Student Growth for Evaluation
Update - September 3, 2019
The PERA committee met to discuss suggestions and concerns that have come up over the past few weeks. Many of the questions came up surrounding the expectations of the Building-wide SLO. We realize based on the current guidebook language for building-wide SLOs, there were barriers for true collective efficacy. To that end, we have decided to also allow individuals to conduct 1 building-wide SLO (Math or Reading) and one other type III. This type III could be another building-wide SLO or a teacher-created assessment. By doing this, teachers will have the option of focusing on a content area they have the most impact on. For example, a Math PDS could do a math SLO for both buildings they work with. As a result of this, we are no longer requiring an elementary teacher to submit both a math and reading SLO. They could have 2 math or 2 reading assessments tied to their SLOs.
Also, to increase collective efficacy, we are allowing all teachers to bank building-wide SLOs. This means although a non-tenured teacher cannot use a building-wide SLO this year, they could bank it to use along with a semester one next year.
If a teacher chooses to do a building-wide SLO, below is how the summative student growth rating would be determined.
Building-Wide SLO + Type III SLO
In order to average a building-wide SLO with a Type III, you will take the total number of students who met in both the building-wide SLO and the Type III and divide them by the total number of students for both SLOs.
400 students in total
73% met their growth goal (292 students)
26 students in total
15 students met
You will add 292 + 15 and divide that number by 426. This will result in a total of 72% meeting. You will then reference the chart at the top of page 22 to determine the overall summative growth rating.
Two Building-Wide SLOs
If someone is doing two building-wide SLOs, you will add the percentage of the growth goal for each building-wide SLO and divide by two.
My building growth goal is 70% for reading. My actual percentage of growth for the building was 73, which means I made 100% of my reading growth goal. My building growth goal is 65% for math. My actual percentage of growth for the building was 52, which is 80% of my growth goal. I now 100 + 80 and divide by 2. This results in 90 and is a proficient rating according to the chart on page 13.
Danielson Teacher Rubric - Updated Components for Evaluation
The following components will be used for the Teacher Rubric starting this school year:
Domain 1 (B, C, E)
Domain 2 (A, B, C, D)
Domain 3 (A, B, C, D)
Domain 4 (C, D, F)