Student Impact Rating

Teacher Professional Growth and Effectiveness System

Daviess County Public Schools

Take several sticky notes and respond to the following question: How do you determine what students are learning?

Brainstorm as a team, 1 idea per sticky note, and place as many sticky notes as you can on the large chart paper labeled Ways to Determine Student Learning.

Brainstorm

Student Impact

Student

Learning

• Student Achievement: The status of subject-matter knowledge, understandings, and skills at one point in time.

• Student Growth (Learning): The growth in subject-matter knowledge, understandings, and skill over time.

Defining Key Terms

Combining student achievement and student growth demonstrates the impact

teachers and principals have on students.

Student Impact Theory of Action

If all educators focus on the

impact—both direct and

indirect—that they have on

student learning

Then educators will have a better understanding of

what students know and are

capable of doing

Which will result in high quality instruction as a result of better planning and preparation

Producing higher

students achievement.

Student Impact Rating

• Central Ideas– Informed by Trends

• At Least Two Years

– Informed by Patterns• At Least Two Measures

• Three Components– Student Growth

Percentiles (SGP)– District Defined

Measures (DDM)– Student Growth Goals

(SGG)

Student Growth Percentile Kentucky ClassroomMrs. Smith Grade 5

Mrs. Smith—Grade 5 ClassroomBeginning of Year Incoming Mathematics

Scale Scores

210 195 220 185 193 208187222 219203 197201Grade 4

213 199 188 196 218 196194185 200205231Grade 4

210

210

210

210

210 210

210210

210210

210 210210

210210

210

Academic Peer Group (Statewide)Students Scoring at 210 on Grade 4 Mathematics

Mrs. Smith’s Grade 5 Student

Academic Peer Group (Statewide) Grade 5 Mathematics Scale Scores for Grade 4

“210” Group

210 210 210 210 210 210210210 210210 210210Grade 4

210 210 210 210 210 210210210 210210 210210

215 212 213 213 214 211218209 221213 204200Grade 5

216 199 227 214 212 211210213 221213 214220Grade 5

Grade 4 …

Rank Ordered Grade 4 Mathematics “210” Academic Peer Group

Based on Grade 5 Mathematics Score

210 210 210 210 210 210210210 210210 210210Grade 4

210 210 210 210 210 210210210 210210 210210

199 200 209 210 212 212211211 213213213

204Grade 5

213 213 214 214 216 218215214 221220 227213Grade 5

Grade 4

Student is at the 70th Percentile

Grade 4 Mathematics Score is 210.

Grade 5 Mathematics Score is 215.

The student outpaces 70% of the statewide Academic Peer Group.

The student’s SGP is 70.

Mrs. Smith’s Grade 5 Student

Student Summary

Mrs. Smith—Grade 5 ClassroomSGP for Each Student Based on Grade 5 Mathematics

Test

70SGP 6592 85 57 55 53 52 51 49 47 46

42SGP 4144 43 40 38 32 26 23 21 19

Theoretical Premise:

When students with “like” scores are placed in an academic peer group and then compared one year later, we assume teacher and school actions happened between the two tests to cause a student to stay even with or out- perform the academic peer group. The actions may include instruction, curriculum, on-going assessments, etc.

Mrs. Smith—Grade 5 ClassroomSGP for Each Student Based on 2014 Grade 5

Mathematics Test

70SGP 6592 85 57 55 53 52 51 49 47 46

42SGP 4144 43 40 38 32 26 23 21 19

Mrs. Smith’s Median Math SGP=46

Mrs. Smith—Grade 5 ClassroomSGP for Each Student Based on 2014 Grade 5 Reading

Test

70SGP 6989 81 68 67 63 60 59 53 53 52

42SGP 4149 48 39 38 32 26 23 15 13

Mrs. Smith’s Median Reading SGP=52

Mrs. Smith—Grade 5 ClassroomSGP for All 23 Students in Math and Reading

70SGP

47

92 81

4953 51

68 65 60 5759

40

SGP

42

41 41 38 32 26 23

44

21 13

70

52

89 85

5253

69 67 63 59 58 55

38

53

42 40 32 26 23

43

15

46

19

SGP

Median SGP for Mrs. Smith = (51+49)/2= 50

Student Growth Percentile Ratings

Growth Rating Median SGP

Low Less than 30

Expected Between 30 and 65

High Above 65

What was Mrs. Smith’s Rating?

Mrs. Smith had a median SGP of 50; therefore, she would have a state student growth rating of Expected.

DISTRICT DEFINED MEASURES

Student Impact Rating

District Defined MeasuresDDM

Measures of Assessment

Results

Linked to the Goals of the

District

From the Classroom

Level

DDMs for 2014-2015MAP Student

Growth◦ Percent of Students

Making a Year’s Growth in Reading or Math

◦ Low—Less than 30%

◦ Expected—30% to 65%

◦ High—Above 65%

End of Course Classes◦ Percent of Students

Receiving a Scale Score Resulting in Proficiency

◦ Low—Less than 30%

◦ Expected—30% to 65%

◦ High—Above 65%

DDMs for 2014-2015Advanced

Placement Courses—Exam Participation◦ Percent of Students

Enrolled in the Class Sitting for the AP Exam

◦ Low—Less than 30%

◦ Expected—30% to 65%

◦ High—Above 65%

Advanced Placement—Passing Score◦ Percent of Students

Taking the AP Exam Receiving a Passing Score (3 or Higher)

◦ Low—Less than 30%

◦ Expected—30% to 65%

◦ High—Above 65%

Student Growth Goals

Student Impact Rating

In November ALL teachers will work to create a student growth goal. These goals will focus on essential skills and understandings in your course. Your student growth goal will be a component of your student impact rating.

Special Note: If you have a DDM, you may elect not to have a Student Growth Goal.

Determining Overall Student Impact Rating

How do you get an overall score?What does that mean in terms of

evaluation?

Overall Student Impact Rating

• Based on an AVERAGE of Student Impact Ratings collected over time. – Summative Cycle—3

Years– Educators on One Year

Cycle—Need 2 Years of Data

SIR Score

Low 1

Expected 2

High 3

Each SIR Receives a Score Based On the Chart Above

Mean Student Impact Rating

Overall Student Impact Rating

Mean Student Impact Rating Score (1 to 3)

Low 1.0 to 1.6Expected 1.7 to 2.4

High 2.5 to 3.0

Sample Grade 5 Teacher

2013-2014 2014-2015 2015-2016SGP-Math Expected Expected Expected

SGP-Reading Low Expected ExpectedDDM-MAP

MathExpected High Expected

DDM-MAP Reading

Low Expected Expected

SGG-Reading Expected SGG-Math High

SGG-Writing Expected

Sample Grade 10 Social Studies Teacher

2013-2014 2014-2015 2015-2016

DDM-LDC Low Expected Expected

SGG-World History

Expected Expected

SGG-Writing Expected

Sample Grade 7 Art Teacher

2013-2014 2014-2015 2015-2016

SGG-Drawing Expected Expected Expected

SGG-Spatial Relations

High High High

Summative Evaluation

Overall Performance

Teacher Student Data Links 2014-15

Creating Teacher and Student Data Links for Determining Student Growth Percentiles

(SGPs)

Teacher of Record

Connected through a Course

to Their Students

Teacher Student Data Link

A Teacher of Record (TOR) in a Kentucky public school is a certified teacher who has been assigned the lead responsibility for the student’s learning in a subject/course aligned to Kentucky Core Academic Standards or Career and Technical Skill Standards Documents. A Co-Teacher may also be listed and connected to a class. In collaborative classrooms, both certified teachers are responsible.

Phase 1- Kentucky Teacher of Record Definition

Support accountability growth models based on longitudinal data.

Identify the primary teacher(s) or contributing professionals for a subject/course/program and track the academic growth of their students.

Determines Student Growth Percentiles (SGPs)

  Purpose of Connecting Teacher and Student Data Links:

Student growth data will not be attributed to the teacher who impacted their learning.

Teachers cannot view their student data in the Continuous Instructional Improvement Technology System (CIITS)

Administrator will not able to view student data by teacher in CIITS.

What is the Result of Inaccurate Teacher Student Data Links?

Reflection on T-PGESNeed to Know—What do you still need to know about T-PGES?

Suggestions—What suggestions about training on T-PGES do you have?

Worrisome—What is worrisome about T-PGES? What is the downside?

Excited—What is exciting about T-PGES? What is the upside?