The following section is adapted from the report I wrote for the Fordham Institute:
Teacher Compensation Based on Effectiveness, March 2012.
Achievement
Similar to the performance part of the
equation, the achievement part reflects the
principles outlined in pages eight and nine.
The teacher’s student achievement data score
includes individual accountability, focuses on
results, counts for 50% of the total evaluation,
and is equally rigorous across grades,
disciplines, and student populations.
A teacher’s achievement score
comprises multiple measures of student achievement. In order to keep the assessment of
achievement comparable across disciplines, every teacher’s achievement score consists of
eight parts or “weights.” Harrison uses W1 through W8 to identify each part. Each part
is worth six points for a subtotal of 48 points. The District gives the teacher two points,
bringing the total possible points for achievement to 50.
Achievement Score
Unsatisfactory
Progressing I
Progressing II
Proficient I
Proficient II
Proficient III
Exemplary
2-8
9–11
12–17
18–25
26–33
34–41
42–50
The following pie charts provide a quick overview of the multiple measures of
student achievement included in the achievement scores of teachers in different
disciplines or grades:
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4th and 5th Grade Teachers
W8
W1
W7
State test
W2
District CBMs
Assessment Sets
W6
W3
School state test results
Individual goal
W5
W4
Elementary Art Teachers
W8
W1
W7
District Art Project
W2
District Art CBMs
District Art Assessment Set
W6
W3
Mid-sem. Performance tasks
School state test results
W5
W4
Individual goal
MS ELD Teachers
W8
W1
W7
State test
W2
CO Eng. Lang. Acquisition Exam
District CBMs
W6
W3
Assessment Sets
School state test results
W5
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W4
Individual goal
Page 2
HS Advanced Placement Teachers
W8
AP Exam results
W1
ACT or Accuplacer test
W7
W2
W6
W3
District AP CBMs
School state test results
Individual goal
W5
W4
The Achievement Template
The central feature of the achievement part of the evaluation is the student
achievement data template (achievement template) for each teacher. The achievement
template describes in detail the multiple measures that are used to assess the teacher’s
effectiveness in improving student academic proficiency. The template also outlines the
cut-points that are used to determine a teacher’s score for each part or weight.
Every teacher has an achievement template. There are 22 different achievement
templates at the elementary level, 20 middle school templates, and 46 high school
templates. There are more at the secondary level because of the number of different
subjects taught. A sample achievement template can be found in Attachment A on pages
44 and 45).
To understand one’s achievement template, a teacher must first understand the
various measurements and weights for which he will be held accountable. After that, he
must become familiar with the ways the District measures student academic growth.
Finally, the teacher should understand the various cut-points and how the District
establishes cut-points.
The weights – W1 through W8
Each achievement template has eight parts or weights; however, six of the weights
differ depending on the grade, discipline, or specialty. For example, measurements for a
fourth grade teacher include the state assessment results for his class of students, results
of the two District curriculum based measurements (CBMs, which are similar to semester
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exams), and results of the District common progress-monitoring assessments sets (AS1
and AS2). The measurements for an elementary art teacher include her students’
performance on the spring art project, results of the two District art CBMs, and two art
assessments sets, which include performance tasks.
Every teacher has one part (W7) that is tied to the school’s state assessment
results. In this way, every teacher is partly accountable for his school’s high-stakes test
and accreditation. This measurement also supports collaboration among core and noncore teachers. Every achievement template also includes one part (W8) that is based on
the teacher’s accomplishment of his individual student achievement goal. This goal is
established at the beginning of the year with the approval of the principal and is assessed
using the rubric at Attachment B.
During the development of the E&R plan, template summaries provided a starting
point for discussion about which achievement data should be included in a teacher’s
evaluation. Focus groups met to discuss the proposed parts and to make revisions. The
following template summaries describe the achievement measurements for a fourth grade
teacher and an elementary art teacher:
Student Achievement Measures for a 4th Grade Teacher
Weight
Type
Tested subjects
W1, W2
Classroom score on STATE test
Reading, writing,
math
W3, W4
Classroom performance on DISTRICT
common assessments (2x/yr)
Reading, writing,
math, science
W5, W6
Classroom performance on DISTRICT
progress monitoring tests (2x/yr)
Reading, writing,
math
W7
School-wide score on STATE test
Reading, writing,
math
W8
Teacher's own selection of a goal for
student achievement
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Student Achievement Measures for an Elementary Art Teacher
Weight
Type
Tested subjects
W1, W2
DISTRICT performance test (end of
year performance)
Art
W3, W4
Classroom performance on DISTRICT
common assessments (2x/yr)
Art
W5
Classroom performance on DISTRICT
progress monitoring tests (2x/yr)
Art
W6
Classroom performance on midsemester performance tasks (2x/yr)
Art
W7
School-wide score on STATE test
Reading, writing,
math
W8
Teacher's own selection of a goal for
student achievement
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