Student Growth for the purpose of the District’s evaluation policy, student growth is defined as the change in student achievement for an individual student between two or more points in time.
Student Growth a. Student growth data that is relevant to the teacher and subject matter must be a factor in the evaluation process and must be based on multiple measures that can include the following tools:
1. Classroom-based
2. School-based
3. District-based
4. State-based (within school year)
b. Student growth data elements may include:
1. The teacher's performance as a member of a grade-level team, subject matter, or other instructional team within a school when the use of this data is relevant and appropriate.
2. The teacher's performance as a member of the overall instructional team of a school when use of this data is relevant and appropriate.
c. Student Growth Impact Rating of Teachers on a comprehensive evaluation: Upon completion of the summative criteria scoring process, the evaluator will combine only the student growth rubric scores that are embedded in the instructional framework. These five (5) components are SG 3.1, SG 3.2, SG 6.1, SG 6.2, and SG 8.1. The raw score is the sum of these components, which determines the student growth impact rating as follows:
Student Growth. In accordance with Idaho Code, student growth measures shall be determined by the instructional or pupil staff person in collaboration with their evaluator according to the curriculum and standards of the district. The growth measures shall not be based upon assessments that are not intended to be used as a measure of individualized student growth. The growth measures may include student learning objectives, formative assessments, teacher-constructed assessments of student growth, or pre- and post-tests pursuant to Idaho Code 33-1001.
Student Growth. A. Embedded in the instructional framework are five (5) components designated as student growth components. These components are embedded in criteria as: SG 3.1 Establish Student Growth Goals for subgroups. SG 3.2 Achievement of Student Growth Goals for subgroups. SG 6.1 Establish Student Growth Goals for whole group.
Student Growth. Data taken from multiple sources identified by the teacher, and must be appropriate and relevant to the teacher’s assignment. Student growth data may include formative and summative assessment data. Student achievement data that does not measure growth between two points in time shall not be used to calculate a teacher’s student growth criterion score.
Student Growth. As stated in Article 11.1, it is agreed that the district’s (TES) will include a portion dedicated to the measurement of student growth.
A. Starting in the 2017 – 2018 school year, student growth will equate to 30% of a teacher’s Overall Summative Evaluation Rating.
B. All changes to the student growth component of the District’s TES will be finalized through TAT.
Student Growth. Criterion Score
Student Growth. In a given year, no employee shall be terminated from employment as a result of an ineffective rating based solely on student growth.
Student Growth. A. Student growth shall represent 30% of a teacher’s summative performance evaluation rating, as determined by the Teacher Evaluation Subcommittee (April 2014).
B. A minimum of two (2) different assessments, and therefore two (2) student growth goals, shall be used for each teacher. The PERA Joint Committee shall identify any Type I or Type II assessments to be used, if any. If there are no Type I or Type II assessments identified for use by the PERA Joint Committee, two (2) Type III assessments shall be used. Type III assessment is defined as “an assessment that is rigorous, aligned to course curriculum, and that the qualified evaluator and teacher determine measures student learning in that course. Examples include teacher-created assessments, assessments designed by textbook publishers, student work samples or portfolios, student performance assessments.” (Illinois Administrative Code Part 50.30) Teachers may choose to use up to three (3) assessments/student growth goals.
C. The Adaptive Conditional Status Measurement Model shall be used to analyze assessment data to determine student growth that includes: ● A collection of baseline data that is used to determine student growth expectations for all students, for groups of students, or for individual students; ● A record of student outcomes compared to growth targets or expectations.
D. The teacher will submit a student growth goal that includes a learning goal, assessments, growth targets, student characteristics, process for mid-point check-in, and actual outcomes in accordance with the Joint Committee Agreement (April 2016).
E. The midpoint check-in must occur, providing an opportunity for the teacher and evaluator to review and adjust growth goals, if deemed necessary.
F. Summative Student Growth Performance Rating Scale (ISBE)* 80% or more students achieving goal = Excellent (4) 60-79% of the students achieving goal = Proficient (3) 40-59% of the students achieving goal = Needs Improvement (2) Below 40% of the students achieving goal = Unsatisfactory (1)
Student Growth. The change in student achievement between two points in time (Student 22 Growth 3.1,.3.2, 6.1, 6.2).
