Student Growth in the Washington State Teacher Evaluation SystemMichelle LewisPuget Sound ESDmlewis@psesd.org

http://psesdstudentgrowth.wikispaces.com/

Materials• You will need your computer/iPad during the session

• Materials that you use as participant today and experience as a learner are available in hard copy.

• Presentation materials for you to turn key/customize this training including slides and participant handouts can be found on the student growth wiki

• http://psesdstudentgrowth.wikispaces.com/

• From the menu on the left, click Training Materials

Agenda

• Opening • Organization of our day• Accessing Prior Knowledge• Anchor reading – Hattie excerpt• Unpacking Student growth rubrics• Artifacts/Evidence to support student growth• Final Summative Evaluation• Reflection• Feedback

Norms• Review norms• Are there any edits or changes you suggest?

Outcomes• Prepare trainers to facilitate training for teachers and

principals in:• Analyzing the student growth rubrics• Creating and analyzing student growth goals• Defining data collection and reporting essentials • Selecting artifacts for the student growth criteria• Explaining implications for student growth in the final

evaluation rating

Training Sequence

1. Framing of each learning sequence2. Participate first in a learning sequence as a Learner. • Ask questions as a learner as we go• Record presenter questions

3. Debrief and answer presenter questions (10 min)4. Repeat for next learning sequence5. Two 10 minute team processing times built in after the first

half of learning sequences6. Time at the end of the day for district to plan how to take

back to district

Parking Lot

Learning Sequence #1• Purpose: • Assess prior knowledge• Identify burning questions

What do you know about student growth in the new teacher evaluation system?Use at least one term in your statement. http://meetingwords.com/studentgrowth

• 8 state criteria• Evidence• Distinguished• High• Goal• Artifacts• Average• Final Summative

evaluation • Basic• Achievement

• Growth inquiry• Low• Student Growth• Rating • Growth• Assessment• Grain size

• 8 state criteria• Evidence• Distinguished• High• Goal• Artifacts• Average• Final Summative

evaluation • Basic• Achievement

• Growth inquiry• Low• Student Growth• Rating • Growth• Assessment• Grain Size

What questions do you have about student growth in the new teacher evaluation system? Record here:http://meetingwords.com/studentgrowthquestions

Debrief with a partner• What did the facilitator do?• What did the participants do?• What questions did this learning sequence generate for you as

a presenter?

Learning Sequence #2• Purpose:• Frame the role of student growth in the new evaluation system

Reading• Take a 10 minutes to silently read the excerpt from Visible

Learning by John Hattie • identify passage and backup passage that has implications for

the new teacher evaluation system

Discussion Protocol• Work in pairs• Partner A take up to two minutes to:• reads selected passage aloud, • say what he/she thinks about the passage (connections,

interpretation, etc)• say what he/she thinks are implications

• Partner B takes up to two minutes to respond • Repeat the process reversing roles for Partner A and B• Total Time for this activity = 8 minutes

Debrief• What did the facilitator do?• What did the participants do?• What questions did this learning sequence generate for you as

a presenter?

Learning Sequence #3• Purpose:• To develop a shared understanding of proficiency in setting and

achieving student growth goals

Student Growth Definition

Change in student achievement for an individual student

between two points in time

Unpacking Student Growth and Goal Setting Rubric• Look at the proficient column of rubrics for goal setting for

criteria 8. • What systems and structures would support the proficient

level?• What skills might be necessary?

Unpacking Student Growth and Goal Setting Rubric• Look at the proficient column of rubrics for student growth

and goal setting for criteria 3 and 6. • Highlight key words• Consider these questions:• How are 3.1 and 6.1 alike and different?• What does the rubric say?• What does the rubric not say?

Unpacking Student Growth and Goal Setting Rubric• Look at the proficient column of rubrics for student growth

and goal setting for criteria 3 and 6. • Highlight key words• Consider these questions:• How are 3.2 and 6.2 alike and different?• What does the rubric say?• What does the rubric not say?

Tight (State Requirement)• All teachers have

student growth goals and monitor student growth

• Definition of growth• Multiple sources of data• Measure growth over

two points in time• Teacher selects goal for

criteria 3 and 6• Goal for criteria 8 set

collaboratively with group

Loose (local Decision)• Subject area(s)• Standard (or learning

target) of focus• Assessments used to

measure progress towards goals

• Interval of instruction• Selection of Subgroup• Size of subgroup • Number/location of

teachers to comprise a group for Criteria 8

• Growth target

Debrief• What did the facilitator do?• What did the participants do?• What questions did this learning sequence generate for you as

a presenter?

Team Processing

Take 10 minutes to identify agenda items that you want to come back to at the end of the day during team planning time.

Break

See you back in 10 minutes!

Learning Sequence #4• Purpose:• Create a common understanding of the concept of nested goals• Identify the critical elements of an effective student growth goal

How do I select Learning Target for goals?

Data

SIP

District Initiatives

Nested Goals

SG 3.1 – sub group goal• Between September and May, ELL students will improve their ability

to write arguments to support claims in topics presented in text using clear reasoning and relevant evidence by at least 2 points on a 12 point rubric as measured by performance assessments and on demands.

SG 6.1 – whole class goal• Between September and May, 7th grade students in my first period

class will improve their ability to write arguments to support claims in topics presented in text using clear reasoning and relevant evidence by at least 2 points on a 12 point rubric as measured by performance assessments and on demands

SG 8.1 – group goal• Between September and May, ELL students in 7th grade will improve

their ability to write arguments to support claims in topics presented in text using clear reasoning and relevant evidence by at least 2 points on a 12 point rubric as measured by performance assessments and on demands.

Goal Setting Inquiry Process

• Take 5 minutes to peruse some samples with your group• What are some things you notice?• What questions do these samples generate for you?

Focus Learning Content (Learning Target)Between September and May, ELL students will improve their ability to write arguments to support claims in topics presented in text using clear reasoning and relevant evidence by at least 2 points on a 12 point rubric as measured by performance assessments, on demands and essays..

Growth Target

Between September and May, ELL students will improve their ability to write arguments to support claims in topics presented in text using clear reasoning and relevant evidence by at least 2 points on a 12 point rubric as measured by performance assessments and on demands.

Instructional Interval

Between September and May, ELL students will improve their ability to write arguments to support claims in topics presented in text using clear reasoning and relevant evidence by at least 2 points on a 12 point rubric as measured by performance assessments, on demands.

Evidence (Assessment)

Between September and May, ELL students will improve their ability to write arguments to support claims in topics presented in text using clear reasoning and relevant evidence by at least 2 points on a 12 point rubric as measured by performance assessments, on demands and essays.

Calibrate• Assume the role of an evaluator• How would you rate the sample criteria 6 (whole class) goal?

Debrief• What did the facilitator do?• What did the participants do?• What questions did this learning sequence generate for you as

a presenter?

Learning Sequence #5

Purpose:• Understand how to select an assessments aligned to a

learning target• Identify possible assessments

First select the learning target

Then select the assessment that best measures the learning target

Grain Size Definition

Depth or breadth of the knowledge or skill measured.

Large Grain Fine Grain

Computation Adding #s 0-9Comprehension Prediction

It is student growth, not student achievement, that is relevant in demonstrating impacts teacher and principals

have on students.

Formal Tests in Core Subjects Only

Knowledge and Learning that can be

Measured

All Classroom Learning

State-based

Tools

District and School-Based

Tools

Classroom-

based To

ols

Assessment Triangle Task• Think about the sample goals and learning target

• Take a look at the assessment triangle. What other assessments could be used to monitor progress towards this learning target?

Debrief• What did the facilitator do?• What did the participants do?• What questions did this learning sequence generate for you as

a presenter?

Team Processing• 10 minutes• Identify agenda items for team planning session

Learning Sequence #6

Purpose:• Identify artifacts and evidence to support student growth

ratings• Practice calibrating using student growth rubrics

Sample Data Set• Review this sample data set• What are the critical components that would be important for

all data reports to include?

Sample Data Set• Consider all data points throughout the year• Use the rubric to rate this teacher for 6.2• What is the rationale for your rating?

Debrief• What did the facilitator do?• What did the participants do?• What questions did this learning sequence generate for you as

a presenter?

Learning Sequence #7

Purposes:Understand implications of student growth in overall evaluation rating Share student growth resources

Summative Rating & Impact on Student Learning Matrix

Sum

mati

ve R

ating

Distinguished Proficient Rating Student Growth Inquiry

Distinguished Rating

Proficient Proficient Rating Student Growth Inquiry

Proficient Rating

Basic Basic Rating Student Growth Inquiry

Basic Rating

Unsatisfactory Unsatisfactory Rating Plan of Improvement

Low Average High

Impact on Student Learning

Student Growth Inquiry Consequences:Within two months of receiving the low student growth score or at the beginning of the following school year, whichever is later, one or more of the following must be initiated by the evaluator:

• Triangulate student growth measure with other evidence (including observation, artifacts and student evidence) and additional levels of student growth based on classroom, school, district and state-based tools

• Examine extenuating circumstances possibly including: goal setting process/expectations, student attendance, and curriculum/assessment alignment

• Schedule monthly conferences with the teacher to discuss/revise goals, progress toward meeting goals, and best practices

• Create and implement a professional development plan to address student growth areas.

Focused Evaluation

Turn and Talk• Summarize how the student growth rating impact the overall

evaluation score?

Sharing Goals and Tools• http://psesdstudentgrowth.wikispaces.com/

Sharing Goals and Tools• http://www.psesd.org/index.php?

option=com_content&task=view&id=955&Itemid=911

What questions do we still need to answer?http://meetingwords.com/studentgrowthquestions

• 8 state criteria• Evidence• Distinguished• High• Goal• Artifacts• Average• Final Summative

evaluation • Basic• Achievement

• Growth inquiry• Low• Student Growth• Rating • Growth• Assessment• Grain size

Debrief• What did the facilitator do?• What did the participants do?• What questions did this learning sequence generate for you as

a presenter?

Additional Student Growth Resources• District Planning Tool• Another Goal Setting Template Tool• Student Growth Rubrics with Critical Attributes• Additional training materials

• http://tpep-wa.org/trainingpd/tpep-training-modules/student-growth-module/

District Planning Time

Guiding Questions• What portions of this presentation would be most useful for

teachers and leaders in your district?• In what ways would you modify or customize the activities for

your district?• What model will you use to present student growth in your

district?

Exit Slip• Survey Monkey• https://www.surveymonkey.com/s/StudentGrowthToT