Leveraging the Results of Strategic Evaluation Systems

While T-TESS incorporates multiple measures to evaluate teacher practice, districts’ implementation of T-TESS has not meaningfully differentiated teacher performance. Strengthening an evaluation system to provide meaningful differentiation enables important results and rewards the most impactful educators. It allows for:

• Equity in access to effective teachers and school leaders: using evaluation data for strategic staffing decisions to ensure students with the highest need have access to effective educators.
• Differentiated professional development: using evaluation data to provide targeted training and support to educators.
• Differentiated compensation: using evaluation data to inform salary levels, not just tenure, so that effective teachers are rewarded with higher compensation.
• Identification of future campus leaders: using evaluation data to identify and support educators for career pathways that lead to leadership positions and retention of effective teachers.
• Improved teacher recruitment: using evaluation data to inform educator recruitment and support.

 

Additionally, below is the link to the TIA updates including exemplars of TIA submission

https://tiatexas.org/tia-resources/

Cohort A Qualification for TIA Designations,  are as follows:

• 40% T-TESS domain 2 & 3 (3.7 and above)
• 30% SLO (55% or above)
• 20% state tested
• 10% mentor/master teacher

Cohort A Participating Districts

A list of districts that expressed interest in developing a local designation system through the online submission of a letter of intent is posted. The letter of intent was an initial, non-binding expression of interest in potentially pursuing or simply learning more about TIA.

This is not a pre-requisite for applying for TIA, does not represent final cohort status, and does not require previous stakeholder engagement.  Districts can choose to apply under more than one cohort in order to accommodate additional groups of eligible teachers.

 

Cohort A	Cohort B
BROWNSVILLE ISD (031901)*	DONNA ISD (108902)*
LA JOYA ISD (108912)*	HORIZON MONTESSORI PUBLIC SCHOOLS (108802)*
SAN PERLITA ISD (245904)*	IDEA PUBLIC SCHOOLS (108807)
DONNA ISD (108902)*	JIM HOGG COUNTY ISD (124901)*
	LA FERIA ISD (031905)*
	LASARA ISD (245901)*
	PHARR-SAN JUAN-ALAMO ISD (108909)
	RAYMONDVILLE ISD (245903)
	SAN ISIDRO ISD (214902)*
	VANGUARD ACADEMY (108808)

  

Cohort C	Cohort D and later
BROOKS COUNTY ISD (024901)	BROWNSVILLE ISD (031901)*
LA JOYA ISD (108912)*	EDCOUCH-ELSA ISD (108903)
LA VILLA ISD (108914)	HARLINGEN CISD (031903)
LYFORD CISD (245902)	HIDALGO ISD (108905)
PROGRESSO ISD (108910)*	LAREDO ISD (240901)
RAYMONDVILLE ISD (245903)	LOS FRESNOS CISD (031906)*
ROMA ISD (214903)	MERCEDES ISD (108907)*
SAN BENITO CISD (031912)*	MISSION CISD (108908)
	MONTE ALTO ISD (108915)
	POINT ISABEL ISD (031909)
	RIO GRANDE CITY CISD (214901)
	RIO HONDO ISD (031911)
	SANTA MARIA ISD (031913)*
	SHARYLAND ISD (108911)
	SOUTH TEXAS ISD (031916)
	TRIUMPH PUBLIC HIGH SCHOOLS (LAREDO) (240801)*
	TRIUMPH PUBLIC HIGH SCHOOLS (RIO GRANDE VALLEY) (108804)*
	WEBB CISD (240904)
	WESLACO ISD (108913)
	ZAPATA COUNTY ISD (253901)

 

ROESC Districts Not Participating in TIA

Edinburg CISD, McAllen CISD*, SantaRosa ISD, United ISD, Valley View ISD

*Note: Project RISE District Partners

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List of Rural Campuses

Designated teachers that work on rural campuses will generate greater allotments. A list of rural campuses for the 2019-2020 academic year is now available. 

L B J EL	EDCOUCH-ELSA ISD
HIDALGO PARK EL	HIDALGO ISD
LA VILLA MIDDLE	LA VILLA ISD
JOSE BERNABE MUNOZ EL	LA VILLA ISD
LASARA H S	LASARA ISD
LASARA EL	LASARA ISD
SGT WILLIAM G HARRELL MIDDLE	MERCEDES ISD
MONTE ALTO H S	MONTE ALTO ISD
JOSE BORREGO MIDDLE	MONTE ALTO ISD
MONTE ALTO EL	MONTE ALTO ISD
PORT ISABEL J H	POINT ISABEL ISD
PROGRESO EARLY CHILDHOOD	PROGRESO ISD
PROGRESO EL	PROGRESO ISD
SAN ISIDRO H S	SAN ISIDRO ISD
SAN ISIDRO EL	SAN ISIDRO ISD
SAN PERLITA H S	SAN PERLITA ISD
SAN PERLITA MIDDLE	SAN PERLITA ISD
SAN PERLITA EL	SAN PERLITA ISD
SANTA MARIA H S	SANTA MARIA ISD
SANTA MARIA ACADEMIC ACADEMY-OPTIO	SANTA MARIA ISD
SANTA MARIA MIDDLE	SANTA MARIA ISD
TONY GONZALEZ EL	SANTA MARIA ISD
SOUTH TEXAS ISD WORLD SCHOLARS	SOUTH TEXAS ISD
SOUTH TEXAS ISD MEDICAL PROFESSION	SOUTH TEXAS ISD
SOUTH TEXAS ISD HEALTH PROFESSIONS	SOUTH TEXAS ISD
SOUTH TEXAS ISD SCIENCE ACADEMY	SOUTH TEXAS ISD
SOUTH TEXAS ISD PREPARATORY ACADEM	SOUTH TEXAS ISD
SOUTH TEXAS ISD RISING SCHOLARS AC	SOUTH TEXAS ISD
VALLEY VIEW H S	VALLEY VIEW ISD
VALLEY VIEW MIDDLE	VALLEY VIEW ISD
VALLEY VIEW EL	VALLEY VIEW ISD
VALLEY VIEW SOUTH EL	VALLEY VIEW ISD
BRUNI H S	WEBB CISD
BRUNI MIDDLE	WEBB CISD
OILTON EL	WEBB CISD
ZAPATA H S	ZAPATA COUNTY ISD
BENAVIDES EL	ZAPATA COUNTY ISD
FIDEL AND ANDREA R VILLARREAL EL	ZAPATA COUNTY ISD

 

• TEA SLOs
• National Board Certification in Texas
• Student Growth Performance Standards
• Teacher Observation Performance Standards
• TEA Teacher Incentive Allotment Home

• National Institute for Excellence in Teaching (NIET)

  • Accessing Teacher Incentive Allotment(TIA) Portal 
  • Educator Effectiveness Preparation & Support System (EE PASS)
  • TIA Portal Presentation
  • Contact: support@neit.org

SLOs (Student Learning Objectives)	Portfolios
Initial Skill Profile Targeted Skill Profile Set end of year skill targets for each student Determine EOY skill level for each student based on body of evidence Determine students who met/exceeded their targeted growth Align to texasslo.org Based on Foundational Skill Growth determined based on a body of evidence	Detailed One skill progression rubric Clear descriptors of student work/student performance details Baseline student performance level at BOY based on rubric Multiple sources of evidence to determine students’ EOY performance level Compare BOY performance levels to students’ EOY performance levels using the rubric Multiple reviewers of student performance rate students on same level of rubric

 

Pre-Post Tests	Value Added Model (VAM)
Valid & reliable tests Valid and reliable test administration Valid and reliable scoring	Working with a 3rd party vendor for analysis Use of multi-year multi-subject data

Adjust Framing of SLO to support TIA

• If using as a valid and reliable SGM for TIA:
  • Build in procedures to increase ability of SLO to accurately measure student growth
  • Goal is for student growth ratings using SLOs align with results from TTU statistical data checks

Current Guidance on SLOs

• Phase 1 - Create an SLO
  • Based on “foundational skill” for the course
  • Create Initial Skill Profile/skill rubric
  • Create Targeted Skill Profile/skill rubric
  • Set learning targets for each student
• Phase 2 - Monitor Progress
  • Instruction, collect evidence, analyze data, reflect
  • Multiple sources of evidence
• Phase 3 - Evaluate Success
  • Using Targeted Skill Profile and Student Growth Tracker, determine student progress on targeted growth

Initial Skill Profile and Targeted Skill Profile

• Initial Skill Profile: French II (BOY Skill Levels)
  • Above: Remembers 75% of French I vocabulary, knows present tense with few errors for regular verbs as well as present tense with irregular verbs
  • Typical: Remembers 60% of French I vocabulary, has understanding of most regular verbs in the present tense
  • Below: Remember less than 60% of French I vocabulary, struggles to conjugate regular verbs in the present tense
• Targeted Skill Profile: French II (Expected EOY Skill Levels & Student's Actual EOY Skill Levels)
  • Above: Understands more than 80% of French II vocabulary, conjugates present, past and imperfect, including irregular verbs
  • Typical: Understands all of French I vocabulary and 80% of French II vocabulary, can conjugate in the present, past and imperfect tenses
  • Below: Understands less than 60% of French II vocabulary, conjugates in present tense only

Portfolios as Student Growth Measure

• Work especially well with performance based courses
• Student work products can be varied:
  • Audio or video recordings of student musical, choir or theatrical performances
  • Student art work either scanned digitally or hard copy or both
  • Sample student-created products such as welding, woodwork, etc. 
• Student work assessed against skill proficiency rubric

Best Practices in Assessment Portfolios

Assessments/projects/work products designed to go in the portfolio are:

• Aligned to content standards for the course
• Specify what skill proficiencies are required across a variety of proficiency levels
• Specify what the students have to be able to demonstrate
• Include a rubric that describes what various levels of proficiency look like for all aspects of the task

A “To Do List” for Assessment Portfolios

1. Determine curricular standards/skills to be addressed

2. Design student tasks/assessments/projects that represent content and skill levels students will need to demonstrate (Validity of student tasks is key)

3. Design performance standards that describe in detail what various levels of mastery look like (rubric)

4. Train team of teachers or other professionals to evaluate portfolios using the rubric (Reliability of scoring is key)

Categories of Pre-test/Post-test

• State tests
• Examples: STAAR, Tx KEA
• Tests from outside vendors
• Examples: NWEA MAP, Renaissance STAR
• District-created tests
• Examples: Benchmark BOY, MOY, EOY created locally

Ways to use STAAR tests…

• As a pre-test/post-test
• As the basis for calculating VAM
• As its own predicted growth measure using STAAR Student Progress measure (for applicable courses)

Reseources for Creating Tests

• TEA Formative Assessment Resource
• DMAC, Eduphoria, Released STAAR Questions

• Measures how much progress students make from year to year
• Analyzes students’ current and prior assessment data on a nationally normed test (like STAAR or MAP)
• Looks at a student’s prior testing history, together with data from students with similar testing histories to create a “predicted” score for each student
• A comparison of predicted scores to the actual scores can determine if more, less, or expected amount of growth occurred

VAM: 3 Essential Factors

• Stretch: scale of test must be wide enough to to measure growth at both the highest and lowest achieving levels (differentiate growth across all achievement levels)
• Relevance: the test must align to state standards such that the test actually measures what students are expected to know and do
• Reliability: Scales must be reliable from year to year so that tests can be correlated across the years to determine a predictive relationship

VAM addresses these three areas through research-based modeling

• Measurement Error: Minimizes the effects of measurement error associated with any one test score
• Mobility: Accounts for mobility of students
• Missing Data: Compensates for missing data

Value Added Measures DO NOT EQUAL STAAR Student Progress Measure