Teacher Incentive Allotment

Portfolios

What are Portfolios?

Portfolios use a collection of examples known as artifacts, that match set standards to assess student growth over the course of a year, by measuring a student’s movement along a skill progression rubric.

Portfolios can show how each student learns and improves, by keeping records of their work over time. 

How can they be used?

Portfolios can be used in any course or content but are best suited for courses that have skill standards in creation and production, such as:

• Career and Technical Education
• Fine Arts/Performance Arts
• Early Childhood
• Special Education

Application

Portfolios determine students' skill levels at the start of the year using a skill progression rubric, and set a growth target for the end of the year. Student work is assessed based on specific skills from the rubric.

Best Practices for application

It is best to collect several artifacts that accurately represent the content being evaluated. These examples can vary, like audio or video of performances, scanned or physical artwork, or student projects like welding or woodworking.

What is the process?

With portfolios, students’ beginning of year skill levels are determined using a skill progression rubric and an and a set growth target for the end of the year that demonstrates movement along the rubric.

An assessment of student work products is grounded in the specific skill details of the rubric. Best practice is to collect multiple artifacts valid and specific to the evaluated content.

The type of artifact varies by content area, such as audio and video of a student musical, choir, or theatrical performance; student artwork either scanned digitally, submitted as a hard copy, or both; or student-created products such as welding or woodwork.

TIA requires that the district portfolio process:

• Demonstrates student work aligned to the standards of the course
• Demonstrates mastery of standards
• Utilizes a skills proficiency rubric with at least four different skill levels
• Includes criteria for scoring various artifacts
• Includes more than one artifact

Student Learning Objectives (SLOs)

What are SLOs?

Student Learning Objectives (SLOs) focus on a key skill that is developed throughout the course curriculum and tailored to the context of individual students.

SLOs measure student growth through a Body of Evidence with a minimum of five pieces of student work. Teachers set growth targets for each student. They evaluate their students individually using the Body of Evidence.

TIA requires district SLOs to align with all guidelines from TexasSLO.org.

SLO Phases

Phase 1: Create the SLO

• Create a skill statement
• Create an Initial Skill Profile (ISP)
• Match current students to ISP
• Create a Targeted Skill Profile (TSP)
•  Set expected growth targets for each student

Phase 2: Monitor Progress

• Monitor student work
• Define what counts as a quality task, assessment, or project
• Set a minimum of five or more data points
• Conduct Body of Evidence check-ins at mid-year with teacher and appraiser

Phase 3: Evaluate Success

• Evaluate student progress at end of year
• Ground student mastery levels to their Body of Evidence
• Require SLO evidence review as part of end of year teacher appraisal conference

Using the Student Growth Tracker, teachers regularly review each student’s Body of Evidence against the Targeted Skill Profile.

At the end of the year, teachers work with their appraiser to determine which students met or exceeded their expected growth target, based on their respective Body of Evidence.

Students who met or exceeded the expected growth target are then divided by the total number of students with a complete Body of Evidence. This provides each teacher a percentage of students meeting or exceeding their targets and gives teachers a growth rating.