Student Learning Outcomes: DRAFT Guidance

Step 3: Select multiple measures of student learning to be included in evaluations

Once districts have determined how student learning is currently being measured, districts may select the assessments and other evidence of student learning that they currently use and are appropriate as multiple measures in educator evaluation. Additionally, districts may use the CDE Resource Bank and district/vendor-created assessments to address assessment gaps.* In collaboration with teachers, principals and associations where applicable, districts will need to develop processes for how to select the multiple measures that will be used in their evaluations.
* When selecting measures to fill gaps, districts should consider how the measures support teachers in improving instruction and are aligned to the standards that are being taught.

• Categorizing teachers based on types of available assessments/measures
• Tools/resources for completing Step 3
• Select assessments based on the required components for attributing student learning outcomes 
• Using statewide summative data for evaluation purposes
• Using multiple years of student growth to determine educator effectiveness
• Determining individual and collective attribution

Categorizing teachers based on types of available assessments/measures
In reviewing the requirements for assigning student learning outcomes to educators, it is clear that many teachers will not have all the assessments listed in the requirements. Because assessments are more available for certain groups of teachers then they are for others, it is useful for districts to categorize teachers into groups based on the types of assessment data available. Below is an example of how teachers can be categorized based on teaching assignment and data available. (see also the State Council for Educator Effectiveness' Student Growth Work Group report).

State Summative Data Teachers	CGM and State Summative Data Teacher	No State Summative Data Teacher
Teachers who have statewide summative assessment data available	Teachers who have Colorado Growth Model data and statewide summative data	Teachers who do not have statewide summative assessments in their content area
3rd- 10th grade teachers, in select subjects	Teachers who instruct in select core content areas	Any teachers that teach a subject or grade level that is not a part of the statewide summative assessments

Districts may increase comparability among teachers by categorizing them based on the types of assessment data that is available for use in educator evaluation.
 

Examples: Brittany is a 5th grade teacher. Her team does not departmentalize content areas, making her responsible for teaching all core content areas for her class. By knowing what Brittany is responsible for, we know that she will have statewide summative data in math, science, reading and writing. Brittany will also have Colorado Growth Model (CGM) results in math, reading, and writing and results from district and classroom assessments. Henry is a 10th grade social studies teacher, meaning that Henry does not have any statewide summative data available in his content area. Henry does have end of course exams and projects. He also requires his students to do a lot of writing. Henry's department coordinates with the English Department to meet UIP writing targets and has established that all the teachers in Henry's school will have a portion of their evaluation based on the 19th grade TCAP writing growth scores.

 

Tools/resources for completing Step 3
• CDE Resource Bank: The first items in the CDE Resource Bank are assessments which will provide districts with a starting point in understanding student learning and may be used for educator effectiveness purposes.

• Assessment Review Tool: The Assessment Review Tool is designed to help Colorado educators rate an assessment’s potential for measuring student academic growth aligned to the Colorado Academic Standards. The collaborative use of this tool is one way that districts and BOCES can include teachers in a discussion regarding the assessment measures used in their performance evaluations. Proper use of the Assessment Review Tool requires thorough documentation of the rating for each assessment and, in turn, will build confidence and support in using the assessments for evaluation purposes. Use of the Assessment Review Tool is a first step in ensuring that measurements of student academic growth are fair, valid and reliable. Users will need to use Microsoft Excel or a compatible program to access and use the tool.

Select assessments based on the required components for attributing student learning outcomes
Districts can identify many assessments that may be used in educator evaluation. Districts are advised to keep the assessment selection process simple by selecting the assessments that will have the greatest impact on student learning and are the most appropriate for measuring student learning impacted by an educator.

Using statewide summative data for evaluation purposes
When statewide summative data is available, use it as one of the multiple measures to inform student learning outcome ratings. Statewide summative data can be applied to teachers in either an individual or collective attribution. This data will be available in three forms:

• State summative data, such as the Median Growth Percentile (MGP) from the Colorado Growth Model (CGM)
      - 4th - 10th grade reading, writing, math
      - 1st - 12th grade English language proficiency growth

• State summative data, such as a proficiency score
      - 3rd grade reading and math, and 5th, 8th, 10th grade science
      - Social studies will be added to the state summative system in 2013-14

• Data from the School Performance Framework

Districts decide how these measures will be included in the multiple measures selected for determining a student learning outcomes score for the teacher evaluation. Districts need to consider the timing of data release and options in how this data can be used in a timely manner. For example, current year state summative data may not be available before the end of the school year. However, since it is required that this data be a part of teacher evaluations, it is suggested that prior year statewide summative data be used in current year calculations.

Using multiple years of student growth to determine educator effectiveness
Research has shown that student growth outcomes can vary widely from year to year even in classrooms of highly effective teachers. In order to soften the effect of this student growth variance, districts are encouraged to allow a combining of student growth over multiple (typically three) years. In this way, student learning outcomes become more consistent over time resulting in more fair and reliable educator evaluations.

Determining individual and collective attribution
Colorado’s evaluation rules require that a teacher’s student learning outcome rating includes both an individual attribution (individual impact) and a collective attribution (a learning outcome that is shared with other educators that contribute to the learning that is evidenced).

There are three main considerations that teachers and administrators should keep in mind when deciding upon measures to use for the collective attribution component.

1. Use scores that reflect small team or partnership efforts to enhance validity.

2. Include multiple measures as evidence of the educator’s instructional responsibilities. Be aware that “double-dipping” of measures, for example, counting math TCAP as a collective grade level measure and then counting it again as an individually-attributed measure could result in a higher percent of math TCAP than is actually desired.

3. Create partnerships or teams where teachers have an opportunity to impact growth.

Example: Brittany is required to include the Colorado Growth Model (CGM) results for reading, writing, and math. Brittany also has a district-created science summative assessment, a writing assessment, and a reading assessment that measures the learning of her students relative to the content standards adopted by the district and implemented district wide. Henry does not have a state summative assessment in social studies. Even when a social studies state summative becomes available for Henry, no CGM will be available. This year, Henry will use his end of year exam, projects and a TCAP writing component.

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