Evaluating Growth Recognizing and Supporting Educators Through AchieveNJ

1. February 28th 2014 Evaluating Growth Recognizing and Supporting Educators Through AchieveNJ

3. Broad Perspective Nationwide Education Reform • NCLB • CCSS • PARCC • Race to the Top • ESEA waiver

4. ESEA Waiver • College- and Career-Ready Expectations for All Students • developing and administering annual, statewide, aligned, high-quality assessments, and corresponding academic achievement standards, that measure student growth • State-Developed Differentiated Recognition, Accountability, and Support • systems to improve struggling schools… progress…closing gaps • Supporting Effective Instruction and Leadership an evaluation system that will require • continual improvement of instruction; • use multiple valid measures in determining performance levels, including data on student growth for all students

5. Educator evaluation in New JerseyThree Years in the Making • EPAC, Pilot 1 launched • All districts launch improved evaluations • TEACHNJ Act passed CCSS adopted • $38 million Race to the Top award for NJ • EPAC and external Rutgers reports issued Educator Effectiveness Task Force formed PARCC pilot 2010 2011 2012 2013 2014 • Task Force releases recommendations • Pilot 2 selected • 2nd round of evaluation regulations proposed • 1st round of evaluation regulations proposed 5

6. New Jersey’s evaluation framework 6

7. New Jersey’s evaluation framework 7

8. Evaluations use multiple measures Practice Student Achievement TeacherPractice Student Growth Objective(SGO) Student Growth Percentile (SGP) Summative Rating

9. What do SGPs and SGOs have in common? SGP SGO

10. What do SGPs and SGOs have in common? SGP SGO

11. What do SGPs and SGOs have in common? SGP SGO Growth

12. What do SGPs and SGOs have in common? SGP SGO Students Growth

13. How do SGPs capture growth? • Student Growth Percentiles (SGP) measure how much a student has learned from one year to the next compared to peers with a similar NJ ASK performance history from across the state.         All students can show growth.

14. Proficiency 250 Advanced Proficient 220 230 205 Maria NJ ASK Scale 200 Proficient 165 160 Albert 150 100 Partially Proficient Gr. 3 Gr. 4 Gr. 5 NJ ASK Scale Score by Grade

15. SGP considers growth, not proficiency   • Albert has taken the 5th grade NJ ASK. How does his score compare to those of his academic peers?           Academic Peers’ Prior Scores       Albert’s Prior Scores                                           

16. Determining an SGP Albert’s Academic Peers’ NJ ASK Scores Albert’s 5th Grade NJ ASK Score Advanced Proficient 250 Advanced Proficient 250 Proficient 200 NJ ASK Score 160 29% 165 200 Proficient 150 200 160 150 70% Partially Proficient 100 110 Partially Proficient 100 Gr.3 Gr.4 Gr.5 Gr.3 Gr.4 Gr.5

17. Determining an SGP Albert’s Score  Academic Peers’ Scores                             • SGP 1% 70% 99%

18. How are student SGPs related to a teacher’s mSGP rating?       • Albert’s SGP along with the SGPs of all his teacher’s students are arranged from low to high.      Median SGP Score    • Albert’s teacher receives an effectiveness rating by taking the median SGP score - in this case, 51.        18

19. SGP conversion from 1-99 to 1- 4 • Based on her mSGP score, Albert’s teacher receives an mSGP evaluation rating of 3. • This is combined with other evaluation components in a summative rating.

20. How do SGOs capture growth? A Student Growth Objective is a long-term academic goal that teachers set for groups of students and must be: • Specific and measurable • Aligned to New Jersey’s curriculum standards • Based on available prior student learning data • A measure of student learning betweentwo points in time

21. How do we effectively set a long-term academic goal for students? • Establish what students know and can do currently based on a range of information. • Use an assessment that fairly and thoroughly measures what students should be able to know and do after instruction. • Determine what an ambitious but achievable learning goal is as measured by the assessment based on information about prior learning.

22. 1. Assessments

23. 2. Prior student learning

24. 3. Ambitious and achievable SGO targets Growth • 75% of students will increase their performance by an average of 15% on 4/5 measures of fitness over the course of 4 months. • 85% of students will decrease the score between their starting points and 100 by at least 50% during the SGO period. Achievement • 70% of students will score 80% on the social studies final assessment • 90% of students will score 3/4 on at least 8 components of the art portfolio rubric.

25. Top Challenges • Collecting quality baseline data that can be used to effectively set realistic targets • Setting targets that are fair for a wide variety of students • Developing, administering, and scoring an assessment • Administrator – teacher collaboration

26. 1. Baseline data taken from multiple high quality sources

27. 2. Fair targets for a wide variety of students • Use a growth measure, e.g. improvement on assessment such as DRA or MAP 80% students will show one year’s reading growth, or be on grade level, as measured by the DRA2 • Use tiered SGOs Set different achievement targets for students starting at different places

28. Tiered SGO using differentiated targets

29. 3. High quality assessments • Common assessments developed or chosen by teachers • Modify existing assessments as necessary • Develop a protocol for administering and scoring all assessments to ensure consistency • If used at all, use pre-assessment to establish the level of preparedness and pre-requisite knowledge • Don’t test more, increase the quality of what is already there

30. 4. Collaboration • Teacher-created • Tailored • Collaborative • Process-based • Flexible According to the law: • A teacher develops SGOs in consultation with his or her supervisor.

32. In what ways do SGOs capture what effective teachers regularly do? • Teach a curriculum that is aligned to standards. • Determine the needs of students using several methods including a variety of assessments. • Differentiate instruction based on the needs of students. • Set goals for students appropriate to their grade, subject, and readiness level. • Use high quality assessments to measure student performance. Formalize and document the process, and be recognized for doing these things well.

33. Getting better with time • Learning from those who have gone before us • Learning from New Jersey’s educators • Adjusting the system as needed