WHAT’S THE FORMULA FOR SOLVING THE PROBLEM OF STUDENT GROWTH FOR EDUCATOR EVALUATION?

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

4. EDUCATOR EVALUATION LEGISLATION (MCL 380.1249)

5. THE OAK PARK HISTORY • State approved Educator Evaluation Tool: 5D+ • Student Growth • 2015 - 2016 – 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. 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. THE PROCESS • Review of staff feedback from 2017-2018 • 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. THE PROCESS • Lansing 3 Day workshop • Drafting • Administrator review • Re-draft • Superintendent review and approval

9. THE PRODUCT • Educator Evaluation Guidebook 2018-2019

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 80%+Close to Proficient 60-79%Intervention 0-59% • 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 6 - 8 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 studentstogether 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 evaluation@oakparkschools.org with all required documentation no later than the date specified in the educator’s “Student Growth Workbook”.

22. 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. 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 TOwww.slido.com ENTER#X704 to submit a question

25. CONTACT – OAK PARK SCHOOL DISTRICT Shana Holden-Murphy (District Data Specialist) smurphy@oakparkschools.org Karla Browning (Secondary Director) kbrowni@oakparkschools.org Office of Curriculum, Instruction and Assessment (248) 336-7656