SPECIAL TEACHERS ARE REWARDED
STAR PLAN
TECHNICAL ASSISTANCE PAPER II
Section I. Components of a STAR Plan
1.
What components must a district plan include?
A district plan (1) must be fair and equitable, neither penalizing nor rewarding
teachers for where their students begin the school year academically; (2) must
allow for all instructional personnel to be eligible for an award; (3) must weight
improved student achievement as at least 50 percent of the total evaluation
score; (4) must be understandable and transparent; (5) must be designed to
reward those teachers whose students show the greatest learning gains (i.e., the
plan must reward high performing teachers in low performing schools, and not
reward low performing teachers in high performing schools); (6) must be
designed to reward individuals and not groups; and (7) must utilize a district-
approved evaluation system with four to six levels of performance.
2.
What district plan requirements are not allowable?
A district plan (1) must not require teachers to apply, (2) must not take
demographics into consideration, (3) must not use school-wide performance
results as the basis for calculating improved student achievement for teachers of
Reading/Language Arts, Math, Science and Social Studies in the 50 percent of
the evaluation that addresses improved student achievement (although school-
wide performance may be used as a measure in the other 50 percent), and (4)
must not include input measures as a condition to receive the STAR bonus.
Section II. Measuring Student Growth
3.
What measures can be used to measure student learning gains?
There are multiple options for measuring student learning gains. Districts may
use the FCAT, NRT, AP, IB, AICE, or district end-of-course tests. Other options
may be used as well, such as skill measures that assess baseline skills at the
beginning of a course and growth at the end of a course (e.g., in PE, Art, Music).
Regardless of what type of measure is used, there must be a learning gains
component. See Appendix A for more options.
Florida Department of Education
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4.
?
Clarify what the proviso language means by “over the course of the year.”
The district should use an instrument that will measure improved student
achievement over a major portion of the course. FCAT administration to FCAT
administration is one example. Another example is an NRT (norm referenced
test) that is given one year and then given in the following year. A pre-test
administered at the beginning of a course and a comparable assessment
administered at the end of a course is yet another way to measure learning
gains. In those areas for which there are standardized tests, the expectation is
that a district will use those tests as pre- and post-tests.
5.
?
What if a district finds that it cannot administer a pre-test for the 2006-2007
school year?
The expectation is that districts will put forth a good faith effort to ensure that
learning gains are measured in 2006-2007. If a pre-test and post-test situation is
not possible in 2006-2007, then districts must ensure that student learning gains
are identified by some other means for this school year. No later than the 2008-
2009 school year, the expectation is that learning gains will be measured using
pre- and post-measures of achievement for non-FCAT teachers.
6.
?
What can constitute a pre-assessment?
A pre-assessment must test the appropriate knowledge or skills from the
Sunshine State Standards (SSS) corresponding to comparable knowledge and
skills assessed in the post assessment.
7.
?
Can a district use more than one measure to determine gains?
Yes, as long as the measures are valid and reliable. A district may design any
weighted system that it desires for multiple assessments as long as measures
are capable of producing information on learning gains and accommodate
differences in student achievement levels.
8.
?
How can a district develop a satisfactory method of assessing non-core
areas (non-FCAT), as well as grades K-3 and 11-12?
For the 2006-2007 school year, a district may choose to administer end-of-
course exams that do not have a pre-test, but by which student learning can be
established. The district may take into account student reading achievement
levels in providing an equitable comparative rating for all teachers in non-core
areas. The expectation is that a district will (1) use pre- and post-tests where
available; and (2) develop assessments that can be administered as pre- and
post-tests no later than 2008-2009.
Florida Department of Education
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9.
?
Can DOE provide examples of the types of assessments that are
acceptable for non-FCAT areas and grades K-3 and 11-12?
Yes. Please see Appendix A.
10.
?
How does a school district level the playing field for our teachers so that
the STAR Plan is fair and equitable?
By utilizing the Florida Department of Education’s value tables for Reading and
Math, the playing field is leveled regardless of the performance history of
students entering a teacher’s classroom. Districts must strive to provide the
same sort of level playing field for teachers of other subjects. (See also item 6.)
11.
?
What value tables will the Department provide for district use?
The Department will provide value tables based on the FCAT to assist districts in
identifying highly effective teachers.
12.
?
Have alternative methods for determining high performance in the areas of
science been determined? Is there a specific formula for calculating
gains?
A district may use the Reading or Math achievement on a standardized test to
determine a part of the learning gains for secondary Science teachers. This may
also be used to identify and adjust for achievement levels of students to provide
an equitable comparative rating of teachers. If a district elects not to use the
Math portion of a standardized test, then the district can use the same method it
uses to evaluate other non-FCAT areas.
13.
?
Have alternative methods for determining high performance in the areas of
Social Studies been determined?
A district may use the Reading achievement on a standardized test to determine
a part of the learning gains for secondary Social Studies teachers. This may also
be used to identify and adjust for achievement levels of students to provide an
equitable comparative rating of teachers. If a district elects not to use the
Reading portion of a standardized test, then the district can use the same
method it uses to evaluate other non-FCAT areas.
14.
?
Can school scores be used in the calculation of effectiveness for non-FCAT
teachers?
School scores of improved student achievement may be used for non-FCAT
teachers as a portion of the 50 percent of the evaluation that addresses improved
student achievement, but may not exceed 25 percent of the overall rating.
Florida Department of Education
August 2006 Star Technical Assistance Paper II August 2006
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15.
?
Can school scores be used in the calculation of effectiveness for other
instructional personnel, such as media specialists, guidance counselors,
reading specialists?
School scores of improved student achievement may constitute the full 50
percent of the evaluation for instructional personnel who support the entire
school (i.e. media specialists, guidance counselors, reading specialists).
16.
?
How do we link our itinerant teachers such as speech/language
pathologists, OT/PT, psychologists, etc. to student performance measures
when they service multiple schools? How do we link our teachers on
special assignment who are located in the central offices but provide
services to teachers via training, mentoring, and coaching?
If the individual’s support can be directly linked to improved student achievement,
then it would be natural to reward these itinerant individuals on a pro-rated basis
depending upon the percentage of time they spend at each school.
17.
?
If a district uses a portfolio to measure student growth in a subject such as
art, what is required?
Evidence of “student growth over the course of the year” (or, for semester-length
courses, over the term of the course) is a key phrase in the proviso language.
Criteria to be assessed should be based upon the standards by grade level, and
evidence of growth is a decision that districts will have to make. Portfolios must
undergo a standardized peer review process to ensure equitable evaluation.
(See Appendix A.)
18.
?
If a district uses a measurement of skill to assess student growth in a
subject such as Physical Education, what is required?
The evidence of student growth must be determined by the district. Scores of
student improvement in standardized tests of knowledge may also be included
with scores that measure gains in skills.
19.
?
Are there other measures that can be used to compensate/ reward teachers
that would align with the STAR Plan guidelines, such as teaching in critical
shortage areas, teaching in a hard-to-staff school, and increasing
knowledge and skill levels based upon acquiring new knowledge/skills and
applying the knowledge/skills?
No. This proviso only allows for rewards based on individual personnel
performance that is based primarily on improved student achievement. There is
a statutory requirement beginning with the 2007-2008 school year which requires
school districts to provide incentive pay for teachers in high needs areas, difficult
Florida Department of Education
August 2006 Star Technical Assistance Paper II August 2006
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to staff schools, etc., but the $147.5 million for STAR is only to be used for
rewarding teachers in the top 25 percent of improved student achievement.
20.
?
How do we develop reliable and valid high quality assessments that can
measure student progress based on what teachers are being asked to do?
All districts face this difficult challenge. It will be important for districts to work
diligently to ensure that the assessments used are fair, valid, reliable, and
measure student growth over the period of the course.
21.
?
Will the DOE calculate district and statewide performance for all teachers
who teach Reading or Math for 2006-2007?
Yes, this calculation will be provided. The software program will also be provided
to all districts.
22.
?
Is there an assessment for students in guidance?
Guidance counselors may be evaluated largely on the outcomes of all students in
a school or of those students assigned to him or her. Such outcomes may
include but not be limited to reductions in disciplinary referrals, absenteeism, low
grades, and the drop out rate. They may also include increases in career and
academic plans, parent satisfaction, teacher satisfaction, and so on. It is
important that standardized measures be adapted for counselors in different
levels of schools (elementary, middle and high schools).
23.
?
Will DOE approve
teacher
-prepared pre- and post-tests?
If valid and reliable teacher-prepared tests measure appropriate Sunshine State
Standards, are administered district-wide, and are administered in a secure
manner, they will be approved in the plan approval process.
24.
?
Will DOE approve
district
-prepared pre- and post-tests?
If valid and reliable district-prepared tests measure appropriate Sunshine State
Standards, are administered district-wide, and are administered in a secure
manner, they will be approved.
25.
?
Can local standard-based benchmark assessments that are valid and
reliable be used as one of the measures, along with the FCAT?
Yes
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August 2006 Star Technical Assistance Paper II August 2006
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Section III. Implementation of STAR
26.
?
What if a district decides not to participate in STAR?
State law (§ 1012.22, F.S.) requires that all districts implement performance pay.
If a district decides not to participate in STAR, it will still have to develop and
implement a state-approved performance pay plan, but will not have access to
the STAR funding.
27.
?
How long will the state provide special funding for this program?
This legislative appropriation is for the 2006-07 fiscal year. Additional
?
appropriations will be determined by the 2007 Florida Legislature.
?
28.
?
How will the program be funded if/when the state discontinues the special
funding?
This decision has not been made as of this date, and will depend upon decisions
made by the 2007 Florida Legislature.
29.
?
How flexible is the established timeline?
Proviso language is very clear about the timelines required for eligibility for this
funding:
1 Beginning of 2006-07 school year – Districts inform teachers of STAR and of
the district’s intention to submit a plan under STAR guidelines.
2 December 31, 2006 – Deadline for submitting a district approved
comprehensive STAR Plan to the State Board for approval.
3 March 1, 2007 – Deadline for submitting a revised STAR Plan in the event the
State Board determines a plan needs revisions.
4 March 19, 2007 – Last State Board meeting during which a district approved
STAR plan may be approved.
5
?
April 1, 2007 – State Board determines allocation of STAR funds based upon
approved plans. Recalculation of undistributed funds will be completed and
those funds distributed as soon as possible after this date.
6
?
June 30, 2007 – Districts must encumber funds for bonus payments to STAR
awardees. Payments must be made to eligible instructional personnel at the
next regular payroll action.
Florida Department of Education
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30.
?
Assuming the timeline is nonflexible, when will districts know if their plan
has been accepted?
Proviso language provides 45 days for the department to respond to districts
regarding the status of their application. However, we are committed to a much
shorter response time.
31.
?
Will DOE assist in this process by developing a state-wide standard
curriculum with outcome objectives for each course in the course code
directory?
No.
?
Such decisions are under the purview of local school boards.
32.
?
What happens if a district’s plan is not accepted?
The district will have one opportunity within the established timeline to make
amendments and resubmit its plan. If the plan is not approved a second time,
the district will not be eligible for funding under this appropriation and that
district’s allocation will be distributed to districts that have approved plans.
33.
?
Can performance pay be used to purchase/score STAR assessments?
No.
?
Funding is designated only for awards for personnel.
34.
?
Will the state provide resources for districts to purchase, write, or/and
score standardized tests for non-FCAT teachers?
No.
?
Currently, there is no plan to do so and no state resources available for this.
35.
?
Can the STAR plan be phased in over two years, with FCAT teachers
included in year 1 and non-FCAT teachers included in year 2?
No. The proviso language does not provide for a phase-in of personnel for this
appropriation. However, a district may submit a plan that provides more reliable
learning gains data for non-FCAT teachers over time.
36.
?
How do we get buy-in from our union, school board, administrators, and
teachers when some philosophically disagree with the concept of
performance pay, linking student achievement to the evaluation systems,
and revamping the evaluation process without a study of other research-
based systems?
There are numerous research studies that address the benefits of performance
pay. Most of those researching this topic recognize that we can no longer reward
teachers in the same “step and lane” model. The time is right for Florida to take
Florida Department of Education
August 2006 Star Technical Assistance Paper II August 2006
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this step in the rewarding and recognizing the hard work of our most effective
teachers.
37.
?
How do we implement an evaluation system that is introduced mid-year
and reflected as an annual evaluation?
This evaluation system should be introduced as soon as possible. The
Department recommends informal plan submissions, so as to assist the districts’
implementation of a fair system prior to final ratification by the collective
bargaining agent.
38.
?
How do districts design and implement a new evaluation system that is in
compliance with statute when there are no tested models available from
which to replicate?
The expectation is to have a plan that is as fair and equitable as possible while
recognizing that it is being implemented quickly and will be improved in
subsequent years.
39.
?
We are concerned about the rigor of tests that are teacher-made and when
dealing with this in a small district, we have very few people at the district
level who can review and monitor teacher-made assessments. If there are
larger districts that have developed end-of-course tests, can we be linked
with those districts to share such resources?
The DOE will be facilitating multi-district groups and regional consortia to help in
this process. Currently, the following districts have end-of-course tests:
Collier
Duval
Hillsborough
Marion
Okaloosa
Orange
Palm Beach
Polk
St Lucie
Seminole
Volusia
40.
?
Why doesn’t the state create the tests, for consistency purposes,
throughout the state?
DOE is looking at selected subject areas, such as Algebra, for which to design
tests. However, any new statewide end-of-course examination will not be ready
for use in the STAR program this year.
Florida Department of Education
August 2006 Star Technical Assistance Paper II August 2006
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41.
?
Evaluations are due in March. If we are not informed of plan approval until
March, how do we inform teachers of the criteria used for STAR?
It is recommended that you submit your plan as soon as possible for approval.
Final determination of the amount of the award for each district will be
determined in March, once the deadline for plan approval has passed, or sooner
if plans are submitted earlier.
42.
?
How do we evaluate beginning teachers during the first 45 days of the
school year?
For purposes of STAR, instructional personnel evaluations should not be
different for first year teachers.
43.
?
Teachers who are on annual contracts have at least two observations in
each semester. How can we wait for new system/forms/negotiations?
STAR requires that teacher evaluations already containing required components
have sufficient rating levels to distinguish among teachers based upon
performance. Districts will need to move as quickly as possible to develop their
evaluation rating descriptions early and have them approved locally so that they
can be used when needed.
44.
?
How do we determine the top 25 percent: by district, by school type
(elementary, middle school, high school) or by grade level?
Consistent with the proviso language each district must reward the top 25
[percent of instructional personnel at the elementary level district-wide, the top 25
percent at the middle school level district-wide, and the top 25 percent at the high
school level district-wide.
45.
?
Are administrators eligible for STAR rewards?
The proviso language states: “District school board STAR Plan proposals may
include a methodology for performance pay rewards for district-selected school-
based leaders who supervise or directly assist the instructional personnel whose
student achievement results in a STAR Plan reward.” So yes, administrators
may be included, and funding for administrators has been included in each
district’s appropriation. The technical assistance materials that were made
available in June 2006 include guidance for developing a district STAR plan for
administrators, which may be submitted separately from the plan for instructional
personnel. This information is available online at http://www.fldoe.org/STAR/.
Florida Department of Education
August 2006 Star Technical Assistance Paper II August 2006
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46.
?
Can DOE send us examples about linking course code numbers to FCAT?
Those courses in the 100… range can be used to match to the reading scores on
FCAT or NRT; and those courses in the 120… range can be used to match the
math scores on FCAT or NRT. ESE teachers would use the ESE codes which
are linked to these subject areas.
47.
?
Do you have any STAR plans that have been developed by other districts
that you have approved?
Not yet, but several districts have communicated that they are close to submitting
their plans. As district plans gain approval, we will post them to our web site
(http://www.fldoe.org/STAR/) and notify superintendents and district STAR
coordinators.
48.
?
Will DOE provide workshops to assist districts in developing STAR plans?
Yes. DOE will also provide technical assistance documents and other assistance
as requested. The DOE has established STAR contacts for each district, and
those individuals will be contacting districts to provide specific assistance.
49.
?
Who is the direct DOE contact for the STAR program?
Pam Stewart, Deputy Chancellor for K-12 Educator Quality is the DOE contact.
She may be reached by telephone at (850) 245-0509 or by electronic mail at
Pamela.Stewart@fldoe.org.
50.
?
Where can I get more information on STAR?
All memos and technical assistance documents are available on our web site:
http://www.fldoe.org/STAR/. The following material can be accessed:
1. 2006 legislative
proviso language
2. a sample STAR plan matrix
3. a checklist for district plans for administrators
4. a checklist for district plans for instructional personnel
5. June 13 memo to superintendents
6. June 13 Technical Assistance Paper I
You may also contact the DOE staff member assigned to your district to provide
assistance on STAR. See Appendix B.
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August 2006 Star Technical Assistance Paper II August 2006
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Section IV. Distribution of Bonus Awards
51.
?
Will all money have to be encumbered prior to June 30, 2007? When must
the actual payment occur for those teachers who are awarded the bonus?
All funds have to be encumbered prior to June 30, 2007, because this is a one-
year appropriation. Checks should be distributed as soon as possible after that
date.
52.
?
In the distribution of awards, is the intent that those who make a higher
salary get a larger bonus? Or is the award based on a base salary of one
amount?
A teacher who makes a higher salary (base pay) and qualifies for the bonus
would receive a larger bonus since the bonus must be at least 5 percent of the
individual teacher’s salary. The award is not based on a single base salary
amount.
Section V. District Plans Beyond 2006-2007
53.
?
If a district plan is approved for the 2006-07 school year, does this mean it
remains approved for future years?
No. Due to the short timeframe required to implement STAR for the 2006-07
school year, the Department is being accommodating to districts as we
understand that there has not been time to fully develop a comprehensive plan.
For example, for the 2006-2007 school year it may be difficult if not impossible
for a district to have in place a mechanism for measuring student learning gains
for teachers in all non-FCAT areas and for grades K-3 and 11-12.
For districts submitting a phased-in plan, there may be updates required for up to
two consecutive years.
##
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August 2006 Star Technical Assistance Paper II August 2006
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APPENDIX A
Sample Options for Determining Improved Student Achievement
Subject Area
Grades K-3
Grades 4-5
Grades 6-7-8
Grades 9-12
Reading/
Language Arts
NRT or
District-wide
end of course
test*
FCAT,
NRT, or
District-wide end of course test*
Math
History/
Social Studies
NRT or
District-wide end of course test*
Science
Art
Music
PE
Technology
Foreign
Language
Career/
Technical
District-wide end of course test,*
or
Objective portfolio assessment based on the following:
Specific rubrics for each subject area that are created by teachers and
curriculum specialists within the district. The rubrics must include the
following aspects:
a.
based on the Sunshine State Standards for that area
b.
include a range of student performance expectations
c.
provide sufficient differentiation to record wide ranges of student
performance
Year One
1. “Benchmark” portfolio of student work is compiled in the first month of
school.
2. “Benchmark” portfolios are evaluated according to the rubric by at least
two people certified in that subject who do not have responsibility for
those students.
3. Final portfolios of student work are compiled during the school year.
4. Final portfolios are evaluated according to the defined rubric during the
last month of school by at least two people certified in that subject who
do not have responsibility for those students.
Year Two and Beyond
For those courses in which a student has a final portfolio from the previous
year, a “benchmark” portfolio is not necessary. For all other students, a
“benchmark” portfolio of student work should be compiled. All other
guidelines established for Year One remain the same and should be
implemented in similar fashion.
*This assessment must be valid, reliable, and provide for a pre-test and post-test.
Note:
ESE and LEP teachers, along with Math and Reading Coaches, are assessed like classroom
teachers for those students with whom they have contact, either directly or indirectly.
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August 2006 Star Technical Assistance Paper II August 2006
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APPENDIX B
DOE District STAR Contacts
Alachua
Dixie
Hillsborough
Martin
Santa Rosa
FAU Lab School
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
Hanna Skandera
Cheri Yecke
Commissioner Winn
Carrie Fraser
Pam Stewart
Carrie Fraser
Baker
Duval
Holmes
Monroe
Sarasota
FSU Lab School
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
Pam Stewart
Pam Stewart
Kathy Hebda
Cheri Yecke
Hanna Skandera
Hanna Skandera
Bay
Escambia
Indian River
Nassau
Seminole
FAMU Lab School
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
Kathy Hebda
Kathy Hebda
Carrie Fraser
Hanna Skandera
Cheri Yecke
Kathy Hebda
Bradford
Flagler
Jackson
Okaloosa
Sumter
UF Lab School
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
Carrie Fraser
Pam Stewart
Kathy Hebda
Kathy Hebda
Pam Stewart
Hanna Skandera
Brevard
Franklin
Jefferson
Okeechobee
Suwannee
All Charter
Schools
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
Linda Champion
Hanna Skandera
Cheri Yecke
Carrie Fraser
Pam Stewart
DOE Contact:
Steve Adams
Broward
Gadsden
Lafayette
Orange
Taylor
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
Hanna Skandera
Carrie Fraser
Linda Champion
Commissioner Winn
Pam Stewart
Calhoun
Gilchrist
Lake
Osceola
Union
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
Kathy Hebda
Cheri Yecke
Pam Stewart
Cheri Yecke
Carrie Fraser
Charlotte
Glades
Lee
Palm Beach
Volusia
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
Hanna Skandera
Carrie Fraser
Cheri Yecke
Commissioner Winn
Jeanine Blomberg
Citrus
Gulf
Leon
Pasco
Wakulla
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
Pam Stewart
Kathy Hebda
Jeanine Blomberg
Jeanine Blomberg
Hanna Skandera
Clay
Hamilton
Levy
Pinellas
Walton
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
Hanna Skandera
Cheri Yecke
Pam Stewart
Linda Champion
Kathy Hebda
Collier
Hardee
Liberty
Polk
Washington
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
Cheri Yecke
Carrie Fraser
Carrie Fraser
Cheri Yecke
Kathy Hebda
Columbia
Hendry
Madison
Putnam
Florida School for
the Deaf and Blind
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
Cheri Yecke
Hanna Skandera
Pam Stewart
Hanna Skandera
DOE Contact:
Pam Stewart
Dade
Hernando
Manatee
St. Johns
Dozier/
Okeechobee
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
Commissioner Winn
Carrie Fraser
Hanna Skandera
Pam Stewart
DOE Contact:
Carrie Fraser
DeSoto
Highlands
Marion
St. Lucie
Florida Virtual
School
DOE Contact:
DOE Contact:
DOE Contact:
DOE Contact:
Pam Stewart
Kathy Hebda
Pam Stewart
Kathy Hebda
DOE Contact:
Kathy Hebda
Florida Department of Education
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