Principal/Assistant Principal Measures of Student LearningS.B. 10-191 requires that 50 percent of an educator’s evaluation be based on educator impact on multiple measures of student learning in relation to the Colorado Academic Standards. In Colorado, the term academic growth is closely associated with results from the Colorado Growth Model (CGM) in the School and District Performance Frameworks. Evaluating student learning is not confined to results from the CGM, but is inclusive of results from multiple types of measures. Measures of student learning may include Colorado Growth Model (CGM) results as well as results from other state assessments, district assessments and teacher-developed assessments. Multiple types of assessments may also be used to generate results from goal or target setting processes.
There are several requirements outlined in State Board Rules that districts should consider when designing educator evaluation systems to incorporate the results from multiple measures of student learning for principals and assistant principals.
1. School Performance Framework
• School Districts may choose to weight specific components of the school performance framework so long as student longitudinal growth carries the greatest weight.
2. At least one other measure of student academic growth that meets the following criteria
• Growth corresponds to implementation benchmarks and targets included in the Unified Improvement Plan
• Must be consistent with the measures of student academic growth used for the evaluation of teachers in the principal’s school.
• Shall reflect the broader responsibility a Principal has for ensuring the overall outcomes of students in the building.
The model being used for principal and assistant principal measures of student learning is
School Performance Framework – 20%The 2015-2016 Final Ratings Calculator can be used to forecast Professional Practice Ratings, Measures of Student Learning Ratings, and Final Ratings.
The best model will be selected for each individual school. All models ensure that student longitudinal growth carries the greatest weight.
2014-2015 School Year SPF Report - this will remain unchanged for 2015 -2016
Guide to the 2014-2015 School Year SPF ReportIndividual Attribution – 30%At least one other measure of student academic growth must be used that corresponds to implementation benchmarks and targets included in the Unified Improvement Plan and is consistent with the measures of student academic growth used for the evaluation of teachers in the principal’s school.
Measures of Student Academic Growth shall reflect the growth of students in all subject areas and grades, not only those in subjects and grades that are tested using Statewide Summative Assessments, and shall reflect the broader responsibility a Principal has for ensuring the overall outcomes of students in the building.