Student Growth Data. A. Student growth data will be taken from multiple sources during the school year in which the evaluation is being conducted, and must be appropriate and relevant to the teacher’s assignment and may include formative and summative measures. It may include teacher initiated formal and/or informal assessments of student progress. Student achievement that is not calibrated to show growth between two points in time in the same school year shall not be used to calculate a teacher’s student growth score. School-wide or District-wide test scores may be used when evaluating classroom teachers if they are calibrated to show growth between two points in time within the same school year. The evaluator shall consult with the teacher to identify student growth and achievement data that are relevant to the teacher and subject matter that will be used in assessing the student growth components. The evaluator’s determination of proficiency rating level ratings must be based on multiple measures that may include classroom-based, school-based, district-based and state-based tools.
B. Embedded in the instructional framework are five (5) components designated as student growth components. These components are embedded in criteria as SG 3.1, SG 3.2, SG 6.1, SG 6.2, and SG 8.1. Evaluators add up the raw score on these components and the employee is given a score of low, average or high based on the scores below: 1. 5-12—Low 2. 13-17—Average 3. 18-20—High
C. Student growth data elements may include the teacher’s performance as a member of a grade-level, subject-matter, or other instructional team within a school when the use of this data is relevant and appropriate; for a comprehensive evaluation or a focused evaluation for Criteria 8.1 (Student Growth).
D. A classroom teacher with a preliminary summative evaluation rating of Distinguished with a Low student growth rating will receive an overall summative rating of Proficient. Within two (2) months of a teacher receiving a Low student growth score or at the beginning of the following school year, whichever is later, a student growth inquiry plan with one or more of the following, must be initiated by the evaluator in collaboration with the teacher:
1. Examine student growth data in conjunction with other evidence, including observation, artifacts and other student and teacher evidence, based on appropriate classroom, school, District and state-based tools; and/or
2. Examine extenuating circumstances which may include one or more...
Student Growth Data. 10.5.1 Student growth data shall be a substantial factor in evaluating the summative performance of certificated classroom teachers. As used in this subsection, “student growth” means the change in student achievement between two points in time.
10.5.2 The evaluator’s determination of proficiency level ratings shall be based on multiple measures that can include classroom-based, school-based, district-based, and state-based tools.
10.5.3 Student growth data elements may include the teacher’s performance as a member of a grade- level, subject matter, or other instructional team within a school when the use of this data is relevant and appropriate. Student growth data elements may also include the teacher’s performance as a member of the overall instructional team of a school when use of this data is relevant and appropriate.
Student Growth Data. Upon receipt of reports or other related information from the Michigan Department of Education on student growth data derived from performance on state assessments which assigns each student to the various teachers in a building, the Board will notify the building administrator to make all such reports available to the teaching staff as soon as possible. Each teacher will be provided adequate opportunity to review the data for accuracy of the roster of students listed prior to any use of the information by the district. Should a discrepancy be noted the teacher shall have the right to provide reasons for the exclusion of the student information as part of the student growth data used in the district. A student’s growth shall be measured by a change in academic achievement between two separate and distinct points in time. For the purpose of inclusion of student growth data, the effect of a teacher on student growth shall be calculated as the average student performance in a class unless otherwise defined in state law. Student growth data may be excluded for students in the district or building by the building principal or superintendent as allowed by law, if a student has not spent the entire year in the district or building, if a student’s attendance could have adversely impacted achievement and performance, if a student has been suspended or expelled from the district or building, or the student is judged to have behaved in a manner detrimental to the student’s achievement or performance. The building principal or superintendent may seek recommendations from teaching staff for these student exclusions from the district’s student growth data. Student growth data derived from performance on state assessments may be judged in the aggregate and applied to the entire teaching staff. Student growth data derived from performance on state assessments shall be one of multiple measures used to determine student growth. Other measures may include locally selected standardized tests and local teacher made assessments as agreed upon by both parties. The District and the Association will collaborate to establish a District Student Growth Committee. The Committee shall meet at least once each year to review the student growth data and, when appropriate, make recommendations for change to both parties. The District and Association will select no more than 3 representatives each to serve on the Committee.
Student Growth Data. A. Student growth data must be a substantial factor in evaluating the summative performance of certificated classroom teachers as directed, required, and defined by the Office of the Superintendent of Public Instruction. As used in this subsection, "student growth" means the change in student achievement between two points in time.
B. The evaluator shall consult with the teacher(s) to identify student growth and achievement data that are relevant to the teacher(s) and subject matter that will be used in assessing the state required student growth components.
C. The evaluator’s determination of proficiency level ratings must be based on multiple measures. “Multiple measures” is defined as performance level ratings from at least two of the following assessment categories: classroom-based, school- based, district-based, and state-based tools.
D. Student growth data elements may include the teacher's performance as a member of a grade-level, subject matter, or other instructional team within a school when the use of this data is relevant and appropriate.
E. Student growth data elements may also include the teacher's performance as a member of the overall instructional team of a school when use of this data is relevant and appropriate.
F. An overall student growth score shall be generated for each teacher following the rules and procedures issued by OSPI and as they may be revised from time to time. Ratings will be “low,” “average” or “high” as defined by OSPI.
G. A classroom teacher with a preliminary summative evaluation rating of Distinguished with a Low student growth rating will receive an overall summative Proficient rating.
H. Conduct a student growth inquiry. Within two months of the teacher receiving the low student growth score or at the beginning of the following school year, whichever is later, one or more of the following must be initiated by the evaluator:
1. Examine student growth data in conjunction with other evidence including observation, artifacts, and other student and teacher information based on appropriate classroom, school, district, and state-based tools and practices and/or;
2. Examine extenuating circumstances which may include one or more of the following: goal setting process; content and expectations; attendance; extent to which curriculum, standards, and assessments are aligned and/or;
3. Schedule monthly conferences focused on improving student growth to include one or more of the following topics: student growth goal revisions,...
Student Growth Data. Student growth data must be a substantial factor in evaluating the summative performance of the teacher, as directed, required and defined by OSPI. As used in this section, "student growth" means the change in student achievement between two points in time. Assessments used to demonstrate growth must be appropriate, relevant, and may include both formative and summative measures.
Student Growth Data. Student growth data must be a substantial factor in evaluating the summative performance of certificated classroom teachers for at least three of the evaluation criteria as directed, required, and defined by the Office of the Superintendent of Public Instruction.
Student Growth Data. The Governing Board and the Association shall collaboratively develop student growth measures to be utilized in the evaluation process. Student growth measures shall be determined not later than September 30 annually unless the district where the program is located requests the teacher to use the same student growth measure (“SGM”) the district is using. If this deadline is not met, the Parties’ negotiation teams shall meet to bargain to agreement the student growth measures no later than October 15 annually.
