The hearing's panel of experts — including New Mexico's Secretary of Education - designate Hanna Skandera; Miami - Dade Superintendent Alberto Carvalho; and Bel Air, Md., elementary school principal Blaine Hawley — decried NCLB's one - size - fits - all approach and urged the committee to consider
multiple measures of student achievement and school quality.
In some states, policymakers have consulted NEA affiliates and worked with them to develop comprehensive evaluation systems based on
multiple measures of student achievement and traditional classroom observations.
However, the need to examine teacher effectiveness is clear, and a growing number of districts and states are finding ways to measure teacher impact by relying on
multiple measures of student achievement, observation, samples of assignments, student work and more.
Not exact matches
The system is based on
multiple measures of performance including
student achievement and rigorous classroom observations.
Charter school leader Deborah Kenny's op - ed in today's The New York Times argues against the move by many states toward teacher evaluations based on
multiple measures, including both
student progress on
achievement tests and the reviews
of principals.
The new evaluation system will provide clear standards and significant guidance to local school districts for implementation
of teacher evaluations based on
multiple measures of performance including
student achievement and rigorous classroom observations.
This
multiple -
measures system boosts performance among teachers most immediately facing consequences for their ratings, and promotes higher rates
of turnover among the lowest - performing teachers, with positive consequences for
student achievement.
And each
of the 43 states to which the Obama administration has granted a waiver from No Child Left Behind is now in the process
of implementing evaluation systems that employ
multiple measures of classroom performance, including
student achievement data.
A good teacher is now recognized as someone whose
students learn and grow, with 38 states revising their policies on educator effectiveness to include
measures of student growth or
achievement as one
of multiple factors in teacher evaluations.
High school reform should include making sure that we are
measuring the relevant skills; allowing states the flexibility to design systems that produce results; using
multiple measures to assess
achievement; allowing the use
of growth models; including commonsense flexibility for
students with special needs; involving educators in planning; and effectively addressing dropout rates.
This study draws together results from
multiple data sources to identify how the new accountability systems developed in response to NCLB have influenced
student achievement, school - district finances, and
measures of school and teacher practices.
Implement a comprehensive evaluation system for teachers and principals based on
multiple measures of effectiveness, including
student achievement
Established in the 2009 - 10 school year, D.C.'s IMPACT evaluation system relies on a complex mix
of factors to score each teacher, including both
multiple observations and
measures of student achievement.
A recent review (McCarty & Wiley, 2011) notes that «there is compelling empirical evidence that strong, additive, academically rigorous Native language and culture programs have salutary effects on both Native language and culture maintenance / revitalization and
student achievement, as
measured by
multiple types
of assessments.»
For 2017, there were recommendations in the areas
of ensuring equity, promoting excellence, and supporting educators (http://www.ascd.org/ASCD/pdf/siteASCD/policy/2017-ASCD-Policy-Recommendations.pdf) and positions related to standards development and implementation, educating
students in a changing world, the whole child, health and learning, closing the
achievement gap, and
multiple measures of assessment.
Here is the description
of Opt Out Orlando taken from their site: «Opt Out Orlando advocates for
multiple measures of authentic assessments, such as a portfolio, non-high stakes standardized tests (Iowa Test
of Basic Standards (ITBS) or the Stanford
Achievement Test (SAT10)-RRB-, which are used to inform teachers» instruction
of their
students and which do not result in punitive consequences for
students, teachers and schools.
Evaluations should be based on at least a few years» scores.The district also must find a fair way
of evaluating teachers whose
students don't take the annual tests and should look at
multiple ways
of measuring achievement, including
student portfolios and graduation rates.
«Multimetric accountability promotes comprehensive
student achievement and well - being by using
multiple measures of performance, incorporating a range
of subjects, including nonacademic factors, and promoting continuous improvement and support.
The institute is also an opportunity for educators to explore ways to use
multiple measures to ensure that their assessments lead to a system
of data collection and analysis that result in higher levels
of student achievement.
Despite high levels
of poverty in their communities, these schools have sustained improvements on
multiple measures of student success (
achievement test scores, graduation rates, attendance rates, and behavior
measures); and national and state organizations have recognized and honored them for their
achievements.
The schools included in the table above did not meet any
of the initial criteria and the
Multiple Measure Review did not yield evidence
of student outcome success and growth in
achievement beyond that which is seen at other schools.
In the third one - day institute series, Using Formative Assessment to Meet the Demands
of the Common Core, educators will learn how to align the
multiple measures of assessment available with the CCSS and create a system
of data collection and analysis to enable higher levels
of student achievement.
Requiring regular evaluations
of teachers using
multiple measures based on clear standards for effective practice,
measures of student achievement growth, and other
measures such as observations and lesson plans or other artifacts
of practice.
Instead
of relying on intelligence and
achievement test scores solely for identification,
multiple criteria would be used, including more non-traditional
measures such as observing
students interacting with a variety
of learning opportunities (Passow & Frasier, 1996) it is a belief
of many in the field
of gifted education that new conceptions
of giftedness and a new paradigm for identifying and selecting
students will help minority and disadvantaged
students become more represented in gifted programs (VanTassel - Baska, Patton, & Prillaman, 1991; Ford, 1996).
Anacortes now has a busy team
of 12 teachers, principals, administrators, and association representatives working to finish the evaluation pilot, adding
multiple measures such as
achievement results, peer assistance and review, and
student surveys to the observation work.
While federal legislation calls for «
multiple up - to - date
measures of student academic
achievement, including
measures that assess higher - order thinking skills and understanding» (NCLB, Sec. 1111, b, I, vi), most assessment tools used for federal reporting focus on lower - level skill that can be
measured on standardized mostly
multiple - choice tests.
Although it may seem as though having more assessments will mean we are more accurately estimating
student achievement, the use
of multiple measures does not, by itself, translate into high - quality evidence.
However, most
of these tests are
multiple choice, standardized
measures of achievement, which have had a number
of unintended consequences, including: narrowing
of the academic curriculum and experiences
of students (especially in schools serving our most school - dependent children); a focus on recognizing right answers to lower - level questions rather than on developing higher - order thinking, reasoning, and performance skills; and growing dissatisfaction among parents and educators with the school experience.
The model recommends that 40 percent
of a superintendent's evaluation be based on
student academic progress, as determined by
multiple measures of learning and
achievement.
TAP principally plugs four Elements
of Success:
Multiple Career Paths (for educators as career, mentor and master teachers); Ongoing Applied Professional Growth (through weekly cluster meetings, follow - up support in the classroom, and coaching); Instructionally Focused Accountability (through multiple classroom observations and evaluations utilizing a research based instrument and rubric that identified effective teaching practices); and, Performance - Based Compensation (based on multiple; measures of performance, including student achievement gains and teachers» instructional pra
Multiple Career Paths (for educators as career, mentor and master teachers); Ongoing Applied Professional Growth (through weekly cluster meetings, follow - up support in the classroom, and coaching); Instructionally Focused Accountability (through
multiple classroom observations and evaluations utilizing a research based instrument and rubric that identified effective teaching practices); and, Performance - Based Compensation (based on multiple; measures of performance, including student achievement gains and teachers» instructional pra
multiple classroom observations and evaluations utilizing a research based instrument and rubric that identified effective teaching practices); and, Performance - Based Compensation (based on
multiple; measures of performance, including student achievement gains and teachers» instructional pra
multiple;
measures of performance, including
student achievement gains and teachers» instructional practices).
The model calls for 40 percent
of teachers» evaluations to be based on
student academic progress, as determined by
multiple measures of learning and
achievement.
Multiple measures allow multiple opportunities to demonstrate achievement, are accessible to students at varying levels of proficiency, and utilize different methods for demonstrating achi
Multiple measures allow
multiple opportunities to demonstrate achievement, are accessible to students at varying levels of proficiency, and utilize different methods for demonstrating achi
multiple opportunities to demonstrate
achievement, are accessible to
students at varying levels
of proficiency, and utilize different methods for demonstrating
achievement.
But do all these «
multiple measures» really lead us to achieve the three most often cited goals
of testing: building proficiency in basic skills, closing
achievement gaps, and fostering the top - notch knowledge and skills that
students will need in a competitive global society?
Second, we have to align the
multiple measures we use to create a coherent system
of data collection, analysis, and instruction that responds to data in a way that lifts
student achievement.
The bill requires tests to include
multiple measures of student academic
achievement and assess higher - order thinking skills and understanding.
As documented under Section 1115
of Title I, Part A
of the Every
Students Succeeds Act (ESSA), a local education agency receiving Title I funds «may use funds received under this part only for programs that provide services to eligible children under subsection (b) identified as having the greatest need for special assistance... Eligible children are children identified by the school as failing, or most at risk
of failing, to meet the State's challenging
student academic
achievement standards on the basis
of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis
of such criteria as teacher judgment, interviews with parents, and developmentally appropriate
measures».
Through the Intensive Partnerships for Effective Teaching initiative, the three sites and CMOs committed to giving teachers the feedback and support they need by incorporating
multiple measures of teacher effectiveness — including classroom observations,
student achievement measures, and
student surveys — in their evaluation systems.
Using
multiple measures, instead
of just test scores, to determine an education endeavor's success can lead to enhanced
student performance, better decision making, and a more comprehensive view
of school quality and
student achievement.
It also will be recommended that local boards only grant tenure to teachers who achieve at least an «effective teacher» rating on the new
multiple -
measure teacher effectiveness evaluation,
of which a significant portion will be based on
student achievement data.
The only
measures a State may include within its Academic
Achievement indicator in addition to the required measure of student performance on the statewide reading / language arts and mathematics assessments under ESEA [Education and Secondary Education Act, of which ESSA is the latest version] section 1111 (b)(2)(B)(v)(I) are the two optional measures: (1) an achievement index or similar measure of student performance in reading / language arts and mathematics at multiple academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 a
Achievement indicator in addition to the required
measure of student performance on the statewide reading / language arts and mathematics assessments under ESEA [Education and Secondary Education Act,
of which ESSA is the latest version] section 1111 (b)(2)(B)(v)(I) are the two optional
measures: (1) an
achievement index or similar measure of student performance in reading / language arts and mathematics at multiple academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 a
achievement index or similar
measure of student performance in reading / language arts and mathematics at
multiple academic
achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 a
achievement levels above or below proficient (see question B - 10 and B - 11); and (2)
measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 and B - 15).
The current law falls short not only
of recognizing principals, but also defining how systems should identify effective leaders based on
student achievement and other
multiple measures of outcomes and practice that principals directly influence.
Scrap adequately yearly progress, giving states the authority to develop their own accountability systems using
multiple measures of student growth and identification
of achievement gaps.
It's also a notable shift from the original version
of the Senate bill, which required every district to develop teacher and principal evaluation systems based on
multiple measures, including
student achievement and classroom observations.
There is a growing base
of evidence outside California that
multiple measure evaluation systems can drive
student achievement,» said board president Ted Mitchell.
But instead
of leaving teacher effectiveness completely up to local educators, its Encouraging Innovation and Effective Teachers Act (PDF) surprisingly requires states and districts to develop teacher evaluation systems that use
multiple measures of evaluation; incorporate
student achievement data; include more than two rating categories; are tied to personnel decisions; and are developed with input from parents, teachers, and other staff.
WHEREAS, the San Diego Unified Vision 2020, long - term strategic plan, Quality Schools in Every Neighborhood, supports and provides for quality teaching, access to broad and challenging curriculum for all
students, closing the
achievement gap with high expectations for all, and is committed to using
multiple formative
measures of success that go beyond standardized
achievement tests; and
The authors find that statewide accountability
measures fall into one
of seven main categories
of indicators:
achievement indicators, such as proficiency in reading and mathematics;
student growth indicators in
multiple academic subjects; English language acquisition indicators; early warning indicators, such as chronic absenteeism; persistence indicators, such as graduation rates; college - and career - ready indicators, such as participation in and performance on college entry exams; and other indicators, such as access to the arts.
One
of the options available to New Jersey school districts as they build teacher evaluation systems is including
student surveys among the «
multiple measures»
of student achievement.
For example, the Minnesota system includes
multiple ways for
students to demonstrate what they know and are able to do, and the MCAs are technically sound
measures of student achievement.
Assessment experts advise teachers to collect
multiple measures of assessment evidence to paint a true picture
of student achievement.