Teacher Incentive Allotment (TIA)
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TEA has released a list of pre-approved technical assistance providers for support with the Teacher Incentive Allotment program. Region One ESC has been selected as a technical assistance provider for ALL areas of the Teacher Incentive Allotment.
- General Application Support
- Teacher Observation & Appraisal
- Student Growth Measures
- Data Analysis
- Human Capital Compensation
- Change Management/Communication
- National Board Certification
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TIA FAQ
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TIA & Project RISE Connections
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
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TIA Qualifications
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
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TIA Funding
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Applicants, Approved Participants, Applicants, & Rural Districts
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
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 -
Links
- TEA SLOs
- National Board Certification in Texas
- Student Growth Performance Standards
- Teacher Observation Performance Standards
- TEA Teacher Incentive Allotment Home
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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
Overview of Student Growth Measures
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Types of Student Growth Measures
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
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Student Learning Objectives (SLO)
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
- If using as a valid and reliable SGM for TIA:
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Portfolios
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)
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Pre & Post Tests
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
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Value-Added Measures (VAM)
- 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