet by 4th week of the start of the Trimester
All SG-IGPs locked by the end of the Quarter
76
Activity:Identifythe
Stakeholder…‐ Pg.17
Who must perform each step of the SG-IGP revision
process?
_______________ monitors the progress of students.
_______________ submits evidence and SG-IGP revisions.
_______________ applies SG-IGP checklist.
_______________ approves SG-IGP revisions.
_______________ makes a determination regarding SG-IGP
revisions if there is a disagreement.
77
ANSWERS
Who must perform each step of the SG-IGP revision
process (Teacher, Evaluator, or Neutral Third Party)?
Teacher monitors the progress of students.
Teacher submits evidence and SG-IGP revisions.
Evaluator applies SG-IGP checklist.
Evaluator approves SG-IGP revisions.
Evaluator makes the determination regarding SG-IGP
revisions if there is a disagreement.
78
Activity:Determineifthe
followingstatementsareTrueor
False– Pg.17
Monitoring and Revising SG‐IGPs
True
False
Page
1. Teachers and evaluators do NOT need to meet to discuss SG‐IGP revisions, if the teacher has submitted sufficient evidence. 2. In a summative evaluation year, SG‐IGP revisions must be submitted within 1st week after the end of Quarter 1 for any Fall semester growth scores. 3. No progress monitoring is needed. 4. Teachers do NOT need to submit any evidence or data when requesting SG‐IGP revisions. 5. All SG‐IGP revisions are optional. 79
ANSWERS
Monitoring and Revising SG‐IGPs
True
1. Teachers and evaluators do NOT need to meet to discuss SG‐IGP revisions, if the teacher has submitted sufficient evidence. X
2. In a summative evaluation year, SG‐IGP revisions must be submitted within 1 week after the end of Quarter 1 for any Fall semester growth scores. X
False
3. No progress monitoring is needed. X
4. Teachers do NOT need to submit any evidence or data when requesting SG‐IGP revisions. X
5. All SG‐IGP revisions are optional. X
Page
#3,4, and 5 are FALSE because:
#3: Teachers are expected to monitor students’ progress towards growth goals
#4: Teachers must provide evidence for all SG‐IGP growth target revisions
#5: New students who arrive in the third or fourth weeks of school must be included on a revised SG‐IGP. 80
Step3:ScoringSG_IGPs
• Teacher submits the final SG-IGPs and student data for
scoring
• Teacher determines the SG-IGP scores and summative
student growth rating (if in summative year), using the
established threshold criteria
• Evaluator approves the SG-IGP scores and summative
student growth ratings
• What happens if, after exhausting the process, a teacher
and evaluator cannot agree? If the SG-IGP scores are
rejected, the evaluator and teacher meet. If the teacher
and evaluator still cannot agree, the SG-IGP scoring is
determined by the evaluator.
81
Step3:ScoringSG‐IGPs
In the Summative Year:
• For Junior/Senior High, students are assessed by regularly
scheduled assessment in the last 2 weeks of the 2nd quarter
• Teachers submit student growth data for Type I, II, and III
assessments and scored SG-IGPs by February 1st
• Teachers and evaluators discuss scored SG-IGPs,
summative student growth rating, and performance
evaluation rating at the End-of-Year Conference
82
Step3:ScoringSLOs–
SummativeYears
Last 2 weeks of 2nd
Quarter OR last 2 weeks of trimester
• All semester long or year long courses‐
assess students in last 2 weeks of 2nd quarter
• All trimester courses‐
assess students in the last 2 weeks of the trimester
January/February
• School‐wide measures communicated to educators by the end of the 2nd week of January
• SG‐IGP scores submitted to evaluator by February 1st
• Non‐tenured educators‐summative conference with a summative rating by February 1st
Final Contracted Day of Work
• Tenured Teachers: Summative conference with a summative rating by final contracted day of work
• SG‐IGP scores discussed in SG‐IGP approval meeting
83
Step3:ScoringSLOs–
Non‐SummativeYears
In Non-Summative Years:
• Elementary and Junior High: Students assessed for from
May 1st through May 15th
• High School: Assess students per the Final Exam schedule
• Trimester: Assess students in the last 2 weeks of the
trimester
• SG-IGP scores submitted to evaluators by final contracted
day of school
• School-wide measures communicate to teachers no later
than three days before the final contracted day of school
• Either the educator or evaluator may request a
conference/meeting
• Next school year: SG-IGP scores discussed in the IGP/SGIGP approval meeting
84
Step3:ScoringSLOs–
Non‐SummativeYears
Final Exams/May 1st‐
15th/Last 2 weeks in Trimester
• Elementary and Junior High: Students assessed for from May 1st through May 15th
• High School: Assess students per the Final Exam schedule
• Trimester: Assess students in the last 2 weeks of the trimester
Last day of school
• SG‐IGP scores submitted to evaluators by final contracted day of school
• School‐wide measures communicate to teachers no later than three days before the final contracted day of school
• Either the educator or evaluator may request a conference/meeting
• Teachers submit student data
Next school year’s Beginning‐of‐Year Conference
• SLO Scores are discussed
85
Activity:Identifythe
Stakeholder‐ Pg.18
Who must perform each step of the SG-IGP scoring
process?
_______________ assesses students.
_______________ scores SG-IGPs.
_______________ submit student data, scored SG-IGPs, and
student growth ratings.
_______________ approves the SG-IGP scores and student
growth rating
_______________ meet to discuss summative performance
evaluation ratings during the End-of-Year Conference.
_______________ makes a determination regarding SG-IGP
scores if there is a disagreement.
86
ANSWERS
Who must perform each step of the SG-IGP submission
and approval process?
Teacher assesses students.
Teacher scores SG-IGPs.
Teacher submit student data, scored SG-IGPs, and student
growth ratings.
Evaluator approves the SG-IGP scores and student growth
rating.
Teacher and evaluator meet to discuss summative
performance evaluation ratings during the End-of-Year
Conference .
Evaluator makes a determination regarding SG-IGP scores
if there is a disagreement.
87
Activity:Determineifthefollowing
statementsareTrueorFalse– Pg.18
Scoring SG‐IGPs
True
False
1. Evaluators submit the student growth rating to teacher, after the teacher has scored all assessments, during the summative year. 2. After a non‐summative year, the teacher and evaluator will meet to discuss last year’s SG‐IGP scores during the Beginning‐
of‐Year Conference. 3. Teachers score SG‐IGPs and compare student growth data against performance thresholds to determine summative student growth ratings. 4. Teachers and evaluators must meet to discuss SG‐IGP scores only if they are rejected by the evaluator. 88
5. Teachers and evaluators do NOT need to meet to discuss summative student growth ratings, if they agree upon the rating. ANSWERS
Scoring SLOs
True
X
1. Evaluators submit the student growth rating to teacher, after the teacher has scored all assessments, during the summative year. 2. After a non‐summative year, the teacher and evaluator will meet to discuss last year’s SG‐IGP scores during the Beginning‐
of‐Year Conference. X
3. Teachers score SG‐IGPs and compare student growth data against performance thresholds to determine summative student growth ratings. X
4. Teachers and evaluators must meet to discuss SG‐IGP scores only if they are rejected by the evaluator. X
5. Teachers and evaluators do NOT need to meet to discuss summative student growth ratings, if they agree upon the rating. False
X
#1 is false since teachers submit the rating to the evaluator.
#5 is false since teachers and evaluators will meet for the End of Year Conference. 89
KeyQuestions
What are the three key stages to student growth?
What are key deadlines and responsibilities for
setting, revising, and scoring SLOs?
How are summative student growth ratings
determined?
90
SG‐IGPScoringThresholds–
Pg.19
SLO Scores
Thresholds
Unsatisfactory •
•
•
•
•
Did not use approved assessment
Did not correctly score assessment
Did not accurately administer assessment
Did not use approved SG‐IGP
Less than 50% met target growth Needs Improvement
•
•
Use approved SG‐IGP
50‐64% of students met targeted growth Proficient •
•
Use approved SG‐IGP
65‐79% of students met targeted growth Excellent •
•
Use approved SG‐IGP
At least 80% of students met targeted growth 91
AdditionalNotesabout
Assessments
• The same or mirrored assessment must be given at least
two (2) times during the course/class
• All assessments must be approved before they are given
to students
• Teachers can create the assessments and get evaluator
approval before the start of the semester
• Teachers can use the same or mirrored assessment to
progress monitor mid-cycle
92
Activity:Puttingitall
Together
Beginning of Cycle: Mid‐Cycle: SG‐IGPs Submitted and Approved
SG‐IGPs Monitored and Revised
End of Cycle:
SG‐IGPs Scored
• Using next year’s school calendar, mark all the important dates for Student Growth
•Note or write in any key dates around Professional Practice
• Consider: What are the connections between professional practice and student growth? • Consider: During what points in the year might there be many deadlines or requirements? What are some ways to manage these responsibilities? 93
GroupShareOut
• What key deadlines did you post on the calendar?
• What connections did you make between student growth
requirements and the professional practice
requirements?
• During what points in the year might there be many
deadlines for teachers? What are some ways you can
help teachers to manage these responsibilities?
94
Whataretoday’sobjectives?
Today, we have been able to accomplish the
following:
Identify the three key processes for student
growth
Identify key deadlines and responsibilities for
setting, revising, and scoring SG-IGPs
 Identify how summative student growth
ratings are determined
95
What’snext?
• Developing SG-IGPs
96