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Measures of Student Learning/Outcomes for 2022-23

Educator evaluations for the 2022-23 school year continue full implementation of all components of educator effectiveness required by state statute and rule.  The following is offered as an overview of the requirements, guidance, and considerations for successful inclusion of both professional practices and measures of student learning/outcomes (MSL/Os) within educator evaluations.

For the 2022-23 school year, the use of student growth from the Colorado Growth Model or district/school performance frameworks may not be used as a part of licensed personnel's Measure of Student Learning/Outcome (MSL/MSO). All other aspects of the system will remain the same. All licensed personnel are still required to be evaluated annually, which includes generating a final effectiveness rating consisting of 50% Measures of Student Learning/Outcomes (MSLs/MSOs) and 50% Professional Practices (Quality Standards).

The lack of Colorado Growth Model data and school or district performance frameworks should not prohibit the creation of robust and meaningful MSLs/MSOs. Districts can consider local and vendor-based assessments when determining MSLs for the 2022-23 school year. These may include, and are not limited to, NWEA, ACCESS, DIBELS, and classroom-based assessments.

For added clarification, information, and/or side-by-side support contact your EE Regional Specialist.


For educator evaluations during the 2022-23 school year, Colorado Growth Model data, School Performance Framework (SPF), and District Performance Framework (DPF) may not be used in licensed educators' evaluations.  School districts and BOCES should proceed with using other assessment data within their MSL/O portion of their licensed educators' evaluations for the 2022-23 school year.

The following are requirements for the inclusion of measures of student learning/outcomes (MSL/Os) associated with Educator Effectiveness as defined by state statute and rule:

  • Evaluations of licensed personnel are based on 50% professional practices and 50% measures of student learning/outcomes (MSL/Os).
  • MSL requirements for teachers:
    • A measure of individually attributed student growth.
    • A measure of collectively attributed student growth.
    • Per SB22-069, results from the Colorado Growth Model may not be used in educator evaluations for the 2022-23 school year. 
  • MSO requirements for Special Services Providers (SSPs):
    • Minimum of two (2) measures aligned to the specific role and duties of the individual SSP.
    • Data used in evaluating SSPs shall be collected from the site(s), or a representative sample of the sites, at which the SSP provides services.
  • MSL requirements for principals:
    • Minimum of one measure of student academic growth that is aligned with the measures used in the teacher evaluations for the principal's school.
    • Measures reflect subjects beyond those in state assessments and shall reflect the growth of students in all subject areas and grades.
    • Per SB22-069, results from the Colorado Growth Model may not be used in educator evaluations for the 2022-23 school year. 


Aligned with the primary goal of Educator Effectiveness to provide meaningful feedback that enables educators to continually grow as professionals, the following guidance is offered for inclusion of MSL/Os in educator evaluations.

  • Measuring Student Learning, a Step by Step Process - These steps detail a sample process of steps for identifying and determining the measures of student learning that may be included in a district’s educator evaluation system.

  • Provide an overview and orientation for all staff regarding educator evaluations for the 2022-23 school year and ensure that all staff are aware of what will be included in their evaluations, including the makeup of the MSL/O portion of their evaluation.  A template orientation slide deck is available and your EE Regional Specialist can assist in customizing to specific district/BOCES needs.

  • Districts/BOCES using the Colorado Performance Management System (COPMS) in RANDA can utilize the tools within the system for building MSL/O templates as well as to leverage opportunities for collaborative input from educators in the creation of their own MSL/O measures.  Additional questions regarding COPMS/RANDA can be directed to

  • Remain consistent (when possible) to established timelines and processes for creating MSL/Os, conducting observations, providing feedback, and fostering open communication between observers/evaluators and educators.  The following is an overview of the process recommended by CDE:

Districts and BOCES are encouraged to explore the following considerations related to the effective use of MSL/Os in educator evaluations:
  • In general, how do you know your students are learning?
    • From whatever role you are in, e.g. teacher, building leader, or district leader, what indicators and/or measurements/data let you know that your students are learning?
    • Although SPF and DPF data is not available for inclusion in MSL/Os for the 2022-23 school year, it presents an opportunity to use other sources of data that may have previously been overlooked, and yet you are already using to provide you with information regarding students' learning.
    • How could you leverage existing/available data for use in MSL/Os?
  • How are the values of your district/BOCES reflected in the creation of the MSL/Os for your educators?
  • How are the needs/context of your district/BOCES taken into consideration when creating MSL/Os?
  • Which stakeholders are involved in decision-making related to educator evaluations?  (e.g. Advisory Personnel Performance Evaluation Council (1338 Committee), admin team(s), and educators.)

Additional support and information

The following are additional resources and supports to districts and BOCES related to MSL/Os: