CCSD21 PERA Student Growth Model
In 2010, the Illinois Performance Evaluation Reform Act (PERA) was signed into law. As part of this legislation, school districts throughout Illinois were required to create a “Joint Committee” comprised of school administrators and teachers to develop a plan for the school district to include student growth as a component of the evaluation process. Beginning with the 2016-2017 school year, School District 21 implemented its PERA Student Growth Model as part of the Evaluation Plan. (The evaluation of school principals has included a similar student growth model since 2012-2013.)
30% of the total evaluation
As decided by the CCSD21 PERA Joint Committee, student growth comprises 30% of the total evaluation. 70% of the evaluation continues to result from ratings related to the Danielson Framework and School District 21’s specific rubrics for different instructional positions.
Types of Data
The PERA legislation articulates three types of student assessments.
- Type I – Scored by an entity outside of the school district and widely available beyond the State of Illinois.
- Type II – Adopted or approved by the school district and used district-wide.
- Type III – A rigorous assessment that is aligned to the curriculum and that the evaluator and teacher determine measures student learning in that course.
Type I/Type II Assessments in CCSD21
School District 21 is using NWEA MAP Reading and Mathematics scores as well as Aprenda Reading and Mathematics scores for its Type I/Type II assessments. Like with principals, the CCSD21 Joint Committee has elected to aggregate scores across a school for all staff members within that school for these assessments.
Type III Assessments in CCSD21
The day-to-day work of educators throughout School District 21 focuses on instruction toward mastery of the CCSD21 Curriculum, including the Power Standards. Through this work, team-created common assessments also serve as Type III assessments for the purpose of measuring student growth over time.
Timeframe and cycle
The nature of student growth and School District 21’s two-year tenured evaluation cycle result in the following two-year cycle for the CCSD21 PERA Student Growth Model.
Regardless of the formal evaluation year of an individual staff member, administering common team assessments, collecting student data, and using this data to impact instruction and student learning is done throughout each year.
Different timeframes for specific teachers
Due to the nature of their schedules with students, the nature of measuring student growth, and the requirements of PERA, Middle School Trimester Exploratory Teachers and Elementary School Art Teachers have an altered annual schedule for capturing student growth through the Type III Assessment. Additionally, Elementary Information Literacy and Enrichment Teachers may also utilize the same schedule as the Elementary School Art Teachers depending on the students, content/skills, and team of colleagues that they have identified for their Type III Assessment.
- Middle School Trimester Exploratory Teachers
- Elementary School Art Teachers and Elementary School Literacy & Enrichment Teachers (depending on option selected by LETs)
CCSD21 PERA Student Growth Model Timeline
Detailed information about the CCSD21 PERA Student Growth Model timeline can be found here.
CCSD21 PERA Type III Assessment Design Process Template
This template is to be used by teams of teachers to develop and/or refine their Type III assessments and for discussion with the administrator(s) with whom they are meeting.
Student Growth Worksheet
This document is used to synthesize all of the applicable data points that have been used as part of the evaluation process and to assist in determining the final rating. A school-specific version of this worksheet will be provided to instructional staff members annually by the principal.