reil-tng score & salary schedule model

Kyle McQuaid & Suzanne Hofmann

REIL-TNG Score & Salary Schedule Model

Student Growth:• Individual (40%)• Team (5%)• School (5%)• Value Added and Categorical Growth Measures

40%

5%5%

40%

10%

LOI 3+ Rate

LOITotalPoints

Individual ContributionTo Student Growth

Team ContributionTo Student GrowthSchool Contribution

To Student Growth

The mix of student growth measures attributed to

each teacher will depend on the assessments administered their

students, namely the AIMS/SAT10, Galileo K12,

and/or Custom Assessments

The team’s contribution to student growth will be calculated by averaging

the individual-level performance scores for

all members of the team The school’s contribution to student growth will be defined by school-level growth measures based on the

AIMS/SAT10 and/or Galileo K12 Assessments

All teachers at a school will receive the same school growth score

5%of the REIL Score

School Growth Score

4th Grade Team

Teacher IReading

Interventionist

Teacher JMath

Interventionist

Teacher K

Music Teacher

To be decided by the Site Leadership Team

5th Grade Team

3rd Grade Team

Grade-level teams

Proficiency How much do my students know?

Student Growth How much did my student learn this year?

Value-Added How much did I contribute to my students’ growth?

Value-Added vs. Growth vs. Proficiency

What Is Value-Added Analysis? A variety of sophisticated statistical techniques that use one or more years of prior student test scores, as well as other data, to adjust for preexisting differences among students when calculating contributions to student test performance. -Braun, Chudowsky, & Koenig (2010). Getting Value out of Value- Added. National Academies Press.

What Is Categorical Growth Analysis? Categorical Growth Analysis considers the relationship between the growth observed for a group of students over a given time period and the growth expected for those students in that time period. Categorical Growth Analysis employs a well-established common statistical test, the repeated measures t-test, to evaluate whether the difference between observed growth and expected growth is significant for the group of students for which a teacher/principal is responsible. - Callahan (2013). Categorical Growth Analysis: A Method Involving the Repeated-Measure T-Test. Assessment Technology Incorporated.

Sprin

g AI

MS

Mat

h S

core

– 4

th

Grad

e

560

120

366

100 347 540Spring AIMS Math Score – 3rd Grade (Prior Scores)

Actual Score

Predicted Score

“Residual”

Sprin

g AI

MS

Mat

h S

core

– 4

th

Grad

e

560

120

366

100 347 540Spring AIMS Math Score – 3rd Grade (Prior Scores)

“Above Expectations”

“Below Expectations”

“Met Expectations”

Teacher A4th

Grade

Who will my students be?

Course 1: Math-4

Course 2: Reading-4

Course 3: Science-4

Course 4: Writing-4Course 5:

Social Studies-4

Course

Teacher A4th

Grade


Course 1: Math-4

Course 2: Reading-4

Course 3: Science-4

Course 4: Writing-4Course 5:

Social Studies-4

AIMS Math – VAMGalileo Math – CGA

AIMS Reading – VAMGalileo Reading – CGA

N/A

N/A

N/A

Course

Students

Assessments

Teacher B5th

Grade


Course 1: Math-5

Course 2: Math-5

Course 3: Math-5

Course 4: Math-5

Course 5: Math-5


Course

Students

Assessments





Teacher CReading

Interventionist

Course 1: Reading Intervention






Course

Students

AssessmentsAIMS Reading – VAM

Galileo Reading – CGA





Teacher DSpecial

Education Self-contained

Course 1: Math

Course 2: Reading

Course 3: Science

Course 4: Writing

Course 5: Social

Studies


AIMS-AAIMS Math – VAMGalileo Math – CGAAIMS-AAIMS Reading – VAMGalileo Reading – CGA

Galileo Science – CGA

Galileo Writing – CGA

Custom Social Studies

Course

Students

Assessments

Teacher ESpecial

Education Resource

Course 1: Math

Course 2: Math

Course 3: Math

Course 5: Reading

Course 4: Reading

AIMS-AAIMS Math – VAMGalileo Math – CGA

AIMS-AAIMS Reading – VAMGalileo Reading – CGA


Course

Students

Assessments

AIMS-AAIMS Math – VAMGalileo Math – CGAAIMS-AAIMS Math – VAMGalileo Math – CGA

AIMS-AAIMS Reading – VAMGalileo Reading – CGA

Teacher FPre-school Course 1:

Math

Course 2: Reading

Course 3: Science

Course 4: Writing

Course 5: Social Studies

Gold Assessment

Gold Assessment

Gold Assessment

Gold Assessment

Gold Assessment


Course

Students

Assessments

Teacher GP.E./Art Course 1:

P.E./Art

Course 2: P.E./Art

Course 3: P.E./Art

Course 4: P.E./Art

Course 5: P.E./Art


Course

Students

AssessmentsCustom P.E./Art

Assessment -VAM3rd & 8th GradeCustom P.E./Art Assessment – VAM3rd & 8th GradeCustom P.E./Art Assessment – VAM3rd & 8th GradeCustom P.E./Art Assessment – VAM3rd & 8th GradeCustom P.E./Art Assessment – VAM3rd & 8th Grade

Teacher HSocial

StudiesCourse 1:

Social Studies-6

Course 2: Social Studies-6





Course

Students

AssessmentsCustom Social

Studies Assessment – 6th-VAMCustom Social Studies Assessment – 6th-VAMCustom Social Studies Assessment – 6th-VAMCustom Social Studies Assessment – 6th-VAMCustom Social Studies Assessment – 6th-VAM

Developing Talent • Enhancing Careers • Improving Student Learning

1. Electronic Signature(s) on ALL Observation Cycles (March 15th target for data entry catch-up)

2. Timeline: • Roster Verification: May 2014 (more information coming)• REIL-TNG Score Verification: September-October 2014• Incentive Awards: November-December 2014

Next Steps


Electronic Signatures


Helpful ResourcesREIL Web site: mcesa.az.gov• RDSS (REIL data system)

• REIL Guidebooks• REIL Handbooks• Professional

development• Webinars• Communication

documents• User guides


Suzanne HofmannREIL-TNG Field SpecialistRoosevelt [email protected](602) 639-1821

Contact Information:

mailto:[email protected]

mailto:[email protected]

Overview• WHY? REIL-TNG Guiding Principles• WHEN? Timeline• HOW? Revised Salary Schedule Model

REIL-TNG Guiding Principles

1. Educator compensation should be aligned to a common vision of

instructional improvement.


2. Initial salary placement should attract top teaching talent through the

establishment of a competitive starting salary.


3. Base pay placement and progression is designed to significantly reward long-term.


4. Base pay progression should reward effective educators by reducing the gap

between initial and peak earnings.


5. Base pay progression is designed with an established end point.


6. The overall salary structure should be designed to foster collaboration as

opposed to competition.

50%

5%5%

40%

40%Achievement

Individual Growth

50%Classroom

Observation

5%Team

Growth 5%

School Growth

LOI Results

LOI 3+ Rate

2013-2014REIL Score

Unique Opportunity• Improve existing Salary Structure• Sustainability• Attract-Retain-Reward-Sustain

Communication Plan• Consistent messaging throughout the district• 19 “Roadshows” • REIL Score Calculation Webcast & Achievement examples• Teacher Salary Model Presentation• Questions (in person and electronically) for feedback to

Superintendent, District Administration & MCESA• RSD Website updates:

• Webcast• Presentation Slides• Salary Schedule Model

Questions:*Google Doc email from Suzanne Hofmann

reil-tng score & salary schedule model

Documents

students growth

expected growth

observed growth

categorical growth analysis

schoollevel growth measures

reil scoreschool growth

course teacher a4th

spring aims math score