### Document

```REIL-TNG Score &
Salary Schedule Model
Kyle McQuaid & Suzanne Hofmann
Student Growth:
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Individual (40%)
Team (5%)
School (5%)
Value Added and Categorical Growth Measures
The mix of student growth
measures attributed to each
teacher will depend on the
students, namely the
AIMS/SAT10, Galileo K12,
and/or Custom Assessments
LOI
3+ Rate
10%
40%
LOI
Total
Points
Individual Contribution
To Student Growth
40%
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
5%
School Contribution
To Student Growth
5%
Team Contribution
To Student Growth
The team’s contribution to
student growth will be
calculated by averaging the
individual-level performance
scores for all members of the
team
School Growth Score
All teachers at a school will receive the same
school growth score
of the REIL Score
To be decided by the Site Leadership Team
Teacher I
Teacher J
Teacher K
Interventionist
Math
Interventionist
Music
Teacher
Team
Team
Team
Proficiency
How much do my students know?
Student Growth
How much did my student learn this year?
How much did I contribute to my students’ growth?
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.
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 RepeatedMeasure T-Test. Assessment Technology Incorporated.
Spring AIMS Math Score – 4th
560
366
120
100
Actual
Score
“Residual”
Predicted
Score
347
Spring AIMS Math Score – 3rd Grade (Prior Scores)
540
Spring AIMS Math Score – 4th
560
“Met Expectations”
366
120
100
“Below
Expectations”
“Above
Expectations”
347
Spring AIMS Math Score – 3rd Grade (Prior Scores)
540
Who will my students be?
Course
Teacher A
Course 1:
Math-4
Course 2:
Course 3:
Science-4
Course 4:
Writing-4
Course 5:
Social
Studies-4
Who will my students be?
Course
Teacher A
Students
Assessments
Course 1:
Math-4
AIMS Math – VAM
Galileo Math – CGA
Course 2:
Course 3:
Science-4
N/A
Course 4:
Writing-4
N/A
Course 5:
Social
Studies-4
N/A
Who will my students be?
Teacher B
Course
Students
Assessments
Course 1:
Math-5
AIMS Math – VAM
Galileo Math – CGA
Course 2:
Math-5
AIMS Math – VAM
Galileo Math – CGA
Course 3:
Math-5
AIMS Math – VAM
Galileo Math – CGA
Course 4:
Math-5
AIMS Math – VAM
Galileo Math – CGA
Course 5:
Math-5
AIMS Math – VAM
Galileo Math – CGA
Who will my students be?
Course
Teacher C
Interventionist
Students
Assessments
Course 1:
Course 2:
Course 3:
Course 4:
Course 5:
Who will my students be?
Teacher D
Special Education
Self-contained
Course
Course 1:
Math
Course 2:
Course 3:
Science
Course 4:
Writing
Course 5:
Social
Studies
Students
Assessments
AIMS-A
AIMS Math – VAM
Galileo Math – CGA
AIMS-A
Galileo Science – CGA
Galileo Writing – CGA
Custom Social Studies
Who will my students be?
Teacher E
Special Education
Resource
Course
Course 1:
Math
Course 2:
Math
Course 3:
Math
Course 4:
Course 5:
Students
Assessments
AIMS-A
AIMS Math – VAM
Galileo Math – CGA
AIMS-A
AIMS Math – VAM
Galileo Math – CGA
AIMS-A
AIMS Math – VAM
Galileo Math – CGA
AIMS-A
AIMS-A
Who will my students be?
Teacher F
Pre-school
Course
Students
Assessments
Course 1:
Math
Gold Assessment
Course 2:
Gold Assessment
Course 3:
Science
Gold Assessment
Course 4:
Writing
Gold Assessment
Course 5:
Social Studies
Gold Assessment
Who will my students be?
Teacher G
P.E./Art
Course
Students
Assessments
Course 1:
P.E./Art
Custom P.E./Art
Assessment -VAM
Course 2:
P.E./Art
Custom P.E./Art
Assessment – VAM
Custom P.E./Art
Assessment – VAM
Custom P.E./Art
Assessment – VAM
Custom P.E./Art
Assessment – VAM
Course 3:
P.E./Art
Course 4:
P.E./Art
Course 5:
P.E./Art
Who will my students be?
Teacher H
Social Studies
Course
Students
Assessments
Course 1:
Social Studies-6
Custom Social Studies
Assessment – 6th-VAM
Course 2:
Social Studies-6
Custom Social Studies
Assessment – 6th-VAM
Course 3:
Social Studies-6
Custom Social Studies
Assessment – 6th-VAM
Course 4:
Social Studies-7
Custom Social Studies
Assessment – 6th-VAM
Course 5:
Social Studies-8
Custom Social Studies
Assessment – 6th-VAM
Next Steps
1. Electronic Signature(s) on ALL Observation Cycles
(March 15th target for data entry catch-up)
2. Timeline:
• REIL-TNG Score Verification: September-October 2014
• Incentive Awards: November-December 2014
Developing Talent • Enhancing Careers • Improving Student Learning
Electronic Signatures
Developing Talent • Enhancing Careers • Improving Student Learning
REIL Web site: mcesa.az.gov
•
•
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RDSS (REIL data system)
REIL Guidebooks
REIL Handbooks
Professional development
Webinars
Communication documents
User guides
Developing Talent • Enhancing Careers • Improving Student Learning
Contact Information:
Suzanne Hofmann
REIL-TNG Field Specialist
Roosevelt District
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(602) 639-1821
Developing Talent • Enhancing Careers • Improving Student Learning
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.
REIL-TNG Guiding Principles
2. Initial salary placement should attract
top teaching talent through the
establishment of a competitive starting
salary.
REIL-TNG Guiding Principles
3. Base pay placement and progression is
designed to significantly reward long-term.
REIL-TNG Guiding Principles
4. Base pay progression should reward
effective educators by reducing the gap
between initial and peak earnings.
REIL-TNG Guiding Principles
5. Base pay progression is designed with
an established end point.
REIL-TNG Guiding Principles
6. The overall salary structure should be
designed to foster collaboration as
opposed to competition.
40%
Achievement
Individual
Growth
40%
50%
50%
Classroom
Observation
5%
5%
5%
Team Growth 5%
School Growth
2013-2014
REIL Score
Unique Opportunity
• Improve existing Salary Structure
• Sustainability
• Attract-Retain-Reward-Sustain
Communication Plan
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Consistent messaging throughout the district
REIL Score Calculation Webcast & Achievement examples
Teacher Salary Model Presentation
Questions (in person and electronically) for feedback to