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Measuring Student Growth in Educator Evaluation
Name of School
Objectives for Today
• Discuss the components of the Student Success Act
• Review Florida’s FCAT Value-Added Model
• Discuss progress on local student assessment measures
• Connect the educator evaluation system
Foundational Information
Student Assessment Program for Public Schools
S. 1008.22(8) Local Assessments
Improving Local AssessmentsFor non-FCAT tested courses, districts have the
responsibility to measure student learning gains in all subjects and grade levels.
By 2014-15, districts shall administer assessments that measure mastery in accordance with the state adopted course descriptions. These include:FCAT & other state assessmentsNationally recognized standardized
assessmentsIndustry certificationsDistrict developed or selected EOC’s
State Support for Local Assessments to Date
Dade, Duval, Hillsborough, & Polk are developing assessments for hard-to-measure content areas
Thousands of items in math, science, English / Language Arts, Spanish, and Social Studies have been reviewed
Item bank is now operational
Senate Bill 736: Student Success Act
SB 736 & Personnel Evaluations
Improve student learning by improving instructional and leadership practice
Provide data for school improving planning
Provide data for professional development decisions for teachers and leaders
SB 736 Requires At least 50% of the evaluation is
based on student learning growth
If less than 3 years of data are available, student growth may count as 40%
S. 1008.22(8)At least 50% of a performance evaluation must be based upon data and indicators of student learning growth assessed annually and measured by statewide assessments or, for subjects and grade levels not measured by statewide assessments, by district assessments as provided in s. 1008.22(8), F.S.”
. S.1012.34(7)(e) Assessment Procedures & Criteria
For classroom teachers of courses for which the school district has not adopted an equally appropriate measure of student learning growth, student learning growth must be measured by the growth of the classroom teacher’s students on statewide assessments…
Expires July 1, 2015
State Model Evaluation Metrics
Status Score30%
Deliberate Practice
20%
Student Growth
50%Instructional Practice 50%
Source: SB 763, 2011
Florida Performance RatingsPerformance levels for summative rating must conform to the requirements of Section 1012.34, F.S.
Highly Effective (HE)
Effective (E)
Needs Improvement (NI)
Unsatisfactory (U)
No “developing” for administrators.
Florida’s Value Added Model
Student Growth Measure?
The Student Success Act requires the inclusion of student learning growth measures in teacher evaluations, and it tasks the education commissioner with identifying and implementing student growth models.
The Value-Added Model (VAM)
Value-added is a statistical model that uses student-level growth scores to differentiate teacher performance in the area of student learning growth.
The Value-Added Model (VAM)
A student’s predicted performance serves as the target. A student who meets or exceeds his target has a positive impact on the teacher’s evaluation, and a student not making his target has a negative impact.
The Value-Added Model (VAM)
The percent of students whose performance is equal to or higher than predicted forms the foundation for the student growth score in the evaluation system.
VAM Scores
Students who meet their expected
performance level
Students who fall below their
expected performance
level
Students who exceed their
expected performance
level
The Value-Added Model (VAM)
This overall percent is transferred to a scale, which provides a rating for the teacher at highly effective, effective, needs improvement/ developing, or unsatisfactory.
Recorded Webinars for Charter Schools with
Kathy Hebda, Deputy Chancellor for Education Quality, and Adam Miller, Charter Schools Director,
on the Florida Value-Added Model (VAM) is available at http://www.floridaschoolchoice.org/Information/Charter_Schools/
March 21, 2013
May 23, 2013
Florida’sValue Added Model
Questions and Reflection
