1. TEACHER EVALUATION AND THE INCLUSION OF STUDENT GROWTH PRESENTED BY: THE PERA JOINT COMMITTEE DATES: APRIL 6, 2016 APRIL 7, 2016

2. Objectives for tod ay 1. Review PERA Law and our road to compliance 2. Understand the changes in our Evaluation Plan related to Professional Practice 3. Comprehend how the required components of Student Growth fit into our Evaluation Plan. 4. Become informed about your involvement in the evaluation process 5. Gain an overview of the next steps for the PERA Joint Committee NOTE: A brief Q&A will take place between each section.

3. What is PERA? The Performance Evaluation Reform Act was passed by the Illinois General Assembly and signed by the Governor in 2010 and requires the following: 1. Principals, assistant principals, and teachers (both tenured and non-tenured) must be evaluated using a four rating category system (Excellent, Proficient, Needs Improvement, and Unsatisfactory). 2. Evaluators must utilize an instructional framework or rubric for effective practice that is based upon research regarding instruction that addresses: Planning and preparation Classroom environment Instruction Professional responsibilities

4. 3. Performance evaluations of principals, assistant principals and teachers must include data and indicators of student growth as a “significant factor.” For administrators, this had to be implemented for 2012 – 2013 SY. For teachers, this must be implemented by September 1, 2016. What is PERA?

5. PERA TIMELINE 2010 Performance Evaluation Reform Act (PERA) approved 2012 Four ratings for teachers and principals Principal evaluations must include student growth Evaluators complete on-line training (modules) 2016 Full implementation by September 1

6. Teacher Practice Teacher Practice (70%) Student Growth (30%) Evaluation (100%)

7. Changes to Evaluation Plan 1. Teacher Rating Formula 2. Pre-Conference Process 3. Specialist Forms

8. 1. Teacher Rating Formula ComponentsDomainsRating 3/5 and 4/64 ExcellentExcellent 3/5 and 4/63E + 1P 3E + 1NI (NI cannot be in D3) 2E + 2P 2E + 1P + 1NI (NI cannot be in D3) 1E +3P 1E + 2P + 1NI (NI cannot be in D3) 4 P 3P +1NI (NI cannot be in D3) Proficient 2/5 and 2/6NI in Domain 3 2 NI from Domain 1, 2, or 4 Needs Improvement 1/5 and 1/6Unsatisfactory in any DomainUnsatisfactory NOTE: If a teacher earns a NI in Domains 1, 2, or 4, he/she will be evaluated the next year. If a NI is earned in the same Domain the following year, he/she will be rated as a NI overall.

9. 2. Preconference Process Pre-conference form must be completed and submitted to the evaluator 24 hours before the preconference. NOTE: All evaluation forms can be located under District Forms. To download editable version, you will need to be logged in.

10. 3. Specialist Forms Post-observation and Summative forms have been updated  Coming soon to D45 Website

11. Please Take a Moment to Write Down Questions

12. Student Growth Process & Related Documents Teacher Practice (70%) Student Growth (30%) Evaluation (100%)

13. What is Student Growth? A demonstrable change in students’ knowledge or skills, as evidenced by gain and/or attainment on two or more assessments, between two or more points in time. Note: Comparing students’ knowledge at two or more points in time differentiates student growth from achievement, where only one snapshot of student kno wledge is used.

14. Type I and II Assessments - Joint Committee Type III Assessments - Teacher Type I A nationally normed assessment, scored by non-district entity and is widely administered beyond Illinois. Type II An assessment developed or adopted and approved by the school district, used on a district-wide basis that is given by all teachers in a given grade or subject area. Type III A rigorous assessment aligned with the course's curriculum that the teacher and evaluator determine measures student learning. Examples: MAP (NWEA) STAR (PERA Joint Committee determines Type I assessments) Examples: Commonly developed assessments, curriculum tests, AIMSweb, Fountas & Pinnell (PERA Joint Committee determines Type II assessments) Examples: Teacher-created assessments, assessments of student performance (Teacher and evaluator determine Type III assessment. They may also select a Type I or Type II assessment to be used as a Type III assessment)

15. What does student growth include?  Two assessments are required for each teacher  Each Assessment = 15% Each teacher will have one Type I or II assessment (when possible) and one Type III Student growth is based on a eight to nine weeks minimum instructional/assessment cycle for both assessments with a midpoint check for each. The longer the instructional/assessment cycle, the more valid measurement data.

16. Who is responsible for student growth? All categories of teachers have Student Growth as part of their evaluation in D45 except the following… Middle School Library Media Specialist Math Coach Special Education Facilitator School service personnel exempted by PERA (psychologist, social worker, speech and language pathologist, nurse, counselor) A teacher on FMLA leave who has missed at least 30% of the instructional cycle for student growth MAY be considered for exemption by a four-member subcommittee of the PERA Joint Committee. Teachers newly hired or returning from a leave of absence after October 1 will have 20 school days to meet with their evaluator for the Student Growth pre-conference.

17. Which students will I assess? Students in a “class”  i.e. a third grade classroom or an intermediate cross cat classroom Students in a “period”  i.e. 7 th grade seventh period science Students in a “group”  i.e. third grade LLI intervention or a small group of sped students in a co-taught math class Students in a “grade level”  i.e. 6 th grade general music The larger the group of students assessed, the more valid results

18. What student characteristics need to be considered? The student characteristics of special education, ELL, 504, Tier 3 status, and excessive student absence will be addressed through conversations with the evaluator and the use of appropriate growth models for assessments. Special Education, 504, and Tier 3 status  Students will receive accommodations as identified in the IEP or 504 Plan. Tier 3 students will receive accommodations according to the Tier 3 Plan/Team. No modifications shall be made on any assessment.  Students with an alternative assessment designated on their IEP will not be included in the student growth for the regular education teacher.

19. What student characteristics need to be considered? ELL  Students in preschool should have a score of 2 or higher on the Pre-IPT assessment in order to be counted for student growth; however, a teacher may opt to include such students  Any ELL student in a general education classroom being tested in English should have a Composite ACCESS score of 3.5 or higher to be counted in the student growth measure; however, a teacher may opt to include such students  All students in Sheltered English and Pre-K-5 bilingual classrooms will be included in the student growth measure Student Attendance  Students must take both the pretest and posttest of the assessment in order to be included in student data; if a student is absent on the original date of the test, it may be made up within a reasonable amount of time  Student attendance will not be a consideration for excluding a student's growth unless an anomaly arises, which will be addressed by the teacher and evaluator

20. What are other considerations? Student Teachers  Consideration should be given to the timing of the placement as it relates to the student growth cycle. Disagreements  If a teacher and an evaluator cannot reach agreement during the process, the concern will come before a four-member subcommittee of the PERA Joint Committee consisting of two members appointed by the Superintendent and two members appointed by the VPEA President. If the subcommittee cannot reach agreement, the decision will be made by the Superintendent. Assessment Practices  Post-tests can be counted for grades when appropriate (Tier II, Tier III)  Assessments used for student growth should not be sent home with students  Maintain assessments until summative evaluation (or end of school year, if used for grades)

21. Student Growth Assessments: Now and In The Future NOW: Type I (MAP) FUTURE: Type II (District-wide grade-level assessments)

22. Determining Growth Expectations  4 = Excellent/Higher than Expected Growth  3 = Proficient/Typical Growth  2 = Needs Improvement/Lower than Expected Growth  1 = Unsatisfactory/Unsatisfactory Growth Growth expectations are determined by historical data (when available)

23. Student Growth Final Rating Calculations Ratings:  4 = Excellent/Higher than Expected Growth  3 = Proficient/Typical Growth  2 = Needs Improvement/Lower than Expected Growth  1 = Unsatisfactory/Unsatisfactory Growth Professional PracticeTwo Assessments Final Rating PP(A1 + A2 ) (PP x.70)(A1 x.15) + (A2 x.15)

24. Ranges of Scores for Final Rating Final Overall RatingScore Range Excellent3.5 – 4 Proficient2.5 – 3.49 Needs Improvement1.5 – 2.49 Unsatisfactory1 – 1.49

25. Student Growth Final Rating Calculations: PROFICIENT (Lower than Expected Student Growth) Example #1 Professional Practice (PP) = 3 (Proficient) Assessment 1 (A1)= 1 (Unsatisfactory) Assessment 2 (A2) = 2 (Lower than Expected Growth) PP x.70 + A1 x.15 + A2 x.15 = Final Rating (3 x.70) + (1 x.15) + (2 x.15) = Final Rating 2.10 +.15 +.30 = Final Rating 2.55 = Final Rating (Proficient)

26. Student Growth Final Rating Calculations: EXCELLENT (Typical Growth) Example #2 PP = 4 (Excellent) A1 = 3 (Typical Growth) A2 = 3 (Typical Growth) (PP x.70) + (A1 x.15) + (A2 x.15) = Final Rating (4 x.70) + (3 x.15) + (3 x.15) = Final Rating 2.80 +.45 +.45 = Final Rating 3.70 = Final Rating (Excellent)

27. Student Growth Process and Timeline Overview Pretest Meet with evaluator no later than November 1 Midpoint Check-In Meet with evaluator after data has been collected for each midpoint check-in Posttest Meet with evaluator after each posttest has been administered, by date mutually agreed upon with evaluator Minimum 8-9 Weeks

28. Pre-Test Conference Complete Student Growth Plan (SGP) before Pretest ConferenceStudent Growth Plan (SGP) Educator and evaluator meet to discuss and agree upon student growth goals, assessment, measurement model, student expectations, and educator ratings Assessment and any revisions must be approved prior to administration of assessment (no later than November 1)  Newly hired educators or those returning from leave after October 1 will have 20 days to meet for pretest conference

29. Screen shot of SGP

30. Midpoint Check-In Conference Data gathered during the middle of the instructional cycle and analyzed by educator and evaluator to determine if students’ learning is progressing as expected  Could include classroom quizzes and assessments, performance rubrics, F&P, journal responses, textbook assessments, etc. Method of midpoint data collection should be reflective of the student learning for the instructional cycle Conference occurs between one week before and one week after the middle of the instructional cycle  Could be combined with other meetings (i.e. post-observation conference)

32. Posttest Conference Conference held at the completion of each posttest  Could be combined with other meetings (i.e. post-observation conference) Results discussed and rating determined for each assessment

34. Please Take a Moment to Write Down Questions

35. Self-Advocacy: Suggestions & Tips HOW DO I ENSURE MY EVALUATION REPRESENTS MY PERFORMANCE?

36. Ongoing Communication with Evaluator  Goals  Artifacts (the educator’s responsibility)  Professional Activities Reporting Form  Areas for Growth  Request additional feedback and/or observations if needed

37. Reflect and Plan for Improvement Examine the Danielson rubric and reflect on current practices and performance. TIPS: MARK WHERE YOU ARE ON THE RUBRIC REVIEW PAST EVALUATION(S) REQUEST A MEETING WITH EVALUATOR TO DISCUSS GOALS AND PROFESSIONAL DEVELOPMENT

38. Address Areas for Growth TIPS: ATTEND A PD CONFERENCE WATCH A WEBINAR READ PROFESSIONAL LITERATURE COLLABORATE WITH A COACH COLLABORATE WITH A PEER OBSERVE OTHER TEACHERS RESEARCH BEST PRACTICES MAKE A PLAN

39. Plan for Student Growth Assessments & Meetings  Pretest Meeting(s)  Midpoint Check-In(s)  Posttest Meeting(s) TIPS: LOOK AT THE ASSESSMENT LIST HAVE A LIST OF YOUR STUDENTS AND FAMILIARIZE YOURSELF WITH THE STUDENTS WHO MAY BE EXEMPT AND ANY OTHER STUDENT CHARACTERISTICS FILL OUT / UPDATE STUDENT GROWTH PLAN FORM BRING EVIDENCE TO MIDPOINT CHECK-IN MEETING(S) BRING NOTES OR INFORMATION TO EXPLAIN PROGRESS AND/OR INCONSISTENCIES

40. Plan for Professional Practice  Pre-Observation Conference  Complete Pre-Observation Conference Report and provide to evaluator 24 hours before Pre- Observation Conference  Clarify and highlight additional information pertaining to this lesson

41. Plan for Professional Practice  Observation Suggestions  Be prepared!  As always, make decisions that are in the best interest of the students at the time. Any changes can be noted on your reflection form and discussed during your post conference.

42. Plan for Professional Practice  Post-Observation Conference Suggestions  Review the evaluator’s notes and see how they align to the components  Complete the observation lesson reflection form (optional to submit)  Provide evidence and be prepared to discuss Domains 1 & 4  Discuss progress being made toward goals

43. Plan for Professional Practice  Informal Observation Suggestions:  Provide additional context to evaluator if needed (written or verbal)  Invite the evaluator to see practices pertaining to goals and growth areas

44. Summative Meeting  Review comments and alignment to rubric  If needed, discuss and provide evidence to show rating discrepancy  If needed, write a rebuttal

45. Next Steps for the PERA Joint Committee The committee will meet each year to:  review the evaluation process and make recommendations for changes  approve new assessments  examine data, as needed, and consider adjustments  resolve disagreements, as needed

46. Additional Meetings After School MAP – April 19 or April 28 ISIP – May 5 Special Education, Type III – TBD Type III – April 27 Kdg Interventionist – April 14 K-1 Teachers - TBD

47. Questions? Contact your PERA Joint Committee  Faith Pasek  Susie Scott  Holly Hudecek  Christine Zaccaro  Lauryn Humphris  Martha Cederblad  Bru Greco-Lenzey  Ellen Bruning  Kelly Nettleton  Shawna Chambers  Renee Reynolds  Nancy Munoz Facilitator: Diane Cody