Educator Evaluations: Growth Models Presentation to Sand Creek Schools June 13, 2011

2 Michigan School Reform Law Conduct annual educator evaluations Include measures of student growth as a significant factor Locally determine the details of the educator evaluations, the consequences, and the timeline for implementation.

Key Characteristics of Growth Models Data must align with agreed-upon content standards Data must measure a broad range of skills Data must document year-to-year growth on a single scale

Growth Models Improvement Model Performance Index Simple Growth Growth to Proficiency Value-Added

Improvement Model Compares one cohort of students with another cohort in same grade/course Benefits – Easy to implement – Simple to communicate Disadvantages – Does not track individual student progress – Does not take into account other factors that may have promoted/inhibited growth

Performance Index Combines multiple data sets into a single scale Benefits – Recognizes changes in all achievement levels – Uses multiple measures – Can lead to improvement for all students, not just “bubble” students Disadvantages – Does not track individual student progress – Do not capture change in each achievement level – May be desirable to use more achievement levels

Simple Growth Follows same cohort of students Benefits – Uses scaled scores from one year to the next – Documents changes in individual students Disadvantages – Includes only the students present for both years – Need to determine how much growth is enough

Growth to Proficiency Designed to show if students are “on-track” to meet standards Benefits – Provides more data points toward goal – Recognizes gains even if students are not proficient – Focus on all students, not just “bubble” students Disadvantages – Targets must be determined by outside agencies – Benchmark points must be agreed upon

Value-Added Past performance used to predict future scores Benefits – Measures student performance over time – Documents the impact of instructional resource, program, or school process on the change Disadvantages – Complex statistics – Isolates student demographics that may impact performance

Examples of Growth Assessments Source: Britton-Deerfield Teacher-Evaluation Committee, 2011 Local – Classroom tests, performance assessments, IEP goals, portfolio exhibits State – MEAP, MME (ACT), MI-Access National – DIBELS, STAR, NWEA, EXPLORE, PLAN ‘data from multiple sources ’

Key Characteristics of Growth Models Data must align with agreed-upon content standards – Identify significant standards for growth – Align assessment and instructional plans Data must measure a broad range of skills – Develop assessment instruments (test blueprints, performance rubrics, and scoring guides) – Construct assessment calendar (beginning to end of year) Data must document year-to-year growth on a single scale – Determine initial threshold scores for determining growth

SMART GOALS S pecific M easurable A ttainable R esults-based T ime-bound

School A SMART Goals During the school year, the percent of 1 st grade students at School A Elementary School scoring at benchmark in Oral Reading Fluency will increase from 75.47% to 95% by the end of the 2010 school year as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Specific? 1 st grade students at School A scoring at benchmark in Oral Reading Fluency Measureable? by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Attainable? During the school year Results-based? 75.47% to 95% Time-bound? by the end of the 2010 school year

References Measuring Student Growth: A Guide to informed decision making. (2007). Center for Public Education. Measuring Student Growth: A Guide to informed decision making. (2007). Center for Public Education Using Student Progress to Evaluate Teachers: A Primer on Value-Added Models. (2005). Education Testing Service. Using Student Progress to Evaluate Teachers: A Primer on Value-Added Models. (2005). Education Testing Service