Transcript
Using Student Growth for Teacher Evaluation
Dr. Richard Voltz, Associate Director
Illinois Association of School Administrators
Final Rules for Student Growthat
http://www.isbe.net/rules/archive/pdfs/50ARK.pdf
ISBE Resources for Student Growth
http://www.isbe.net
http://www.isbe.net/PEAC/default.htm
http://www.isbe.net/assessment/htmls/balanced-asmt.htm
Joint Committee Checklist
Important Question:Is your district’s teacher evaluation
plan presently in the contract?
This process will test the TRUST and RELATIONSHIPS between
Board/Administration and Teachers.
Back Mapping Student Growth
• 2016-17 is full implementation for PERA
• 2015-16 should be the “beta” school year for the chosen student growth assessments.
• 2014-15 should be the “informal” study and decisions on what Type I, Type II and Type III assessments to use– Professional Development of staff
– Develop local assessment
– Technology in place
– Local assessments administered
Collective Bargaining?
• Between teachers and administrators and not school board.
• For student growth only.
• Once PERA Joint Committee officially starts the parties have 180 days to develop plan OR the plan will default to State Performance Evaluation Model.
PERA Joint Committee
• Each district will convene a PERA joint committee of equal representation of teachers and administrators “Joint committee” means a committee composed of equal representation selected by the district and its teachers
Will PERA change anything?
Main emphasis should be on professional development of both
principals and teachers.
This new system is not about dismissing teachers, it is about
improving teaching and learning.
Your district’s decision on how to measure student growth may be the single most important decision your
district will ever make.
For this to be done right, evaluators and teachers need time to develop
and implement.
Evaluation Timeline???
• Will teacher evaluations be required to be completed 60 (RIF) or 45 days (probationary teacher) before end of school year?
• If yes then will the district use prior year?
• If yes then will the district use only first semester results?
• What about first year teachers?
Student Growth Decisions
“Demonstrable change in a student’s learning between two or
more points in time”
Student Growth Decisions
Weight
• What percentage should student growth count for PERA?
– State Model (Default) is 50%
– Lowest is 30% (except can be 25% first two years)
• Grouping students?
• Scoring of student growth?
• Applying student scores to teacher rating?
Types of Assessments
Type I Type II Type III
An assessment that
measures a certain
group of students in the
same manner with the
same potential
assessment items, is
scored by a non-district
entity, and is widely
administered beyond
Illinois
An assessment
developed or adopted
and approved by the
school district and used
on a district-wide basis
that is given by all
teachers in a given
grade or subject area
An assessment that is
rigorous, aligned with the
course’s curriculum, and
that the evaluator and
teacher determine
measures student
learning
Examples: Northwest Evaluation
Association (NWEA) MAP tests,
Scantron Performance Series
Examples: Collaboratively
developed common
assessments, curriculum tests,
assessments designed by
textbook publishers
Examples: teacher-created
assessments, assessments of
student performance
ASSESSMENTS
• Each teacher will sample two learning goals or big ideas within the sequence scope of their instruction
• One assessment is needed for each learning goal
• Must have a Type I or a Type II AND a Type III UNLESS the Joint Committee assigns two Type III assessments
• Consider thinking in terms of categories of teachers rather than individual teachers
ASSESSMENTS
• IF the Joint Committee assigns two Type III assessments to a category of teachers the implementation of the second Type III may be delayed until the second year (50.110 b) 3) B))
• The Joint Committee shall, for any Type III
– state the general nature of the assessment
– describe the process and criteria qualified evaluators and teachers use to identify or develop the assessment
The performance evaluation plan shall identify at least two types of assessments for evaluating each category of teacher (e.g., career
and technical education, grade 2) and one or more measurement models to be used to determine
student growth that are specific to each assessment chosen.
District Assessment Identification Tool
Category of Teacher Type I Type II Type III
Early Elementary, Pre-K, K
1st-5th Grade Core
Elementary PE
Elementary Resource
6-8 Math
6-8 ELA
6-8 Science
6-8 Social Studies
6-8 PE
6-12 Health
6-8 Resource
HS Math
HS English
HS Biology
HS Physics
HS Social Studies
HS PE
HS Foreign Language
HS Driver Education
HS Business
HS CTE
Potential Problems
Teachers do not agree that a Type I or Type II assessment can be
“identified” and thus the default is two Type III’s.
Type III Assessments areteacher created.
Type III assessment means any assessment that is rigorous, that is
aligned to a course’s curriculum, and that the qualified evaluator
and teacher determine measures student learning in that course
Teachers will want the assessment to match the content that the
teacher(s) intend to teach.
Midpoint review could be THE critical point, especially early in the
implementation phase.
STUDENT CHARACTERISTICS
• Must consider at least
– Special education placement
– ELL services
– Low income status
• LIKELY as an adjustment to growth expectations
• MAY consider other characteristics
MEASUREMENT MODEL
• How data are analyzed to assign a rating
• Examples:
– Simple gain score
– Benchmarking – predicted scores
– Multivariate model (includes value added)
– Adaptive conditional model
• There are any number of district models from other states available
RATING
• Must be excellent, proficient, needs improvement, or unsatisfactory
• Set cut scores based on percent of students who achieve their growth expectation
• Apply cut scores to assign the rating
More Questions
• How will the district
– Assess non-core areas?
– Co-teaching?
– Students who change classes as semester?
– Student attendance?
– Student transfers?
SUMMATIVE RATING
• You could use the language in 50.230 to develop a set of two decision matrices– One is used to aggregate the two student growth
ratings into a single student growth rating
– The second is used to combine the student growth rating and the classroom practice rating
• After the use of cut scores to rate each assessment there’s no more arithmetic
• Everything is rounded up
SUMMATIVE RATING
• You could use the relative weights of all three components of the performance evaluation rating (classroom practice, student growth 1, and student growth 2)
• Simply calculate the weighted average of the three scores and you’ll have the numeric equivalent of the performance evaluation rating (see 50.230 (b) for the method)
Components of the State Performance Evaluation Model
"State performance evaluation model" means those components of an evaluation plan that address
data and indicators of student growth that a school district is
required to use in the event that its joint committee fails to reach
agreement.
What percentage should student growth count for PERA?
Round Up Model
SLO’s are required in the “Model”
SLO Definition
• "Student learning objective process" or "SLO process" means a process for organizing evidence of student growth over a defined period of time that addresses learning goals that are measurable
– and specific to the skills or content being taught and the grade level of the students being assessed,
– and are used to inform and differentiate instruction to ensure student success.
• Any joint committee that agrees on the assessment to be used but cannot agree on the measurement model shall employ an adaptive conditional measurement model to determine student growth specific to the student growth expectations.
• Any joint committee that cannot agree to a process to consider certain student characteristics (e.g., special education placement, English language learners, low-income populations) in each measurement model shall employ an SLO process to make that determination.
Student Growth Rating
• Any joint committee that cannot agree to the rating scale to be used to determine the student growth rating to be assigned shall determine the student growth rating by totaling the percentage of students meeting the growth expectation from each assessment used to determine student growth and averaging that result, rounding to the nearest whole number.
Student Growth Component
• In the initial three years after a school district's implementation date for a performance evaluation system shall meet these requirements…
Content contained is licensed under a Creative Commons Attribution-ShareAlike
3.0 Unported License
(Illinois Administrative Code Part 50, Sub. A, Sec. 50.210(e))
Unsatisfactory Needs Improvement Proficient Excellent
Less than 25% 25% - 50% 51% - 75% 76% - 100%
Student Growth Expectation
• Starting in the fourth year of a school district's implementation of a performance evaluation system the rating scale shall meet these requirements...
Content contained is licensed under a Creative Commons Attribution-ShareAlike
3.0 Unported License
(Illinois Administrative Code Part 50, Sub. A, Sec. 50.210(e))
Unsatisfactory Needs Improvement Proficient Excellent
Less than 40% 40% - 59% 60% - 79% 80% - 100%
The growth expectations for the applicable learning goal shall be
aligned to the needs of the teacher's classroom and students.
Examples
• Students will increase their comprehension, vocabulary, and fluency in reading.
• Students will use the scientific method to organize, analyze, evaluate, make inferences, and predict trends from biology data.
• Students will demonstrate an understanding of quadratics and exponent rules.
What are some Type III assessments?
• Teacher-created assessments
• Assessments designed by textbook publishers
• Student work samples or portfolios
• Assessments of student performance, and assessments designed by staff who are subject or grade-level experts that are administered commonly across a given grade or subject area in a school
Scoring will be very important
Assigning a teacher rating as a result of the student assessments.
Rating Example“Divide by 2”
• Pre test students and then sort students by score by student category (reg. ed., sp. ed., etc…)
• Group students together for scoring purposes into levels
• Use “Divide by 2” strategy to determine growth target
• Decide on growth goal – Example (80% of students in this group will make target equals excellent)
• The pre and post tests should be the same for this methodology
Example
• Regular Education students pre-test scores– 60 to 80%
• (100-80=20; 20/2=10; range is 70 to 90%)
– 40 to 60%• (100-60=40; 40/2=20; range is 60 to 80%)
– 20 to 40%• (100-40=60; 60/2=30; range is 50 to 70%)
– 0 to 20%• (100-20=80; 80/2=40; range is 40 to 60%)
• If 80% of students or higher make goal, teacher score is Excellent, if 60% to 79% teacher score is Proficient, if 40% to 59% teacher score is Needs Improvement, if less than 40% teacher score is Unsatisfactory
SLO Scoring Example
Summative SLO Scores Example
• The teacher assigns a numerical score to each of the SLO’s (1=U; 2=NI; 3=P; 4=E)
• The teacher averages the scores for all SLO’s (number will likely be a decimal)
For additional information
contact:
Dr. Richard Voltz
rvoltz@iasaedu.org
217-741-0466
http://richvoltz.edublogs.org
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