1 SESSION 3 Decision Rules for Standard 7 and the Summative Evaluation 10.10.12

1

The SCPS Professional Growth System

SESSION 3

Decision Rules for Standard 7 andthe Summative Evaluation

10.10.12

Expected Outcomes of Session 3

2

Teachers will become familiar with the decision rules for Standard 7.

Teachers will becomes familiar with how the overall summative rating is determined.

Use Multiple Data Sources

Student

Progress

Informal Observation

s

Formal Observatio

n

Student Surveys

Self Evaluatio

n

Documentation

Logs

Other

3

Student Academic ProgressStandard 7

4

Student Progress

Student progress goal setting (SMART goals)

Student growth percentile (SGP)

Other measures of student progress

5

Standard 7 and Multiple Data Sources

SMART Goals

& Other Measures of

Student Progres

s

20%

SGP’s20%

SMART Goals &

Other Measures

ofStudent Progress

40%

Teachers of grades 4-8 Math and Reading and Algebra I for Whom Student Growth Percentiles Are Available

Teachers for Whom Student Growth Percentiles are Not Available

Decision Rules for Standard 7

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What is student progress goal setting?

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Step 1:

Determine needs

Step 2:

Create specific learning

goals based on

pre-assessmen

t

Step 4: Monitor student progress

through on-going

formative assessment

Step 3: Create

and implement teaching

and learning

strategies

Step 5:

Determine whether the

students achieved the

goal

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I. Setting (Describe the population and special learning circumstances)

I teach two classes of grade 10 English students. I have a total of 57 students. Twenty-nine percent of my students qualify for services and have IEPs.

II. Content/Subject/Field Area

I will focus on expository and persuasive essay writing. Last year only 35% of my students scored proficient on the essay portion of the state writing test.

III. Baseline Data (What does the current data show?)

I administered both an expository writing prompt and a persuasive writing prompt and scored it using a 6-point rubric in which a score of 4 is proficient. The data show that 28% of my students scored 4 points or better on the expository writing sample and 20% of my students scored 4 points or better on the persuasive writing sample. Data attached

IV. Goal Statement (Describe what you want learners/program to accomplish)

For the current school year, 100% of my students will make measurable progress on both expository writing and persuasive writing. By the end of the school year, 75% of my students will score 4 points or better on the expository writing sample and 75% of my students will score 4 points or better on the persuasive writing sample.

V. Means for Attaining Goal (Activities used to accomplish the goal)

Strategy Measurable By Target Date

Use modified pacing to attend to student needs Copies of modified pacing

September– May

Use frequent formative assessment with students to provide feedback and modify instruction.

Lesson PlansCopies of teacher-made formative assessments

September – May

Incorporate focused instruction in key content areas as prescribed by the State Standards

Lesson Plans September – May

GOAL SETTING FOR STUDENT PROGRESS FORMProfessional’s Name: Barry Smart (J)Worksite Einstein High School Job Title: English Teacher School Year 2012-13

Mr. Smart’s

Goal Statement

For the school year, all of my students will make measurable progress on both expository writing and persuasive writing. By the end of the school year, 75% of my students will score 4 points or better on the expository writing sample and 75% of my students will score 4 points or better on the persuasive writing sample.

Baseline, Mid, and Year End Data

Percentage of Students with 4’s or Better on 6 Point Writing

Rubric

Step 5: Determining goal attainment

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0

10

20

30

40

50

60

70

80Expository

Persuasive

Base Mid-Year Year-Endline

Step 5: Determining goal attainment

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Number and Percent of Students Earning Each Score Point on the Essays

Unscoreable 1 2 3 4 5 6

Expository – Baseline

3 (5%)

7 (12%) 12 (21%)

19 (33%)

8 (14%) 5 (9%)

3 (5%)

Expository – End of Year*

0(0%)

1(2%)

4(7%)

10(18%)

31(54%)

6(11%)

5(9%)

Persuasive – Baseline

2 (4%)

9 (16%) 14 (25%)

21 (37%)

5 (9%)

4 (7%)

2 (4%)

Persuasive – End of Year*

0(0%)

1(2%)

6(11%)

11(19%)

23(40%)

10(18%)

6(11%)

74%

69%

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Exemplary Effective Developing/NeedsImprovement

Unacceptable

SGPMore than 50% of

students show high growth and no more than 10% show low

growth

At least 65% of students show

moderate to high growth

No more than 50% of students show low

growth

More than 50% of students show low

growth

StudentAchievementGoal Setting

OPTION B

For goals at 80% or higher, must exceed by 10% *

For goals below 80% must exceed by 20%

For goals at 80% or higher, must be within 10%

For goals below 80% must be within 5%

For goals at 80% or higher, missed goal by more than 10%

For goals below 80%, missed goal by more than 5%



OtherMeasures

Other indicators of student

achievement/progress indicates exemplary

student performance


achievement/progress indicates on-target

student performance


achievement/progress indicates inconsistent student performance


achievement/progress indicates overall low student performance

Decision Rules for Standard 7 OPTION B

Note*: For goals set at 100%, must be within 5% to be rated exemplary.

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Unacceptable

SGPMore than 50% of


growth




growth


growth


OPTION B

For goals at 80% or higher, must exceed by 10%

For goals below 80% must exceed by 20%

For goals at 80% or higher, must be within 10%

For goals below 80% must be within 5%





OtherMeasures



student performance



student performance





Decision Rules for Standard 7 OPTION B

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Unacceptable

SGPMore than 50% of


growth




growth


growth


OPTION C

Must exceed baseline data by 70% (Max: 100)

Must exceed baseline data by 50-69%

Must exceed baseline data by 40-49%

Exceeds baseline data by less than 40%

OtherMeasures



student performance



student performance





Decision Rules for Standard 7 OPTION C

Ratings on Standard 7using SMART goals, and

other measures of student progress

A grade 7 Mathematics example

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TeacherDescription

Student Achievement GoalSetting Attainment Summary

for SMART goal (1)

Student Achievement GoalSetting Attainment Summary

for SMART goal (2)

Other Measures of Student Progress/Achievement

7th grade Math teacher who teaches five classes

All students demonstrated measurable progress on a rigorous math SMART goal set at 80%. 68% of the students met the goal on the post assessment.


The school instituted a performance assessment to assess conceptual understanding in mathematics and 90 percent of the teacher’s students perform at the proficient level or above.

For each data source, use the rubric for rating on Standard 7:Student Academic Progress.

Exemplary Effective Developing/ Needs Improvement Unacceptable Rationale: The decision rules state that a teacher is Developing/Needs Improvement if students missed an 80% SMART goal by more than 10% but less than 20%.

Exemplary Effective Developing/ Needs Improvement Unacceptable Rationale: The decision rules state that a teacher is Effective if students score within 10% of an 80% SMART goal.

Exemplary Effective Developing/ Needs Improvement Unacceptable Rationale: 90 percent of the students performed at the proficient level.

Based on the four ratings indicatedabove, indicate a summative rating

Exemplary Effective Developing/ Needs Improvement Unacceptable

Rationale: Multiple data sources indicate that the teacher’s students made acceptable progress. While the SMART goal 1 was rated Needs Improvement, the performance on SMART goal 2 and other measures indicate that the teacher should be rated as Effective.

Rating on Standard 7

Level 1 Analysis of Student Academic Progress Data


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Teacher Student Achievement Goal Setting Attainment Summary

for SMART goal (1)

Student Achievement Goal Setting Attainment Summary

for SMART goal (2)

Other Measures of Student

Progress/Achievement7th grade Math teacher who teaches five classes


All students demonstrated measurable progress on a rigorous math SMART goal set at 80%. 79% of the students met the goal on the post assessment .

The school instituted a performance assessment to assess conceptual understanding in mathematics and 90 percent of the teacher’s students perform at the proficient level or above.


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For each data source, use the rubric for rating on Standard 7:Student Academic Progress.

Exemplary Effective Developing/ Needs Improvement Unacceptable Rationale: The decision rules state that a teacher is Developing/Needs Improvement if students missed the 80% SMART goals by more than 10% but less than 20%.

Exemplary Effective Developing/ Needs Improvement Unacceptable Rationale: The decision rules state that a teacher is Effective if students score within 10% of an 80% SMART goal.

Exemplary Effective Developing/ Needs Improvement Unacceptable Rationale: 90 percent of the students performed at the proficient level.



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Based on the four ratings indicatedabove, indicate a summative rating.

Exemplary Effective Developing/ Needs Improvement Unacceptable

Rationale: Multiple data sources indicate that the teacher’s students made acceptable progress. While the SMART goal 1 was rated Needs Improvement, the performance on SMART goal 2 and other measures indicate that the teacher should be rated as Effective.



How will the overall summative rating

be determined?

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ExemplaryIn addition to meeting

the standard…

EffectiveEffective is the expected

level of performance.

Developing/Needs

ImprovementUnacceptable

In addition to meeting the standard, the teacher consistently demonstrates extensive knowledge of the subject matter and continually enriches the curriculum.

The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.

The teacher inconsistently demonstrates understanding of the curriculum, content, and student development or lacks fluidity in using the knowledge in practice.

The teacher bases instruction on material that is inaccurate or out-of-date and/or inadequately addresses the developmental needs of students.

COMMENTS: Teacher effectively aligns instruction with standards, and demonstrates the importance of linking present and prior learning. She engages her students in the learning by demonstrating belief in them, encourages their efforts, and checks for understanding.

Performance Standard 1: Professional Knowledge

Components of Teacher Summative Performance Report

Example of Calculations for Overall Rating

Teacher Performance

Standard

Performance

Rating

Quantified

Performance

RatingStandard 1 Effective 3Standard 2 Effective 3Standard 3 Effective 3Standard 4 Effective 3Standard 5 Effective 3Standard 6 Exemplary 4Standard 7 Effective 12

3121

Overall Summative Rating

Total Points OVERALL RATING

10-17Unacceptable

DOES NOT MEET STANDARDS

18-25Developing/Needs

DOES NOT MEET STANDARDS

26-34Effective

MEETS STANDARDS

35-40Exemplary

MEETS STANDARDS

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Regardless of overall total points earned:

• Three or more “developing/needs improvement” ratings on individual performance standards will result in an overall DOES NOT MEET STANDARDS.

• One “unacceptable” rating on any one performance standard will result in an overall DOES NOT MEET STANDARDS (1).

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ExemplaryIn addition to meeting

the standard…

EffectiveEffective is the expected

level of performance.

Developing/Needs Improvement

Unacceptable

In addition to meeting the standard, the teacher consistently demonstrates extensive knowledge of the subject matter and continually enriches the curriculum.

The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.

The teacher inconsistently demonstrates understanding of the curriculum, content, and student development or lacks fluidity in using the knowledge in practice.

The teacher bases instruction on material that is inaccurate or out-of-date and/or inadequately addresses the developmental needs of students.

COMMENTS: Teacher effectively aligns instruction with standards, and demonstrates the importance of linking present and prior learning. She engages her students in the learning by demonstrating belief in them, encourages their efforts, and checks for understanding. Therefore, student learning is promoted.

Performance Standard 1: Professional Knowledge

Overall Summative Rating

MEETS STANDARDS DOES NOT MEET STANDARDS

Components of Teacher Summative Performance Report

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The SCPS Professional Growth System

End of SESSION 3

Decision Rules for Standard 7 andthe Summative Evaluation

Documents

1 SESSION 3 Decision Rules for Standard 7 and the Summative Evaluation 10.10.12