Common use of Student Growth Data Clause in Contracts

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 of the following: goal setting process; content and expectations, student attendance, and the 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, refinement, and progress; best practices related to instructional areas in need of attention; best practices related to student growth data collection and interpretations; and/or 4. Create and implement a professional development plan to address student growth areas.

Student Growth Data. A. 10.4.1 Student growth data will be taken from multiple sources during the school year in which the evaluation is being conducted, and must be appropriate a substantial factor in evaluating the summative performance of certificated classroom teachers as directed, required and relevant to defined by the teacher’s assignment and may include formative and summative measuresOffice of the Superintendent of Public Instruction. It may include teacher initiated formal and/or informal assessments of As used in this subsection, “student progress. Student growth” means the change in 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. time. 10.4.2 The evaluator’s determination of proficiency rating level ratings must be based on multiple measures that may can include classroom-based, school-based, district-based 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. 10.4.3 Student growth data elements may include the teacher’s performance as a member of a grade-level, subject-subject matter, or other instructional team within a school when the use of this data is relevant and appropriate; for . Student growth data elements may also include the teacher’s performance as a comprehensive evaluation or member of the overall instructional team of a focused evaluation for Criteria 8.1 (Student Growth)school when use of this data is relevant and appropriate. D. 10.4.4 An overall student growth score shall be generated for each teacher following the rules and procedures issued by the OSPI and as they may be revised from time to time. Ratings will be “low”, “average” or “high” as defined by OSPI. a. The evaluations of teachers with a preliminary rating of unsatisfactory and a high student growth rating will be reviewed by the evaluator’s supervisor. b. Teachers with a preliminary rating of distinguished with an average or high student growth rating will receive an overall distinguished rating and will be formally recognized and/or rewarded. c. A classroom teacher with a preliminary summative evaluation rating of Distinguished with a Low student growth rating will receive an overall summative Proficient rating. 10.4.5 Certificated classroom teachers with a low student growth rating of Proficientwill engage in a student growth inquiry pursuant to WAC 392-191A-100. Within two (2) months of a the teacher receiving a Low the low student growth score or of at the beginning of the following school year, whichever is later, a student growth inquiry plan with one or of more of the following, following must be initiated by the evaluator in collaboration with the teacherevaluator: 1. a. Examine student growth data in conjunction with other evidence, evidence including observation, artifacts artifacts, and other student and teacher evidence, information based on appropriate classroom, school, District district, and state-based tools; tools and practices and/or, 2. b. Examine extenuating circumstances which may include one or more of the following: goal setting process; content and expectations, ; student attendance, and the ; extent to which curriculum, standards standards, and assessments assessment are aligned; aligned and/or; 3. c. Schedule monthly conferences focused on improving student growth to include one or more of the following topics: student growth goal revisions, refinement, and progress; best practices related to instructional areas in need of attention; best practices related to student growth data collection and interpretations; interpretations and/or; 4. d. Create and implement a professional development plan to address student growth areas.

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 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 of the following: goal setting process; content and expectations, student attendance, and the 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, refinement, and progress; best practices related to instructional areas in need of attention; best practices related to student growth data collection and interpretations; and/or 4. Create and implement a professional development plan to address student growth areas.

Student Growth Data. A. 1. Student growth data will must be taken from multiple sources during a substantial factor in evaluating the school year in which the evaluation is being conductedsummative performance of certificated classroom teachers as directed, required, and must be appropriate and relevant to defined by the teacher’s assignment and may include formative and summative measuresOffice of the Superintendent of Public Instruction. It may include teacher initiated formal and/or informal assessments of As used in this subsection, "student progress. Student growth" means the change in 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. time. a. The evaluator shall consult with the teacher teacher(s) to identify student growth and achievement data that are relevant to the teacher teacher(s) and subject matter that will be used in assessing the state required student growth components. . b. The evaluator’s determination of proficiency rating level ratings must be based on multiple measures that may can include classroom-based, school-based, district-based 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. c. Student growth data elements may include the teacher’s 's performance as a member of a grade-grade- level, subject-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. d. 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. 2. An overall student growth score shall be generated for each teacher following the rules and procedures issued by the OSPI and as they may be revised from time to time. Ratings will be “low,” “average” or “high” as defined by OSPI. a. A classroom teacher with a preliminary summative evaluation rating of Distinguished with a Low student growth rating will receive an overall summative rating Proficient rating. b. Conduct of Proficienta student growth inquiry. Within two (2) months of a the teacher receiving a Low the 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, following must be initiated by the evaluator in collaboration with the teacherevaluator: 1. i. Examine student growth data in conjunction with other evidence, evidence including observation, artifacts artifacts, and other student and teacher evidence, information based on appropriate classroom, school, District district, and state-based tools; tools and practices and/or; 2ii. Examine extenuating circumstances which may include one or more of the following: goal setting process; content and expectations, student ; attendance, and the ; extent to which curriculum, standards standards, and assessments are aligned; aligned and/or; 3iii. Schedule monthly conferences focused on improving student growth to include one or more of the following topics: student growth goal revisions, refinement, and progress; best practices related to instructional areas in need of attention; best practices related to student growth data collection and interpretations; interpretations and/or; 4iv. Create and implement a professional development plan to address student growth areas. c. A classroom teacher with a preliminary summative evaluation rating of Unsatisfactory who has a high student growth rating will be reviewed by the evaluator’s supervisor.