identifying multiple measures and defining significance

Identifying Multiple Measuresand

Defining Significance

Bill BagshawTuesday, June 4, 2013

Eudora, KS

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Identifying Multiple

Measures

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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

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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

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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

Other Multiple Measures

We are looking at data that measures more than just academic preparedness, such as 21st Century Skills

Critical ThinkingEmployabilityTechnical Skills

SBoE has previously approved the College and Career Ready definition.

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Teachers and Leaders Co-Construct the Educator Evaluation

Multiple MeasuresDistrict Selections – from default list or KSDE other approved measuresValidation – REL, KSDE content area specialists, or LEA able to meet valid and reliable criteria

Significant Student GrowthDetermining significant – Matrix, Other SamplesEstablishing timeline for growth – Student Growth Percentile

Default List of MeasuresTeachers are Categorized

see draft list

Elementary• Pre-K• K• 1 • 2• 3• 4• 5• 6

Middle School• 6• 7• 8

High School• 9• 10• 11• 12

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Defining Significant

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

5th Grade Curriculum Standards5.004.124.114.104.094.084.074.064.054.044.034.024.014.00

Aug Sept Oct Nov Dec Jan Feb March April May85%

85%

Grade Level Expectation

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

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

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.

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

Contact:Bill Bagshaw, Assistant Director,Teacher Licensure and Accreditation,Kansas State Department of Educationbbagshaw@ksde.org785.296.2198