Identifying Multiple Measures and Defining Significance Bill Bagshaw Tuesday, June 4, 2013 Eudora, KS

Identifying Multiple Measures

WAIVER - Principle 3 - Supporting Effective Instruction and Leadership Implement teacher and principal evaluation and support systems that: Are used for continual improvement of instruction Use at least 3 performance levels Use multiple measures including student growth as significant factor Are used to evaluate on a regular basis Provide clear, timely, and useful feedback Are used to inform personnel decisions The third principle that had to be addressed in the waiver application was around supporting effective instruction and leadership and focused primarily on teacher and principal evaluations. The waiver requirements related to this principle are outlined on this slide.

Multiple Measures Recent Developments Focus Groups provided a list of possible measures KSDE collaborates with REL to modify list of measures - Collected KSDE will identify a “default list” of measures – See Measures Chart KSDE will identify a “default matrix” of significant – See Examples KSDE Flexibility Waiver work These are examples of “multiple measures” that will adequately show levels of student growth over time. In small groups, have participants suggest others. Then, provide them with the list of suggested measures gathered from the Teaching in Kansas Commission II Focus Groups.

Multiple Measures Currently Used Examples Use Multiple Measures including student growth as significant factor. State Assessments must be used. Other Default Measures May Include: Student Portfolio’s Common Assessments MAPS Lexile Reading Scores

Other Multiple Measures We are looking at data that measures more than just academic preparedness, such as 21st Century Skills Critical Thinking Employability Technical Skills SBoE has previously approved the College and Career Ready definition.

Teachers and Leaders Co-Construct the Educator Evaluation Multiple Measures District Selections – from default list or KSDE other approved measures Validation – REL, KSDE content area specialists, or LEA able to meet valid and reliable criteria Significant Student Growth Determining significant – Matrix, Other Samples Establishing timeline for growth – Student Growth Percentile KSDE is currently working with REL Denver to identify appropriate, useable measures, determining a reasonable definition(s) of significant and valid/reliable.

Default List of Measures Teachers are Categorized see draft list Elementary Pre-K K 1 2 3 4 5 6 Middle School 6 7 8 High School 9 10 11 12

Defining Significant

Significance Definition The change in student achievement for an individual student between two points in time, determined using multiple measures To include gains and progress toward post-secondary and workforce readiness To include progress in academic and functional goals in an individualized education program or meeting academic student growth objectives

5th Grade Curriculum Standards 85% 5.00 4.12 4.11 4.10 4.09 4.08 4.07 4.06 4.05 4.04 4.03 4.02 4.01 4.00 Aug Sept Oct Nov Dec Jan Feb March April May Grade Level Expectation 85% Assuming 85% of students exiting 4th grade accomplished 4th grade curriculum, the expectation would be at least the same amount of growth would occur by completion of the 5th grade, or on any given measure used. Example: In a class of 24 students, 20 students would be above the Grade Level Expectation line by the end of the Academic Year. 24 x .85 = 20.2 This scenario would indicate significance. Reference: Blue Print for Reform

Suggestions for Using Multiple Measures Note: Multiple Measures are only part of the Educator Evaluation Ask the audience - What are your suggestions for Multiple Measures that would ensure Significant Growth? Then capture these ideas in the PPT on this slide.

Overall Summary Teachers and Leaders evaluations include multiple measures as evidence. Significance refers to the need to demonstrate student growth using MORE than one measure.

Multiple Measures Summary Must consider state assessments relative to grade level or content area May include assessment measures currently in use in your district Significance must be pre-determined for any appropriate measure Districts determine credit/responsibility for student growth (This was asked of the TIK II Group) Time for student growth 1-3 years

Contact: Bill Bagshaw, Assistant Director, Teacher Licensure and Accreditation, Kansas State Department of Education bbagshaw@ksde.org 785.296.2198