The document outlines a school-wide model integrating teacher evaluations with school goals and student growth at Brandon Middle School, which serves a diverse population of 427 students. It emphasizes the use of specific interventions to improve reading comprehension among at-risk students and discusses the evaluation process based on the Danielson model. Lessons learned include the importance of focusing on one goal, leveraging technology for data analysis, and promoting staff collaboration for continuous improvement.

1. Aligning Teacher
Evaluations, School Goals,
and Student Growth into a
School-wide Model
Jason Siko, Grand Valley State University
Tina Chambers, Brandon Middle School

2. Brandon Middle School
● 427 students (Grades 7-8)
● 40% free and reduced
● School of Choice district
● Rural area - small community
● Diversity of school
● Generally low MEAP scores
● Large gaps between groups
o Borderline FOCUS School

4. Target Group and PGP
School identified reading as target area due to
SES gap
90% of staff used the following PGP:
Students in the target group, who are at-risk in the
area of reading, will maintain or improve reading
comprehension skills in areas of making inferences and
synthesizing information as evidenced, in part, by
maintaining or improving their score on the CORE
MAZE Reading Comprehension assessment by 5%
by April 30, 2014.

5. Target Group Identification

6. Determine Strategies & Interventions
Hi-Class/Mi-Class
Thinking Routines (CoT)
Interventions were basis for Teacher
Evaluation process
● Danielson Model
● Domain 3 (Analyzing Teaching & Learning
Through Multiple Lenses)

7. Set timelines for data collection
“Effective” rating - Provides evidence of
monthly progress monitoring and show regular
evidence (7-10 times per year) of reflection on
student data.
In reality: 5-7X
● Process didn’t start in September
● Polar vortex
● Evaluation meetings in May (last month to
collect data was in April)

9. Data analysis
Option of collecting data manually
PD on collecting and analyzing data using
Google Drive (Spreadsheet, Forms)

10. Example

11. Evaluation - Student Growth
Progress
monitoring
and
reflections
on student
progress
Provides evidence
of less than
quarterly progress
monitoring and
shows little
evidence of
reflection on
student data
Provides evidence
of progress
monitoring at least
quarterly and
shows occasional
evidence (at least
4-6 times per year)
of reflection on
student data
Provides evidence
of monthly
progress
monitoring and
shows regular
evidence (7-10
times per year) of
reflection on
student data
Provides evidence
of progress
monitoring 2-3
times per month
and shows
ongoing evidence
of reflection on
student data
Monitoring
and
adjustment
of
instructional
practice
Little proof of the
use of instructional
practices/strategie
s
Proof of application
of instructional
practices/strategie
s and the impact
they had on
student growth
Proof of application
of the instructional
practices/strategie
s and the impact
they had on
student
growth/able to
identify the
changes made
Proof of application
and effective use
of instructional
practices/strategie
s and evidence of
learning for all
students.

12. Reflective Narrative
Data collection ended in April; meetings with
admin in May
Teachers reflected on where they felt they
were highly effective and areas to work on for
the following year; needed to provide
evidence in order to receive HE rating in this
category
ID areas for growth in following year

13. Administer Summative Assessment
Reading scores increased
School rating went from 47th percentile to
62nd percentile in statewide top-to-bottom
rankings

14. Lessons Learned
● Focus on one goal
● Technology can be a friend OR foe
o lack of data warehouse, PD, etc.
● Expect frustration
● Emphasize process over scores for eval
● Wide range of abilities in understanding and
using (particularly with technology, data
analysis, developing activities)
● Try to limit staff comparisons
● Consider a third-party (~mentor/support)

15. Changes for this year
● Focus on SPECIFIC strategies (that work for
their situation)
● More frequent use of strategies as
formative assessment
● Shift toward using technology to
store/analyze data (Google or Excel)
● More staff collaboration (How do I…?)
● Staff started earlier
● More staff developing own goals
● Testing change

17. Questions?

18. Exit Slip
3-2-1
● Three things you learned in this
presentation
● Two things you wish to incorporate at your
school
● One question you would like us to answer
Please include name and email address

19. Thanks for coming
Jason Siko
Assistant Professor of Educational Technology
Grand Valley State University
sikojp@gmail.com
@jasonsiko
jasonsiko.com
Tina Chambers
Principal, Brandon Middle School
tchambers@brandon.k12.mi.us