Simulation 1 Fourth-Grade Teacher – Rating on Standard 7: Student Academic Progress Teacher Description Student Growth Percentile Student Achievement Goal Measures of Student (SGP) Data Setting Attainment Summary Progress/ Achievement Other Information* teacher with the On the English Standards of All students demonstrated On the fourth History responsibility of teaching Learning test, 36 percent of measurable progress on an Standards of Learning test, 36 English and social studies on students experienced low adequate goal that focused on percent scored pass/advanced, 41 a two-person fourth-grade growth (<34); 42 percent of reading comprehension skills. percent scored pass/proficient, team students experienced Seventy percent of the students and 23 percent failed. moderate growth (between met the goal established at the 35 and 65); 9 percent beginning of the year; the other experienced high growth 30 percent made progress, but did (>65); 13 percent do not not reach the learning goal. have SGPs. Level 1 Analysis of Student Academic Progress Data For each data source, use the Exemplary Exemplary Exemplary rubric for rating Standard 7: Proficient Proficient Proficient Student Academic Progress. Developing/ Developing/ Needs Developing/ Needs Improvement Improvement Improvement Unacceptable Unacceptable Unacceptable Rationale: Rationale: Rationale: Level 2 Analysis of Student Academic Progress Data Based on the ratings Exemplary Rationale: indicated above, indicate a Proficient summative rating for this Developing/ Needs fourth-grade teacher for Improvement Standard 7: Student Unacceptable Academic Progress. * We recommend summary supporting data be attached by the teacher. Simulation 2 Seventh-Grade Mathematics Teacher –
Simulation 1 – Fourth-Grade Teacher Rating on Standard 7: Student Academic Progress Teacher Description Student Growth Percentile (SGP) Data Student Achievement Goal Setting Attainment Summary Measures of Student Progress/ Achievement Other Information* teacher with the responsibility of teaching English and social studies on a two-person fourth-grade team On the English Standards of Learning test, 36 percent of students experienced low growth (<34); 42 percent of students experienced moderate growth (between 35 and 65); 9 percent experienced high growth (>65); 13 percent do not have SGPs. All students demonstrated measurable progress on an adequate goal that focused on reading comprehension skills. Seventy percent of the students met the goal established at the beginning of the year; the other 30 percent made progress, but did not reach the learning goal. On the fourth History Standards of Learning test, 36 percent scored pass/advanced, 41 percent scored pass/proficient, and 23 percent failed. Level 1 Analysis of Student Academic Progress Data For each data source, use the rubric for rating Standard 7: Student Academic Progress. Exemplary Proficient Developing/ Improvement Unacceptable Rationale: Exemplary Proficient Developing/ Needs Improvement Unacceptable Rationale: Exemplary Proficient Developing/ Needs Improvement Unacceptable Rationale: Level 2 Analysis of Student Academic Progress Data Based on the ratings indicated above, indicate a summative rating for this fourth-grade teacher for Standard 7: Student Academic Progress. Exemplary Proficient Developing/ Needs Improvement Unacceptable Rationale: * We recommend summary supporting data be attached by the teacher. Simulation 2 – Seventh-Grade Mathematics Teacher
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