Identifying Multiple Measures and Defining Significance

1. Identifying Multiple MeasuresandDefining Significance Bill Bagshaw Tuesday, June 4, 2013 Eudora, KS

2. Identifying Multiple Measures

3. WAIVER - Principle 3 - Supporting Effective Instruction and Leadership Implement teacher and principal evaluation and support systems that: • Are used for continual improvement of instruction • Use at least 3 performance levels • Use multiple measures including student growth as significant factor • Are used to evaluate on a regular basis • Provide clear, timely, and useful feedback • Are used to inform personnel decisions

4. Multiple Measures Recent Developments • Focus Groups provided a list of possible measures • KSDE collaborates with REL to modify list of measures - Collected • KSDE will identify a “default list” of measures – See Measures Chart • KSDE will identify a “default matrix” of significant – See Examples • KSDE Flexibility Waiver work

5. Multiple Measures Currently Used Examples Use Multiple Measures including student growth as significant factor. State Assessments must be used. Other Default Measures May Include: • Student Portfolio’s • Common Assessments • MAPS • Lexile Reading Scores

6. Other Multiple Measures We are looking at data that measures more than just academic preparedness, such as 21st Century Skills Critical Thinking Employability Technical Skills SBoE has previously approved the College and Career Ready definition.

7. Teachers and Leaders Co-Construct the Educator Evaluation Multiple Measures District Selections – from default list or KSDE other approved measures Validation – REL, KSDE content area specialists, or LEA able to meet valid and reliable criteria Significant Student Growth Determining significant – Matrix, Other Samples Establishing timeline for growth – Student Growth Percentile

8. Default List of MeasuresTeachers are Categorizedsee draft list Elementary • Pre-K • K • 1 • 2 • 3 • 4 • 5 • 6 Middle School • 6 • 7 • 8 High School • 9 • 10 • 11 • 12

9. Defining Significant

10. Significance Definition • The change in student achievement for an individual student between two points in time, determined using multiple measures • To include gains and progress toward post-secondary and workforce readiness • To include progress in academic and functional goals in an individualized education program or meeting academic student growth objectives

11. 5th Grade Curriculum Standards 85% Grade Level Expectation 85% Assuming 85% of students exiting 4th grade accomplished 4th grade curriculum, the expectation would be at least the same amount of growth would occur by completion of the 5th grade, or on any given measure used. Example: In a class of 24 students, 20 students would be above the Grade Level Expectation line by the end of the Academic Year. 24 x .85 = 20.2 This scenario would indicate significance. Reference: Blue Print for Reform

13. Suggestions for Using Multiple MeasuresNote: Multiple Measures are only part of the Educator Evaluation

15. Overall Summary • Teachers and Leaders evaluations include multiple measures as evidence. • Significance refers to the need to demonstrate student growth using MORE than one measure.

16. Multiple Measures Summary • Must consider state assessments relative to grade level or content area • May include assessment measures currently in use in your district • Significance must be pre-determined for any appropriate measure • Districts determine credit/responsibility for student growth (This was asked of the TIK II Group) • Time for student growth 1-3 years

18. Contact: Bill Bagshaw, Assistant Director, Teacher Licensure and Accreditation, Kansas State Department of Education bbagshaw@ksde.org 785.296.2198