Common use of Student Growth Measures Clause in Contracts

Student Growth Measures. 1. Embedded in the instructional framework are five (5) components designated as student growth components. These components are embedded in criteria as Student Growth 3.1, 3.2, 6.1, 6.2, and 8. 1. For a comprehensive evaluation, 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: • 18-20 - High • 13-17 - Average • 5-12 - Low A student growth score of “1” in any of the rubric rows will result in an overall low student growth score. 2. Student growth data will be taken from multiple sources identified collaboratively by the teacher and evaluator 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 (2) points in time, within the current school year, shall not be used as evidence in determining a teacher’s student growth criterion score. 3. A teacher who receives a 4 - Distinguished preliminary summative score and a Low student growth score will receive an overall 3 - Proficient rating. 4. If a teacher receives a Low student growth score, the teacher and evaluator will mutually agree to engage in one of the student growth inquiries required by state code (WAC 392-191A-100): a. 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. b. 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: c. Schedule monthly conferences focuses 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: d. Create and implement a professional development plan to address student growth areas. 5. The evaluations of certificated classroom teachers with a preliminary rating of Unsatisfactory and high student growth will be reviewed by the evaluator’s supervisor.

Student Growth Measures. 1. Embedded in the instructional framework are five (5) components designated as student growth components. These components are embedded in criteria as Student Growth 3.1, 3.2, 6.1, 6.2, and 8. 1. For a comprehensive evaluation, 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: • 18-20 - High • 13-17 - Average • 5-12 - Low A student growth score of “1” in any of the rubric rows will result in an overall low student growth score. 2. Student growth data will be taken from multiple sources identified collaboratively by the teacher and evaluator evaluator, 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 (2) points in time, within the current school year, shall not be used as evidence in determining a teacher’s student growth criterion score. 3. A teacher who receives a 4 - Distinguished preliminary summative score and a Low student growth score will receive an overall 3 - Proficient rating. 4. If a teacher receives a Low student growth score, the teacher and evaluator will mutually agree to engage in one of the student growth inquiries required by state code (WAC 392-191A-100): a. 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. b. 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: c. Schedule monthly conferences focuses 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: d. Create and implement a professional development plan to address student growth areas. 5. The evaluations of certificated classroom teachers with a preliminary rating of Unsatisfactory and high student growth will be reviewed by the evaluator’s supervisor.