1. WHAT’S THE FORMULA FOR SOLVING THE PROBLEM OF STUDENT GROWTH FOR EDUCATOR EVALUATION?
Shana Holden-Murphy
District Data Specialist
Karla Browning
Director of Secondary Education
Oak Park School District

2. Open dialog about Educator Evaluation
TODAY’S OBJECTIVES
Open dialog about Educator Evaluation
Sharing Oak Park’s collaborative process and resulting model
Examining continuous improvement through the Ed Eval lens
Gathering ideas from others
Learning Target:
Each participant will leave with at least one idea to improve their process or model for using student growth in educator evaluation.

3. UPVOTE others’ questions
WHAT DO YOU WANT TO KNOW?
Submit your questions throughout today’s session.
GO TO
ENTER #X704
to submit a question
UPVOTE others’ questions

4. EDUCATOR EVALUATION LEGISLATION (MCL 380.1249)

5. State approved Educator Evaluation Tool: 5D+ Student Growth
THE OAK PARK HISTORY
State approved Educator Evaluation Tool: 5D+
Student Growth
– teachers supplied their own data (25%)
2017 – standardized metrics and business rules (25%)
2018 – with the jump to 40%, substantial improvements in the process

6. Compliance with the law Maintain equity among various staff groups
CRITERIA FOR THE WORK
Compliance with the law
Maintain equity among various staff groups
Collaborative process
Increase knowledge and understanding
Models for educator evaluation
Assessment and data literacy

7. Review of staff feedback from 2017-2018
THE PROCESS
Review of staff feedback from
Formation of Educator Evaluation Task Force
Recruitment in buildings and in Central Office
The team: 8 building leaders, 6 central office, 13 teachers including EA president and EA building reps

8. Superintendent review and approval
THE PROCESS
Lansing 3 Day workshop
Drafting
Administrator review
Re-draft
Superintendent review and approval

9. Educator Evaluation Guidebook 2018-2019
THE PRODUCT
Educator Evaluation Guidebook

11. NWEA
Local Assessments
State Assessments

12. USE OF NWEA -- Metrics & Business Rules
We will use Percent of Projected Growth Met. This measures the percent growth of all students tested Fall to Spring for each teacher. (Group vs. Individual)
Use of 10th Grade Norms for 11th & 12th Grade Teachers
Outliers will be pulled from the data set (outliers are defined as having a Conditional Growth Index ≤- 2 or ≥2)
Students who are absent ≥25% days during the related instructional cycle are removed from the data.

13. USE OF Local Assessments -- Metrics & Business Rules
Goal: By April 15, 2019, 100% of students will move one performance band (Proficient, Close, Intervention) from pre to post-test as measured by two of the pre- and post-tests given between 9/17/18 and 4/12/19.
Performance Bands are defined as follows: Proficient %+ Close to Proficient 60-79% Intervention %
Teachers should administer and score the Pre Assessment for all students, including late enrollees. Students without pre-test scores will default to 0. Students without post-test scores will default to 50.

14. USE OF Local Assessments -- Metrics & Business Rules
The District’s Data Specialist will support teachers in calculating student growth by utilizing Illuminate’s Multiple Assessment Performance Report to generate the percentage of students who showed movement across performance bands.
Students who are absent ≥25% days during the related instructional cycle are removed from the data.

15. USE of Other Local Assessments -- Metrics & Business Rules
OSSS Co-Teachers & Self-Contained Teachers will utilize appropriate assessments to demonstrate student growth on the goals identified in students’ Individualized Education Plans during each semester. OSSS teachers will use the district provided Excel template to provide this data to the Curriculum Office.
Great Start Readiness (GSRP) Teachers will use the COR Advantage Assessment to evaluate student progress from fall to spring. Students are expected to grow at least two levels in each domain.

16. USE OF State Assessments -- Metrics & Business Rules
Educators that serve students in grades 4-8 will be evaluated using an aggregated mean SGP from up to three years of rostered student data.
Grades 4 and 5 teachers will be evaluated based on rostered students in the content area of their choice (ELA or Math)
Grade teachers of ELA and Math will utilize SGPs of rostered students in their instructional content area.
3 Years of Data → 50%, 30%, 20%
2 Years of Data → 60%, 40%

17. USE OF State Assessments -- Metrics & Business Rules
In order to maintain equity across our district and to uplift our collective responsibility for student growth:
Kindergarten through third grade instructors will be evaluated using the building SGP average for the content area of their choice.
Educators who do not directly teach state assessed content areas (math and/or ELA) will receive the mean SGP for their rostered students in the content area of their choice.

18. USE OF State Assessments -- Metrics & Business Rules
Educators who serve students in grades 9-12 will be evaluated using their rostered students’ spring to spring growth on the appropriate grade level assessment (i.e. PSAT8/9, PSAT10, or SAT).
We will use a Tiered Growth Model approach.
Tiered Growth Targets are created by grouping students together based on their prior scores. Then,our office will identify growth targets for each tier and apply them to each student in the tier.
The percentage of target met/not met will be calculated for each teacher.

19. TOOLS

20. TRANSPARENT REPORTING
Each teacher will receive a “Student Growth Data Workbook” (created in Excel) that details each data set used

21. APPEALS PROCESS
Student growth appeals may be based on attendance calculations OR assessment score accuracy.
Educators are required to identify where there was a deviation from the established business rules, and provide evidence to support any corrections.
All student growth appeals must be sent to with all required documentation no later than the date specified in the educator’s “Student Growth Workbook”.

22. Improve the quality of common assessments across the district
LOOKING FORWARD
Improve the quality of common assessments across the district
Additional data points for teachers who are new to the district
More professional learning to increase assessment and data literacy across the district
Improve transparency by redesigning the summary page of the Student Growth Workbook

23. Produce written guidance; publish follow ups, addenda, etc., as needed
LESSONS LEARNED
Produce written guidance; publish follow ups, addenda, etc., as needed
Communicate early and often
Explicitly address the district’s business rules around student absences
Specify defaults and contingencies
Automate as much as you can - find partners
Set up a separate mailbox
Plan for appeals

24. Q AND A
GO TO
ENTER #X704
to submit a question

25. CONTACT – OAK PARK SCHOOL DISTRICT
Shana Holden-Murphy (District Data Specialist)
Karla Browning (Secondary Director)
Office of Curriculum, Instruction and Assessment (248)