• Student Growth Model Process
     
    District 228 will begin implementing the student growth model as part of its Performance Evaluation Plan for teachers.  This model will make up 30% of a teachers overall performance rating, and will be based on two data sources (Type I/II and Type III).  The entire model can be found in the first link below and an overview of this new model can be found in the PowerPoint presentation.
     
     
     
     
    2015 Performance Evaluation Plan  (PowerPoint presentation)
     
     
    The PERA Joint Committee has approved a variety of Type I/II assessments to be used beginning in the 2015-16 school year.  Any teacher, who has one of the courses with an approved assessment,  must use that assessment as part of his/her growth model.  Additional assessments will be added over time.  Listed below, by category of teacher, are the courses with approved assessments.  This will make up one data source.  The other data source will come from a Type III assessment.  If a teacher does not have an approved Type I/II assessment, he/she will use two, Type III assessments*.
    *Note: For the first two years of implementation, teachers will be required to only use one Type III assessment. 
     
     
     

    Category:

    First Assessment:

    Second Assessment:

    Art

    Drawing and Painting I; Ceramics and Sculpting I

    Type III

    Business

    Digital Literacy

    Type III

    Family & Consumer Science

    Introduction to Culinary Arts; Child Care I; Parenting

    Type III

    French

    French 2 (Honors and Regular)

    Type III

    Industrial Technology

    Auto Mechanics; Material Processing

    Type III

    English Language Arts

    English Skills SRI (Type I); Introduction to English (Regular and Extended); Language Arts; American Literature

    Type III

    Mathematics

    Algebra I (Extended, Honors and Regular); Geometry (Honors and Regular)

    Type III

    Music

    Concert Band; Mixed Choir

    Type III

    Physical Education

    Freshmen PE/Health (Health/Comprehensive Health & Lifetime Fitness & Activities 1); Sophomore PE (Team Sports & Athletic Development (not Driver’s Ed)

    Type III

    Science

    Integrated Physics; Honors Physics First; Chemistry (Honors and Regular)

    Type III

    Social Studies

    World History; World Civilizations; American History (Honors and Regular)

    Type III

    Spanish

    Spanish 2 (Honors and Regular)

    Type III

    Special Education

    Foundations of English Skills and Language Arts (Type I); Foundations of American Literature; Foundations of Geometry; Foundations of Integrated Physics; Foundations of American History

    Type III

     
    Procedures and Protocols 
    The entire Student Growth Model is outline in the document below.  In addition, there are hyperlinks for various protocols and procedures that teachers can refer to when administering Type I/II/III Assessments and for creating a Type III Assessment.  Performance ratings for the student growth model are found at the end of this page and the quick link "Determining Performance Ratings."
     
     
     
    Timelines for Student Growth Model
     

    Step:

    Deadline:

    (Type I/II) Pre-Assessment Window

    August 31 & September 1, 2017: English, IT and Art

    September 5 & 6, 2017: Math, WL, FACS

    September 7 & 8, 2017: Social Studies, PE and Music

    September 11 & 12, 2017: Science and Business

    (Type I/II) Mid-point Assessment

    October 16 - October 27, 2017

    (Type I/II) Post-Assessment Window

    December 11 - December 22, 2017

    (Type III) SLO Process

    Must begin pre-assessment by January 8, 2018

     
     
     
     
     
     
     
    Performance Ratings for Student Growth
     
    Illustrated below are the performance ratings based on the percentage of students showing growth.  These performance ratings are the same for Type I/II and Type III Assessments. 
     

    Performance Rating:

    Percentage of Students Showing Growth:

    Excellent

    80% - 100% of students met the growth target(s).

    Proficient

    60% - 79% of students met the growth target(s).

    Needs Improvement

    40% - 59% of students met the growth target(s).

    Unsatisfactory

    Less than 40% of students met the growth target(s).

     
    Combining Data to Determine the Student Growth Rating 
    The Performance Evaluation Reform Act (2010) requires districts to combine student achievement results from two types of assessments in order to determine a teacher’s overall student growth rating, which will make up 30% of a teacher’s performance evaluation.  The following matrix will be used to determine a teacher’s overall student growth rating.  

    Note: For the first two years of implementation, 2015-16 and 2016-17, a teacher may choose to give only one Type III assessment.  If only one (1) assessment is used, that assessment will count for the 30% Student Growth Rating.  If this is the case, the teacher should refer to the chart above for his/her overall student growth rating.
     
     

    Second Assessment (Type III) (15%)

     

    First Assessment (Type I/II or Type III) (15%)

    Excellent

    Proficient

    Needs Improvement

    Unsatisfactory

    Excellent

    Excellent

    Excellent

    Proficient

    Proficient

    Proficient

    Excellent

    Proficient

    Proficient

    Needs Improvement

    Needs Improvement

    Proficient

    Proficient

    Needs Improvement

    Needs Improvement

    Unsatisfactory

    Proficient

    Needs Improvement

    Needs Improvement

    Unsatisfactory