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This section of the Texas Educator Awards Performance Measures Database contains information covering teaching-specific positions for the High School grades.
Use the buttons below to navigate to the Measures Criteria listings most relevant to your needs.
Local Benchmarks
| Gr. 9-12/Reading & Math |
Level 1:
Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to expected growth on the spring administered TAKS exam. Expected growth means value-added score of 3.
Level 2:
Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to exceeds expected growth on the spring administered TAKS exam. Exceeds expected growth means value-added score of 4.
Level 3:
Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to greatly exceeds expected growth on the spring administered TAKS exam. Greatly exceeds expected growth means value-added score of 5.
* Expected growth will be defined in specific increments or percentage points by district and value-added vendor. The specific measures for value-added growth will vary from one value-added vendor to another. Districts should note that the value-added scores of 3, 4, and 5 presented herein are based on using SAS as the value-added vendor.
** Growth is based on expected achievement of comparable matched students to be decided by value-added vendor.
***All performance measures based on student achievement can be disaggregated based on student subpopulations |
| Gr. 9-12/All Content Areas |
Level 1:
Based on the Beginning-of-Year benchmark, _-_% of the knowledge and skills for each student labeled as “not proficient” will be measured as “proficient” on the spring administration of the TAKS. Proficient is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).
OR
Classroom teacher increases their overall student passing rate on the TAKS spring administration by 1-_% compared to the previous year spring TAKS administration. If the classroom teacher had a student passing rate at or above 90%, then the passing rate needs to either only meet or exceed 90%.
Level 2:
Based on the Beginning-of-Year benchmark, _-_% of the knowledge and skills for each student labeled as “not proficient” will be measured as “proficient” on the spring administration of the TAKS. Proficient is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).
OR
Classroom teacher increases their overall student passing rate on the TAKS spring administration by _-_% compared to the previous year spring TAKS administration. If the classroom teacher had a student passing rate at or above 90%, then the passing rate needs to either only meet or exceed 90%.
Level 3:
Based on the Beginning-of-Year benchmark, _% (or more) of the knowledge and skills for each student labeled as “not proficient” will be measured as “proficient” on the spring administration of the TAKS. Proficient is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).
OR
Classroom teacher increases their overall student passing rate on the TAKS spring administration by _% (or more) compared to the previous year spring TAKS administration. If the classroom teacher had a student passing rate at or above 90%, then the passing rate needs to either only meet or exceed 90%.
*All Beginning-of-Year Benchmarks must be administered before September 15 |
| Gr. 9-12/Reading & Mathematics (or area where growth can be measures yearly) |
Level 1:
Each content specific teacher (i.e., 9th Grade ELA) can earn an award if the average value-added (achievement growth) of all tested students in a content area is equal to expected growth on the spring administered TAKS exam. Expected growth means value-added score of 3.
OR
Content area teachers increase their overall student passing rate on the TAKS spring administration by 1-_% compared to the previous year spring TAKS administration. If the content area had a student passing rate at or above 90%, then the passing rate must continue to meet or exceed 90%.
Level 2:
Each content specific teacher (i.e., 9th Grade ELA) can earn an award if the average value-added (achievement growth) of all tested students in a grade level is equal to exceeds expected growth on the spring administered TAKS exam. Expected growth means value-added score of 4.
OR
Content area teachers increase their overall student passing rate on the TAKS spring administration by _-_% compared to the previous year spring TAKS administration. If the content area had a student passing rate at or above 90%, then the passing rate must continue to meet or exceed 90%.
Level 3:
Each content specific teacher (i.e., 9th Grade ELA) can earn an award if the average value-added (achievement growth) of all tested students in a grade level greatly exceeds expected growth on the spring administered TAKS exam. Greatly exceeds expected growth means value-added score of 5.
OR
Content area teachers increase their overall student passing rate on the TAKS spring administration by _% (or more) compared to the previous year spring TAKS administration. If the content area had a student passing rate at or above 90%, then the passing rate must continue to meet or exceed 90%.
* Expected growth will be defined in specific increments or percentage points by district and value-added vendor. The specific measures for value-added growth will vary from one value-added vendor to another. Districts should note that the value-added scores of 3, 4, and 5 presented herein are based on using SAS as the value-added vendor.
** Growth is based on expected achievement of comparable matched students to be decided by value-added vendor. |
| Gr. 9-12/All TAKS Content Areas |
Level 1:
The total percentage of all tested students demonstrating proficiency on each TAKS objective will increase 1-_% compared to previous year’s spring TAKS administration (ex. If last year’s class had 76% of students demonstrating proficiency on Objective 1: Nature of Science, then 77-80% of students will demonstrate proficiency during current school year). If the number of students demonstrating proficiency on a specific objective is at or above 90% the previous year, the grade level will maintain a proficiency level above 90%. Proficiency is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).
Level 2:
The total percentage of all tested students demonstrating proficiency on each TAKS objective will increase _-_% compared to previous year’s spring TAKS administration (ex. If last year’s class had 76% of students demonstrating proficiency on Objective 1: Nature of Science, then 81-85% of students will demonstrate proficiency during current school year). If the number of students demonstrating proficiency on a specific objective is at or above 90% the previous year, the grade level will maintain a proficiency level above 90%. Proficiency is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).
Level 3:
The total percentage of all tested students demonstrating proficiency on each TAKS objective will increase _% (or more) compared to previous year’s spring TAKS administration (ex. If last year’s class had 76% of students demonstrating proficiency on Objective 1: Nature of Science, then 86% (or more) of students will demonstrate proficiency during current school year). If the number of students demonstrating proficiency on a specific objective is at or above 90% the previous year, the grade level will maintain a proficiency level above 90%. Proficiency is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science). |
| Gr. 9-12/All Content Areas |
Level 1:
Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to expected growth on the spring administered TAKS exam. Expected growth means value-added score of 3.
AND
The percentage of all tested students achieving commended status on the spring administered TAKS exam will increase by 1-_% compared to the previous year’s TAKs administration.
Level 2:
Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to exceeds expected growth on the spring administered TAKS exam. Exceeds expected growth means value-added score of 4.
AND
The percentage of all tested students achieving commended status on the spring administered TAKS exam will increase by _-_% compared to the previous year’s TAKs administration.
Level 3:
Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to greatly exceeds expected growth on the spring administered TAKS exam. Greatly exceeds expected growth means value-added score of 5.
AND
The percentage of all tested students achieving commended status on the spring administered TAKS exam will increase by _% (or more) compared to the previous year’s TAKs administration.
* Expected growth will be defined in specific increments or percentage points by district and value-added vendor. The specific measures for value-added growth will vary from one value-added vendor to another. Districts should note that the value-added scores of 3, 4, and 5 presented herein are based on using SAS as the value-added vendor.
** Growth is based on expected achievement of comparable matched students to be decided by value-added vendor. |
| Gr. 9-12/Special Education (TAKS-M & TAKS-A) |
Level 1:
Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all special education tested students in a teacher’s individual classroom is equal to expected growth on the spring administered TAKS exam. Expected growth means value-added score of 3.
AND
All special education students, on average, reach _-_% of the goals listed in their Individualized education plans.
Level 2:
Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to exceeds expected growth on the spring administered TAKS exam. Exceeds expected growth means value-added score of 4.
AND
All special education students, on average, reach _-_% of the goals listed in their Individualized education plans.
Level 3:
Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to greatly exceeds expected growth on the spring administered TAKS exam. Greatly exceeds expected growth means value-added score of 5.
AND
All special education students, on average, reach _% (or more) of the goals listed in their Individualized education plans.
* Expected growth will be defined in specific increments or percentage points by district and value-added vendor. The specific measures for value-added growth will vary from one value-added vendor to another. Districts should note that the value-added scores of 3, 4, and 5 presented herein are based on using SAS as the value-added vendor.
** Growth is based on expected achievement of comparable matched students to be decided by value-added vendor. |
| HS Advanced Placement |
Increase the mean class score on AP Calculus exam by 0.3 compared to previous year’s administration up to 3.5, at which point cohorts will maintain at minimum a 3.5 average test score. |
| HS Advanced Placement |
Teachers will be rewarded stipends based upon the following scores:
- $__/student who achieves a score of 3
- $__/student who achieves a score of 4
- $__/student who achieves a score of 5
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| HS Advanced Placement |
Teachers will be rewarded stipends based upon the following calculations:
- Percentage of students receiving a score of 5 X $______
- Percentage of students receiving a score of 4 X $______
- ercentage of students receiving a score of 3 X $______
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| Gr. 9-12 |
Level 1:
_-_% of all tested LEP students will gain, on average, one proficiency level on each TELPAS proficiency rating domain (listening, reading, speaking, and writing) and demonstrate an increase of one level on the TELPAS Composite Score.
Level 2:
_-_% of all tested LEP students will gain, on average, one proficiency level on each TELPAS proficiency rating domain (listening, reading, speaking, and writing) and demonstrate an increase of one level on the TELPAS Composite Score.
Level 3:
_% (or more) of all tested LEP students will gain, on average, one proficiency level on each TELPAS proficiency rating domain (listening, reading, speaking, and writing) and demonstrate an increase of one level on the TELPAS Composite Score.
*Students must have been enrolled on or before October PEIMS snapshot date to be included in evaluation |
| Gr. 9-12 |
Level 1:
_-_% of all tested LEP students will gain, on average, one proficiency level on each TELPAS proficiency rating domain (listening, reading, speaking, and writing) and demonstrate an increase of one level on the TELPAS Composite Score.
OR
_-_% of all tested LEP students meet proficiency on spring administration of TAKS Reading (Last year, 70% of all tested LEP students met proficiency on TAKS reading).
Level 2:
_-_% of all tested LEP students will gain, on average, one proficiency level on each TELPAS proficiency rating domain (listening, reading, speaking, and writing) and demonstrate an increase of one level on the TELPAS Composite Score.
OR
_-_% of all tested LEP students meet proficiency on spring administration of TAKS Reading (Last year, 70% of all tested LEP students met proficiency on TAKS reading.
Level 3:
_% (or more) of all tested LEP students will gain, on average, one proficiency level on each TELPAS proficiency rating domain (listening, reading, speaking, and writing) and demonstrate an increase of one level on the TELPAS Composite Score.
OR
_% (or more) of all tested LEP students meet proficiency on spring administration of TAKS Reading (Last year, 70% of all tested LEP students met proficiency on TAKS reading.
*Students must have been enrolled on or before October PEIMS snapshot date to be included in evaluation |
| Gr. 9-12 |
_% of classroom students will meet expected growth between Beginning-of-Year and End-of-Year benchmarks. Expected growth is determined after BOY benchmark is given and analyzed by the teacher and a plan for meeting goals is developed and approved in coordination with the principal.
*All BOY Benchmarks must be administered by September 15 and plan for meeting goals approved by principal by September 30. EOY Benchmarks must be administered after May 15. |
| Gr. 9-12 |
Level 1:
Based on the Beginning-of-Year benchmark, _-_% of the knowledge and skills for the class labeled as not proficient will be measured as proficient on the End-of-Year Benchmark. Proficient is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).
Level 2:
Based on the Beginning-of-Year benchmark, _% (or more) of the knowledge and skills for the class labeled as not proficient will be measured as proficient on the End-of-Year Benchmark. Proficient is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).
*All BOY Benchmarks must be administered by September 15 and EOY Benchmarks administered after May 15 |
| Gr. 9-12 |
Each grade level cohort will demonstrate, on average, an improvement of normal curve equivalent points (NCEs) on the annually administered ITBS/Logaramos Reading, Math, and Language Arts Section scores until the cohorts achieve an average of _ NCEs, at which point the cohorts will maintain a minimum average of _ NCEs or improve their level of performance. |
| Gr. 9-12 |
Level 1:
Teachers will earn an award if _-_% of all tested ELL students in their grade level score at or above proficiency on the spring administered Reading/Language Arts section of ITBS/Logramos. Proficiency is defined as having a Grade Level Equivalent at or above current grade level.
Level 2:
Teachers will earn an award if _% (or more) of all tested ELL students in their grade level score at or above proficiency on the spring administered Reading/Language Arts section of ITBS/Logramos. Proficiency is defined as having a Grade Level Equivalent at or above current grade level. |
| Gr. 9-12 |
Each grade level cohort will demonstrate, on average, an improvement of normal curve equivalent points (NCEs) on the annually administered Stanford-10/Aprenda reading and math subtests until the cohort achieves an average of _ NCEs, at which point the cohorts will either maintain or continue improving their level of performance. |
| Gr. 9-12 |
All 9th grade teachers qualify for the award if the median grade level equivalency of all 10th grade students tested in September 2009 is at least one year higher than median grade level equivalency of all 9th grade students tested in September 2008.
*Only students enrolled during both the October 2008 and October 2009 PEIMS snapshot will be used to calculate grade level equivalency and subsequent distribution of award
** English/Language Arts teachers will be evaluated on the Total Reading, Spelling, and Language scores, Math teachers will be evaluated on the Total Mathematics score, Science teachers will be evaluated on the Science score, and Social Studies will be evaluated on the Social Science score. |
Physical Education/
Fitnessgram |
_% (or more) of all students tested show an increase in the number of push-ups and sit-ups completed during the allotted time and a decrease in the time required to complete a specified number of laps from the fall administration to the spring administration.
*Fall administration must take place before October 1 and spring administration must take place after before May 15. |
Art/Student
Project |
Students will select one project from their personal portfolio. __% of students will pass (with a grade of 70 or higher) as rated on a scoring rubric approved by the principal and rated by independent judges (other district art teachers and local volunteer artists). |
Art/Student
Portfolio |
Students will be required to submit a portfolio with at least __different objects. __% of students will pass (with a grade of 70 or higher) as rated on a scoring rubric approved by the principal and rated by independent judges (other district art teachers and local volunteer artists). |
| Art/Multiple Measures |
Plans at least one 30 minute (or longer) art lesson/activity at three family nights by the end of the school year
AND
_% of tested students (enrolled at the campus at the October PEIMs snapshot) show _% growth (or more) between first and second art local benchmark during the school year.
* First local benchmark must be administered no later than September 15 and second local benchmark must be administered no later than December 15. |
| Music/Multiple Measures |
Level 1: Achieves one performance measure listed below
Level 2: Achieves two performance measures listed below
Level 3: Achieves three performance measures listed below
Performance Targets:
- Students show, on average, _% (or more) improvement between first and second local benchmark (student reads and writes musical notation, describes and analyzes musical sound, and demonstrates musical artistry for music and student is proficient in creative expression) during the school year.
- _% of 6th grade music students (enrolled at the campus at the October PEIMS snapshot) pass their annual music portfolio review.
- Leads, coordinates, and plans at a minimum, three weeklong celebrations. In order to earn award, celebrations must be: galleries, assemblies, festivals, performances at the campus or feeder campuses, student portfolio presentations, and/or other campus committee approved activities.
*The celebrations must begin no later than November 15, 2008, and be completed no later than May 15, 2009, and a minimum of five parent volunteers must be secured for each weeklong celebration.
**First local benchmark must be administered no later than September 15 and second local benchmark must be administered no later than December 15. |
Music/Fall
Spring Performance |
Prepare and conduct both a fall and spring performance that meets the standards set forth by the principal surrounding quality, attendance, participation rates, etc. Rubric will be developed simultaneously between the principal and respective teacher based on individual school characteristics. Rubric will be scored by the principal and independent evaluators (other district music teachers and local musicians). |
| Music/Multiple Measures |
Level 1:
Plans at least one 30 minute (or longer) music lesson/activity at three family nights by the end of the school year
AND
Level 2:
_% of tested students (enrolled at the campus during the October PEIMS snapshot) showed _% growth (or more) between first and second music local benchmark during the school year.
*First local benchmark must be administered no later than September 15 and second local benchmark must be administered no later than December 15. |
Athletic Coaches/
Academic
Eligibility |
At the end of the year, an average of __% or more of students participating in their respective sports will have retained academic eligibility throughout the school year. |
Athletic Coaches/
Student GPA |
All athletes participating in the coach’s respective sport will maintain a Grade Point Average of _._ (or above). |
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