Student Impact Rating Teacher Professional Growth and Effectiveness System Daviess County Public Schools
Dec 28, 2015
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)
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 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
Teacher Student Data Links 2014-15
Creating Teacher and Student Data Links for Determining Student Growth Percentiles
(SGPs)
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?