Dr. Voltz presentation on Student Growth in Illinois for school accountability and teacher and principal evaluation purposes.

1. The Golden
Triangle Plus 1
Dr. Richard J Voltz
Associate Director
Illinois Association of School Administrators

2. Evidence
Based
Funding
Model
Illinois ESSA Plan
ISBE Goals
PERA – Teacher & Principal
Student Growth

3. Evidence Based Funding Model

5. ESSA

6. Current Illinois Assessment System
• Content assessment in grades 3-8 in ELA and Math
• Administration of the SAT at no cost to 11th grade students
• A science assessment completed by students in grades 5, 8 and at the
conclusion of Biology I in HS
• The Dynamic Learning Maps Alternative Assessment for those
students with the most significant cognitive disabilities.

7. Illinois ESSA Requires
• Academic achievement in Grades 3 through 8
• HS Graduation Rate
• EL Proficiency (Grades 3-12)
• One or more student quality or student success indicators

8. Illinois ESSA system
• Student growth weighted significantly higher than proficiency
• School quality indicators included
• School success indicators included

9. Review Discussion on Student Growth

10. Student
Growth: What
do educators
need to know?

11. Performance Evaluation
Reform Act (PERA) 2010
• PERA requires all schools in
Illinois to incorporate
measures of student growth
into principal and teacher
evaluation systems.
Illinois Senate Bill 7
(SB 7) 2011
• SB7 connects teacher hiring
and dismissal to teacher
performance.

12. Illinois
Administrative
Code: Part 50

13. Part 50 Required:
Joint Committee
to determine
Assessment Type

14. Part 50 Required the
Joint Committee to
Define Measurement
Model

15. Part 50
Required Joint
Committees
to Set Growth
Thresholds
and Link
Evaluation
Categories

16. Student Growth
is a System
Component of
both Teacher and
Principal
Evaluation

17. Student
Growth is not
the same as
Student
Achievement

18. Each School
District Defined
How To
Measure
Student Growth

19. The State Will
Define Student
Growth for ESSA
Accountability
Purposes

20. ESSA
Discussion
Topics

22. Core
Academic
Indicators

23. K-8 ELA and Math Proficiency will be “PARCC”
HS ELA and Math Proficiency will be SAT
normed to PARCC standards.
20% for 2018-19 15% for 2019-2020

24. K-8 ELA and
Math Growth

25. Simple
Linear
Regression

26. HS Graduation Rate = 50% for High
Schools
(4, 5, 6 year cohort Data)

27. State will pay for PSAT…
“At this time, PSAT growth will receive no
weight in the Accountability System.”

28. However…
State will pay for
second high
school
assessment, PSAT

29. “ISBE will provide each school with
a growth designation on the Illinois
Report Card beginning in the 2019-
2020 school year.”

30. “In both cases, the assigned grade for growth
will use an A-F scale. The different levels for the
growth designation will be assigned based on
each school’s performance relative to all
comparable schools.

31. “There will be a comparison of like
schools and an all school
comparison on annual growth to
proficiency.”

32. Banding of
Simple Linear
Regression

33. English
Learner
Proficiency =
5%
(Growth to
Target
Treatment)

34. Science Proficiency to start in
2019-2020 = 5%

35. Student
Success/
School
Quality
Indicators

36. K-8 Student Success/School Quality Indicators
Chronic
Absenteeism = 20%
01
Climate Survey = 5%
02
(Elementary/Middle
Grade Indicator =
0%
03
(P-2 Indicator) = 0%
04
(Fine Arts Indicator)
= 0%
05

37. HS Student Success/School Quality Indicators
Chronic
Absenteeism =
7.5%
01
Climate Survey
= 5%
02
9th Grade On
Track = 6.25%
03
College and
Career
Readiness =
6.25%
04
(Fine Arts
Indicator) = 0%
05

38. Chronic
Absenteeism is
defined as 10% or
more of excused
and unexcused
absences in the
prior academic
year.

39. 9th On Track The on-
track indicator
identifies students as
on-track if they earn
at least five full- year
course credits and no
more than one
semester F in a core
course in their first
year of high school.

40. COLLEGE CAREER READY
INDICATOR (HS)

42. CLIMATE SURVEY
(5ESSENTIALS)
Description: In order
to capture student
(6-12), parent,
teacher, and
administration voice,
ISBE will utilize the 5
Essentials Survey.

43. [FINE ARTS
INDICATOR]
(2019-2020)

44. [P-2]
(2019-20)

45. [Elementary/
Middle
Grade]
(2019-20)

46. Identification of Schools for Support
• Comprehensive schools
• Schools that are in the lowest-performing 5 percent of Title I schools
statewide or a high school that has a graduation rate below 67 percent are
identified in the former category.
• Must use IL-EMPOWER and have a work plan with targets and timelines
approved ISBE
• Targeted schools
• Schools in which one or more subgroup is performing at or below the level of
the “all students” group in the lowest 5 percent of Title I schools are identified
as targeted schools
• must develop a plan that is approved by its district and may access supports
through IL-EMPOWER

47. Meaningful Differentiation of Schools
• Tier 1: Exemplary School: A school that has no underperforming subgroups, a
graduation rate of greater than 67 percent, and whose performance is in the top
10 percent of schools statewide.
• Tier 2: Commendable School: A school that has no underperforming subgroups,
a graduation rate above 67 percent, and whose performance is not in the top 10
percent of schools statewide.
• Tier 3: Underperforming School: A school in which one or more subgroup is
performing at or below the level of the “all students” group in the lowest-
performing 5 percent of Title I schools. Schools in Tier Three: Underperforming
shall receive targeted services
• Tier 4: Lowest-Performing School: A school that is in the lowest-performing 5
percent Title I schools in Illinois and those high schools that have a graduation
rate of less than 67percent or less. School in Tier 4: Lowest-Performing shall
receive comprehensive services

48. Banding of
Simple Linear
Regression

50. ISBE determined that an n-size of 10 is
appropriate insofar as it is large enough to
maintain statistical validity and reliability,
while respecting the desire of stakeholders to
see as many schools and students
represented in the accountability system as
possible.

51. Illinois Report Card
Beginning in 2019-20
school year
•Each school will receive a growth
grade
•Using a comparison of like
schools
•Schools will be graded on an A to
F scale
01
Illinois will use simple
linear regression (e.g.,
current year test scores are
regressed on last year’s
test scores)
02
EL proficiency will be
measured by a growth
target measure based upon
the recommendation of
stakeholders.
03
Fine arts indicator will be
the number of students
enrolled in fine arts classes.
04

52. ISBE Goals

53. Every child in each public school
system in the state of Illinois
deserves to attend a
system wherein...

54. All kindergarteners
are assessed for
readiness.

55. Ninety percent or more third-
grade students are reading at
or above grade level.

56. Ninety percent or more fifth-
grade students meet or exceed
expectations in mathematics.

57. Ninety percent or more of
ninth-graders are on track to
graduate with their cohort.

58. Ninety percent or more students
graduate from high school ready
for college and career.

59. All students are supported by
highly prepared and effective
teachers and school leaders.

60. Every school offers a safe and healthy learning
environment for all students

61. PERA Requires Student Growth

62. PERA Student Growth Requirements
• "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.

64. Assessments used
in the evaluation
of teachers,
principals and
assistant
principals shall be
aligned to one or
more instructional
areas articulated
in the Illinois
Learning
Standards

65. "Student growth" means
a demonstrable change
in a student's or group
of students' knowledge
or skills, as evidenced by
gain and/or attainment
on two or more
assessments, between
two or more points in
time.

66. The assessments
and measurement
models identified
shall align to the
school’s and
district’s school
improvement goals.

67. "Type III assessment"
means any
assessment that is
rigorous, that is
aligned to the course’s
curriculum, and that
the qualified evaluator
and teacher
determine measures
student learning in
that course.

68. X 26

74. EBM Factors
• ISBE calculates Adequacy Target Annually
• ISBE calculates Average Salaries
• Salaries are weighted based on district enrollment
• A Regional Based Salary is calculated using a Comparable Wage Index
(CWI)

84. How Does SB 1947 Work
• Adequacy Target for each school district
• How much does providing high quality education cost?
• Percent of Adequacy
• Local Capacity
• Base Funding Minimum
• Gap to Adequacy
• New resources go to district’s with biggest gap

85. Adequacy Target
• 26 Cost Elements
• Enrollment = Greater of prior year average (collected Oct 1/Mar 1 &
Dec 1 for pre-school special ed) or average of prior 3 years
• Allows for districts that are growing to capture the growth and
minimizes those district that are losing enrollment.

87. Full Day Kindergarten was removed as an
Essential Element

88. For Specialist Teachers the figure is calculated
as a % of the core FTE. The # of specialist
teachers to the # of core teachers.
The other FTE’s are calculated on one FTE for
each 450 students in K-5 for example.

89. The key to figuring out the Adequacy Target is to
figure how many FTE’s are required for each of the
26 essential elements.
There are also $ per student costs for items such
as Gifted, Professional Development. etc…
There is a salary component in the Central
Services, calculated on $ per student.

90. Employee Benefits is calculated on the
current costs in Illinois for this category.
Notice the “Normal Costs” for retirement
purposes. i.e. Tier 3, costs above Governor
salary.

91. Diverse Learner section is very important for
this formula. Poverty, EL, and Special
Education counts are calculated by the State.

92. ISBE will calculate adequacy target for all
school districts.
Funding to start is based on last year’s
formula. Probably mid winter before new
formula is applied.

93. Annual Salary Adjustments
• ISBE will use Employment Information System (EIS) to determine
average salaries
• Average salaries are weighted based on each district’s enrollment
• For clerical and instructional assistant assistants the baseline salary
amounts will be multiplied by the Employment Cost Index.
• These salaries are then multiplied again by a Comparable Wage Index
(CWI). No district is rated less than .9

94. How is Local Ability To Pay Calculated?
Local Capacity Target (LCT)
• The LCT is an ideal contribution to adequacy compared to all districts
in Illinois. Local districts cannot calculate themselves.
• Comparison of the Adequacy Target to EAV. This is unique for each school
district.
• Ratios are adjusted based on the grade levels they serve.
• Ratios are converted to a normal curve equivalent score to determine a
relative % of local capacity.
• Some districts collect taxes below the adequacy target.
• The LCT will be used in their wealth formula.
• Some districts collect above the adequacy target.
• Real receipts are adjusted downward

95. How is CPPRT treated?
• The lag in CPPRT for this purpose is the same as the prior GSA
formula.
• With current reductions to PPRT Fund though the state budget,
districts will have less local resources recognized in the formula. This
will require more state resources to these districts.
• Same is true if state passes legislation for “cost shift” due to pension
obligations.

96. Base Funding Minimum
• No district loses for FY17.
• Going forward, no district will receive less funding than it receive the
prior year.
• If state does not appropriate enough to cover the cost of the Base
Funding Minimum then funds are first removed from the most
adequately funded districts. If that is not enough, then further
reductions are on a per pupil basis for all districts.

97. What is in the Base Funding Minimum?
• All funding that was part of prior year GSA.
• For Poverty Supplemental there is a formula that 60% of the
resources will be counted in the BFM.
• MCAT’s are in the BFM.
• Special Education Personnel Reimbursement
• Special Ed Funding for Children Requiring Special Education Resources
• Special Ed Summer School
• Bilingual
• The FY19 BFM includes the prior year Base Funding Minimum plus prior year
EBM distributions.

98. Specially Funded Units
• Alternative Schools and Special Education Cooperatives
• If they received funding in FY17 they will have a calculated BFM.
• All these units are automatically placed in Tier 4.

99. How far a district is from adequacy?
• Local Capacity plus Base Funding Minimum = % of Adequacy
• Example:
• If a district has an Adequacy Target of $12,000 and receives $4,000 in
combined local funding and $5,000 in state funding for a total of $9,000, it
would be at 75% of its Adequacy Target.
• Local Funds + State Funds / Adequacy Target = % of Adequacy
• The Gap determines where the district fits, in this case it is Tier 2.

100. Who gets the new money?
• The districts furthest away form their Adequacy Target receive the greatest
share of new dollars.
• Tier 1 = 50% of all new dollars are allocated to the least well-funded
districts.
• Tier 2 = Most of the rest of the dollars (49%) go to inadequately funded
districts proportionally. Also some Tier 1 districts will get dollars from this
Tier 2.
• Tier 3 = Get 0.9% of new dollars. Districts between 90 and 100% of
Adequacy.
• Tier 4 = 0.1% of new dollars. Districts that are above 100% of Adequacy.

101. Other Key Provisions
• Property Tax Relief Fund
• No allocation in this year’s budget. Districts above a specific threshold can
apply for a 1% reduction in property tax rate.
• Mandate Relief
• Local school board can approve PE change to 3 days per week.
• Districts can exempt students from PE.
• Districts can contract with 3rd party for Driver Ed
• Minimum Funding Level
• $350M is minimum level.
• $30M can be applied to Property Tax Relief Fund
• Tier 1 district formula changes allocation if this happens.

102. Other Provisions
• Voter Initiated Referendum to lower the tax levy
• If at 110% of Adequacy can reduce taxes by 10% but no lower than 110% of
adequacy
• Can only happen in odd number years.
• Cannot have another referendum for 6 years
• Tax Credit/Scholarship Program
• Creates a 75% tax credit for contribution to qualified not-for-profit
organization.
• Allows for scholarships for school to award that includes strict guidelines.

103. ISBE Data Communications Requirements
• School Report Card information
• Final % of Adequacy
• Local Capacity Target
• Real Receipts
• Adequacy Target
• With the costs and FTE for each of the 26 elements
• Base Funding Minimum
• Total state funds from BFM allocated for
• Students with disabilities
• Bilingual services
• Net State Contribution Rate
• Gap between Adequacy Target and Final Resources allocated by the state
• EBM Distribution payable FY18
• Based on the Tiers

104. Transparency for SB 1947
• Related to student achievement
• Annual Spending Plan
• By end of September
• Identify how funds will be spent for
• Low income
• Special Education
• English Learners
• How funds will contribute to student growth (ESSA)
• How funds will contribute to ISBE education Goals
• School Report Card
• Final % of Adequacy
• Local Capacity Target
• Real Receipts

105. Context
• 80% of districts are below the adequacy target
• New funding is required to get to adequacy
• No districts should lose funding

106. Distribution of New Dollars
• 85% of dollars to districts with greater than 50% low income
• Almost 70% of dollars go to districts with lower than median property
wealth
• CPS receives 20% of all new dollars and it has 19% of the state’s
students and 1/3 of the state’s low income students

108. Which grant programs are included in the
Base Funding Minimum or hold harmless?
• ​Evidence‐Based Funding (EBF) consolidates and replaces five grant
programs: General State Aid, Special Education Personnel, Special
Education Funding for Children Requiring Services, Special Education
Summer School, and English Learner Education. EBF distributes these
funds through a single grant, called the Base Funding Minimum. In FY
18, the Base Funding Minimum amount is the total of the gross
payments, excluding adjustments applied in FY 17, for each of the five
grants, with the exception of Special Education Summer School.
Districts will receive 100 percent of FY 17 Special Education Summer
School claims, rather than the prorated amount districts received in
FY 17.

109. Why is my Base Funding Minimum for FY 17
different than what is in FRIS Inquiry?
As per the Evidence‐Based Funding for Student
Success Act, Public Act 100‐0465, the FY 17 Base
Funding Minimum is based on gross claim
amounts that exclude prior year adjustments
(positive or negative). Also, Special Education
Summer School is paid at full claim amount rather
than the prorated payment districts received in FY
17.

110. Is there Tier funding for Special Education
Cooperatives? No. Per Public Act 100-0465 Special
Education Cooperatives are considered Specially
Funded Units and do not have an Adequacy
Target. Without an Adequacy Target, there is no
way to calculate tier funding for Special Education
Cooperatives. Therefore, Special Education
Cooperatives along with other Specially Funded
Units, are ineligible for tier funding.​

111. Does EBF take into consideration the special
characteristics of my district's Special Education
population?
EBF uses each district’s total Average Student
Enrollment to determine the number of positions to
support the special education population. The
student‐to‐teacher ratios EBF uses to determine the
Adequacy Target for each district are listed on slides 5‐7
of the PowerPoint presentation on EBF calculations,
available on the Evidence-Based Funding web page​.

112. What is my Adequacy Target?
Each district’s Adequacy Target is the calculated
cost to educate students within the district based
on the cost factors outlined in EBF. Please refer to
ISBE’s resource materials for the list of cost factors
and the steps EBF requires to determine a
district's Adequacy Target. Each district’s
Adequacy Target is calculated by ISBE and updated
annually.​