Teacher Evaluation Measures

Here are the latest items for the teacher evaluation for Secondary English based on student growth!  Lesson elements, rubrics and extras are linked for the measures.

2019-2020; 2020-2021

High School

Note:  Performance Tasks have been added to English 9, English 10, English 11, English 12, African-American Literature, Creative Writing and Journalism Courses.  Teachers are encouraged to use those tasks for SGMs.  Here are all the options:

Option 1:  Annotation (of any text) or Text Evidence (in h.s. performance tasks)

Option 2:  Précis/Summary Statement (of any text) or Publishing (in h.s. performance tasks)

Option 3: Writing Portfolio 

Option 4 (IB Only):  IB World School teachers can use IB-scored Writing Assessment Tasks evaluated on the appropriate Language and Literature IB rubrics.  (The teacher must use the same IB criteria from the fall to the spring.)

Option 5 (AP Only):  AP teachers can use AP-scored writing tasks evaluated with the College Board’s AP rubrics.

*Other items may be included with permission from specialist and admin.

 

2015-2016; 2016-2017; 2017-2018; 2018-2019

Middle School and High School

(Grades 6-8, Reading, RTI Reading; Grades 9-12 (regular, honors, AP, IB))

Pick two of the options:

Option 1:  NWEA pre and post RIT scores (middle school only)

Option 2: Writing Portfolio (pre-writing and SOL short paper score serve as your pre and post scores)

Option 3:  Annotation

Option 4:  Précis Statement or Summary Statement

Option 5 (IB Only):  IB World School teachers can use IB-scored Writing Assessment Tasks evaluated on the appropriate Language and Literature IB rubrics.  (The teacher must use the same IB criteria from the fall to the spring.)

Option 6 (AP Only):  AP teachers can use AP-scored writing tasks evaluated with the College Board’s AP rubrics.

*Other items may be included with permission from specialist and admin.

For Annotation and Précis/Summary Items:  Teachers should choose a selection that is part of the current unit. Teachers need to make sure that the piece selected is “rich” with literary elements and style choices.  The assessments should be administered “cold” in the fall (students should be given a passage they are unfamiliar with and should not be given a rubric to clue them in on proper annotation and précis/summary writing).  At the spring administration, students may use any tools they have been taught during the school year to complete the post assessment.

Please keep track of your students’ growth this year by using the appropriate tab of the English-SGM-Data-Collection-Colored

Drama (only for those drama teachers who do not teach English/Reading or another core)

Measure One:  SOL Tracking Chart

You will need to take your SOL standards and create an assessment chart.  Each student will get a chart where you will indicate student success on each standard.

Simply

1.      copy them from the state document (attached to the email)

2.      paste them into a new Word document

3.      select all and insert table (convert text to table)

4.      add five columns to the left

5.      merge columns to distinguish the standard stem from the fine points

(a sample of this is in the admin guide)

 

Measure Two:  Student Portfolio

You will have students create portfolios to showcase their accomplishments and personally favored works.  This will serve as a second documentation of student achievement by containing a student’s best pieces and the student’s evaluation of the strengths and weaknesses of the pieces.  The portfolio should be used with every student, as every student expects to demonstrate their achievement.  Please include items such as the following:

  • Journals
  • Quizzes (Theory, History, etc.)
  • Scripts
  • Photographs of productions students worked on or designed
  • Artistic work, including photographs, sculpture, drawings, paintings, etc.
  • Lighting Designers, Sound Designers and Stage Managers should include
  • prompt books
  • Costume Designers should include renderings with fabric swatches
  • Set Designers should include renderings and/or models

 

 

2014-2015

Grades 6-8, Reading, RTI Reading

  • Measure 1:  NWEA pre and post RIT scores (overall or specific category)
  • Measure 2: NWEA pre and post RIT scores (overall or specific category)

               *Grade 8 (additional tracking for SI schools which chose to participate): 

                 Direct Writing Score from HAT to SOL

 

Grades 9-12 (regular, honors, AP, IB)

  • Measure 1:  Annotation
  • Measure 2:  Précis Statement or Extended Summary Statement
  • Teachers may use one of the provided samples or may choose a selection that is part of the current unit.  Teachers just need to make sure that the piece selected is “rich” with literary elements and style choices.  The assessments should be administered “cold” in the fall (students should be given a passage they are unfamiliar with and should not be given a rubric to clue them in on proper annotation and précis/summary writing.  At the spring administration, students may use any tools they have been taught during the school year to complete the post assessment.
  • Note:  If you choose to have students write an extended summary instead of the précis, the paragraph should identify the 5Ws, H, audience and purpose.  Your non-honors students may not be able to identify and talk about rhetorical devices, but they should still be able to identify audience and purpose, as those are key standards in our SOLs.Remember to remove parts of the annotation rubric that do not correspond to the type of text students are analyzing. Remove the points for those rows as well from the score section at the bottom!

               *Grade 10 (additional tracking for SI schools which chose to participate): 

                 Direct Writing Score from HAT to SOL

 

Drama (only for those drama teachers who do not teach English/Reading or another core)

  • Measure One: Theatre SOL Tracking Chart
  • Measure Two: Student Portfolio

 

 

 

2013-2014

RTI Reading

Measure 1:  Achieve Lexile Report from Fall to Spring

  • Pre-Test Level Set–September 9-27
  • Interim Level Set–January 6-24
  • Post-Test Level Set–April

Measure 2:  NWEA pre and post RIT scores

  • Fall NWEA–September-October
  • Spring NWEA–April

 

Grades 6-7, Reading

Measure 1:  NWEA pre and post RIT scores

  • Fall NWEA–September-October
  • Spring NWEA–April

Measure 2:   NWEA (specific category)

Grade 8

Measure 1:  Direct Writing Score from HAT to SOL

  • HAT Assessment–September 18-19
  • SOL Window–March 3-21

Measure 2:  NWEA pre and post RIT scores

  • Fall NWEA–September-October
  • Spring NWEA–April

Remember—(except for the HAT Writing item that will be coming to you after the Oct. 8 scoring session) you are pulling the data reports from the NWEA program.   Teachers are asked to pull the NWEA Student Growth Summary Report and NWEA Student Progress Report.  Most important will be for you to look at Des Cartes in the NWEA reports and focus on the skills that students are weak in as you plan your lessons to ensure students will grow and do well on both the SOL and NWEA at the end of the year.  Administrators will want to look at the the Achievement Summary Report to get an overall look at growth at the end of each year.

Please keep track of your students’ growth this year by using the Writing and NWEA_MS tab of the English SGM Data Collection.

 

Grade 9

Measure 1:  Annotation

  • Pre-Test–September 9-27
  • Post-Test–April
  • Teachers may use one of the provided samples or you may choose a selection that is part of your current unit.  You just need to make sure that the piece you select is “rich” with literary elements and style choices
  • HCPS Annotation Rubric

Measure 2:  Pre’cis Statement

  • Pre-Test–September 9-27
  • Post-Test–April
  • Teachers may use one of the provided samples or you may choose a selection that is part of your current unit.  You just need to make sure that the piece you select is a short literary analysis or argument piece (similar to items found on the AP 11 test)
  • HCPS Rhetorical Precis Guide
  • HCPS Rhetorical Precis Rubric

 

Grade 10

Measure 1:  Direct Writing Score from HAT to SOL

  • HAT Assessment–September 18-19
  • SOL Window–March 3-21

Measure 2:  SOL Multiple Choice Assessment (from Pre-test to Benchmark to SOL)

  • Pre-test–September 9-27
  • Benchmark–December
  • SOL Window–March 3-21l

 

Grade 11

Measure 1:  SOL Multiple Choice Assessment (from Pre-test to Benchmark to Simulation)

  • Pre-test–September 9-27
  • Benchmark–December
  • Simulation–April

Measure 2:  Annotation

  • Pre-Test–September 9-27
  • Post-Test–April
  • Teachers may use one of the provided samples  or you may choose a selection that is part of your current unit.  You just need to make sure that the piece you select is “rich” with literary elements and style choices
  • HCPS Annotation Rubric

 

Grades 11AP/IB, 12, 12AP/IB

Measure 1:  Annotation

  • Pre-Test–September 9-27
  • Post-Test–April
  • Teachers may use one of the provided samples or you may choose a selection that is part of your current unit.  You just need to make sure that the piece you select is “rich” with literary elements and style choices
  • HCPS Annotation Rubric

Measure 2:  Pre’cis Statement

  • Pre-Test–September 9-27
  • Post-Test–April
  • Teachers may use one of the provided samples or you may choose a selection that is part of your current unit.  You just need to make sure that the piece you select is a short literary analysis or argument piece (similar to items found on the AP 11 test)
  • HCPS Rhetorical Precis Guide
  • HCPS Rhetorical Precis Rubric

 

Here are the sample texts for the Pre- Annotation and Pre’cis Assessments:  HS Pre-Assessment Texts

Please keep track of your students’ growth this year by using the appropriate tab of the English SGM Data Collection.