[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-536336-105":59,"doc-detail-536336-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","model-teacher-evaluation-system-measuring-student-growth-using-type-iii-assessments","Model Teacher Evaluation System - Measuring Student Growth Using Type III Assessments","","February 2013 guidance document outlining a recommended model for teacher evaluation in Illinois by measuring student growth through Type III assessments. It recommends adopting a student learning objective (SLO) process as the measurement model, describes core definitions for student growth and measurement model, and sets expectations for how districts and joint committees select assessments, establish processes, and include student growth in summative evaluation under PERA and Illinois Administrative Code requirements.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/model-teacher-evaluation-system-measuring-student-growth-using-type-iii-assessments/536336/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/model-teacher-evaluation-system-measuring-student-growth-using-type-iii-assessments/536336.png","ImageObject",300,407,{"name":92,"@type":93},"eBook King","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the recommended measurement model for student growth with Type III assessments?","Question",{"text":112,"@type":113},"The guidance recommends adopting a student learning objective (SLO) process as the measurement model for student growth for Type III assessments.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the guidance define student growth?",{"text":117,"@type":113},"Student growth is the demonstrable change in a student’s or group’s knowledge or skills, shown through gain and/or attainment on two or more assessments between two or more points in time.",{"name":119,"@type":110,"acceptedAnswer":120},"What assessment types must districts consider when building evaluation plans?",{"text":121,"@type":113},"Districts must select from Type I, Type II, and Type III assessments. For each category of teachers, joint committees identify two assessment types and one or more measurement models using multiple data points.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},536336,1791710533,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Illinois State Board of Education  \nFebruary 2013 Guidance Document 13-06  \nModel Teacher Evaluation System  \nMeasuring Student Growth Using Type III Assessments  \nThis document is intended to provide non-regulatory guidance on the subject matter listed above. For specific questions, please contact the person(s) identified in the document  \nModel Teacher Evaluation System:  \nMeasuring Student Growth Using Type III Assessments  \nSubject  \nRecommendation to adopt a student learning objective (SLO) process as a measurement model for student growth for Type III assessments  \nType of Guidance  \nThis guidance document provides recommendations to districts, unions, and Joint Committees for using SLOs as a measurement model for Type III assessments in teacher evaluation. This guidance can be used by any Illinois district, including those districts not implementing the Model Teacher Evaluation System. When implemented with rigor and fidelity, the SLO process meets the criteria and requirements of both the Performance Evaluation Reform Act (PERA) and Part 50 of the Illinois Administrative Code for including student growth in teacher evaluation.  \nThis guidance document provides very basic information about SLOs, recommended processes for districts to establish SLOs, and information on the required elements of SLOs in the Model Teacher Evaluation System. For detailed information about what SLOs are, how they should be developed, and critical examples and tools, please see the Guidebook on Student Learning Objectives for Type III Assessments.  \nExplanation  \nIllinois Teacher Evaluation Context  \nTo comply with PERA, Sec. 24A-5(c), Illinois districts must develop a teacher evaluation plan that includes measures of student growth as a significant factor in teachers’ summative performance evaluation. To support districts in this task, Sec. 24A-7 of PERA requires the Illinois State Board of Education (ISBE), informed by recommendations from PEAC, to adopt rules defining student growth and methods for measuring student growth. 1  \nStudent growth is 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.  \nMeasurement model is the process in which two or more assessment scores are analyzed to identify a change in a student’s knowledge or skills over time.  \nSource: Illinois Administrative Code, Part 50, Sub. A, Sec. 50.30  \n1 The statutory definitions appearing in the box on the right include the term attainment; however, the word attainment in the statutory language here should not be misconstrued as allowing SLOs to be set that do not reference a student’s starting point and ending point. For example, setting an SLO target that calls for 80 percent of students to pass the final course exam is not appropriate. Such a target does not account for a student’sskill levels at the beginning of the course and it does not reference two assessments (a pretest and posttest) at two points in time.  \nIn addition, district Joint Committees must identify two assessment types to measure student growth for each category of teacher as well as one or more measurement models that use multiple data points to determine student growth using the selected assessments (Illinois Administrative Code, Part 50, Sub. A., Sec. 50.110[b]) . In selecting assessments to measure student growth, districts must select from three types of assessments:  \nTable 1. Illinois Assessment Types  \n\n| Assessment Type | Description |\n| --- | --- |\n| Type I | A reliable assessment that measures a certain group or subset of students in the same manner with the same potential assessment items, is scored by a non-district entity, and is administered either statewide or beyond Illinois |\n| Type II | Any assessment developed or adopted and approved for use by the school district and used on a districtwide basis by all teachers in a given grade or subject area |\n| Type III","cbCais6lCphvbNYe","https://ap.wps.com/l/cbCais6lCphvbNYe","pdf",222967,11,"English","# Recommendation Overview\n## SLO Measurement Model for Type III Assessments\n# Explanation\n## Illinois Teacher Evaluation Context\n## Key Definitions: Student Growth and Measurement Model\n# Assessment Types\n## Table 1: Illinois Assessment Types (Type I, Type II, Type III)\n# District Plan Requirements\n## Measurement Models and Assessment Selection\n## Type III Assessment Selection and Categories of Teachers\n## Student Growth Expectations and Formative Data Collection","[{\"question\":\"What is the recommended measurement model for student growth with Type III assessments?\",\"answer\":\"The guidance recommends adopting a student learning objective (SLO) process as the measurement model for student growth for Type III assessments.\"},{\"question\":\"How does the guidance define student growth?\",\"answer\":\"Student growth is the demonstrable change in a student’s or group’s knowledge or skills, shown through gain and/or attainment on two or more assessments between two or more points in time.\"},{\"question\":\"What assessment types must districts consider when building evaluation plans?\",\"answer\":\"Districts must select from Type I, Type II, and Type III assessments. For each category of teachers, joint committees identify two assessment types and one or more measurement models using multiple data points.\"}]","Model Teacher Evaluation System - Measuring Student Growth Using Type III Assessments | PDF",1791602400,28]