reil-tng score & salary schedule model
DESCRIPTION
REIL-TNG Score & Salary Schedule Model. Kyle McQuaid & Suzanne Hofmann. Student Growth: Individual (40%) Team (5%) School (5%) Value Added and Categorical Growth Measures. - PowerPoint PPT PresentationTRANSCRIPT
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Kyle McQuaid & Suzanne Hofmann
REIL-TNG Score & Salary Schedule Model
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Student Growth:• Individual (40%)• Team (5%)• School (5%)• Value Added and Categorical Growth Measures
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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
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All teachers at a school will receive the same school growth score
5%of the REIL Score
School Growth Score
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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
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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
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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.
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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.
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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”
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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”
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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
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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
AIMS Math – VAMGalileo Math – CGA
AIMS Reading – VAMGalileo Reading – CGA
N/A
N/A
N/A
Course
Students
Assessments
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Teacher B5th
Grade
Who will my students be?
Course 1: Math-5
Course 2: Math-5
Course 3: Math-5
Course 4: Math-5
Course 5: Math-5
AIMS Math – VAMGalileo Math – CGA
Course
Students
Assessments
AIMS Math – VAMGalileo Math – CGA
AIMS Math – VAMGalileo Math – CGA
AIMS Math – VAMGalileo Math – CGA
AIMS Math – VAMGalileo Math – CGA
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Teacher CReading
Interventionist
Course 1: Reading Intervention
Course 5: Reading Intervention
Course 2: Reading Intervention
Course 3: Reading Intervention
Course 4: Reading Intervention
Who will my students be?
Course
Students
AssessmentsAIMS Reading – VAM
Galileo Reading – CGA
AIMS Reading – VAMGalileo Reading – CGA
AIMS Reading – VAMGalileo Reading – CGA
AIMS Reading – VAMGalileo Reading – CGA
AIMS Reading – VAMGalileo Reading – CGA
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Teacher DSpecial
Education Self-contained
Course 1: Math
Course 2: Reading
Course 3: Science
Course 4: Writing
Course 5: Social
Studies
Who will my students be?
AIMS-AAIMS Math – VAMGalileo Math – CGAAIMS-AAIMS Reading – VAMGalileo Reading – CGA
Galileo Science – CGA
Galileo Writing – CGA
Custom Social Studies
Course
Students
Assessments
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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
Who will my students be?
Course
Students
Assessments
AIMS-AAIMS Math – VAMGalileo Math – CGAAIMS-AAIMS Math – VAMGalileo Math – CGA
AIMS-AAIMS Reading – VAMGalileo Reading – CGA
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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
Who will my students be?
Course
Students
Assessments
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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
Who will my students be?
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
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Teacher HSocial
StudiesCourse 1:
Social Studies-6
Course 2: Social Studies-6
Course 3: Social Studies-6
Course 4: Social Studies-7
Course 5: Social Studies-8
Who will my students be?
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
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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
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Developing Talent • Enhancing Careers • Improving Student Learning
Electronic Signatures
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Developing Talent • Enhancing Careers • Improving Student Learning
Helpful ResourcesREIL Web site: mcesa.az.gov• RDSS (REIL data system)
• REIL Guidebooks• REIL Handbooks• Professional
development• Webinars• Communication
documents• User guides
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Developing Talent • Enhancing Careers • Improving Student Learning
Suzanne HofmannREIL-TNG Field SpecialistRoosevelt [email protected](602) 639-1821
Contact Information:
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Overview• WHY? REIL-TNG Guiding Principles• WHEN? Timeline• HOW? Revised Salary Schedule Model
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REIL-TNG Guiding Principles
1. Educator compensation should be aligned to a common vision of
instructional improvement.
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REIL-TNG Guiding Principles
2. Initial salary placement should attract top teaching talent through the
establishment of a competitive starting salary.
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REIL-TNG Guiding Principles
3. Base pay placement and progression is designed to significantly reward long-term.
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REIL-TNG Guiding Principles
4. Base pay progression should reward effective educators by reducing the gap
between initial and peak earnings.
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REIL-TNG Guiding Principles
5. Base pay progression is designed with an established end point.
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REIL-TNG Guiding Principles
6. The overall salary structure should be designed to foster collaboration as
opposed to competition.
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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
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Unique Opportunity• Improve existing Salary Structure• Sustainability• Attract-Retain-Reward-Sustain
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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
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Questions:*Google Doc email from Suzanne Hofmann