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table approach called the Adaptive Conditional
Measurement Model. In this model the committee
must consider three student criteria. They are 1)
Special educational placement; 2) English language
learners; and 3) low-income populations.
Can the PERA Joint Committee decide what
students get included in the student population? The
committee will make all decisions related to factors
such as student attendance, date of entrance by a
student into the class, etc...
How will the committee deal with issues such as
year-long classes, semester classes, quarter classes,
co-teacher classes, date of summative teacher
evaluation due at the district office, tenure teacher
deadlines, non-tenure teacher deadlines, Needs
Improvement and Unsatisfactory deadlines, etc...?
The committee will have to try to think of all possible
decisions that have to be made and make rules.
What is the rigor required for an assessment and
a learning objective? This will be a very difficult
process for the PERA Joint Committee to determine.
The Part 50 Rules state that the learning goal shall be
based on school-wide or district-wide initiatives that
address the content of the learning goal and/or the
school improvement plan. Many districts will refer to
Bloom's Taxonomy or Depth of Knowledge (DOK)
Framework to determine the rigor of the learning goal
and assessment.
How will the PERA Joint Committee determine
the summative teacher rating? The committee will
have to decide how to combine the ratings of teacher
practice and student growth for a summative teacher
evaluation rating. If the committee cannot agree the
table in the upper right hand corner of this page is
required.
If the two sides cannot agree on a measurement
model then the default is the "Adaptive Conditional
Measurement Model." This is defined as "a
measurement model used to analyze assessment
data to determine student growth that consists of at
least a collection of baseline data that is used to
determine individual student growth expectations and
the recording of student outcomes in comparison to
the growth expectations identified."
"Growth Expectation" means the outcome that
students are expected to achieve by the end of the
instructional period and includes consideration of a
starting level of achievement already acquired and
determination of an ending goal for the level of
achievement to be reached.
"State Performance Evaluation Model" means
those components of an evaluation plan that address
data and indicators of student growth that a school
district is required to use in the event that its joint
committee fails to reach agreement pursuant to
Section 24A-4(b) of the School Code.
"Student Learning Objectives" consists of a
learning goal, assessment and procedures to
measure that goal and growth expectation.
"Student Learning Objective (SLO) Process"
means a process for organizing evidence of student
growth over a defined period of time that addresses
learning goals that are measurable and specific to the
skills or content being taught and the grade level of
the students being assessed, and are used to inform
and differentiate instruction to ensure student
success.
PERA strand included at IASA Annual Conference
A special strand designed to equip superintendents with the information to comply with the Performance
Evaluation Reform Act (PERA) requirements will be offered at the IASA Annual Conference October 8-10 in
Springfield. The topics in the PERA strand include:
PERA – Working with the Joint Committee and Student Growth Component (AAC #1459), 8:30 a.m.-3 p.m.
Wednesday, October 8;
Make Assessment Matter – What Do Students, Teachers and District Administrators Want from Tests? 12:30
p.m.-1:30 p.m., Thursday, October 9;
Student Growth for Teacher Evaluations, 3 p.m.-4 p.m., Thursday, October 9; and
Networking Session for Superintendents of 2015 PERA Implementers, 8:30 a.m.-9:30 a.m., Friday, October
10.
IASA is also sponsoring a workshop on Friday, November 21 from 8 a.m. to noon at the Triple I Conference.
Participants will be able to learn from the journeys of three school districts that have fully implemented PERA in
their school districts and one district that has completed its PERA evaluation plan.
