Student Growth in the Washington State Teacher Evaluation System

1. Student Growth in the Washington State Teacher Evaluation System Michelle Lewis Puget Sound ESD mlewis@psesd.org

2. 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

3. 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

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

5. 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

6. Training Sequence • Framing of each learning sequence • Participate first in a learning sequence as a Learner. • Ask questions as a learner as we go • Record presenter questions • Debrief and answer presenter questions (10 min) • Repeat for next learning sequence • One 10 minute team processing times built in after the first half of learning sequences • Time at the end of the day for district to plan how to take back to district

7. Parking Lot

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

9. What do you know about student growth in the new teacher evaluation system?Use at least one term in your statement. http://padlet.com/wall/studentgrowthWA • 8 state criteria • Evidence • Distinguished • High • Goal • Artifacts • Average • Final Summative evaluation • Basic • Achievement • Growth inquiry • Low • Student Growth • Rating • Growth • Assessment • Grain size

10. What questions do you have about student growth in the new teacher evaluation system? Record here: http://padlet.com/wall/growthquestions • 8 state criteria • Evidence • Distinguished • High • Goal • Artifacts • Average • Final Summative evaluation • Basic • Achievement • Growth inquiry • Low • Student Growth • Rating • Growth • Assessment • Grain Size

11. 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?

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

13. 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

14. 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

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

16. Learning Sequence #3 • Purpose: • To develop a shared understanding of proficiency in setting and achieving student growth goals

17. Student Growth Definition Change in student achievement for an individual student between two points in time

18. 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?

19. 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?

20. 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?

21. Tight • 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 or 6 • Other criteria (3 or 6) set collaboratively • Goal for criteria 8 set with group Loose • 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

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

23. 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.

24. Break See you back in 10 minutes!

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

27. Nested Goals

28. 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 assessmentsand 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 assessmentsand 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 assessmentsand on demands.

29. 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?

30. 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 evidenceby at least 2 points on a 12 point rubric as measured by performance assessments, on demands and essays. .

31. 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 assessmentsand on demands.

32. 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.

33. 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 pointson a 12 point rubric as measured by performance assessments, on demands and essays.

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

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

36. Learning Sequence #5 Purpose: • Understand how to select an assessments aligned to a learning target • Identify possible assessments

37. First select the learning target Then select the assessment that best measures the learning target

38. Grain Size Definition Depth or breadth of the knowledge or skill measured. Large Grain Fine Grain Computation Adding #s 0-9 Comprehension Prediction

39. It is student growth, not student achievement, that is relevant in demonstrating impacts teacher and principals have on students. State-based Tools District and School-Based Tools Classroom-based Tools

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

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

42. Learning Sequence #6 Purpose: • Identify artifacts and evidence to support student growth ratings • Practice calibrating using student growth rubrics

43. Sample Data Set • Review this sample data set • What are the critical components that would be important for all data reports to include?

44. Sample Data Set • Consider all data points throughout the year • Use the rubric to rate this teacher for 3.2 and 6.2 • What is the rationale for your rating?

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

46. Learning Sequence #7 Purpose: Understand implications of student growth in overall evaluation rating

48. Summative Rating & Impact on Student Learning Matrix

49. 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.

50. Turn and Talk • Summarize how the student growth rating impact the overall evaluation score?