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Illinois State Board of Education Regional Offices of Education Performance Evaluation Reform Act Training Rules and Regulations Joint Committee Decisions.

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Presentation on theme: "Illinois State Board of Education Regional Offices of Education Performance Evaluation Reform Act Training Rules and Regulations Joint Committee Decisions."— Presentation transcript:

1 Illinois State Board of Education Regional Offices of Education Performance Evaluation Reform Act Training Rules and Regulations Joint Committee Decisions Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

2 Agenda Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Opening and Introductions Module 1: Rules and Regulations Module 2: Joint Committee Decisions Summary and Conclusion

3 Module 1: PERA Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

4 Purpose The purpose of this module is to introduce teachers and administrators to Part 50 of the Illinois Administrative Code. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

5 Objective Following this module, participants will be able to demonstrate knowledge of Illinois Administrative Code Part 50. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

6 Illinois Administrative Code Part 50 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

7 Activity Illinois Administrative Code Part 50 Handout 1: FAQ Scavenger Hunt Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

8 Definitions “Assessment” means any instrument that measures a student’s acquisition of specific knowledge and skills. Assessments used in the evaluation of teachers, principals and assistant principals shall be aligned to one or more instructional areas articulated in the Illinois Learning Standards. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

9 Definitions “Joint Committee” means a committee composed of equal representation selected by the district and its teachers or, when applicable, the exclusive bargaining representative of its teachers, which shall have the duties set forth in this Part regarding the establishment of a performance evaluation plan that incorporates data and indicators of student growth as a significant factor in rating teacher performance. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

10 Definitions “Teacher” means full-time or part-time professional employees of the school district who are required to hold a teaching certificate issued in accordance with Article 21 of the School Code or a professional educators license endorsed for a teaching field issued in accordance with Article 21B of the School Code. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

11 Definitions “Teacher” shall not include any individual who holds a school service personnel certificate or a professional educator license endorsed for school support personnel … – School counselor, school psychologist, nonteaching school speech and language pathologist, school nurse, or school social worker. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

12 Definitions “Student growth” means a demonstrable change in a student’s or group of students’ knowledge or skills, as evidenced by gain and/or attainment on two or more assessments, between two or more points in time. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

13 Student Growth Components Student growth shall represent at least 25 percent of a teacher’s performance evaluation rating in the first and second years of a school district’s implementation of a performance evaluation system. – Thereafter, student growth shall represent at least 30 percent of the rating assigned. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

14 Student Growth Components The performance evaluation plan shall identify at least two types of assessments for evaluating each category of teacher – and one or more measurement models to be used to determine student growth that are specific to each assessment chosen The “types” of assessments were defined by the Performance Evaluation Advisory Council. There are Three types of assessments. –. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

15 Definitions “Measurement model” means the manner in which two or more assessment scores are analyzed for the purpose of identifying a change in a student’s knowledge or skills over time. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

16 Definitions “Type I assessment” means a reliable assessment that measures a certain group or subset of students in the same manner with the same potential assessment items, is scores by a non-district entity, and is administered either statewide or beyond Illinois. – Examples: assessments available from the Northwest Evaluation Association (NWEA), Scantron Performance Series, Start Reading Enterprise, College Board’s SAT, Advanced Placement or International Baccalaureate examination, or ACT’s EPAS®(i.e., Educational Planning and Assessment System). Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

17 Definitions “Type II assessment” means any assessment developed or adopted and approved for use by the school district and used on a district wide basis by all teachers in a given grade or subject area. – Examples include collaboratively developed common assessments, curriculum tests and assessments designed by textbook publishers. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

18 Definitions “Type III assessment” means any assessment that is rigorous, that is aligned to the course’s curriculum, and that the qualified evaluator and teacher determine measures student learning in that course. – Examples include teacher-created assessments, assessments designed by textbook publishers, student work samples or portfolios, and assessments of student performance. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

19 Definitions A Type I or Type II assessment may qualify as a Type III assessment if it aligns to the curriculum being taught and measures student learning in that subject area. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

20 Student Growth Components The evaluation plan shall include the use of at least one Type I or Type II assessment and at least one Type III assessment. – Assessments used for each data point in a measurement model may be different provided that they address the same instructional content. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

21 Student Growth Components The joint committee shall identify the specific Type I or Type II assessment to be used for each category of teacher. – The evaluation plan shall require that at least one Type III assessment be used for each category of teacher. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

22 Student Growth Components If the joint committee determines that neither a Type I nor a Type II assessment can be identified, then the evaluation plan shall require that at least two Type III assessments be used. – A school district required to use two Type III assessments for any category of teachers may delay the use of the second Type III assessment until the second year of implementation. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

23 Activity Illinois Administrative Code Part 50 Handout 1.2: Assessment Inventory Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

24 Midpoint Each plan shall identify the uniform process (to occur at the midpoint of the evaluation cycle) by which the teacher will collect data specific to student learning. The data to be considered under this subsection (b)(5) shall not be the same data identified for use in the performance evaluation plan to rate the teacher’s performance. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

25 Midpoint The data the teacher collects shall not be used to determine the performance evaluation rating. – The teacher should use the data to assess his or her progress and adjust instruction, if necessary. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

26 Student Characteristics The joint committee shall consider how certain student characteristics (e.g., special education placement, English language learners, low income populations) shall be used for each measurement model chosen to ensure that they best measure the impact that a teacher, school, and school district have on students’ academic achievement. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

27 Remember The intention of a performance evaluation plan that includes measures of student growth is to improve teaching and learning. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

28 Module 2: Joint Committee Decisions Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

29 Purpose The purpose of this module is to provide joint committees with guidance concerning the implementation of PERA. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

30 Objective Following this module, participants will be able to identify steps for the joint committees to consider when determining the process for measuring student growth in the teacher evaluation system. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

31 Steps Read Part 50 Rules Backwards Map Identify Questions Assessment Inventory Identify essential skills embedded in the standards for the subject area or grade level Identify, adapt or Create Assessments Pilot Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

32 Part 50 Rules All committee members should first become familiar with Part 50 rules of the administrative code Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

33 Backwards Map Identify PERA implementation date – Remember this includes Teacher Practice and Student Growth – Formal Joint Committees are required to meet beginning November 1 of the year prior to full implementation Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

34 Backwards Map Who will be on the committee? How often will the committee meet? Will an informal/design committee be used to start the process? Why or why not? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

35 Backwards Map Create timeline for the work of the Joint Committee – Where do we need to be 2016-2017 or upon implementation? – Where are we now? – What do we have left to get done? – When shall we complete each item Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

36 Identify Questions Questions from Part 50 rules Questions from teachers Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

37 Student Growth Decisions for the Joint Committee What percent of the overall performance evaluation rating will be student growth? – Minimum of 25% the first two years and 30% thereafter – Maximum of 50% Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

38 Student Growth What assessments are available for each category of teacher? Is the assessment appropriate for the purposes of student growth in teacher evaluation? – What data supports your answer? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

39 Assessment Inventory Identify assessments currently being used Identify assessment purpose Identify assessment type Identify assessment window Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

40 Identify and Create Assessments After the assessment inventory districts will: – identify assessments for use in the teacher evaluation system. – Identify gaps in available assessments – Create or purchase needed assessments Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

41 Student Growth Decisions for the Joint Committee Will all assessments have equal weight? – Remember one Type 1 or 2 and Type 3 assessment is required. – If no Type 1 or 2 is available for a certain category of teacher, two Type 3 assessments will be used. Category of Teacher Type 1 or 2Type 3 K 1 st 2 nd MapISEL Algebra Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

42 Student Growth Decisions for the Joint Committee Who will approve Type 3 assessments? How will you ensure assessment criteria is consistent district-wide? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

43 Student Growth Decisions for the Joint Committee Identify when each assessment will be administered during the school year to align with the teacher evaluation cycle established within your district. What dictates your summative evaluation cycle? – Can this be changed to better align with student growth measures? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

44 Student Growth Decisions for the Joint Committee How will special populations be considered? What will be the process for the midpoint data review? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

45 Student Growth Decisions for the Joint Committee What measurement model will the district use? – Will the district use a Student Learning Objective (SLO) Framework? – What other measurement models are available? – How and when will we decide this? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

46 Student Growth Decisions for the Joint Committee How much growth is determined as enough growth for each type of assessment (Type 1, Type 2, and Type 3)? – What data is available to support these decisions? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

47 Student Growth Decisions for the Joint Committee How will Professional Practice and Student Growth come together for a final summative rating? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

48 Student Growth Decisions for the Joint Committee What professional Development will be needed? Who will deliver the professional development on student growth? When will the professional development be provided? When will you pilot your student growth model? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

49 Guidance on District Decision Making Guidance on Implementing the Student Growth Component in Teacher and Principal Evaluation Systems Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

50 Activity Guidance Document Review: – Use the following three symbols to annotate the text: Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

51 Communication The Joint Committee should consider the following communication questions in relationship to all of the questions included in this guiding document. – Are the district and union providing regular updates to stakeholders about the design and decision-making process? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

52 Communication Is the Joint Committee asking stakeholders for feedback? – Are the district and union providing the updates and feedback opportunities in several ways and through different channels? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

53 Communication Is the joint committee using a representative stakeholder group in the design and decision-making process? – Do those committee members or task force members have a specific communication charge to share information regularly with the people they represent? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

54 Communication By consciously making decisions about communication, district and union leaders can prevent the spreading of misinformation and can ensure that stakeholders throughout the district are on the same page. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

55 Activity Illinois Administrative Code Part 50 Handout 2: Supports and Barriers Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

56 Questions??? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License


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