The quantitative portion of TEAM combines student growth and student achievement. The State Board of Education approved options for teachers and principals for the 15 percent achievement measure component that reflects those measures that showed a relationship to student growth and that could be returned in a timely manner. Teachers should meet with their evaluators early in the school year to choose a 15 percent measure and set clear and rigorous goals.
As with all approved achievement measures, districts have discretion with how they choose to set the scale scores (score range). This practice should encourage districts to use the 15 percent measures to set academic achievement goals and measure progress towards those goals.
For instructions on batch-uploading achievement measures into TNCompass, click here: Growth & Achievement Measure Import Instructions.
Student Achievement Measure Worksheet
Achievement Measure Mediation
According to Tenn. Code Ann. §49-1-302, an educator being evaluated must mutually agree with the evaluator on which achievement measure is employed as part of the level of overall effectiveness (LOE). This measure must be aligned as closely as possible to the teaching assignment of individual teachers and duty assignments of each individual administrator. In cases where there is a disagreement, the educator being evaluated chooses the evaluation measures; however, the department will verify alignment when requested.
For more information on the mediation process and criteria, click here: Achievement Measure Mediation Protocol
Using Early Grades TVAAS as an Achievement Measure
For 2016-17, it will be possible to calculate second-grade TVAAS where a district’s current second graders participated in the K-2 assessment in the past, and the district also administers the optional grade 2 assessment this year. It will also be possible to calculate third-grade TVAAS if the district’s current third graders have taken the K-2 assessment in the past. Consistent with past policy, grade 3 scores will only be calculated in districts that administer the optional second-grade assessment this year. All available grade 2 and 3 data will be included in applicable early grades TVAAS composites, much like all applicable grades 1-3 scores have always been included in early grades composites in the past.
Using “Off the Shelf” Assessments as an Achievement Measure
While the details of scaling vary across districts and schools, generally a 4 or 5 is achieved by exceeding or notably exceeding the target, a 1 or 2 is achieved by missing or notably missing the target on achievement, and 3 is achieved by meeting or closely meeting the selected target. This practice is promising because it standardizes the process for setting scales at the local level, points educators toward a common goal, and integrates accountability targets effectively into evaluation.
The list of “off the shelf” measures is not exhaustive and other assessments could be included. The guidance for these assessments is that the assessments must be available to a broad audience, which usually implies that they are developed for state or national use. Additionally, they cannot be scored locally. As with other 15 percent measures, districts have discretion with setting their scale scores (score range). The department does not recommend the use of formative assessments for evaluative purposes.
Choosing Achievement Measures for Teachers at Multiple Schools
Teachers who teach at three or more schools can use the system-wide TVAAS scores. For teachers who teach at two schools, we recommend that the teacher choose the appropriate school-wide score for the school at which they spend the majority of their time.
Using CTE Industry Certifications as an Achievement Measure
The department’s programs of study in career and technical education (CTE) are designed to be reflective of statewide labor, economic, and postsecondary opportunities that provide students with viable career paths. This statewide focus gives districts the ability to offer high school students coursework that provides sequential and progressive learning and allows for students to transition seamlessly into industry and postsecondary. Industry certifications aligned to the programs of study are available for achievement measure selection as part of teacher evaluation.
The decision on how to weight the scores of the national industry certifications is a local level decision and administrators and teachers should discuss the weightings. Most districts use a scale to determine what the 1-5 would be in terms of students sitting for and ultimately passing the industry certification. They will use the data from the previous year as a baseline and scale up from there. Setting a robust goal around the percentage of students who pass the exam is the supported process.
The decision on how to weight the grad rate as an achievement measure is a local level decision and administrators and teachers should discuss the weightings. Guidance on scaling might include the following:
|1||Graduation rate decreased by more than 3 points.||grad rate diff < -3|
|2||Graduation rate decreased by more than 1 point and less than 3 points||-3 <= grad rate diff < -1|
|3||Graduation rate increased by no more than 1 point or decreased by no more than 1 point.||-1 <= grad rate diff <= 1|
|4||Graduation rate increased by more than 1 point and no more than 3 points.||1 < grad rate diff <= 3|
|5||Graduation rate increased by more than 3 points.||grad rate diff > 3|