SB7 AND PERA STUDENT GROWTH & JOB RETENTION COMMITTEE MEMBERS Jennifer Kowaczek Cyndee Fralick (Committee Leader) (ETA Board Member) Graciela Albavera Sandy Kulikowski Jane Besch Audrey Leaver Kathy Cebulski Tami Proberts Lillian Figueroa Cynthia Roller Kathy Jones Jeff Schultz Lynne Kuhn Ryan Sims Jennifer Williamson PERA REQUIREMENTS FOR TEACHER EVALUATIONS 2015 -2016 Measureable change in a students learning between two or more points in time
Need data from at least 2 assessments: -At least 1 Type III Assessment -And at least 1 Type I or II assessment (NOT ISAT or PSAE) -OR 2 Type III assessments if no type 1 or Type 2 are available Must comprise at least 30% of final rating Can be as much as 50% of final rating PERA ASSESSMENTS Assessments in Place Description Type I Type II Type III An assessment that An assessment An assessment that is measures a certain developed or adopted rigorous, aligned with group of students in and approved by the the courses the same manner with school district and curriculum, and that the same potential used on a districtthe evaluator and assessment items, is wide basis that is teacher determine scored by a nongiven by all teachers measures student district entity, and is in a given grade or learning. widely administered subject area.
beyond Illinois. MAP, Supera, CogAT, LID, LS, TL, F & P, Teacher-created ISAT, Access for ELL, SEL, PSI, ESI,USI, assessments, Explore, PLAN, IAA, assessments of IPLAN, PSAT, IACT, student performance ACT, WorkKeys, AP MODELS USED FOR MEASURING GROWTH Proficiency Norms Description Compares attainment to published proficiency standards or attainment targets Common Types State proficiency Standards, course examination passing score, grade-level norms Transition/ Value Table Simple Growth Projected
Growth Value-Added Model Compares attainment each year, examining whether a student met or exceeded standards from one grade level to the next Compares post-test performance to pre-test performance to measure growth Sets an expected growth target based upon pre-test performance and measures growth based upon target Compares students attainment over time, controlling for selected factors Comparison
by grade-level, comparison sub-group Pre-Test to post-test comparisons, standardsaligned assessment comparisons Populationsimilar targets, performancesimilar targets, multiplefactors targets Value-added, longitudinal comparison of growth MODELS USED FOR MEASURING GROWTH (CONT) Proficiency Norms Transition/ Value Table Simple Growth Examples ISAT, MAP ISAT Ratings in one grade compared with performance the previous year Everyday Math end of course
examination at end of year compared with beginning of year, change in MAP RIT score over time Potential Pitfalls Only use when no pre-test is available May lead to Ignores over-emphasis differences in on Bubble starting points students Projected Growth Value-Added Model MAP growth targets VARC VAM. EVAAS VAM, Colorado Growth Model Ignores some population differences Most accurate with several
data points, some limited reliability identifying teacher value added POSSIBLE TEACHER EVALUATION MODEL Overall Student Growth Rating Overall Teacher Practice Rating Excellent Proficient Needs Improvement Unsatisfactory Excellent Excellent Excellent Proficient Additional Evidence require if confirmed, Proficient Proficient Excellent Proficient Proficient Needs
Improvement Needs Improvement Proficient Proficient Needs Improvement Needs Improvement Unsatisfactory Additional Evidence require if confirmed, Proficient Needs Improvement Needs Improvement Unsatisfactory For more info go to: http://www.isbe.net/PEAC/ STUDENT GROWTH & JOB RETENTION STATUTORY GROUPINGS FOR RIF Group I Unsatisfactory Group II Needs Improvement Dismissed at the Grouped by
discretion of the performance district. Any nonaverages. tenured teachers Lowest averages without are first on list. summative Within averaged evaluation rating. groups are RIFd by inverse seniority. Group III Satisfactory/ Proficient Group IV Excellent/ Distinguished One group no averages. RIFd by inverse seniority. One group no averages. RIFd by inverse seniority. NEXT STEPS Communicate with ETA members Recruit: Ideal committee will have representation from ALL grade levels and ALL disciplines Contact: [email protected] Create Survey and Analyze Feedback Take a look at what other districts are doing, both within Illinois and other states
