Student Learning Growth

Student Growth and Teacher Evaluation

The state has adopted a value-added model for the purpose of using student-level FCAT growth scores to differentiate teacher performance in the area of student learning. The current model only incorporates FCAT reading and math data. Districts are required to use the state's value-added data in their teacher evaluation systems. For these reasons, until additional assessment data becomes available, ALL teachers' student growth scores will come from FCAT reading and math results.

Fifty percent of all teachers' evaluations will be based on this measure of student growth. For the purpose of illustrating how the data will be calculated for various groups of teachers, the district is identifying teachers as being in one of two groups: "FCAT Teacher," or "Non-FCAT Teacher."

Student Growth Calculation

The composition of student growth measures as applied to E3 for 2012 – 2013 will be as follows:

*Teachers of students who do not take a 4th – 10th grade reading or math FCAT –OR– an Algebra 1 EOC will take school FCAT scores. District instructional personnel will take district FCAT scores.

See the below notes for further clarification:

1) As appropriate district and state assessments are created and approved for teacher evaluation purposes for non-FCAT courses and grade levels, they will be implemented and will take the place of FCAT scores for teachers of non-FCAT courses and grade levels.

2) If you teach students who take the FCAT and the course(s) you teach those students are not FCAT assessed, you take their FCAT scores regardless of what subject you teach those students (Teachers of PE, Art, Music, Social Studies, Science, CTE, etc. whose students take the FCAT are in this group).

3) If you teach students who do not take the FCAT or if you do not actually teach students, you take school or district FCAT scores (Media, Guidance, Technology Coordinators, district teachers on special assignment, PK-3rd teachers, 11-12th grade teachers, etc. are in this group). Third grade teachers are in this group because the FCAT Value-Added model requires a previous year administration for baseline. Science and writing scores are likewise not used because we currently cannot show learning growth with these scores.

4) There must be at least ten student scores in a stability group for students to be included in a teacher’s calculation. For example, an ESE teacher who teaches some students who take FCAT and some who do not must be able to take at least 10 scores of students taking FCAT for those students’ scores to be included in his/her calculation. If the number of student scores is below 10, then that teacher takes school scores in the place of a stability group.

5) For principal’s choice and teacher’s choice options, the choices include teacher stability group (reading, math, or both), lowest 25% of an FCAT stability group, the school stability group, or the district stability group. Choices do not include only a portion of a teacher’s stability group (such as one grade level or one class)

Student Growth Measures

Use the chart below to determine the student growth measure that will be used for FCAT Teachers "stability group" score (which comprises 40% of the overall evaluation):

Student Learning Growth Rating

Half of each teacher's evaluation is based on the student learning growth score. This rating is assessed through the value-added model adopted by the state. The value-added model creates an "expected performance level" for each student based on his prior academic achievement and other variables. Each teacher's rating in this area is derived from the percent of students who meet or exceed their expected performance level.

For this reason, the student learning growth rating is measured on a 100 point scale (though it only counts 50% of the overall evaluation). The scale is as follows:

*Remember that the numbers shown in the, "range" column of the chart represent the percent of students who achieved at or above their expected performance level based on their statistical value-added calculation.

Stability Group Definition for Student Growth Calculation (click to download)

The District will determine the students to be included in the computation of each teacher’s "percentage meeting expectations" based primarily on the length of time the student is enrolled with the teacher. Student course schedules will be queried to identify  students that meet certain entry / withdrawal dates appropriate for the type of course (Full year, semester, or block scheduling) according to the following chart:

Only students included in the calculation of the reading gain percentage for the district can be included in the student growth reading percentage for the teacher.

Only students included in the calculation of the math gain percentage for the district can be included in the student growth math percentage for a teacher.

A minimum of 10 scores must be available to calculate the student growth percentages.

Charter school teachers are excluded.

Camelot teachers are excluded.