Student Impact Rating

1. Student Impact Rating Teacher Professional Growth and Effectiveness System Daviess County Public Schools

2. Student Learning Brainstorm Student Impact 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.

3. Defining Key Terms Combining student achievement and student growth demonstrates the impact teachers and principals have on students. 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.

4. Student Impact Theory of Action

5. 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)

6. Student Growth Percentile Kentucky Classroom Mrs. Smith Grade 5

7. Mrs. Smith—Grade 5 Classroom Beginning of Year Incoming Mathematics Scale Scores 201 220 185 222 187 193 208 203 197 210 195 219 Grade 4 231 188 196 185 194 218 196 205 213 199 200 Grade 4

8. Academic Peer Group (Statewide) Students Scoring at 210 on Grade 4 Mathematics 210 210 210 210 210 210 210 210 210 210 210 210 210 210 210 210 Mrs. Smith’s Grade 5 Student

9. Academic Peer Group (Statewide) Grade 5 Mathematics Scale Scores for Grade 4 “210” Group 210 210 210 210 210 210 210 210 210 Grade 4 210 210 210 215 200 213 213 209 218 214 211 213 204 212 221 Grade 5 … 210 210 210 210 210 210 210 210 210 Grade 4 210 210 210 216 220 227 214 213 210 212 211 213 214 199 221 Grade 5

10. Rank Ordered Grade 4 Mathematics “210” Academic Peer Group Based on Grade 5 Mathematics Score 210 210 210 210 210 210 210 210 210 Grade 4 210 210 210 199 204 209 210 211 212 212 213 200 211 213 Grade 5 213 Student is at the 70th Percentile 210 210 210 210 210 210 210 210 Grade 4 210 210 210 210 213 Grade 5 213 214 214 214 215 216 218 220 227 213 221

11. Student Summary • Grade 4 Mathematics Score is 210. • Grade 5 Mathematics Score is 215. Mrs. Smith’s Grade 5 Student • The student outpaces 70% of the statewide Academic Peer Group. • The student’s SGP is 70.

12. Mrs. Smith—Grade 5 Classroom SGP for Each Student Based on Grade 5 Mathematics Test SGP 70 92 85 65 57 52 51 47 46 55 53 49 SGP 23 19 40 32 21 44 43 41 42 38 26

13. 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.

14. Mrs. Smith—Grade 5 Classroom SGP for Each Student Based on 2014 Grade 5 Mathematics Test SGP 70 92 85 65 57 52 51 47 46 55 53 49 Mrs. Smith’s Median Math SGP=46 SGP 23 19 40 32 21 44 43 41 42 38 26

15. Mrs. Smith—Grade 5 Classroom SGP for Each Student Based on 2014 Grade 5 Reading Test SGP 70 89 81 69 68 60 59 53 52 67 63 53 Mrs. Smith’s Median Reading SGP=52 SGP 23 13 39 32 15 49 48 41 42 38 26

16. Mrs. Smith—Grade 5 Classroom SGP for All 23 Students in Math and Reading 69 68 59 67 55 60 81 70 65 63 59 58 92 89 85 57 70 SGP Median SGP for Mrs. Smith = (51+49)/2= 50 SGP 53 46 53 49 53 52 47 52 51 44 43 42 SGP 23 38 23 13 41 41 21 15 42 40 40 32 26 19 38 32 26

17. Student Growth Percentile Ratings

18. 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.

19. Student Impact Rating District Defined Measures

20. District Defined Measures DDM Measures of Assessment Results From the Classroom Level Linked to the Goals of the District

21. DDMs for 2014-2015 • MAP 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%

22. DDMs for 2014-2015 • Advanced 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%

23. Student Growth Goals 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. Student Impact Rating

24. Determining Overall Student Impact Rating How do you get an overall score? What does that mean in terms of evaluation?

25. 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 Each SIR Receives a Score Based On the Chart Above

26. Mean Student Impact Rating

27. Sample Grade 5 Teacher

28. Sample Grade 10 Social Studies Teacher

29. Sample Grade 7 Art Teacher

30. Summative Evaluation

31. Overall Performance

32. Teacher Student Data Links 2014-15 Creating Teacher and Student Data Links for Determining Student Growth Percentiles (SGPs)

33. Teacher Student Data Link Teacher of Record Connected through a Course to Their Students

34. Phase 1- Kentucky Teacher of Record Definition • 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.

35. Purpose of Connecting Teacher and Student Data Links: • 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)

36. What is the Result of Inaccurate Teacher 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.

37. Reflection on T-PGES Need to Know—What do you still need to know about T-PGES? Excited—What is exciting about T-PGES? What is the upside? Worrisome—What is worrisome about T-PGES? What is the downside? Suggestions—What suggestions about training on T-PGES do you have?