IAASE: Growth Model Survey This survey was conducted during March & April, 2010. 1. What is your professional role? Response
Response
Percent
Count
1. Teacher
1.2%
1
2. Principal
7.0%
6
26.7%
23
37.2%
32
7.0%
6
6. Higher Education
3.5%
3
7. Other
19.8%
17
answered question
86
skipped question
0
3. Director of Special Education Cooperative 4. Director of Special Education District or building level 5. Pupil Personnel role in school/district
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2. What is the nature of the district/entity in which you professionally practice? Response
Response
Percent
Count
1. Urban district
10.5%
9
2. Suburban district
61.6%
53
3. Rural district
30.2%
26
answered question
86
skipped question
0
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3. Please rate your knowledge of the concept of: Somewhat
Response
Average
Count
Minimal Knowledge
"Pay per Performance."
1.7% (1)
56.7% (34)
35.0% (21)
6.7% (4)
2.47
60
"Value-added" or "growth models."
17.0% (9)
45.3% (24)
32.1% (17)
5.7% (3)
2.26
53
16.4% (9)
50.9% (28)
29.1% (16)
3.6% (2)
2.20
55
22.8% (13)
56.1% (32)
17.5% (10)
3.5% (2)
2.02
57
17.0% (9)
54.7% (29)
20.8% (11)
7.5% (4)
2.19
53
24.0% (12)
56.0% (28)
18.0% (9)
2.0% (1)
1.98
50
22.2% (16)
55.6% (40)
19.4% (14)
2.8% (2)
2.03
72
answered question
86
skipped question
0
"Value-added" or "growth models" as applied to student achievement.
Knowledgeable
Knowledgeable
Rating
No Knowledge
"Growth models" as used in the process of determining quality of a state educational system. "Growth models" as used in the process of determining district/building effectiveness. "Value-added" or "growth models" as used in the process of determining quality of administrator performance. "Value-added" or "growth models" as used in the process of determining teacher effectiveness.
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4. Does the school district/entity in which you are employed use test scores of students in the evaluation of any of the following personnel? Mark each group for which this applies: Response
Response
Percent
Count
1. Classroom teachers
16.7%
1
2. Special education teachers
16.7%
1
3. Building level administrators
100.0%
6
4. District level administrators
33.3%
2
5. Related service providers
0.0%
0
6. Support staff
0.0%
0
7. Non-certified personnel
0.0%
0
answered question
6
skipped question
80
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5. Does the school district/entity in which you are employed provide pay raises to any of the following personnel based on student test scores? Mark each group for which this applies: Response
Response
Percent
Count
1. Classroom teachers
0.0%
0
2. Special education teachers
0.0%
0
3. Building level administrators
100.0%
1
4. District level administrators
0.0%
0
5. Related service providers
0.0%
0
6. Support staff
0.0%
0
7. Non-certified personnel
0.0%
0
answered question
1
skipped question
85
6. Does the school district/entity in which you are employed have policies or agreements which preclude merit pay or "Pay for Performance? Response
Response
Percent
Count
Yes
8.5%
6
No
91.5%
65
answered question
71
skipped question
15
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7. Please indicate your level of concern for the following: High Level of
Rating
Response
Concern
Average
Count
Not Concerned
Minimally Concerned
Somewhat Concerned
4.8% (4)
14.5% (12)
47.0% (39)
33.7% (28)
3.10
83
3.7% (3)
23.2% (19)
30.5% (25)
42.7% (35)
3.12
82
1.2% (1)
10.8% (9)
32.5% (27)
55.4% (46)
3.42
83
4.9% (4)
9.8% (8)
30.5% (25)
54.9% (45)
3.35
82
answered question
84
skipped question
2
That our state changed state law to provide for "Pay for Performance" of educational personnel If student test scores would be used to rate your performance as an administrator That "Pay for Performance" would be based on student test scores for your district/entities special educators That "Pay for Performance" like "highly qualified" becomes a federal mandate
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8. On a scale of 1-5 with (1) reflecting you do not believe in, support, or plan to use the concept and (5) reflecting you believe in, support, and plan to utilize the concept. Pleasse indicate your belief and support of the following concepts: Rating
Response
Average
Count
1
2
3
4
5
22.8% (13)
36.8% (21)
28.1% (16)
12.3% (7)
0.0% (0)
2.30
57
20.7% (12)
41.4% (24)
24.1% (14)
10.3% (6)
3.4% (2)
2.34
58
11.1% (6)
31.5% (17)
40.7% (22)
13.0% (7)
3.7% (2)
2.67
54
12.0% (6)
26.0% (13)
36.0% (18)
20.0% (10)
6.0% (3)
2.82
50
12.5% (7)
35.7% (20)
32.1% (18)
17.9% (10)
1.8% (1)
2.61
56
22.4% (15)
38.8% (26)
31.3% (21)
1.5% (1)
6.0% (4)
2.30
67
answered question
83
skipped question
3
Student test scores are a viable means of determining administrator effectiveness. Student test scores are a viable means of determining special education teacher effectiveness. Growth models are a viable means of determining administrator effectiveness Growth models are a viable means of determining teacher effectiveness. Growth models are a viable means of determining special education teacher effectiveness. "Pay for Performance" in education is a viable means of school improvement.
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IAASE: Growth Model Survey 9. If you marked (5) or (4) that you believe or support the concept of "Pay for Performance" in education, please share the most significant reason(s) for your support: Response Count 9 answered question
9
skipped question
77
Response Text 1
I am very well versed in the issues and research on this topic and will be presenting on VAM at the Spring 2010 IAASE Conference with Dr. Anne Roloff, President of IASCD, and Dr. John Gatta, Educational Research Consultant. We would be happy to come down one day early and present at the IAASE Board Meeting.
Mar 23, 2010 2:15 PM
2
All students can learn or improve in some measureable manner. Effectiveness has to be measured by improvement or what is the point?
Mar 23, 2010 2:35 PM
3
There is some research that supports greater gains in student performance by using this model.
Mar 23, 2010 3:33 PM
4
I believe that administrators need to thoroughly evaluate and help teachers to become the best that they can be. Mar 23, 2010 5:09 PM Sometimes we are stuck with teachers who have wound down in their profession and this has a direct effect on the culture of the school and the classroom. We need to monitor this through regular evaluations, make recommendations to improve teacher performance so as to improve student performance. We need to move those types of teachers out of the classroom.
5
SP Ed goals, alone, do not demonstrate growth in core areas (reading and math) or in relationship to typical peers.
Mar 23, 2010 6:06 PM
6
incentive to continue to be recognized as an outstanding teacher over the non-motived teachers receiving the same pay.
Mar 23, 2010 6:13 PM
7
Pay for Performance represent a clear direction that education is headed and we must have viable input on how it is determined and shaped.
Mar 29, 2010 12:41 PM
8
It increases teacher motivation to try new things and measure the results of their teaching strategies.
Mar 29, 2010 5:14 PM
9
I believe strongly in pay for performance as people will put more effort and have internal motivation when they have a Jul 6, 2010 8:08 PM personal interest in the outcome. By tying in performance with pay, I feel there is a strong connection with the output of that person and what they have set out to accomplish (even what they can bring to the table)
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IAASE: Growth Model Survey 10. If you marked (1) that you do not believe or support or (2) indicating very little belief or support in the concept of "Pay for Performance" in education, please share the most significant reason(s) for your lack of support: Response Count 39 answered question
39
skipped question
47
Response Text 1
Professional development should be included as well to offer support to teachers. Mentoring and /or other supports should Mar 23, 2010 1:39 PM also be in place.
2
The concept that test scores for students with significant delays is a viable means for determining teacher or administrator Mar 23, 2010 1:49 PM performance is ludicrous. Typically, these students do not perform well on evaluations. I think the IAA is a prime example!
3
I don't believe it is fair to base an educators pay on a student's achievement when you have other factors that should also be taken into account.
4
Students in special ed are too often tested above their functional performance. The teacher should not be penalized for Mar 23, 2010 2:00 PM students who may have reached their ceiling of academic learning yet are tested at a higher grade level. Also, I would like to know with our students identified with cognitive, emotional/ behavioral, and/or other health impairments - how does state assessment and employability correlate? Wouldn't post secondary outcomes be a better focus of school success?
5
Although there may be some validity in looking at student performance; pay for performance doesn't look at all the variables that impact student growth.
6
When we get rid of tenure, then we can start talking about performance. Performance has to be rated over time (several Mar 23, 2010 2:40 PM years) not a one shot annual test. Weak teachers had the primary levels have a direct impact on student performance and thus teacher ratings at higher grade levels. The blame game begins. No consideration of poverty as it has a direct correlation to student performance and special education.
7
Not a good way of motivation, plus students begin at such different levels.
Mar 23, 2010 2:53 PM
8
Research has shown that monetary compensation is not a motivator for increased worker effectiveness or efficiency.
Mar 23, 2010 3:35 PM
9
Other variables are indicators of performance as well as achievement. I believe we need to review multiple sources of of data.
Mar 23, 2010 4:17 PM
10
It is not fair to impose this form of measurement onto a teacher. Some of our students with special needs are never going to function at grade level. Since these students take the isat exams, there is not way that a teacher can be punished if/when their students are performing to the best of their own individual ability especially when it is below their grade level.
Mar 23, 2010 5:09 PM
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Mar 23, 2010 1:55 PM
Mar 23, 2010 2:17 PM
Response Text 11
No knowledge
Mar 23, 2010 5:31 PM
12
Not enough information to mak an informed decision.
Mar 23, 2010 6:00 PM
13
Lack of valid research
Mar 23, 2010 6:10 PM
14
Rural areas with high mobility rates and higher rates of low in-come see a direct correlation to lower test scores.
Mar 23, 2010 6:11 PM
15
Out of school factors that teachers/administrators can not control account for most of the variance in student achievement! Mar 24, 2010 1:21 AM See, for example, the David Berliner monograph on this topic.
16
Too many variables. How can this have reliability and validity? That's what we need to be informed about sinee there are so many variables. This requires true statistics.
17
Special education students vary widely from day to day what they may retain or be able to access. Test scores would not Mar 24, 2010 2:34 AM accurately portray what they have learned and therefore are not a good predictor of teacher or administrator performance.
18
Depending on the needs of the student, minimal growth may be observed despite the best efforts of the teacher and administrators. Teachers should not be penalized for lack of growth in these circumstances.
19
There are many variables that contribute to the progress of students. The methods, data used, and the fidelity of the Mar 24, 2010 1:30 PM implementation to determine the level of performance may pose a range of ethical concerns. I believe that teacher and administrator evaluations should incorporate priority measurable goals aligned with student progress, but I feel that pay for performance has too many potential problems associated with it.
20
I do beleive that test scores can be used to document teacher and administrator effectiveness, that Growth models can be Mar 24, 2010 1:45 PM effective and pay for performance is a viable option. However, I have huge concerns with how this would be done. It is one thing to do this with regular educators/administrators, and another thing to do this with special educators/administrators. I don't believe you can rate special educators/administrators on the same tool you use for general administrators. We can't expect teachers of the cognitively impaired to reach the same benchmark or make the same growth as a student in general education. It would be like saying that all kids should be able to run a 5 minute mile or improve their mile time by any specific increment. I further think you have to look at every special ed position differently. Some teachers have more of an opportunity to impact student achievement and as do some special ed administrators. A director of special ed in a school district has more supervision of special ed programs than does a director of a decentralized cooperative. Clearly those two directors should not be measured on the same scale.
21
Looking at one or two data points is never a good way to characterize the effectiveness of one teacher or one system. Mar 24, 2010 2:04 PM Many of the complications we deal with in special education come from other elements in the students' lives that are out of our control.
22
There are too many factors that go into a child's learning, I don't feel that it is fair to put it all back on the teachers. Mar 24, 2010 2:19 PM Curriculum and scheduling are basically a district/state mandate. A child's prior knowledge in early years is based mainly on cultural and economic sitations at home. Factories control the quality of the end product by mandating the quality of the incoming raw materials. Schools must take the raw materials (students) as they enter, there is no quality control mechanism AND state funding for pre-k programs to help with this variable are losing funding.
23
I believe the State should pay the districts what it is mandated to pay in a timely manner. Poor performing schools need more oversight by the State to improve outcomes. That's where the resources should be focused.
Mar 24, 2010 4:09 PM
24
In order for our educational system to improve, more than just test scores need to be addressed. The method by which teachers are judged to be effective shouldn't just be based on "performance." (Whatever that means!).
Mar 24, 2010 4:21 PM
25
If money is the motivator, people will figure out how to manipulate the system. There are too may variables at play that are Mar 24, 2010 7:05 PM out of our control. 2 of 3
Mar 24, 2010 2:32 AM
Mar 24, 2010 1:09 PM
Response Text 26
I think it would be difficult to track these models esp for special education studnets. It kind of throws the whole "individulaized instruction based on student need" out the window.
Mar 25, 2010 1:15 PM
27
Growth models simply delay the same effect as NCLB--it assumes all student will become proficient at some time. Value added models, while still flawed, are more representative of students making growth even from a low beginning point.
Mar 25, 2010 2:42 PM
28
Test on one day do not tell the whole story.
Mar 25, 2010 3:10 PM
29
I believe no one factor should be used to evaluate teachers or administrators. Standardized tests are not normed for special populations and thus are not valid indicators of performance of most students with disabilities. If teacher's pay is impacted by test scores, no one is going to want special needs students in their room bringing down the avetrage class test score and sp.ed. teachers aren't going to want the most significantly disabled kids in their rooms either.
Mar 28, 2010 10:02 PM
30
1. Too many variables may impact the relationship between test scores and teacher/admininstrator performance and the more transparent the system, the less likely that those variables are accounted for. The system would require great scrutiny and time to analyze what is cause and effect vs a correlation, and the validity/relability of the information. 2. Concern that the most effective general ed. teachers will be reluctant to accept learners with special needs into their classroom, as this could impact their test results and pay. 3. Administrators may be reluctant to accept special ed. classrooms into their building as they could impact upon the principal's pay. 4. Since there is a limited source of money, what happens when too many teachers are effective?
Mar 29, 2010 5:17 AM
31
What is the performance standard people are being held accountable for. Accountability is not the issue as much as what Mar 29, 2010 12:28 PM are the standards we are being held accountable for. Are they a true measure of what we are trying to do?
32
Test scores are not standardized nationally. As well, current assessments are biased in their administration as the only indicator of student success. A variety of assessments or performance indicators are needed.
Mar 29, 2010 2:09 PM
33
I actually do believe "pay for Performance" could work I just don't believe the Unions will ever allow it.
Mar 29, 2010 3:03 PM
34
We are a highly mobile district. we can not always make up the difference for other districts' failures.
Mar 29, 2010 8:45 PM
35
I can't conceptualize a fair way to do this for special education personnel.
Mar 30, 2010 4:47 PM
36
We currently do not have assessment tools that are valid and reliable for measuring growth for students with significant disabilities.
Mar 30, 2010 5:24 PM
37
Factors outside of educators ability to influence
Apr 1, 2010 1:12 AM
38
because education does not just depend on the school or teacher. I have worked in districts with no parental support, families in gangs, etc. Pay for performance is unfair to teachers and administrators who choose to work with those students and families.
Apr 1, 2010 6:43 PM
39
I don't believe that teacher pay or administrator pay should be based on performance only. A growth model is appropriate, Jul 6, 2010 8:08 PM but test scores are not the end all be all. Besides, we all know that students test scores don't always reflect their knowledge or aptitude. Look specifically at students who are cognitive impaired or are severe and profound. A growth model would be very applicable for these students.
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IAASE: Growth Model Survey 11. If "Pay for Performance" is instituted, mark below the factors that you perceive could have some validity to be considered in determining pay level for special educators:
1. Student test scores
Response
Response
Percent
Count
41.3%
33
68.8%
55
35.0%
28
4. Professional development
60.0%
48
5. Student progress on the IEP
73.8%
59
6. Other
21.3%
17
(please specify below)
26
answered question
80
skipped question
6
2. Classroom observations by administration 3. Classroom observations by peers
(please specify below) 1
I think you should also look at other measures such as achievement scores etc.
Mar 23, 2010 1:55 PM
2
Post secondary outcomes
Mar 23, 2010 2:00 PM
3
"Performance" should be based on output variables not input variables like classroom observation data. That is not to say Mar 23, 2010 2:15 PM that staff can not be evaluated by both input and out variables. However, we must be clear about operational definitions of both.
4
Student progress based on growth model - with individualized standard baseline for measurement.
Mar 23, 2010 2:28 PM
5
Movement of students from a more restrictive to a less restrictive environment.
Mar 23, 2010 2:40 PM
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(please specify below) 6
I feel the biggest concern for recent graduates is that they do NOT have enough instruction in HOW to teach reading, writing, and spelling. They need more exposure to "Best Practices" and expose to many types of research based instruction. There is NO way that non- tenured teachers should be held to "Pay for Performance" because they are in an EXTREME learning curve.
Mar 23, 2010 3:30 PM
7
Ananonous peer review
Mar 23, 2010 5:31 PM
8
All of the above should be used.
Mar 23, 2010 5:55 PM
9
Student data collected by teacher to determine instructional practices.
Mar 23, 2010 6:00 PM
10
interest and participation in the development of students and the learning environment
Mar 23, 2010 6:13 PM
11
Demonstrating implementation of researched based interventions with fidelity, and maintaining measurable data supporting Mar 24, 2010 1:30 PM the interventions. There are too many variables associated with students with disabilities to accurately and fairly determine pay for performance.
12
I don't think special educators should just me measured based on IEP progress. I think you have to find a criterion referenced or standardized measure to use as well. This will be different for different students but I also think it is a mistake not to use any tool to differentiate between teachers.
Mar 24, 2010 1:45 PM
13
The current curriuculum must be a factor in this equation. If a district has not had the funds to update the reading curriculum, there are a myriad of skills that have been added to new series and would, in theory, be reflected in the young students reading abilities.
Mar 24, 2010 2:19 PM
14
Some students have degenerative medical issues, or are so medically fragile they cannot attend school. Other times, there Mar 24, 2010 4:09 PM are so many family issues that a particular student won't be successful. School attendance, amount of instructional time and parent participation could be factored in as well. With the economy, it is becoming more and more difficult for parents to take time off of work to participate in their child's school.
15
Administrator's and peer's observations need to be based on some kind of research-based tool and not just a subjective opinion. There are many ineffective administrators, and that needs to be addressed as well. Professional development should be ongoing, based on best practices, and implementation needs to be assessed (quality and integrity).
Mar 24, 2010 4:21 PM
16
Student progress by measures other than standardized assessment; some criteria that would consider incremen6tal progress.
Mar 24, 2010 4:23 PM
17
student growth (increased levels of inforamtion mastery & acquisition of knowledge) over time.
Mar 24, 2010 6:03 PM
18
reimbursement or funding other than salary for teachers who take on additional training
Mar 24, 2010 7:05 PM
19
Growth measures, including tests, but needs to be sensitive to appropriate growth for all levels of students with special Mar 24, 2010 8:11 PM needs, significantly cognitively impaired, those with emotional issues, as well as high functioning students that should show growth in more traditional ways.
20
Student performance related to grade level standards.
Mar 29, 2010 2:09 PM
21
1) Number of students that are mainstreamed
Mar 29, 2010 3:03 PM
22
TEst scores only used to compare same student data
Mar 29, 2010 3:50 PM
23
long-term trends shown for the students, classroom and school (as opposed to looking at students or classrooms in isolation from one another)
Mar 29, 2010 5:14 PM
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(please specify below) 24
Progress monitoring scores and graphs that document measurement of short term objectives and annual goals. Also, documentation of evidence-based/scientifically-based curriculum and intervertions that accompany the IEP goals and objectives.
Mar 30, 2010 5:24 PM
25
Student growth on College Readiness standards and CBM
Jul 6, 2010 8:07 PM
26
Again, test scores only to an extent. Classroom observation of peers could get too muddy since the peers aren't evaluators. Otherwise, a lot of training would need to occur for those peers to observe.
Jul 6, 2010 8:08 PM
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IAASE: Growth Model Survey 12. Does the district in which your are currently employed have any form or variation of "Pay for Performance" or use "value-added" or "growth models" for any purposes? Response
Response
Percent
Count
Yes
3.8%
3
No
96.2%
76
answered question
79
skipped question
7
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IAASE: Growth Model Survey 13. Brief description of which of these are being used and how: "Pay for Performance" and/or "value-added" or "growth models" Response Count 8 answered question
8
skipped question
78
Response Text 1
none
Mar 23, 2010 1:39 PM
2
We recently developed a student growth model and created local growth norms on EPAS for: course placement, individual Mar 23, 2010 2:15 PM student growth targets, board governance, and program evaluation and school improvement. We are just completing a pilot study using VAM to examine individual teacher performance.
3
i had difficulty with two of the sections. It wouldn't let me pick the same answer for multiple probes. The one answer refelcts what would be checked in each of the unchecked lines. Sheri Wernsing.
Mar 23, 2010 3:05 PM
4
FYI:section #3 on form did not allow responses. Each time another check was made, it deleted the former checkmark.....
Mar 23, 2010 3:51 PM
5
We do use progress monitoring systems (e.g. AIMsweb)
Mar 23, 2010 4:17 PM
6
The School Board just determined last summer that those people who are not a part of any bargaining agreement (basically just administrators) must be on a "merit pay" system. It has been temporarily developed for this year with each of us writing goals (which we submitted to our superiors). Our percentage of raise will be based on how well we meet the goals.
Mar 25, 2010 3:10 PM
7
Growth model. An individual growth sheet of a student's EXPLORE scores and Lexiles (8th grade), retired ACT (9th grade), PLAN test (10th grade), two more ACT's (11th grade) and actual ACT score . These scores are also used to determine interventions.
Mar 29, 2010 3:03 PM
8
I wish!!
Jul 6, 2010 8:08 PM
Keep in mind, the set of questions set up as a rating didn't work. It didn't take the responses I marked.
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