Common use of Student Growth Data Clause in Contracts

Student Growth Data. A. For classroom teachers, student growth data must be a substantial factor in evaluating the summative performance 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 classroom 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 classroom 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 classroom 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 classroom 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 classroom 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 classroom 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, 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. For classroom teachers, student 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 classroom 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-school- based, district-based, and state-based tools. D. Student growth data elements may include the classroom 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 classroom 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 classroom 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 classroom 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 classroom 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, 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. For classroom teachers, student 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. B. a. The evaluator shall consult with the classroom 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. b. 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: measures that can include classroom-based, school-based, district-based, and state-based tools. D. c. Student growth data elements may include the classroom teacher's performance as a member of a grade-grade- level, subject matter, or other instructional team within a school when the use of this data is relevant and appropriate. E. d. Student growth data elements may also include the classroom teacher's performance as a member of the overall instructional team of a school when use of this data is relevant and appropriate. F. 2. An overall student growth score shall be generated for each classroom 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. G. a. 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. b. Conduct of a student growth inquiry. Within two months of the classroom 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. i. Examine student growth data in conjunction with other evidence including observation, artifacts, and other student and classroom teacher information based on appropriate classroom, school, district, and state-based tools and practices and/or; 2ii. 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; 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 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.