Common use of Student Growth Data Clause in Contracts

Student Growth Data. 10.4.1 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. 10.4.2 The evaluator’s determination of proficiency level ratings must be based on multiple measures that can include classroom-based, school-based, district-based, and state-based tools. 10.4.3 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. 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 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 will engage in a student growth inquiry pursuant to WAC 392-191A-100. Within two months of the teacher receiving the low student growth score of at the beginning of the following school year, whichever is later, one of more of the following must be initiated by the evaluator: 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 and practices and/or, b. Examine extenuating circumstances which may include one or more of the following: goal setting process; content and expectations; student attendance; extent to which curriculum, standards, and assessment are aligned and/or; 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 and/or; d. Create and implement a professional development plan to address student growth areas.

Student Growth Data. 10.4.1 A. Student growth data will be taken from multiple sources during the school year in which the evaluation is being conducted, and must be a substantial factor in evaluating appropriate and relevant to the teacher’s assignment and may include formative and summative performance measures. It may include teacher initiated formal and/or informal assessments of certificated classroom teachers as directed, required and defined by the Office of the Superintendent of Public Instructionstudent progress. As used in this subsection, “student growth” means the change in student Student achievement that is not calibrated to show growth between two points in time. 10.4.2 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 can may include classroom-based, school-based, district-based, based and state-based tools. 10.4.3 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 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 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 appropriateGrowth). 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. D. 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 will engage in a student growth inquiry pursuant to WAC 392-191A-100of Proficient. Within two (2) months of the a teacher receiving the low a Low student growth score of or at the beginning of the following school year, whichever is later, a student growth inquiry plan with one of or more of the following following, must be initiated by the evaluatorevaluator in collaboration with the teacher: a. 1. Examine student growth data in conjunction with other evidence evidence, including observation, artifacts, artifacts and other student and teacher information evidence, based on appropriate classroom, school, district, District and state-based tools and practices tools; and/or, b. 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, standards and assessment assessments are aligned aligned; and/or; c. 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 interpretations; and/or; d. 4. Create and implement a professional development plan to address student growth areas.

Student Growth Data. 10.4.1 A. Student growth data will be taken from multiple sources during the school year in which the evaluation is being conducted, and must be a substantial factor in evaluating appropriate and relevant to the teacher’s assignment and may include formative and summative performance measures. It may include teacher initiated formal and/or informal assessments of certificated classroom teachers as directed, required and defined by the Office of the Superintendent of Public Instructionstudent progress. As used in this subsection, “student growth” means the change in student Student achievement that is not calibrated to show growth between two points in time. 10.4.2 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 can may include classroom-based, school-based, district-based, based and state-based tools. 10.4.3 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 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 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 appropriateGrowth). 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. D. 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 will engage in a student growth inquiry pursuant to WAC 392-191A-100of Proficient. Within two (2) months of the a teacher receiving the low a Low student growth score of or at the beginning of the following school year, whichever is later, a student growth inquiry plan with one of or more of the following following, must be initiated by the evaluatorevaluator in collaboration with the teacher: a. 1. Examine student growth data in conjunction with other evidence evidence, including observation, artifacts, artifacts and other student and teacher information evidence, based on appropriate classroom, school, district, District and state-based tools and practices tools; and/or, b. 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, standards and assessment assessments are aligned aligned; and/or; c. 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 interpretations; and/or; d. 4. Create and implement a professional development plan to address student growth areas.