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Dr. Voltz presentation for IASB Triple I Conference
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What School Board Members Need To Know About Student Growth
Dr. Richard VoltzIASA Associate Director
Student Growth Presentation for IASBcan be found at
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In 2010, Illinois Governor Pat Quinn signed the Performance Evaluation Reform Act (PERA),
which changed how teachers’ and principals’ performance is
measured in the state.
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.
Two Parts
Teacher Practice Student Growth
Danielson Frameworks for Teaching is the PEAC recommended
model, not the state default.
Step 3Change the Focus
First Observe the Student Then The Teacher
Observe More
Teacher evaluation based on infrequent, announced classroom visits is
inaccurate, ineffective, and dishonest.
No more…
Increased observations
Teacher evaluations typically look like this...
Each teacher teaches 900 lessons per year, 1,800 for two years
Instead it should
look like this.
It needs to look more like a Gallop Poll, random and 10 times per cycle.
“Reflection is Key”
Danielson definition of engaged learning…
The student is intellectually engaged in
the work.
Evaluators look for “Engaged Learning Evidence”
What are the students learning?
Not what are the students doing.
PERA requires data and indicators of student growth as a “significant factor”
for principal and teacher evaluation.
RV Recommendation #1Learn via Video
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.
Medical Model Analogy
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.
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.
Timelines
• Chicago and RTTT Districts already in.• Lowest 20% by September 2015
– Were notified by ISBE on 9/22/14• All other districts by September 2016
Student Growth Decisions
“Demonstrable change in a student’s learning between two or
more points in time”
Teachers will want the assessment to match the content that the
teacher(s) intend to teach.
What percentage should student growth count for PERA?
Round Up Model
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
Student Groups
• Districts may want to consider dividing students into groups for evaluation purposes.
• Examples– Regular education– Special Education – by disability or maybe even by
individual– ELL– Low Income– Other as is appropriate
Grouping students?
Scoring of student growth?
Default Student Growth Rating Scale
• Excellent = 76% to 100% of students met the indicated growth target
• Proficient = 51% to 75% of students met the indicated growth target
• Needs Improvement = 25% to 50% of students met the indicated growth target
• Unsatisfactory = Less than 25% of students met the indicated growth target
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.
All assessments SHALL be aligned to Illinois Learning Standards and
the Common Core Standards.
Midpoint review could be THE critical point, especially early in the
implementation phase.
What is the cut score?
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)
More Questions
• How will the district– Assess non-core areas?– Co-teaching?– Students who change classes as semester?– Student attendance?– Student transfers?
What are SLO’s
Are SLO’s required?
School Service Personnel are not required to have student growth as
a component for evaluation.
Is there any research to support the use of student growth for teacher evaluation purposes?
Some Problems
1. Non-teacher effects may cloud the results2. Data may be inaccurate3. Student placement in classrooms is not
random4. Student’s previous teachers can create a halo
(or pitchfork) effect5. Teacher’s year-to-year scores vary widely.
Amount of time required for both teachers and administrators.
Teachers may/will want
all student growth
assessments to be directly
related to what they
actually teach.
Q. What happens to a school district that does not meet the statutory deadlines? A. Districts that are not compliance with either PERA or SB 7 may have their recognition status reduced pursuant to 23 Ill Admin. Code 1.20. In addition, evaluation plans and tools that are not compliant with the requirements of the law may undermine dismissals (including non-renewals of nontenured teachers), discipline, and reductions in force.
Student Growth Metrics should align to Education Best Practices
• Standards based• Team Teaching• Professional Learning Communities• Do not put teachers into competition with
each other• Each teacher should be compared to a
standard so all could potentially receive favorable ratings
RV Recommendation #2
• 30% Student Growth Rating should be based on the following:– 10% All school reading and math scores– 10% Type III assessment tied to standards– 10% Student survey of teaching based on a model
such as was reported in the MET Study
For additional information contact:
Dr. Richard [email protected]
217-741-0466http://
richvoltz.edublogs.org