connecting principal evaluation to student academic progress student academic progress goals 1

Connecting Principal Evaluation to Student Academic Progress

Student Academic Progress Goals

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Standard 7 - What We Need to Know

What should we know in using studentacademic progress goals in aprincipal’s performance evaluation?

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Differences Between Teacher and Principal Goals

Based on smaller numbers of students

Focused on individual student growth

Strongly influenced by individual student characteristics

Based on larger populations of students

Focused on percentage of students reaching mastery

Less influenced by individual student characteristics

Highly correlated to school improvement plans

Teacher goals are typically… Principal goals are typically…

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Baseline Data and Post-Measures

Usually take place in the same year

Use the same group of students

Often take place from one year to the next

May use different groups of students

Used for teachers… Used for principals…

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Potential Principal Goal

Why this goal is not practical for principal goal setting: AP courses tend to last a full year.

The current enrollment is 400 students, and 10 percent of that is 40 — but we do not enroll students continuously over the course of a year.

Student populations fluctuate from year to year. It is unlikely that next year we will have exactly 400 students.

The only way to accurately compare student populations that vary by years is to use percentages.

During the current school year, the principal will increase advanced placement class enrollment by 10 percent. Current enrollment is 400 students. The goal is to increase enrollment by 40 students.

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Better Principal Goal

Because this goal compares percentages rather than actual students, it allows comparison from year to year, regardless of student population numbers in any given year.

During the current school year, the percentage of students enrolled in at least one college-level course (AP or dual enrollment) out of the total eligible student population will increase to 60 percent (approximately a 10 percent increase over last year’s 51 percent).

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Suggested Principal Decision Rules for Student Academic Progress Goal

Setting*

Exemplary Proficient Developing/ Needs Improvement

Unacceptable

End results exceed target goal by at least 35% of what is needed to make 100% from the target goal.

End results exceed or meet the goal OR are no lower than 5% below the goal.

End results are lower than target goal by more than 5% BUT are no less than 35% lower than target goal.

End results are more than 35% away from reaching the target goal.

*School divisions may determine their own decision rules for student academic progress goal setting. These decision rules are one suggestion of how attainment of a principal’s student academic progress goals may be determined.

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Principal Decision Rules Explained: Exemplary

Eligible Student Population

0% Goal: 60% 74% 100%


Distance to 100% = 40%

Exemplary: 74% to 100%

EXEMPLARY: End results exceed target goal by at least 35 percent of what is needed to make 100 percent from the target goal.

Equation[(100 - Goal) x 0.35] + Goal

100% – 60% = 40%40% x 35% = 0.40 x 0.35 = .14 = 14%

14% + 60% = 74%

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Principal Decision Rules Explained: Proficient


PROFICIENT: End results exceed or meet the goal OR are no lower than 5 percent below the goal AND end results are less than 35 percent of what is needed to make 35 percent from the target goal.


0% Goal: 60% 74% 100%

Exemplary:74% to 100%

Proficient:57% to 73.99%

Equation[Goal – (Goal x 0.05)]

60% x 5% = 0.60 x 0.05 = 0.03 = 3%

60% - 3% = 57%

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Principal Decision Rules Explained: Developing/Needs Improvement


DEVELOPING/NEEDS IMPROVEMENT: End results are lower than target goal by more than 5 percent BUT are no less than 35 percent lower than target goal.


0% Goal: 60% 74% 100%

35% of 60%

Exemplary:74% to 100%

Proficient:57% to 73.99%

Developing/ Needs

Improvement39% to 56.99%

Equation

[Goal - (Goal x 0.35)]

60% x 35% = 0.60 x 0.35 = .21 = 21%

60% - 21% = 39%

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Principal Decision Rules Explained: Unacceptable


Unacceptable: End results are more than 35 percent away from reaching the target goal.


0% Goal: 60% 74% 100%

Exemplary74% to 100%

Proficient57% to 73.99%

Unacceptable0% to 38.99%

Developing/ Needs Improvement

39% to 56.99%

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Practice: Principal Decision Rules for

Student Academic Progress Goal Setting

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Total number of students eligible: 100Total number of students needed to meet goal at 60 percent: 60


Unacceptable

Percentage of students meeting or exceeding goal

74% to 100% 57% to 73.99%

39% to 56.99%

0% to 38.99%

Absolute number of students

needed

74 to 100 students

57 to 73 students

39 to 56 students

0 to 38 students

Goal 1: High School ResultsPrincipal A

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Principal A had an increase to 56 percent in the number of students enrolled in at least one college-level course. Principal A is rated as ________________ for her student academic progress goal.

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Unacceptable


74% to 100% 57% to 73.99%

39% to 56.99%

0% to 38.99%


needed

74 to 100 students

57 to 73 students

39 to 56 students

0 to 38 students


Principal A had an increase to fifty-six percent in the number of students enrolled in at least one college-level course. Principal A is rated as Developing/Needs Improvement for her student academic progress goal.

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Student Academic

Progress Goal Calculator

[LINK When Available]

(Use the Student Academic Progress Goal Calculator, provided in an Excel document, on the Virginia Department of Education’s Web site to assist with completing the following simulations.)

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Simulations

Use the decision rules provided to arrive at a rating of “Exemplary,” “Proficient,” “Developing/Needs Improvement,” or “Unacceptable” in student academic progress goal setting for each of the principals.

Simulation 1 – Middle School Principal

Simulation 2 – Elementary School Principal

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During the current school year, the overall pass rate for end-of-year mathematics SOL assessments for Gap Group 1 (students with disabilities, English language learners, economically disadvantaged) will increase to 48 percent (a 20 percent increase over last year’s 40 percent).

Total number of students in Gap Group 1: 50Total number of students needed to meet goal at 48 percent: ____


Unacceptable

Percentage of students meeting or exceeding goal __________ __________ __________ __________


needed __________ __________ __________ __________

Simulation 1: Middle SchoolPrincipal B

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During the current school year, the overall pass rate for end-of-year mathematics SOL assessments for Gap Group 1 (students with disabilities, English language learners, economically disadvantaged) will increase to 48 percent (a 20 percent increase over last year’s 40 percent).

Total number of students in Gap Group 1: 50Total number of students needed to meet goal at 48 percent: 24


Unacceptable


66.2% to 100%

45.6% to 66.19%

31.2% to 45.59%

0% to 31.19%


needed

33 to 50 students

23 to 32 students

16 to 22 students

0 to 15 students


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Total number of students in Gap Group 1: 50Total number of students needed to meet goal at 48%: 24


Unacceptable


66.2% to 100%

45.6% to 66.19%

31.2% to 45.59%

0% to 31.19%


needed

33 to 50 students

23 to 32 students

16 to 22 students

0 - 15 students


Principal B had an increase to 46 percent in the pass rates of the Gap Group 1 students in the mathematics SOL assessments. Principal B is rated as __________ on this data point.

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Total number of students in Gap Group 1: 50Total number of students needed to meet goal at 48%: 24


Unacceptable


66.2% to 100%

45.6% to 66.19%

31.2% to 45.59%

0% to 31.19%


needed

33 to 50 students

23 to 32 students

16 to 22 students

0 - 15 students


Principal B had an increase to 46 percent in the pass rates of his Gap Group 1 students in the mathematics SOL assessments. Principal B is rated as Proficient.

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During the current school year, the percentage of kindergarten students meeting the PALS benchmark will increase to 90 percent (approximately 10 percent increase over last year’s 81 percent).

Total number of students in kindergarten during Spring PALS: 200Total number of students needed to meet goal at 90 percent: _____

Exemplary Proficient Developing/Needs Improvement

Unacceptable

Percentage of students meeting or exceeding goal __________ __________ __________ __________


needed __________ __________ __________ __________

Simulation 2: Elementary School

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During the current school year, the percentage of kindergarten students meeting the PALS benchmark will increase to 90 percent (approximately 10 percent increase over last year’s 81 percent).

Total number of students in kindergarten during Spring PALS: 200Total number of students needed to meet goal at 90 percent: 180


Unacceptable


93.5% to 100%

85.5% to 93.49%

58.5% to 85.49%

0% to 58.49%


needed

187 to 200 students

171 to 186students

117 to 170students

0 to 116students


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Unacceptable


100% to 93.5%

93.49% to 85.5%

85.49% to 58.5%

58.49% to 0%


needed

200 to 187 students

186 to 171students

170 to 117students

116 to 0students

Simulation 2 : Elementary School

Principal C’s students achieved an increase to 97 percent in meeting the Spring PALS benchmark. Principal C is rated as __________ on this data point.

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Unacceptable


100% to 93.5%

93.49% to 85.5%

85.49% to 58.5%

58.49% to 0%


needed

200 to 187 students

186 to 171students

170 to 117students

116 to 0students


Principal C’s students achieved an increase to 97 percent in meeting the Spring PALS benchmark. Principal C is rated as Exemplary.

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Goal-Setting Decision Rule Recommendations

Must be used with percentages: does not work for individual students (unless first converted into percentages)

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Goal-Setting Decision Rule Recommendations

Goals set with a low percentage of progress needed for goal attainment and applied to a large number of students make it difficult to meet “Exemplary”

Suggestion: lower the number of students by disaggregating data and focusing on a subgroup with specific characteristics

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Questions?

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connecting principal evaluation to student academic progress student academic progress goals 1

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