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Group Assessments by Teacher Type

STEP 3:
Group available assessments according to teacher type

In the previous step, it was recommended that districts conduct an assessment inventory to identify which assessments are commonly used to evaluate student learning across grades and content areas. In Step 3, districts classify teacher types according to the types of assessments appropriate to each identified group. Information from the assessment inventory can help districts identify the common types of assessments available to teachers instructing in different content areas and grades. Classifying educators according to commonly available assessments can help set district policy for requiring certain types of assessments for specific educator types and determining which measures should be attributed individually or collectively. Figure 1 presents one example of how teacher types can be defined according to the types of assessment results available.

Figure 1: Teacher types based on types of assessments available for each group

Note: Results from any of the measures summarized below may be applied either individually OR collectively depending on district policy and values.

Type 1: Teachers instructing in state-tested subjects with Colorado Growth Model Results

  • TCAP/CGM results
  • Other state assessments*
  • District assessments
  • Teacher-developed assessments

Type 3: Teachers instructing in subjects with available district interim tests

  • Other state assessments*
  • District assessments
  • Teacher-developed assessments

Type 2: Teachers instructing in subjects with available state assessments

  • TCAP results
  • Other state assessments*
  • District assessments
  • Teacher-developed assessments

Type 4: Teachers instructing in subjects and grades with no state or district interim available

  • Teacher-developed assessments**

* When available and appropriately connected to the subject, grade or course.

** Teachers in subjects or grades without state or district assessments available may contribute to the content being measured by state or district assessments and have the results included in their evaluations when appropriate.


In the above example, a district may elect to use all available TCAP results for Type 1 teachers and also engage those teachers in creating student learning objectives that would incorporate results from the district assessments and teacher-developed assessments for evaluating expected targets set for students (identifying expected targets as a part of an SLO process will be discussed in the SLO guidance).

When considering what level (e.g., individual or collective) to attribute results from measures identified in Figure 1, districts may decide to use selected results (e.g., results from just math and reading) for collective attribution across all teacher types. For collective attribution, schools are encouraged to use the targets and/or interim measures set in their school’s Unified Improvement Plan (UIP) since staff should already be familiar with the UIP targets and should be working together toward meeting those targets. 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 may positively or negatively affect the overall performance rating. There are additional design considerations for collective attribution, five are listed below:

Additional Design Considerations for Collective Attribution

  1. Identify which measures could be used to encourage partnerships or teams where teachers have an opportunity to impact growth. For example, a district could develop a team goal to encourage a group of teachers instructing in the same grade to emphasize the same set of learning goals in a specific content area and align those to targets and/or interim measures in the school’s Unified Improvement Plan.

  2. Identify which assessments could be used to help foster and support a district’s focus on a specific priority area. For example, a district with a growing population of English Language Learners (ELLs) may want to use the state growth metric for the ACCESS assessment in the evaluation of all teachers. Using ACCESS as a collective attribution measure may incentivize all teachers to work collaboratively to support the growth of all ELLs.

  3. Align measures collectively attributed to teachers with the measures used in the evaluation of principals.For example, if all teachers in a school are working together to raise fifth grade reading proficiency, the results should also be included as a measure of student learning for the principal of the school.

  4. Identify appropriate results included in the School Performance Framework (SPF) for use as collective attribution in educator evaluation. The SPF consists of measures besides growth, including academic achievement and post-secondary and workforce readiness for high schools. CDE is developing a resource to provide districts a list of additional considerations regarding the use of ratings from the performance framework in educator evaluations.

  5. Identify minimum N sizes (number of data points for consideration) for individually and collectively attributing results from any measure used in educator evaluation. The Department recommends that results from the Colorado Growth Model only be used when there are at least 20 student growth percentiles in the data set. Districts may explore different approaches for increasing the N size. CDE is developing guidance for districts on considerations for using CGM results in educator evaluation.

(see also State Council for Educator Effectiveness’ Student Growth Work Group report)

Additional sample approaches that districts may consider for classifying teacher types include grouping by grade level, content area and elementary/middle/high schools. It is important to configure these groupings in order to establish clarity with teachers on which results will apply to them and whether results will be attributed individually or collectively.

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