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Achievement Measures Process Summary 15% of Evaluation System

The "Student Achievement" component of the evaluation system counts as 15% of the overall evaluation. This student achievement measure will be achievement data selected by the educator and his/her evaluator from a list of state board approved options. In order to most effectively develop a Student Achievement measure, educators and evaluators should: · Hold a fall meeting to agree upon appropriate achievement measures by November 1. · Select and scale an achievement measure that is measurable with student performance data that will be available to assess by the end-of-the-year and is aligned as closely as possible with the educator's primary responsibility. · Utilize a scale that outlines the ranges of outcomes that fall in each effectiveness category (1-5) (as outlined in the Student Achievement Form). The scale should be based on measureable criteria and all potential achievement outcomes should fall in one of the five effectiveness categories. · Collaborate throughout the year to track students' progress towards achievement measure using achievement data. · Hold end-of-year meeting to assess results and assign an effectiveness rating based on the agreed upon scaling during the fall meeting.

Achievement Measure Process 2011-2012

-Educators and

evaluators meet to upon an achievement measure -Evaluator records achievement measure

· By November 1, 2011 · Over the Course of School Year

Teacher and evaluator work in collaboration towards achievement measure

Teacher and evaluator have end-of-year meetings; evaluator records effectiveness rating

· By End of 2011-2012 School Year

Some Helpful Considerations: · Educators from the same departments and grade levels should work collaboratively to select appropriate metrics, and discuss the best instructional strategies to meet their achievement measures. · Educators and evaluators can use their observation debrief meetings as an occasion to assess their progress towards the teacher's achievement measures, as well. · Educators and evaluators should be working together to collect meaningful data that guides instruction towards the educator's achievement measure throughout the year.

Approved Achievement Measures Matrix

For the student achievement measure, which comprises 15% of the educator's evaluation, the agreed-upon measure should be a measure aligned as closely as possible to the educator's primary responsibility. The following table outlines the options each educator group may choose, as approved by the State Board of Education, with additional guidance below.

9th grade promotion to the 10th grade/ 9th grade retention rate ACT suite of assessments/SAT suite of assessments Completion/success in advanced coursework, including dual credit and dual enrollment Postsecondary matriculation/persiste nce/ placement as defined by TDOE and THEC "Off the shelf" assessments commonly used throughout the state and/or nationally School-wide TVAAS AP/IB/NIC suites of assessments

State assessments (disciplinespecific/TCAP)

Teachers with TVAAS (4-8) Teachers with TVAAS (9-12) Principals/ Assistant Principals PK-3 Fine Arts Middle/High School nonassessed courses World Languages Computer Technology Academic Interventionists Library Media Specialists English Language Learner Specialists Special Education Specialists CTE School Services Personnel PE and Health Educators

X X X X X X X X X X X X X X X

X X X X X X X X X X X X X X X

X X X X X X X X X X X X X X

X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X

Graduation rate / CTE concentrator graduation rate

X X X X X X X X X X X X X X X X X X X X X X X X X X X

Notes and Additional Guidance

State assessments (discipline-specific/TCAP): Includes: TCAP Achievement, End of Course Tests, TCAP ELSA (K-12 ELL), TCAP Writing (Grades 5, 8, 11), TCAP Constructed Response (Grades 3 and 7), TCAP Alt (SpEd), and TCAP MAAS (SpEd) Off the shelf" tests: Pre K-12 diagnostic or achievement/attainment assessments commonly used throughout the state and/or nationally. During the 2011-2012 school year, district and teacher created measures will not be acceptable; however, in upcoming years a process for submitting district created assessments for use will be available. Acceptable measures should assess the intended curriculum content and should be generally consistent in scoring and administration (SAT 10, Dibels, MAP, DRA, etc.). Postsecondary matriculation/persistence/placement as determined by the TDOE and THEC: This measure looks at student success multiple years removed from high school enrollment. It is only appropriate for educators and principals who have been at the same high school for at least three years. Participation in advanced coursework: School level calculated secondary rates (e.g. Honors, AP, IB, NIC, college/high school dual enrollment and dual credit) according to SBE uniform grading policy. 9 grade Promotion and Retention Rate: School level calculated rates. This measure is only appropriate for educators with at least one year at the same school, as promotion and retention rates are lagging measures. NOTE: Per State Board policy teachers and principals will have the option to choose their growth data for the 15% component if they score a 3, 4, or 5.

th

ACHIEVEMENT MEASURE WORKSHEET

Educator Name Mr. Teacherson Position 11th Grade Math Teacher Part B: Chosen Measure and Rationale*:

ACT Math Percentile Rank ­ Mr. Teacherson teaches some classes not covered by EOC assessments. Many of his students will take the ACT this year so we agreed that this is the achievement measure that aligns as closely as possible with his responsibilities. Achievement Score

School Name

Any High School

Part A: Achievement Measures (Check One) State assessments (disciplinespecific/TCAP)

To be completed at Fall conference (by November 1st)

School-wide TVAAS ACT/SAT suite of assessments "Off the shelf" assessments commonly used throughout the state and/or nationally AP/IB/NIC suites of assessments Graduation rate/CTE concentrator graduation rate Postsecondary matriculation/persistence/ placement as defined by TDOE and THEC Completion/success in advanced coursework, including dual credit and dual enrollment 9 grade promotion to the 10 th grade/ 9 grade retention rate

th th

Measurable Criteria to Meet Effectiveness Rating1

To be completed by Administrator and Teacher

X

1 2 3 4 5

Average percentile rank = 0 ­ 19.99

Average percentile rank = 20-39.99

Average percentile rank = 40 ­ 59.99

Average percentile rank = 60 - 79.99

Average percentile rank = 80-100

For an approved list of options by educator group, see the Approved Achievement Measure Matrix.

For additional guidance on the setting of achievement levels, see guidance documents. 1 Data for the chosen measure must be quantifiable.

°Educator Signature: Evaluator Signature:

Mr. Teacherson Mrs. Principal

Date: Date:

11/01/2011 11/01/2011

To be completed prior to the summative conference

Part C: Summative Effectiveness Rating (For Evaluator Use Only) Achievement Measure Outcome (On Measure Selected Above)

Final Achievement Score: __4____ Educator Signature: _Mr. Teacherson_____________________ Evaluator Signature: _Mrs. Principal_______________________ Date: _ / /2012______________

°Signatures indicate that the information contained in this document has been discussed.

On average, Mr. Teacherson's students scored in the 76th percentile on the Math section of the ACT. According to the scale above, this means that his Final Achievement Score is a 4.

*When current year data is released, teachers may choose to substitute their individual TVAAS score for the chosen 15% measure if they score 3, 4, or 5.

Sample Calculations for 15% Achievement Measures

Note: The following scales are intended only to provide guidance in choosing scales and calculations for achievement measures,

Measure State Assessments (discipline-specific/TCAP)

Sample Calculations Assign a score of 1 for Below Basic, 2 for Basic, 3 for Proficient, and 4 for Advanced. Average the scores together and use the following scaleor an alternate agreed upon scale (Average: Effectiveness Rating) 1-1.59: 1 1.6-2.19: 2 2.2-2.79: 3 2.8-3.39: 4 3.4-4: 5

OR

Use the percentage of students scoring Proficient or Advanced and the following scale or an alternate agreed upon scale (Percentage: Effectiveness Rating) 0-19.99: 1 20-39.99: 2 40-59.99: 3 60-79.99: 4 80-100: 5 Use school-wide TVAAS (overall or applicable subject) for the achievement measure Use individual TVAAS(same score used for the 35% growth score) *Only available for teachers with individual TVAAS scores of 3, 4, or 5 Average ACT percentile scores and use the following scale or an alternate agreed upon scale (Percentile: Effectiveness Rating) 0-19.99: 1 20-39.99: 2 40-59.99: 3 60-79.99: 4 80-100: 5

School-wide TVAAS Individual TVAAS

ACT

OR

Use the chart at the following web address to convert scores to percentiles and use the same scale or an alternate agreed upon scale: http://www.actstudent.org/scores/norms1.html 1

SAT

"Off the shelf" assessments AP

Follow the same process as for ACT (use the chart at the following web address if scores are available but percentiles are not: http://professionals.collegeboard.com/profdownload/satpercentile-ranks-2010.pdf) See guidance for "Off the shelf" assessments on Page 4 Average student scores on the test, round the average to the nearest whole number, and use the following scale or an alternate agreed upon scale (Average Score: Effectiveness Rating) 1:1 2:2 3:3 4:4 5:5 OR Use the percentage of students scoring 3 or above and the following scale or an alternate agreed upon scale (Percentage: Effectiveness Rating) 0-19.99: 1 20-39.99: 2 40-59.99: 3 60-79.99: 4 80-100: 5 Average overall student scores on the IB exams (on 45 point scale) and use the following scale or an alternate agreed upon scale (Average Score: Effectiveness Rating) 0-8.9: 1 9-18.9: 2 19-26.9: 3 27-35.9: 4 36-45: 5

IB

OR

Average student scores in a selected IB subject (on 7 point scale) and use the following scale or an alternate agreed upon scale (Average Score: Effectiveness Rating) 0-1.39: 1 1.4-2.79: 2 2.8-4.19: 3 4.2-5.59: 4 5.6-7: 5 2

NIC

Use the pass rate on the exam and the following scale or an alternate agreed upon scale (Pass Rate: Effectiveness Rating) 0-19.99: 1 20-39.99: 2 40-59.99: 3 60-79.99: 4 80-100: 5 Use the following scale or an alternate agreed upon scale (Graduation Rate: Effectiveness Rating) 1:Under 90 2: 90-91.9 3: 91.9-94.5 4: 94.5-97.7 5: 97.7 or above) Use the same process as for graduation rate Select an available measure and develop an agreed upon scale Use the completion rate in the applicable courses and the following scale or an alternate agreed upon scale (Completion Rate: Effectiveness Rating) 0-19.99: 1 20-39.99: 2 40-59.99: 3 60-79.99: 4 80-100: 5 Select an available measure and develop an agreed upon scale

Graduation Rate

CTE concentrator graduation rate Postsecondary matriculation/persistence/placement as defined by TDOE and THEC Completion/success in advanced coursework, including dual credit and dual enrollment

9th grade promotion to the 10th grade / 9th grade retention rate

3

Guidance for "Off the Shelf" Assessments

Note: The following scales are intended only to provide guidance in choosing scales and calculations for achievement measure.

If... The assessment reports a percentile rank · Average percentile ranks

The results of the assessment are reported on a 1-100 scale · Calculate an average of all scores The results of the assessment are already reported on a 1-5 scale · Calculate an average of all scores · Round average to the nearest whole number The assessment produces 5 five performance categories · Convert performance categories to a numeric measure (category representing lowest performance = 1, category representing highest performance = 5, etc.) · Calculate an average of all scores · Round average to the nearest whole number The assessment produces four performance categories · Convert performance categories to a numeric measure (category representing lowest performance = 1, category representing highest performance = 4, etc.) · Calculate an average of all scores The assessment produces three performance categories · Convert performance categories to a numeric measure (category representing lowest performance = 1, category representing highest performance 3, etc.) · Calculate an average of all scores

Average: Effectiveness Rating (Example) 0-19.99: 1 20-39.99: 2 40-59.99: 3 60-79.99: 4 80-100: 5 0-19.99: 1 20-39.99: 2 40-59.99: 3 60-79.99: 4 80-100: 5 1:1 2:2 3:3 4:4 5:5 1:1 2:2 3:3 4:4 5:5

1-1.59: 1 1.6-2.19: 2 2.2-2.79: 3 2.8-3.39: 4 3.4-4: 5

1-1.39: 1 1.4-1.79: 2 1.8-2.19: 3 2.2-2.59: 4 2.6-3: 5

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