Kentucky Page 1 of 13 R58399.160608 Considerations for Using STAR™ with Educator Evaluation: Kentucky Purpose Renaissance Learning has developed this document in response to customer requests for information on how to use the data generated by STAR assessments (STAR Reading, STAR Math, and STAR Early Literacy) to support the teacher evaluation process in Kentucky. Note: This document provides examples of ways that educators use STAR data. This information is not intended as a recommendation or to invalidate district policy. In addition, educators are always cautioned against placing too much emphasis on any one evidence source. Improve teaching effectiveness and student outcomes We believe that the purpose of educator evaluation is to support effective teaching and improve student learning. Educator effectiveness refers to the degree of quality in specific dimensions of teaching, such as classroom management and a deep understanding of how learning progresses in a discipline. Educator evaluation, generally a summative measure determined from an examination of quantitative as well as qualitative data, refers to a degree of quality in overall performance and achievement for a particular school year or span of years. Effectiveness for all educators is the goal. Evaluation, as required by local, state, and federal legislation, is one pathway to achieve that goal, and is the focus of this document. As an interim assessment, STAR provides educators with reliable data during the year so they can see the path ahead in time to impact it. This document will show how STAR can provide teachers with critical data for documenting instructional practice and building a body of evidence of student growth and achievement as part of their district’s educator evaluation process. STAR assessments can be administered multiple times throughout the school year, creating a trustworthy trend line that tells a story. Teachers and principals can demonstrate student progress toward incremental benchmarks, mid-course corrections in instruction and the resulting effects, efforts to screen and identify students in need of (and in response to) intervention, trends toward state proficiency, and patterns in learning. Student Growth Percentiles as reported in STAR Student Growth Percentile (SGP) is an acceptable source of evidence for student growth for student learning objectives (SLOs) and other elective sources of data. With the updated SGP model, STAR is now even better at measuring within- year growth for educator evaluation purposes. STAR assessments continue to fully meet the requirements for measuring within-year growth for educator evaluation, including in states where it is approved for this purpose. SGP is reported on a 1–99 scale, with lower numbers indicating lower relative growth and higher numbers indicating higher relative growth. For more information on SGP and value-added growth scores, including information on why SGP is suggested as a statistical growth metric to use with STAR (as compared to other change measures, such as change in scaled score), see the Educator Effectiveness/Educator Evaluation and the SGP FAQ. For SGPs to be reported in STAR, students must be tested within at least two of the following date ranges: Fall: August 1 – November 30 Winter: December 1 – March 31 Spring: April 1 – July 31
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Kentucky
Page 1 of 13
R58399.160608
Considerations for Using STAR™ with Educator Evaluation: Kentucky
Purpose
Renaissance Learning has developed this document in response to customer requests for information on how to use the
data generated by STAR assessments (STAR Reading, STAR Math, and STAR Early Literacy) to support the teacher
evaluation process in Kentucky.
Note: This document provides examples of ways that educators use STAR data. This information is not intended as a
recommendation or to invalidate district policy. In addition, educators are always cautioned against placing too much
emphasis on any one evidence source.
Improve teaching effectiveness and student outcomes
We believe that the purpose of educator evaluation is to support effective teaching and improve student learning.
Educator effectiveness refers to the degree of quality in specific dimensions of teaching, such as classroom management
and a deep understanding of how learning progresses in a discipline. Educator evaluation, generally a summative
measure determined from an examination of quantitative as well as qualitative data, refers to a degree of quality in
overall performance and achievement for a particular school year or span of years. Effectiveness for all educators is the
goal. Evaluation, as required by local, state, and federal legislation, is one pathway to achieve that goal, and is the focus
of this document.
As an interim assessment, STAR provides educators with reliable data during the year so they can see the path ahead in
time to impact it. This document will show how STAR can provide teachers with critical data for documenting
instructional practice and building a body of evidence of student growth and achievement as part of their district’s
educator evaluation process. STAR assessments can be administered multiple times throughout the school year,
creating a trustworthy trend line that tells a story. Teachers and principals can demonstrate student progress toward
incremental benchmarks, mid-course corrections in instruction and the resulting effects, efforts to screen and identify
students in need of (and in response to) intervention, trends toward state proficiency, and patterns in learning.
Student Growth Percentiles as reported in STAR
Student Growth Percentile (SGP) is an acceptable source of evidence for student growth for student learning objectives
(SLOs) and other elective sources of data. With the updated SGP model, STAR is now even better at measuring within-
year growth for educator evaluation purposes. STAR assessments continue to fully meet the requirements for measuring
within-year growth for educator evaluation, including in states where it is approved for this purpose.
SGP is reported on a 1–99 scale, with lower numbers indicating lower relative growth and higher numbers indicating
higher relative growth. For more information on SGP and value-added growth scores, including information on why SGP
is suggested as a statistical growth metric to use with STAR (as compared to other change measures, such as change in
scaled score), see the Educator Effectiveness/Educator Evaluation and the SGP FAQ. For SGPs to be reported in STAR,
students must be tested within at least two of the following date ranges:
Context Nineteen students in my seventh hour grade 6 math class are included in this student learning goal. Six of these students are English language learners and four students have reading disabilities. I am selecting this class based on the baseline data.
Data Source Category 1
Baseline Data I will use my students’ fall screening scores for baseline data. The STAR Math Screening Report provides each student’s score, as well as their benchmark category, which aids in differentiating instruction. For a sample Screening Report, see page 8.
Goal Statement
During the 2015-2016 school year, all twenty-four students in my seventh hour, grade 6 math class will improve in math computation and math problem solving while displaying perseverance. I will use the Fall to Spring Student Growth Percentile (SGP) score reported in STAR Math to measure growth. SGP incorporates each student’s pre and posttest score into a single, nationally-normed growth score. I’ll strive for my classroom to meet or exceed a median SGP of 40, recognizing that some students must surpass this goal to obtain proficiency.
Rigor The goal reflects a level of rigor that helps students meet mastery of standards, and the learning and assessment are congruent with required, rigorous standards.
Rationale for Goal
When examining my students’ state test results from last year, I noted that math computation
and math problem solving is an area of struggle. This was confirmed by examining the previous
years’ assessments on multiplying and dividing fractions, dividing multi-digit numbers, finding
common factors and multiples, dividing multi-digit decimals, and understanding positive and
negative numbers.
I reviewed my previous years’ STAR Math data to determine how grade 6 students have
historically grown in my classroom. Over the last four years, the median SGP of my students has
been: 39 SGP in 2012, 41 SGP in 2013, 40 SGP in 2014, and 39 SGP in 2015. Based on my students’
growth over the years as it is reflected in the SGP metric, I will set a fall-to-spring growth target
this year of 40 SGP.
For more information on setting growth targets, see page 10.
Strategies for Goal
Accomplishment
I will use constructed-response items and performance tasks, available as instructional resources in STAR Math, to provide additional insight into my students’ proficiency on standards in the Number System domain for grade 6. Evidence of improved achievement will be also determined from classroom problem-solving assignments. I will customize and administer assessment items that target specific skills using STAR Custom.
Throughout the school year, I will monitor student growth using STAR’s Growth Proficiency Chart, which provides a real-time snapshot of my students’ performance and growth in relation to the benchmark proficiency level.
Indicators of Goal Attainment
The goal reflects a level of rigor that helps students meet mastery of standards, and the learning and assessment are congruent with required, rigorous standards.
Kentucky
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R58399.160608
Alignment to Content
Standards
In addition to regular math instruction, I will place special emphasis on helping students
understand and demonstrate proficiency on the Kentucky Core Academic Standards in the
Number System domain for grade 6. This includes the following standards
Apply and extend previous understandings of multiplication and division to divide
fractions by fractions.
1. Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the
problem.
Compute fluently with multi-digit numbers and find common factors and multiples.
2. Fluently divide multi-digit numbers using the standard algorithm.
3. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard
algorithm for each operation.
4. Find the greatest common factor of two whole numbers less than or equal to 100 and the
least common multiple of two whole numbers less than or equal to 12. Use the distributive
property to express a sum of two whole numbers 1–100 with a common factor as a multiple of
a sum of two whole numbers with no common factor.
Apply and extend previous understandings of numbers to the system of rational
numbers.
5. Understand that positive and negative numbers are used together to describe quantities
having opposite directions or values; use positive and negative numbers to represent
quantities in real-world contexts, explaining the meaning of 0 in each situation.
6. Understand a rational number as a point on the number line. Extend number line diagrams
and coordinate axes familiar from previous grades to represent points on the line and in the
plane with negative number coordinates.
a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on
the number line; recognize that the opposite of the opposite of a number is the
number itself.
b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of
the coordinate plane; recognize that when two ordered pairs differ only by signs, the
locations of the points are related by reflections across one or both axes.
c. Find and position integers and other rational numbers on a horizontal or vertical
number line diagram; find and position pairs of integers and other rational numbers
on a coordinate plane.
7. Understand ordering and absolute value of rational numbers.
a. Interpret statements of inequality as statements about the relative position of two
numbers on a number line diagram. For example, interpret –3 > –7 as a statement that
–3 is located to the right of –7 on a number line oriented from left to right. .
b. Write, interpret, and explain statements of order for rational numbers in real-world
contexts. 8. Solve real-world and mathematical problems by graphing points in all four quadrants of the
coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
Teacher Goal Setting for Student Growth Template and Template Guidelines
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limitation, THE IMPLIED WARRANTIES OF MERCHANTABILITY AND FITNESS FOR A PARTICULAR PURPOSE,
concerning STAR, the information or materials described herein or any uses made thereof (including evaluation
or assessment) or the results or consequences derived or resulting from the foregoing. Although this document
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Each user of STAR must determine for itself the appropriateness and advisability of using STAR, the information
or materials described herein, or any output, work product, analysis, results or conclusions derived or resulting,
in whole or in part, there from, and assumes sole liability therefor. Each such user waives to the fullest extent
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respect thereto (regardless of whether any such claim, etc. is based upon contract, tort, negligence, strict
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shall be responsible for any claims, demands, suits, causes of action, losses, damages and other costs and
expenses asserted by any third party affected by user's use of the foregoing.