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Date of Meeting |
July 14, 2008 |
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Action: |
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Presentations: |
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Next Meeting: |
August 11, 2008 |
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Summarized by: |
Mark Peterson (mark.peterson@schools.utah.gov) |
In Attendance:
Name Representing
Work Group
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Debra Roberts, Co-chair |
Utah State Board of Education |
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Larry Shumway, Co-chair |
Utah State Office of Education |
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Dixie Allen |
Utah State Board of Education |
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Diana Bevan |
Parents/PTA |
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Kim Campbell |
Utah Education Association |
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Richard Holmes |
Washington School District |
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James Johnson |
Iron County School District |
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The Hon. Pat Jones |
Utah State Senate |
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Sarah R. Meier |
Granite School District Board of Education |
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Denis Morrell |
Utah State Board of Education |
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Robert Proffit |
Washington School District |
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Kitty Stewart |
Coalition of Minorities Advisory Committee |
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Soulee L.K.O. Stroud |
Coalition of Minorities Advisory Committee |
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John Zurbuchen |
Holt Elementary School (Davis District) |
Guests
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Sue Carey |
Utah PTA |
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Laura Goe |
ETS (Joined meeting electronically) |
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Holly Langton |
Utah PTA |
Staff
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John Brandt |
Utah State Office of Education |
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Todd Hauber |
Utah State Office of Education |
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Judy Park |
Utah State Office of Education |
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Jami Jon Pearson |
Utah State Office of Education |
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Mark Peterson |
Utah State Office of Education |
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Randy Raphael |
Utah State Office of Education |
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Jerry Record |
Utah State Office of Education |
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LesLee Snelson |
Utah State Office of Education |
The Utah State Board of Education Differentiated Compensation Work Group voted unanimously to seek further information from the Utah State Office of Education about using the following items as key elements for a differentiated compensation package:
¤ Reward instructional quality.
¤ Reward collaborative practices.
¤ Reward student gains.
¤ Parent, student, community voice.
¤ Leadership/professional roles.
Deputy State Superintendent Larry Shumway updated the Work Group on the 87 one-time merit pay plans submitted by Utah school districts and charter schools and recently approved by the Utah State Board of Education. The one-time plans were funded with $20 million from the 2008 Utah Legislature and offer the workgroup some insight into what districts and charters are thinking about educator merit pay. The Work Group will continue its work on recommending a statewide differentiated compensation plan or model. That recommendation will be forwarded to the Utah State Board of Education who will then review it and may then seek funding for such a system from the Legislature.
View Shumway’s presentation here:
ETS Research Scientist Laura Goe cautioned that using student learning gains as measured on standardized test scores as part of a differentiated compensation package will be difficult. If it is to be done, she recommended using tests that make use of vertical scale scores, though it is possible to use other means.
[Vertical scale scores use a single scale for students along the whole continuum. For example, the National Assessment of Educational Progress (NAEP) uses a 0-500 scale on reading to measure students from the first through 12th grades (though it only tests students in grades 4, 8 and 12). In this example, taken from the 2007 Reading Report Card, you can see that a fourth grader scoring 238 on the reading test would be considered proficient in reading while an eighth grader scoring that same 238 would be considered below basic. Only the most advanced 12th graders would approach the 500-level score.]
Utah’s most commonly-given tests, the end-of-year criterion-referenced tests (CRTs), do not use vertical scale scores. Furthermore, while CRTs are used to test reading, elementary science and basic math skills in Utah’s elementary and secondary classrooms, they are not given in classes taught by 54 percent of Utah’s teachers (e.g., art, debate, calculus, high school physics and chemistry).
Goe noted that most entities using student achievement data in merit pay plans use a value-added model (akin to a growth model measuring how much students learned during the course of a school year with a teacher).
View a copy of Goe’s presentation here: