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Educator Evaluation

Frequently Asked Questions

Section:

  1. Regulations
  2. ESE Supports & Engagement
    1. Communications
    2. Integration with other Initiatives
      1. Licensure and Professional Development
      2. MA Curriculum Frameworks
      3. Educator Preparation
      4. Other District Priorities
    3. Model System
  3. 5-Step Cycle & Summative Performance Rating
    1. Training
    2. Rubrics
    3. Goal Setting
    4. Evidence (including Student and Staff Feedback)
    5. Student and Staff Feedback
    6. Formative Assessment/Evaluation and Summative Performance Rating
  4. Student Impact Rating
    1. Implementation and Timing
    2. Statewide Growth Measures
    3. DDMs
  5. Data Reporting & Confidentiality
  6. View all

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IV. Student Impact Rating

 
b.
Statewide Growth Measures
 
1.
What are Student Growth Percentiles and are they used in the determination of an Educator's Student Impact Rating?
 
Student Growth Percentiles (SGPs) are measures of student growth based on the statewide model of growth. These measures have been in place since 2008. Massachusetts measures growth for an individual student by comparing his or her achievement on statewide assessments (e.g. MCAS, PARCC) to that of all other students in the state who had similar historical statewide assessment results (the student's "academic peers").

The median Student Growth Percentile (median SGP) for an educator represents the exact middle SGP score for that educator's students. In other words, half of an educator's students performed above (or below) the median SGP score. The educator evaluation regulations require that statewide growth measures be used in the determination of an educator's Student Impact Rating "where available" (603 CMR 35.09(2)). For more information, see the Implementation Brief on Using Student Growth Percentiles Download PDF Document  Download MS WORD Document.
 
 
 
2.
For which educators must median Student Growth Percentiles (SGPs) be used as one of the measures used in determining a Student Impact Rating?
 
A district is required to use median SGPs as one measure to determine a teacher's Student Impact Rating for all teachers who teach 20 or more students for which SGPs in the teachers' content areas (ELA or math), are available. For teachers who are responsible for both Math and ELA instruction in tested grades, the district is only required to use median SGPs from one subject area in the determination of these teachers' Student Impact Ratings, but may choose to use SGPs from both math and ELA. The use of median SGPs is only required when student SGPs are based on the previous year's statewide assessment. As a result, 10th grade SGPs are not required to be used, since students did not complete a statewide assessment during 9th grade.

A district is required to use median SGPs as one of the measures used to determine an administrator's Student Impact Rating if the administrator supervises educators responsible for ELA or math instruction and there are 20 or more students with SGPs in the content area. 10th grade SGPs must be used for administrators whose responsibilities include supervising ELA or math instructors in grades 9 and 10 (e.g., a high school principal). Similar to teachers, districts need to define which administrators are responsible for academic content (i.e., supervise educators who deliver instruction in the content area).

For more information about required and optional use of median SGPs in the determination of Student Impact Ratings, read the Implementation Brief on the Using Student Growth Percentiles Download PDF Document  Download MS WORD Document. Read the Implementation Brief on Educators of Students with Disabilities Download PDF Document  Download MS WORD Document and the Implementation Brief on Educators of English Language Learners Download PDF Document  Download MS WORD Document for information about required and optional use of SGPs for educators these special populations.
 
 
 
3.
Does the change in state assessment and related hold harmless provisions impact educator evaluation implementation?
 
The Board of Elementary and Secondary Education voted on November 17, 2015 to transition to a next-generation MCAS. Any districts that administer PARCC in spring 2016 will be held harmless for any negative changes in their school and district accountability levels, although the commissioner has authority to designate a school as Level 5.

The hold harmless provisions in place related to district and school accountability are designed to ensure that districts and schools are not negatively impacted during the transition to a new state assessment. The same principle applies to individual educators. Where available Download PDF Document  Download MS WORD Document, student growth percentiles (SGPs) from state assessments must be used to inform an educator's Student Impact Rating. However, during this transition, educators' ratings will not be negatively impacted by SGPs.

Specifically, since the Student Impact Rating is determined by an evaluator's professional judgment — there are no prescribed weights or algorithms used to determine Student Impact Ratings — evaluators will examine whether SGPs during the transition are discrepant in a negative way from other measures of the educator's impact, and if so, will discount them. The vast majority of educators will be unaffected, because their Student Impact Ratings are not informed by SGPs.
 
 


Last Updated: December 30, 2015
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