South Carolina’s New Educator Evaluation System

South Carolina’s New Educator Evaluation System

You are not alone!

We will work together and we will prevail!

DISCLAIMER

Objectives

• Review the teacher evaluation program to be implemented in SC

• Review the anatomy of an SLO• Provide overview of how to write an SLO• Examine Growth Measure Decision Rules

What Do You Already Know?True or False?

1. The new educator evaluation system in SC becomes effective in school year 2015-16.

2. As part of the ESEA Waiver, student growth must be 50% of the educator’s evaluation score.

3. A classroom value added score can be calculated for every educator.

4. Multiple measures must be used to calculate an educator’s effectiveness.

5. The measures in SC’s proposed plan are Professional Practice, Student Growth, and Family Input

6. SLOs cannot be written by a team of educators.

7. SC’s proposed plan rates an educator at 2 levels.

7

ESEA Waiver Requirements

• Evaluates a teacher regularly• Rates a teacher at more than 2 levels• Includes student growth as a significant factor in teacher

evaluation• Uses multiple measures to determine a teacher’s

effectiveness• Includes state accountability tests if teacher teaches a

tested subject• Must be a rigorous evaluation• Must be comparable within the district for all teachers• Any district “opt out” method must include these features.

ESEA Waiver Requirements and South Carolina’s PlanFederal Requirements South Carolina Opt-Out

Evaluates a teacher regularly

Regularly =annually Evaluate all portions every 3 year or every 5 years

Rates a teacher at more than 2 levels

Currently met/not met; New plan= 5 levels

Could rate at 3, 4, or 5 levels

Includes student growth as a significant factor in teacher evaluation

30% is the proposed value SC’s waiver shows 30% as significant unless we provide data showing otherwise

Includes state accountability tests if teacher is in a tested subject

Value Added Measure (VAM)

Could use SLO with VAM as one measure

Must be a rigorous evaluation



Must be comparable within the district for all teachers

Same components for all teachers regardless of level

Same components for all teachers regardless of level

Educator Evaluation Model

Student Growth District Choice Professional Performance

30%

50%

20%

System Overview for Teachers

• Rubric-Based Observations and Professional Practice (50%)– SC Teaching Standards– Enhanced ADEPT– Other – if you opt out (Ex. Danielson)

• Student Growth over school year (30%)– Three-year rolling average– Classroom Value-added (tested grades and subjects)– Student Learning Objectives (non-tested grades and subjects)

• District Choice (20%)– Survey/Family Input– Professional development– Reflection– School Value Added (SVA)– Another growth measure (MAP, Action Research, SLO)

EducatorEvaluation Components

Proposed State Levels (5)• 5-Exemplary• 4-Highly Effective• 3-Effective• 2-Needs Improvement• 1-Ineffective

Clover’s Levels (4)• 4-Highly Effective• 3-Effective• 2-Needs

Improvement• 1-Unsatisfactory

Comparison of Rating Levels

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VAM teachers = 35%• TGS in grades 4-8 +

HS EOC courses • Grade 3 excluded

because no prior year’s test scores to predict growth

SLO teachers = 65%• NTGS + 3rd grade• Elementary – PreK-3,

art, music, PE, RR, RtI• Middle – all elective

teachers• High – every teacher

except EOC teachers• K-12 – Speech, media

specialists, guidance

Who are the VAM and SLO teachers

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3-year rolling average so that it can be comparable and can by used to make personnel decisions in time

• Induction Teachers– Will the induction year be a practice year for student growth rating?– Is the induction year, year 1 of the 3-year rolling average?– Should we keep teachers at the induction level for 3 years to get a 3-year

rolling average before they start into formal evaluation?

• Annual Contract– How soon should we advance teachers to the annual contract level if student

growth on 3-year rolling average is 30%?

• Continuing Contract– What’s the distinction between continuing contract level and other levels with

regard to teacher evaluation?– Would we calculate professional practice, student growth, and district choice

for every teacher every year?

State Decisions TBD….

• Fall 2014 -SCDE sponsored regional SLO trainings

• Fall/Spring 2014 – SCDE sponsored EVAAS training (VAM)

• Spring 2015 –SCDE sponsored evaluation instrument trainings

• Fall 2015 – Full implementation of new educator evaluation system

State Department TimelineTrain the Trainer Model

What exactly is an SLO??

Growth versus Proficiency Models

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Proficient

Start of School Year

Teacher A:

“Success” on Achievement

Levels

Teacher B:

“Failure” on Achievement Levels

In terms of growth,

Teachers A and B are

performing equally.

End of School Year

A More Complete Picture of Student Learning

Growth> Compare student to

own prior performance

> Consider student characteristics

> Progress between points

> Critical to student success

Proficiency> Compare student to

a standard

> Does not consider student characteristics

> Performance at a point in time

> Critical to postsecondary

opportunity

&

• An SLO is a measurable, long-term, academic goal informed by available data that a teacher or teacher team sets at the beginning of the interval of instruction for all students or for subgroups of students

Student Learning Objectives

SMART:

SpecificMeasurable

Appropriate

RealisticTime limited

SLO Evaluation Process

SLO Development Checklist

-Tool for Teachers in checking their SLO-Tool for Administrators in approving SLO

Interval of Instruction

Student Population

Baseline and Trend Data

Assessments Growth Targets Instructional Strategies

Professional Development

Other

D Matches the length of the course (e.g., quarter, semester, year, specific number of lessons

D Covers all students in the class (or in the case of a targeted SLO, covers all students in the subgroup) D Describes the

student population and considers any contextual factors that may impact student growth

D Identifies sources of information about students D Draws upon

trend data if available, i.e. prior grades, test results

D Identifiesassessments that have been reviewed by content experts to effectively measure course content and reliably measure student learning as intended D Accurately

describesassessment and administration procedures

D Ensures all students in the course have a growth target D Uses baseline

or pretest data to determine appropriate growth D

Demonstrates teacher knowledge of students and content D Explains why

target is appropriate for the population D Uses student

assessment data to determine student academic needs and appropriate growth targets D Rigorous yet

attainable student growth goals

D Highlightsthe instructional strategies that will best meet the student growth goals set in the SLO D Discusses

how the teacher will measure student progress toward the goal D Discusses

how the teacher will remediate students who are struggling

D Relevant to the student growth goals set in the SLO

D Follows appropriate business rules for SLOs

Criteria Description

SLO Cover Page Teacher, school, evaluatorContent area, grade levelType/Approach of SLO and rationaleInterval of instructionPre-Post Assessment Conference dates and signatures

Student Population Objective statementCharacteristics of target audienceBaseline or trend data that may impact growth targets

Assessments and Growth Targets

Assessment descriptionGrowth targets and rationale (separate spreadsheet)

Anatomy of the SLO

Course Level Class Level

Accounts more accurately for students taught by teacher

Can reduce the amount of data a teacher collects and analyzes

Can be difficult for teachers without a course, i.e. special educators

Can place emphasis on one class over another

i.e. All the students in Algebra I i.e. a 2nd grade teacher’s class

Approaches to SLO Development

Targeted Tiered

Focuses on students who need additional support

Ideal for educators with small classes or groups

The targeted SLO focuses on specific academic needs

Difficult to set differentiated growth goals for students

Small sample of students yields an increased potential for measurement error

Best when similar standards are used across grade levels

Approaches to SLO Development

Types of Teachers for Targeted SLOs-Reading Recovery-Interventionist-Special Education-ESOL

Decision-Schools/Districts may decide to focus on a targeted subgroup across multiple classes

Individual SLO Team SLO

Written by an individual teacher Written by a team of teachers

Teacher is accountable for only his/her students

Each teacher is accountable for his/her studentsEncourages collaboration among teachers

Types of SLOs

• Specifies the period of instruction– Year– Semester– quarter

• Total number of days of instruction– Ideal for elementary related arts teachers, Reading Recovery,

interventionists, etc. who only see students a certain number of days per week/per year

– Example = Elementary PE Interval of Instruction = 32 class periods

Interval of Instruction

• Identify the name of the assessment to be used– Example = MAP, Fountas & Pinnell, Pre/Post

common assessment, etc.

• Identify the assessment windows – Example = Fall MAP window 9/7/14 – 10/7/14,

Spring MAP window 4/15/15 – 5/31/15

Pre- and Post- Assessment


SLO Cover Page Teacher, school, evaluatorContent area, grade levelType of/Approach to SLO and rationaleInterval of instructionPre-/Post- Assessment Conference dates & signatures




Anatomy of the SLO

• By the end of School Year 2014-15, 100% of my students will show measurable growth as defined by at least one of the three identified student growth measures.

• Clover:– Tiered growth targets for children based on pre-test starting points– Tiered effectiveness ratings for teachers based on the growth measures

identified in the SLO

Objective Statement

• Specific population targeted by the SLO including– Demographics– RTI– 504/IEP (exceptionalities and/or support given)– Social/emotional issues – Teacher should also reflect on how these

demographics will impact his/her teaching the content.

Student Population

• Identifies relevant past data that the teacher reviewed to set growth targets– Example = prior PASS/EOC scores, prior grades in course, prior MAP percentiles,

etc.

• Identifies the teacher’s prior trends with a similar grade level or course or prior trends of the cohort of students currently in the class– 8th grade Algebra I teachers have traditionally had a 90% or higher pass rate on

the Algebra 1 EOC– 2nd grade MAP percentile scores indicate that the 3rd grade cohort of students

in this school do not perform as well as other cohorts

Baseline & Trend Data






Anatomy of the SLO

• Describes the growth measure(s) the teacher will use and how it will be scored

• Example: • “I will administer Pre/Post Test that is scored on a 100 pt.

scale which covers essential standards for my course. Growth targets will be set based using the district’s 100 pt. scoring guide which outlines adequate growth from a given pre-test score. Post-Test growth projections will be raised or lowered based on prior data or prior trends for this course.“

Assessment Description

Data Spreadsheet

up to 3 growth measures

Final Result

• MAP• Fountas and Pinnell• District Common Assessments in Math,

Science, ELA, and Social Studies• PASS Science and Social Studies• Rubrics and Performance Tasks in Fine Arts

Assessments Used

• Identifies individual student growth targets for one or more assessments

• Uses a spreadsheet to document each student’s:– Baseline score (pre-assessment)– Target growth score– End of year score (post-assessment)– Overall effectiveness rating for each assessment

Growth Targets

Ratings:

1=0-19% of total students in class meet the target RIT score



4=80-100% of total student in class meet the target RIT score

To calculate the above, tally the number of students who meet the target RIT score and then divide by the total number of students in the class. For example, in a class of 25 students, if 15 meet the target RIT score, divide 15 by 25 and the result is 60%. In this example, the teacher would have a rating of 3.

MAP Growth Projections

F & P Growth Projections

• Level 1= Any score below the beginning of year (BOY) Level

• Level 2= Any score between BOY Level and end of year (EOY) Target Level

• Level 3= Meets EOY Target Level

• Level 4= Exceeds EOY Target Level

Pretest MetTarget

ExceedsTarget

Pretest Met Target Exceeds Target



1 65 73 26 65 73 51 72 86 76 88 94

2 65 73 27 65 73 52 72 86 77 88.5 94.25

3 65 73 28 65 73 53 72 86 78 89 94.5

4 65 73 29 65 73 54 72 86 79 89.5 94.75

5 65 73 30 65 73 55 72 86 80 90 95

6 65 73 31 65 73 56 72 86 81 90.5 95.25

7 65 73 32 65 73 57 72 86 82 91 95.5

8 65 73 33 65 73 58 72 86 83 91.5 95.75

9 65 73 34 65 73 59 73 86.5 84 92 96

10 65 73 35 65 73 60 74 87 85 92.5 96.25

11 65 73 36 65 73 61 75 87.5 86 93 96.5

12 65 73 37 65 73 62 76 88 87 93.5 96.75

13 65 73 38 65 73 63 77 88.5 88 94 97

14 65 73 39 65 73 64 78 89 89 94.5 97.25

15 65 73 40 65 73 65 79 89.5 90 95 97.5

16 65 73 41 66 83 66 80 90 91 95.5 97.75

17 65 73 42 67 83.5 67 81 90.5 92 96 98

18 65 73 43 68 84 68 82 91 93 96.5 98.25

19 65 73 44 69 84.5 69 83 91.5 94 97 98.5

20 65 73 45 72 85 70 84 92 95 97.5 98.75

21 65 73 46 72 86 71 85.5 92.75 96 98 99

22 65 73 47 72 86 72 86 93 97 98.5 99.25

23 65 73 48 72 86 73 86.5 93.25 98 99 99.5

24 65 73 49 72 86 74 87 93.5 99 99.5 99.75

25 65 73 50 72 86 75 87.5 93.75 100 100 100

100 Point Scale Rules for SLOs

Piecewise functions for “met” and “exceed” target

100 Pt. Scale Growth Projections• Level 1= Any number lower than the pretest score • {Ex. Pretest = 56/ Posttest = 52)

• Level 2= Any number between the pretest score and the met target score

{Ex. Pretest = 56/Met Target = 72/Posttest = 70)

• Level 3= Any score below the exceeds target score but at or above the met target score

• {Ex. Pretest = 56/Met Target = 72/Exceeds Target = 86/Posttest = 80}

• Level 4= Any number at the “exceeds target” score or higher • {Ex. Pretest = 56/Met Target = 72/Exceeds Target = 86/Posttest =

92}

PASS Science Cut Scores

Grade Min Not Met 1 Not Met 2 Met Exemplary 4 Exemplary 5 Maximum

3 500 <537 537 600 649 664 900

4 500 <564 564 600 674 689 900

5 500 <566 566 600 676 699 900

6 500 <560 560 600 669 688 900

7 500 <571 571 600 664 686 900

8 500 <562 562 600 651 672 900

Deciles

Not Met 1

1/10th Diff. Min. 1 2 3 4 5 6 7 8 9 10 Grade

3.7 37 500 503.7 507.4 511.1 514.8 518.5 522.2 525.9 529.6 533.3 537 3

6.4 64 500 506.4 512.8 519.2 525.6 532 538.4 544.8 551.2 557.6 564 4

6.6 66 500 506.6 513.2 519.8 526.4 533 539.6 546.2 552.8 559.4 566 5

6 60 500 506 512 518 524 530 536 542 548 554 560 6

7.1 71 500 507.1 514.2 521.3 528.4 535.5 542.6 549.7 556.8 563.9 571 7

6.2 62 500 506.2 512.4 518.6 524.8 531 537.2 543.4 549.6 555.8 562 8

Not Met 2

1/10th Diff. Min. 1 2 3 4 5 6 7 8 9 10 Grade

6.3 63 537 543.3 549.6 555.9 562.2 568.5 574.8 581.1 587.4 593.7 600 3

3.6 36 564 567.6 571.2 574.8 578.4 582 585.6 589.2 592.8 596.4 600 4

3.4 34 566 569.4 572.8 576.2 579.6 583 586.4 589.8 593.2 596.6 600 5

4 40 560 564 568 572 576 580 584 588 592 596 600 6

2.9 29 571 573.9 576.8 579.7 582.6 585.5 588.4 591.3 594.2 597.1 600 7

3.8 38 562 565.8 569.6 573.4 577.2 581 584.8 588.6 592.4 596.2 600 8

2014-15 Science Decile Chart

PASS Social Studies Cut ScoresGrade Min Not Met 1 Not Met 2 Met Exemplary 4 Exemplary 5 Maximum

3 500 <580 580 600 653 680 9004 500 <590 590 600 668 693 9005 500 <570 570 600 658 672 9006 500 <585 585 600 671 688 9007 500 <562 562 600 646 663 9008 500 <571 571 600 656 675 900

DecilesNot Met 1

1/10th Diff. Min. 1 2 3 4 5 6 7 8 9 10 Grade8 80 500 508 516 524 532 540 548 556 564 572 580 39 90 500 509 518 527 536 545 554 563 572 581 590 47 70 500 507 514 521 528 535 542 549 556 563 570 5

8.5 85 500 508.5 517 525.5 534 542.5 551 559.5 568 576.5 585 66.2 62 500 506.2 512.4 518.6 524.8 531 537.2 543.4 549.6 555.8 562 77.1 71 500 507.1 514.2 521.3 528.4 535.5 542.6 549.7 556.8 563.9 571 8

Not Met 21/10th Diff. Min. 1 2 3 4 5 6 7 8 9 10 Grade

2 20 580 582 584 586 588 590 592 594 596 598 600 31 10 590 591 592 593 594 595 596 597 598 599 600 43 30 570 573 576 579 582 585 588 591 594 597 600 5

1.5 15 585 586.5 588 589.5 591 592.5 594 595.5 597 598.5 600 63.8 38 562 565.8 569.6 573.4 577.2 581 584.8 588.6 592.4 596.2 600 72.9 29 571 573.9 576.8 579.7 582.6 585.5 588.4 591.3 594.2 597.1 600 8

2014-15 Social Studies Decile Chart

PASS Growth Projections• Level 1 = Any score 2 or more deciles below the level achieved on PASS the

previous year; {Ex. 4th grade science 538 (6th decile); need 527 (4th decile)}

• Level 2 = Any score 1 decile below the level achieved on PASS the previous year

{Ex. 4th grade science 538 (6th decile); need 533 (5th decile)}

• Level 3 = Any score at the decile level achieved on PASS the previous year{Ex. 4th grade science 538 (6th decile); need 540 (6th decile)}

• Level 4 = Any score that is at least one decile level above the level achieved on PASS the previous year or remaining in the 10th decile

{Ex. 4th grade science 538 (6th decile); need 547 (7th decile)}






Anatomy of the SLO


Strategies/Progress Monitoring

High-yielding instructional strategiesMethods for checking progressHelping students who are struggling

Professional Development OptionalDescribes any PD necessary to assist teacher in achieving the goals of the SLO

Anatomy of the SLO

• Identifies specific measures to help students reach growth targets

-I will implement guided reading groups based on students’ instructional reading level.• Identifies processes to track student growth

toward target-I will use bi-weekly tests to measure

students’ mathematics computation skills. • Identifies processes to remediate students

-I will provide after school tutoring in strategies for math computation.




High-yielding instructional strategiesProfessional development the teacher engages in to meet the goals of the SLO


Anatomy of the SLO

• Identifies any courses, workshops, etc. that a teacher takes in order to help meet the growth targets

• Example:• -I will enroll in a graduate level reading course

in order to learn new strategies for implementing guided reading.

Professional Development



High-yielding instructional strategiesProfessional development the teacher engages in to meet the goals of the SLO


Anatomy of the SLO


Calculating Performance Rating Levels

Calculate rating of 1, 2, 3, or 4 for individual growth measures;Average growth measures for overall effectiveness rating of 1, 2, 3, or 4

Anatomy of the SLO

Calculating Final Ratings

up to 3 growth measures

Final Result

Educator Evaluation Model

Student Growth District Choice Professional Performance

30%

50%

20%

System Overview for Teachers

• Observation score = 3.5 x 5 • Student growth score = 2.5 x 3• District Choice = 3.0 x 2• Total

Calculating the Final Rating

17.5

7.5

6.0

-------------31.0/ 10

Final Rating 3.1

Growth Measure Highly Effective3.5-4.0

Effective2.5-3.4

Needs Improvement1.5-2.4

Unsatisfactory1.0-1.4

The teacher attains a high level of student achievement with all populations of learners.

The work of the teacher results in acceptable, measurable progress based on established standards for a significant number of students.

The work of the teacher results in student growth but does not meet the established standard and/or is not achieved with all populations taught by the teacher.

The work of the teacher does not achieve growth.

Measures of Academic Progress(MAP)

80-100% of students meeting or exceeding their growth target. Ex. For a class size of 20 16-20 students meeting or exceeding their growth target.

50%-79% of students meeting or exceeding their growth target. Ex. For a class size of 20 10-15 students meeting or exceeding their growth target.

20-49% of students meeting or exceeding their growth target. Ex. For a class size of 20 4-9 students meeting or exceeding their growth target.

Less than 20% of students meeting or exceeding their growth target. Ex. For a class size of 20 3 or fewer students meeting or exceeding their growth target.

Other Assessmentsi.e. Pre/Post Test on 100-point scale; PASS; Fountas and Pinnell; Rubrics

Add all student individual ratings together; Divide by the number of students-The quotient should be 3.5-4.0




Calculating Performance Level Ratings

Final Rating: Add individual rating from each growth measure; divide sum by the number of growth measures

Example:MAP=4Pre/Post Test =3Fountas and Pinnell=24+3+2=99/3=3 Final Rating = 3 Effective


Calculating Performance Rating Levels

Calculate rating of 1, 2, 3, or 4 for individual growth measures;Average growth measures for overall effectiveness rating of 1, 2, 3, or 4

Anatomy of the SLO

• Where possible, teachers of like subjects will use a common assessment and common scoring process

• Each teacher in a NTGS will write at least one SLO but no more than two SLOs

• Each SLO a teacher writes will have at least two growth measures

• If a teacher teachers NTGS and TGS, the teacher will have one SLO and one VAM

• The building principal in collaboration with the teacher will decide whether a teacher’s SLO is course, class, or targeted

• The teacher will adhere to grade level/department guidelines for the administration and scoring of assessments

Clover School District SLO Business Rules

Don’t Panic!

You are not Alone!

The OEC will work together, and we will prevail!

Questions

South Carolina’s New Educator Evaluation System

Documents