Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 50 - EVALUATION OF EDUCATOR LICENSED EMPLOYEES UNDER ARTICLES 24A AND 34 OF THE SCHOOL CODE › Subpart B - PERFORMANCE EVALUATION PLANS: TEACHERS › Section 50.110 - Student Growth Components

Current through Register Vol. 48, No. 28, July 12, 2024
Each school district, when applicable (see Section
				  50.20), shall
				  provide for the use in the performance evaluation plan
of data and
				  indicators on student growth as a significant factor in rating teacher
				  performance
. (Section 24A-4(b) of the School Code) For the purpose of
				  this Subpart B, "significant factor" shall represent at least 30 percent of the
				  performance evaluation rating assigned, except as otherwise provided in
				  subsection (a). In situations in which a joint committee cannot reach agreement
				  on one or more aspects of student growth within the timeline established under
				  Section 24A-4(b) of the School Code, the school district shall adopt the State
				  model plan contained in Subpart C with respect to those aspects of student
				  growth upon which no agreement was reached.
a) Student growth shall represent at least 25
				percent of a teacher's performance evaluation rating in the first and second
				years of a school district's implementation of a performance evaluation system
				under Section
				50.20 (for example,
				2012-13 and 2013-14 school years for a school district with a 2012-13
				implementation date). Thereafter, student growth shall represent at least 30
				percent of the rating assigned.
b)
				The performance evaluation plan shall identify at least two types of
				assessments for evaluating each category of teacher (e.g., career and technical
				education, grade 2) and one or more measurement models to be used to determine
				student growth that are specific to each assessment chosen. The assessments and
				measurement models identified shall align to the school's and district's school
				improvement goals.
1) The joint committee
				shall identify a measurement model for each type of assessment that employs
				multiple data points. The evaluation plan shall include the use of at least one
				Type I or Type II assessment and at least one Type III assessment. Assessments
				used for each data point in a measurement model may be different provided that
				they address the same instructional content.
2) The joint committee shall identify the
				specific Type I or Type II assessment to be used for each category of
				teacher.
3) The evaluation plan
				shall require that at least one Type III assessment be used for each category
				of teacher. If the joint committee determines that neither a Type I nor a Type
				II assessment can be identified, then the evaluation plan shall require that at
				least two Type III assessments be used.
A) The
				plan shall state the general nature of any Type III assessment chosen (e.g.,
				teacher-created assessments, assessments designed by textbook publishers,
				student work samples or portfolios, assessments of student performance, and
				assessments designed by staff who are subject or grade-level experts that are
				administered commonly across a given grade or subject area in a school) and
				describe the process and criteria the qualified evaluator and teacher will use
				to identify or develop the specific Type III assessment to be used.
B) A school district required to use two Type
				III assessments for any category of teachers may delay the use of the second
				Type III assessment until the second year of implementation.
4) The plan shall identify student
				growth expectations consistent with the assessments and measurement model to be
				used, as appropriate.
5) Each plan
				shall identify the uniform process (to occur at the midpoint of the evaluation
				cycle) by which the teacher will collect data specific to student learning. The
				data to be considered under this subsection (b)(5) shall not be the same data
				identified for use in the performance evaluation plan to rate the teacher's
				performance.
A) The data the teacher collects
				shall not be used to determine the performance evaluation rating.
B) The teacher should use the data to assess
				the teacher's progress and adjust instruction, if necessary.