Transcript SB7 and PERA

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
U-46 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 course’s
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,
ISAT, Access for ELL,
Explore, PLAN,
IPLAN, PSAT, IACT,
ACT, WorkKeys, AP
LID, LS, TL, F & P,
SEL, PSI, ESI,USI,
IAA,
Teacher-created
assessments,
assessments of
student performance
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
student’s
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 (CON’T)
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 RIF’d
by inverse
seniority.
Group III
Satisfactory/
Proficient
Group IV
Excellent/
Distinguished
One group – no
averages. RIF’d
by inverse
seniority.
One group – no
averages. RIF’d
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 Sur vey and Analyze Feedback
 Take a look at what other districts are doing, both
within Illinois and other states