Student Growth Overview


Student growth…two words that keep coming up in many areas of education these days, from the classroom to the bargaining table. There’s lots of confusion about what it is and how it’s used in the evaluation process, so we’ve created this page to gather and highlight content and resources to help turn confusion into clarity.


 

Student Growth in RCW/WAC Language

RCW 28A.405.100 defines student growth as the change in student achievement between two points in time. It also states student growth data must be a substantial factor in evaluating the summative performance for at least three of the evaluation criteria for both teachers and principals. For teachers, there are five components of student growth embedded across criteria three, six, and eight. They are the same state components for each of the approved instructional frameworks. The components are:

SG 3.1 – Establish Student Growth Goals
Refers to individual or subgroups of students (achievement/opportunity gap)
SG 3.2 – Achievement of Student Growth Goals
Refers to individual or subgroups of students (achievement/opportunity gap)
SG 6.1 – Establish Student Growth Goals using Multiple Student Data Elements
Refers to the whole class based on appropriate standards and aligned to school goals
SG 6.2 – Achievement of Student Growth Goals
Refers to the whole class based on appropriate standards and aligned to school goals
SG 8.1 – Establish Team Student Growth Goals
Refers to the teacher as part of a grade-level, content area, or other school or district team

For school leaders, there are three components of student growth embedded in criteria three, five, and eight. They are also identical across both of the approved leadership frameworks. The components are:

  • SG 3 – Provides evidence of student growth that results from the school improvement planning process.
  • SG 5 – Provides evidence of student growth of selected teachers.
  • SG 8 – Provides evidence of growth in student learning.

 


 

Student Growth Rubrics

More than one measure of student growth must be used in scoring the student growth rubrics and it must be determined by an analysis of evidence.

 


 

Multiple Measures of Student Growth Data Elements

Section 2(f) of RCW 28A.405.100 declares for teachers,

Student growth data that is relevant to the teacher and subject matter must be a factor in the evaluation process and must be based on multiple measures that can include classroom-based, school-based, district-based, and state-based tools. Student growth data elements may include the 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. Student growth data elements may also include the teacher’s performance as a member of the overall instructional team of a school when use of this data is relevant and appropriate. As used in this subsection, “student growth” means the change in student achievement between two points in time.

and 6(b) for principals,

Student growth data that is relevant to the principal must be a factor in the evaluation process and must be based on multiple measures that can include classroom-based, school-based, district-based, and state-based tools. As used in this subsection, “student growth” means the change in student achievement between two points in time.

Data Pyramid


 

Student Growth Impact Rating

Upon completion of the overall summative scoring process, the evaluator will combine only the student growth rubric scores to assess the certificated classroom teacher, principal or assistant principal’s student growth impact rating. The student growth impact rating will be determined by the superintendent of public instruction’s student impact rating scoring band.

A student growth score of “1” in any of the rubric rows will result in an overall low student growth impact rating. Evaluators must analyze the student growth score in light of the overall summative score and determine outcomes.

View our comprehensive and focused diagrams, which provide some detail on the student growth impact rating.

 


 

Student Growth Module

An overview of goal setting for student growth, selecting classroom-based, school-based, district-based, and state-based tools, and using student learning data in educator evaluation. This module will offer a process for establishing student growth goals, examples of student growth goals, and a process for determining the change in student achievement between two points in time.

 


 

Student Growth Case Studies – Stories from WA Teachers

The Center for Strengthening the Teaching Profession, in partnership with OSPI convened a group of National Board Certified Teachers to discuss how these teachers are using student growth in their classroom. Read all about how student growth is impacting their teaching.


 

Student Growth Percentiles (SGPs)

A student growth percentile (SGP) describes a student’s growth compared to other students with similar prior test scores (their academic peers). Although the calculations for SGPs are complex, information can be shared in percentile terms that are familiar to most teachers and parents. At some point in the future, SGPs may be used as one of the multiple measures for an individual’s student growth impact rating.

Comprehensive information about SGPs, including a video introduction, is available on the Student Growth Percentiles FAQs. To learn more about how SGPs fit into the evaluation process, please read our March 2013 TPEP Statement on Student Growth Percentiles.

Districts may eventually use SGPs as one component of teacher evaluations. With the transition to new assessments in 2014-15, OSPI recommends waiting until 2016-17 before incorporating SGPs into teacher evaluations.


 

Student Growth FAQs

There are several questions in our FAQs that address student growth. Be sure to check them out. Still have questions? Email us at tpep@k12.wa.us.