Snapshot of the Kansas Teacher Evaluation Requirements Kansas Components of Teacher EvaluationSome...
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Snapshot of the Kansas Teacher Evaluation Requirements Kansas Components of Teacher EvaluationSome Potential Sources of Evidence Learner and Learning-Observations
Snapshot of the Kansas Teacher Evaluation Requirements Kansas
Components of Teacher EvaluationSome Potential Sources of Evidence
Learner and Learning-Observations -Student work samples -Lesson
plans -Team meeting minutes -Perception surveys -Student behavior
data (referrals, tardies, etc.) Content Knowledge Instructional
Practice Professional Responsibility Student Growth -Results of
workgroup discussion
Slide 2
The Kansas ESEA Waiver Principle 3 defines student growth as
Impact on student learning Measuring the improvement of students
skills and knowledge
Slide 3
What counts as students 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
Slide 4
Sample Measures by KSDE from the Field Academic Measures State
Assessments Academic Measures Not State Assessments Other Student
Knowledge and Skills Measures History and Government State
Assessment ESOL State Assessment Reading State Assessment
Mathematics State Assessment Science State Assessment Writing State
Assessment 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) Other Academic Assessments Student constructed
response with rubric for assessment KWIET portfolio Performance
based measures Project Rubrics College and Career Ready Measures
Industrial Certifications assessments (Technical Skills)
Interpersonal communication skills (Interpersonal Qualities)
WorkKeys (Career Interest Development) 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)
Slide 5
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
Slide 6
Growth Measure TypeDetermining ImprovementExample of Teachers
in this Category State AssessmentStudent 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 21 st
century skills, rubrics) Student Learning Objectives or Student
Growth Objectives to determine if growth targets are met First
grade teachers or music teachers Growth Measures Guidance
Table
Slide 7
Example of Guidance for Determining Improvement: State
Assessments - VirginiaVirginia 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
Slide 8
Example of Guidance for Determining Improvement: State
Assessments - DelawareDelaware Teachers with state assessment data
(DCAS) will be rated: Unsatisfactory: Less than 35% of a teachers
DCAS student growth targets are met Unsatisfactory (with
administrator discretion): 35-49% of a teachers DCAS student growth
targets are met Satisfactory: 50-64% of a teachers DCAS student
growth targets are met Exceeds: 65% or more of a teachers 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.
Slide 9
Example of Guidance for Determining Improvement: Setting Growth
or Mastery Targets - MarylandMaryland 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 1
st graders will make projected growth or better on the MAP
assessment
Slide 10
Example of Guidance for Determining Improvement: Setting Growth
or Mastery Targets - Maryland cont.Maryland 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
pre- assessment 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 the distance
to 100%.
Slide 11
Example of Guidance for Determining Improvement: SLOs/SGOs -
GeorgiaGeorgia SLOs should be written so that local school
evaluators can successfully use the SLO Evaluation Rubric to
determine if the teachers 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.
Slide 12
Example of Guidance for Determining Improvement: SLOs/SGOs
Georgia cont.Georgia 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
Districts 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.
Slide 13
Example of Guidance for Determining Improvement: Rubrics -
VirginiaVirginia Teachers 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. LevelBaseline (n) Midyear (n) End
of Year (n) 1632 211 2 310 11 43615 NumberPercent Did not meet
goal517 Met goal1963 Exceeded goal620
Slide 14
Example of Guidance for Determining Improvement: Rubrics -
Virginia cont.Virginia The teacher would receive a rating of
proficient using Virginias 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
Slide 15
Example of Guidance for Determining Improvement: Portfolios -
TennesseeTennessee 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.
Slide 16
Example of Guidance for Determining Improvement: Portfolios -
New Haven Public Schools 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.
Slide 17
Sample of Guidance for Determining Improvement: Weighting
Student Growth Measures - DelawareDelaware 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 Rating2nd Growth
Measure RatingOverall Growth Measure Rating Exceeds Satisfactory
ExceedsUnsatisfactorySatisfactory UnsatisfactoryUnsatisfactory
(administrator can upgrade to satisfactory) Unsatisfactory
Slide 18
Sample of Guidance for Determining Improvement: Weighting
Student Growth Measures Delaware cont.Delaware Incorporating
Overall Growth Measure rating into teachers 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
Slide 19
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.