Education Commission of the States Reports

Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • Fax: 303.296.8332 • www.ecs.org

Redesigned Teacher Compensation District - Level Programs

Alabama : Mobile Transformed Schools Program -District Level

Program Statistics

Name and Level Mobile Transformed Schools Plan
Mobile Transformed Schools Plan is a program for Mobile County Public School System.

Status Mobile Transformed Schools Plan
Mobile Transformed School Plan was established in 5 schools in August 2004. The reform model undertaken at these five schools serves as a pilot project for the rest of the district.

Program Description Mobile Transformed Schools Plan
The Mobile Transformed Schools Plan is an innovative program intended to completely transform the instructional programs and the entire certified and support staff in five of the school system’s lowest-performing schools. It is designed to attract quality teachers who are committed to using new and dramatically different approaches in turning around underachieving schools, thus improving student learning and test scores. In 2003, principals and all teachers in each of these five schools were reconstituted. Some principals and teachers stayed, but only after re-applying for their positions. Participants in the program must make a commitment that they will remain at the school for a minimum of five years. Mobile County is the first school system in Alabama to offer an incentive program to attract these kinds of quality teachers to help students most in need.

Other Programs No information found.

Hard-to-Staff, High Needs, At-Risk Component

Program Target Components
High poverty / high needs schools

Description of Component Mobile Transformed School Plan
Transformed School schools were selected because they were most in need of help. Students in those schools scored the lowest in Mobile County on the Stanford Achievement Test last year. At least 97 percent of the students at each of the five schools are black and 90 percent are poor, according to information from the State Department of Education.

Incentive Structure

Compensation Structure Mobile Transformed Schools Plan
Teachers may receive:

a signing bonus in September

a performance incentive at the end of each year

Performance evaluations are based on:

40% individual teacher performance;

10% grade or team performance;

50% achieving or exceeding Annual Yearly Progress (AYP) goals.

Incentives Mobile Transformed Schools Plan
Under the plan, teachers will be paid a $4,000 signing bonus in September and could receive a $4,000 performance incentive at the end of each year, based on a performance evaluation and student success. A principal could get a total of $12,000, an assistant principal $9,000, and other professionals $8,000.

Incentive Recipients Mobile Transformed Schools Plan
Teachers, principals, assistant principals and other professionals who have been selected to work at the Transformed Schools.

Methods of Evaluation

Method of Evaluation Mobile Transformed Schools Plan
The Mobile Transformed Schools Plan uses teacher evaluations by principals and AYP data to evaluate potential incentive recipients.

Stakeholder Involvement

Teachers and Teacher's Unions Mobile Transformed Schools Plan
No information found.

Other Stakeholders Mobile Transformed Schools Plan
The Mobile County Board of School Commissioners worked alongside the Mobile Area Education Foundation to create the Transformed Schools Plan.

Program Funding

Cost Mobile Transformed Schools Plan
MCPSS leaders estimate that they will spend $1.8 million on bonuses intended as performance incentives for principals, assistant principals, and teachers.

Funding Mobile Transformed Schools Plan
The costs of the performance incentives will be provided through the reallocation of existing federal funding, tobacco settlement monies, and the general fund balance.

Results and Outcomes

Results and Outcomes Mobile Transformed Schools Plan
No information found.

Colorado : Denver ProComp -District Level

Program Statistics

Name and Level Denver ProComp
Denver ProComp is a program for Denver public schools.

Status Denver ProComp
ProComp is ongoing.

1999-2003
Four year pilot program started in 16 Denver schools,
2001
Joint Task Force on teacher compensation was formed,
2004
Final ProComp plan approved,
2005
Denver voters approved a $25 million mill levy to fund the compensation plan,
2006
ProComp Salary System went into effect,
2006
Nearly 1,200 educators had joined ProComp.

Program Description Denver ProComp
The ProComp system is a results-based pay program that uses multiple criteria to assess teachers’ performance. Teachers do not receive increases until they demonstrate results. A new teacher evaluation system was field-tested during the 2004-2005 school year. ProComp contains nine different avenues for increasing pay – most of which are based on objective criteria. They include meeting annual instructional objectives, working in hard-to-serve schools or hard-to-staff assignments, obtaining certification from the National Board of Professional Teaching Standards, and more. Teachers set their objectives at the beginning of the year in consultation with the principal. At the end of the year, a rubric helps the teacher and principal fairly assess performance against objectives.

Other Programs Douglas County, Colorado

Hard-to-Staff, High Needs, At-Risk Component

Program Target Components
Hard to staff subject
High poverty / high needs schools

Description of Component Denver ProComp
ProComp has four components that allow teachers to build earnings through nine elements. One component, known as the Market Incentive Component, targets hard-to-staff schools and subjects.
The purpose of the Market Incetive Component is to attract and retain teachers of demonstrated accomplishment to designated assignments and schools.
Hard to Staff
Teachers/specialists who work in positions that are considered difficult to fill will receive a 3% Index Bonus. Hard to Staff assignments are classified as those where the supply of licensed professionals is low and the rate of turnover is high.
Hard to Serve
Teachers/specialists at schools considered hard to serve will receive a 3% Index Bonus every year the school is eligible. Hard to serve schools are those with a high percentage of students on free and reduced lunch.

Incentive Structure

Compensation Structure Denver ProComp
ProComp has four components that allow teachers to build earnings through nine elements:
Knowledge and Skills

Professional Development Unit: Teachers who complete one Professional Development Unit in their current or proposed area of assignment will receive a salary increase of 2% of the index after

Completing approved courses,
Demonstrating their skills and
Reflecting on the value of the knowledge for use with their students.

Graduate Degree/National Board Certificates: Teachers who earn graduate degrees or certificates from the National Board for Professional Teaching Standards relevant to their current or proposed assignment will receive a salary increase of 9% of the index for the life of the degree or certificate.
Tuition: Teachers will receive reimbursement for up to $1000 for the course of their careers for tuition for coursework in their current or proposed area of assignment.

Professional Evaluation

Satisfactory Evaluation: Salary increases of 3% Index for teachers who receive a satisfactory evaluation. Evaluations would be given every three years.
Unsatisfactory Evaluation: Delay satisfactory performance salary increase for teachers with an unsatisfactory performance rating until the teacher receives a rating of satisfactory or better.

Student Growth

Annual Objectives: Teachers/specialists will set two annual objectives. Those who meet both of their annual objectives will receive a salary increase of 1% Index. Teachers who meet one objective will receive a 1% Index bonus. Teachers who do not meet either objective will receive no increase.
Colorado Student Assessment Program (CSAP): Teachers whose students exceed an agreed-upon range for one year's growth as measured by CSAP math and reading will receive a 3% sustainable increase. Teachers who fall below the lower limit of a standard range will lose their sustainable increase if they have earned on in the past.
Distinguished Schools: Teachers who work in schools defined as "distinguished" will receive a bonus of 2% Index. Distinguished schools will be determined annually based on 30-40 school accreditation indicators. These include outstanding results based on student growth data and factors such as school climate, attendance and graduation rates.

Market Incentives

Hard to Staff: Teachers/specialists who work in positions that are considered difficult to fill will receive a 3% Index Bonus. Hard to Staff assignments are classified as those where the supply of licensed professionals is low and the rate of turnover is high.
Hard to Serve: Teachers/specialists at schools considered hard to serve will receive a 3% Index Bonus every year the school is eligible. Hard to serve schools are those with a high percentage of students on free and reduced lunch.

Incentives Denver ProComp
Types of compensation include bonuses and salary increases.
Bonuses and salary increases are based on a salary index, a dollar amount negotiated by DPS and DCTA. It is subject to routine cost of living adjustments through collective bargaining. The index for 2005-06 is $33,301.

Incentive Recipients Denver ProComp
Teachers and student services providers in hard-to-staff assignments or hard-to-serve schools are among the first eligible for the bonuses.
Current teachers will be able to opt-in over the first seven years or remain in the current system. New teachers hired in 2006 will automatically join ProComp.

Methods of Evaluation

Method of Evaluation Denver ProComp
Student growth objectives set collaboratively by teacher and principal apply to students in attendance 85% of the time.
Teachers are evaluated (effective 2006-07) by the principal and a trained, independent evaluator. Well developed rubrics articulating different levels of teacher performance and a self evaluation component are used.

Stakeholder Involvement

Teachers and Teacher's Unions Denver ProComp
The Denver Classroom Teachers Association (DCTA) was a partner in creating the 1999 Denver Public Schools (DPS) Pay for Performance Pilot, which studied the relationship between teaching, assessing growth in student learning and teacher compensation.
A Design Team of two teachers and two administrators was charged with planning, implementing and evaluating the pilot. The compromise also called for a study which was conducted by the Community Training and Assistance Center of Boston. As a result of the initial findings of that study, DPS and DCTA decided that a new teacher compensation agreement could not be based on student objectives alone.
In 2001, the district and the association formed the Joint Task Force on Teacher Compensation. The task force's charge was to design a new comprehensive pay system for teachers based, in part, on the insights and learnings from the Design Team managing the pilot as well as the CTAC research study.
The Task Force was charged with developing an equitable and affordable salary system for teachers based, in part, on the academic achievement of students. It was composed of teachers, principals, central office administrators and community members selected by Denver Public Schools and the Denver Classroom Teachers Association. Their recommendations were shared with teachers and administrators in the form of draft recommendations in the Spring of 2003.
Final recommendations were incorporated into an overall plan that was submitted to the Board of Education and members of the Denver Classroom Teachers Association in early 2004. The final plan which was named the Professional Compensation Plan for Teachers, or ProComp, was approved by the DPS Board in February and DCTA members accepted the plan in March 2004.

Other Stakeholders Denver ProComp
In addition to teachers and teacher unions, principals, central office administrators, community members, and legislators were all involved in the assessment of the pilot program and in the design of the Denver ProComp program.

Program Funding

Cost Denver ProComp
November 2005 ballot measure for $25 million mill levy was passed by Denver voters.
A ProComp chart that shows the new index of $33,301.00 and new payout amounts for each of the elements of the program.

Funding Denver ProComp
ProComp’s increased earnings for teachers are affordable because the system is based on a mill levy override that adds $25 million per year, solely for teacher compensation under ProComp. The system was implemented after Denver voters approved additional funding through a mill levy election in November 2005. This $25 million annual revenue increase is permanent and will build over time, totaling $250 million in 10 years and $750 million over 30 years.
Importantly, proceeds from the mill levy will be placed in a trust fund governed by a board of directors that includes representatives from Denver Public Schools, DCTA and the community. Designers of ProComp projected the system costs 50 years into the future. Based on a mill levy increase, the model proves that the system is secure and sustainable. In the early years, revenues would exceed expenditures as ProComp is phased in. Like a retirement fund, any surplus money will be invested to stabilize short-term fluctuations in the cost of the system. Over time, the system will become self-sustaining as teachers retire at the top end and are replaced by newer teachers entering the district at lower salaries.

Results and Outcomes

Results and Outcomes Denver ProComp
No information found at this time.

North Carolina : Guilford Mission Possible -District Level

Program Statistics

Name and Level Mission Possible
Mission Possible is a district level program for Guilford County Schools in North Carolina.

Status Mission Possible
Guilford County Schools introduced the Mission Possible plan for the 2006-2007 school year. The program will expand to an additional seven schools using TIF funds granted in November 2006.

Program Description Mission Possible
GCS Mission Possible is a teacher incentive program designed to attract and retain teachers for underserved schools and subject areas and to reward teachers for outstanding results. It is a comprehensive support program for teachers in selected schools focusing on high quality staff development and smaller class sizes. GCS Mission Possible schools aim to be professional learning communities with supportive leaders and collaborative work environments. The program includes: 1.) Professional Training, 2.) Recruitment and Retention Bonuses, and 3.) Performance Incentives. To receive bonuses, teachers must show student achievement by a certain margin on state achievement tests. The program also includes sanctions for weak teachers.

Other Programs ABCs, Charlotte-Mecklenburg High School Challenge EOC Retention Program, Charlotte-Mecklenburg STAR Program and Charlotte-Mecklenburg Performance-Based Pay Pilot

Hard-to-Staff, High Needs, At-Risk Component

Program Target Components
Hard to staff subject
High poverty / high needs schools

Description of Component Mission Possible
GCS Mission Possible aims to reward math and reading teachers and principals at historically low-performing schools in the district.

Incentive Structure

Compensation Structure Mission Possible
The compensation structure includes 2 categories (in addition to required professional training) for which teachers can receive incentive bonuses. The recruitment/retention incentive category offers incentives for teachers who teach specific grade levels and subject areas. The performance incentive rewards Value Added Scores and AYP for the schools.

Incentives Mission Possible
Recruitment/Retention Incentives include:

$2,500 for K-2 classroom teachers

$2,500 for 3rd-8th grade classroom teachers who teach reading, language arts, or math

$9,000 for middle and high school math teachers

$10,000 for middle and high school Algebra I teachers

$5,000-$10,000 for school principals
The Performance Incentives offer:
$2,500-$4,000 for qualifying Value Added Scores

$2,500-$5,000 for school AYP

Incentive Recipients Mission Possible
Teachers and principals who have been selected to work at the Mission Possible schools.

Methods of Evaluation

Method of Evaluation Mission Possible Student achievement test scores, value added scores and AYP are used for evaluation.

Stakeholder Involvement

Teachers and Teacher's Unions Mission Possible
No information found.

Other Stakeholders Mission Possible
The Superintendent of Guilford County Schools is credited with the creation of Mission Possible.

Program Funding

Cost Mission Possible
Approximately $10 million for incentive bonuses.

Funding Mission Possible
Action Greensboro and the federal Teacher Incentive Fund have provided the funding for the Mission Possible program.

Results and Outcomes

Results and Outcomes Mission Possible
No information found.

North Carolina : Charlotte-Mecklenburg High School Challenge EOC Retention Program -District Level

Program Statistics

Name and Level High School Challenge EOC Retention Program
High School Challenge EOC Retention Program is one of several district level incentive programs for Charlotte-Mecklenburg Schools in North Carolina. It is available at Garinger, West Charlotte, and West Mecklenburg High Schools.

Status High School Challenge EOC Retention Program
Currently, Charlotte-Mecklenburg Schools has 35 incentive programs which have been funded to attract administrators and other instructional personnel to targeted schools.

Program Description High School Challenge EOC Retention Program
The High School Challenge EOC Retention Program aims to retain teachers demonstrating High Academic Change (High Growth) on EOC ("end of course") exams at Garinger, West Charlotte and West Mecklenburg High Schools.

Other Programs ABCs, Guilford Mission Possible, Charlotte-Mecklenburg STAR Program and Charlotte-Mecklenburg Performance-Based Pay Pilot

Hard-to-Staff, High Needs, At-Risk Component

Program Target Components
Hard to staff school

Description of Component High School Challenge EOC Retention Program
The High School Challenge EOC Retention Program is an effort to recruit and retain well-qualified teachers in the district.

Incentive Structure

Compensation Structure High School Challenge EOC Retention Program
Successful participants in this program receive $5,000 each year. (The amount of each award will be pro-rated to the percent employment.)

Incentives High School Challenge EOC Retention Program
Successful participants in this program receive $5,000 each year. (The amount of each award will be pro-rated to the percent employment.) Teachers continue to be eligible for any individual performance based programs at the High School Challenge schools in addition to the ABC and Local Accountability incentives.

Incentive Recipients High School Challenge EOC Retention Program
EOC teachers of record at Garinger, West Charlotte or West Mecklenburg who demonstrated individual High Academic Change.

Methods of Evaluation

Method of Evaluation High School Challenge EOC Retention Program
Teachers are evaluated based on the results of the end-of-course exams.

Stakeholder Involvement

Teachers and Teacher's Unions High School Challenge EOC Retention Program
No information found.

Other Stakeholders High School Challenge EOC Retention Program
Citizens’ Task Force on Charlotte-Mecklenburg Schools
State Board of Education Teacher Retention Task Force

Program Funding

Cost High School Challenge EOC Retention Program
No information found.

Funding High School Challenge EOC Retention Program
Bonus programs are subject to annual legislative and budgetary determinations.

Results and Outcomes

Results and Outcomes High School Challenge EOC Retention Program
According to the Charlotte-Mecklenburg School District, Teacher Retention has increased from 78.2% to 84.5% between 2000 and 2005. Teacher turnover has decreased from 21.8% in 2000 to 16.6% in 2005.

North Carolina : Charlotte-Mecklenburg STAR Program -District Level

Program Statistics

Name and Level STAR Program - Successful Teacher Administrator Reward
The STAR Program is one of several district level incentive programs for Charlotte-Mecklenburg Schools in North Carolina. It offers financial reward program to teachers who teach in FOCUS schools in the Charlotte-Mecklenburg school district.

Status STAR Program
The STAR program is one of 35 incentive programs which have been funded to attract administrators and other instructional personnel to targeted schools in the Charlotte-Mecklenburg school district.

Program Description STAR Program
The STAR program offers financial awards for outstanding student achievement at the individual level in FOCUS schools.

Other Programs ABCs, Guilford Mission Possible, Charlotte-Mecklenburg High School Challenge EOC Retention Program and Charlotte-Mecklenburg Performance-Based Pay Pilot

Hard-to-Staff, High Needs, At-Risk Component

Program Target Components
Hard to staff school
High poverty / high needs schools

Description of Component STAR Program
FOCUS Schools in Charlotte-Mecklenburg are schools where children need individual attention and extra support.

Incentive Structure

Compensation Structure STAR Program
Teachers employed full time at one or a combination of FOCUS schools, who have an EOG, EOC, K- 2 Assessment, EC (NCCLAS, NCEXTEND2, or NCAAP) or Writing 10 achievement measure. The STAR Bonus is tied to high academic change or achievement levels on these test measures.

Incentives STAR Program
Teachers may receive a maximum of $1400. Principals and Assistant Principals may receive up to $5000.

Incentive Recipients STAR Program
Principals and Assistant Principals

Teachers of record in areas of instructional responsibility resulting in the following areas of testing/assessment: EOG, EOC, K-2 Assessment, Writing 10 or EC (NCCLAS, NCAAP or NCEXTEND2)

EC teachers that co-teach in an EOC or EOG subject full time with a regular education teacher

Literacy Facilitators if students in the school meet the High Academic Change standard on the Reading EOG.

Math Facilitators if students in the school meet the High Academic Change standard on the Math EOC

Team Teachers
EC Inclusion Teachers

Teachers, Principals and Assistant Principals must be assigned to a participating school by October 2, 2006, and continue 100% employment in one or a combination of the participating schools to the end of the 2006-2007 school year.

Methods of Evaluation

Method of Evaluation STAR Program
No information found.

Stakeholder Involvement

Teachers and Teacher's Unions STAR Program
No information found.

Other Stakeholders STAR Program
No information found.

Program Funding

Cost STAR Program
No information found.

Funding STAR Program
No information found.

Results and Outcomes

Results and Outcomes STAR Program
No information found.

North Carolina : Charlotte-Mecklenburg Performance-Based Pay Pilot -District Level

Program Statistics

Name and Level Performance-Based Pay Pilot Program
The Performance-Based Pay Pilot Program is one of several district level incentive programs for Charlotte-Mecklenburg Schools in North Carolina.

Status Performance-Based Pay Pilot Program
The Performance-Based Pay Pilot Program is one of 35 incentive programs which have been funded to attract administrators and other instructional personnel to targeted schools in the Charlotte-Mecklenburg school district. It is currently being piloted at 12 schools.

Program Description Performance-Based Pay Pilot Program
The Performance-Based Pay Pilot program aims to enhance individual employee performance and student achievement by providing financial bonuses based on attendance, student achievement and professional development.

Other Programs ABCs, Guilford Mission Possible, Charlotte-Mecklenburg High School Challenge EOC Retention Program and Charlotte-Mecklenburg STAR Program

Hard-to-Staff, High Needs, At-Risk Component

Program Target Components
No hard-to-staff, high needs or at-risk component found

Description of Component Performance-Based Pay Pilot Program
No information found.

Incentive Structure

Compensation Structure Performance-Based Pay Pilot Program
All employees that are full-time at 10 pilot schools will be eligible to receive a Pay for Performance Bonus based on their achievement of Attendance AND Professional Development measures.
An additional Achievement Bonus will be offered ONLY to employees that have DPI State Mandated or Locally Aligned Tests. This bonus may be earned SEPARATELY from the Attendance/Professional Development bonus and is tied to student achievement on specifically defined tests.

The Achievement Bonus DOES NOT need to be met to achieve the Professional Development/Attendance Bonus. Each of the two bonuses stands alone.

The Achievement Bonus for the 2006-2007 school year can only be measured in classes that have 10 or more students pre- and post-tested.

At least 95% of students must be tested.

Incentives Performance-Based Pay Pilot Program
Licensed teachers may receive:
$1400 for achievement
$600 for Attendance/Professional Development

Non-Licensed teachers may receive:
$300 for Attendance/Professional Development
not eligible for Achievement

Incentive Recipients Performance-Based Pay Pilot Program
Full-time employees who are assigned only to a pilot school location(s) by October 1 of that school year who are:
Instructional staff

Non-instructional staff

Literacy and Math Facilitators if students in the school meet the High Academic Change standard on the Reading or Math EOG

Team Teachers who are teaching reading, math or an EOC subject as identified by the Principal
EC Inclusion Teachers as identified by the Principal

Methods of Evaluation

Method of Evaluation Performance-Based Pay Pilot Program
No information found.

Stakeholder Involvement

Teachers and Teacher's Unions Performance-Based Pay Pilot Program
No information found.

Other Stakeholders Performance-Based Pay Pilot Program
No information found.

Program Funding

Cost Performance-Based Pay Pilot Program
No information found.

Funding Performance-Based Pay Pilot Program
No information found.

Results and Outcomes

Results and Outcomes Performance-Based Pay Pilot Program
No information found.

Texas : Houston Independent School District (HISD) -District Level

Program Statistics

Name and Level Houston Independent School District (HISD)
This is a district level program.

Status Houston Independent School District (HISD)
Approved by the Houston Independent School District's (HISD) school board in January, 2006. This is an ongoing program.

Program Description Houston Independent School District (HISD)
The Houston Independent School District's (HISD) school board unanimously approved a teacher merit pay program, making it the largest school district in the nation to tie teacher pay with student test scores. HISD's Teacher Performance Pay Plan rewards teachers on their individual performance, regardless of how students in the rest of the school score. Core teachers can earn $3,000 more a year, and non-core teacher can earn up to $1,500 more a year, if their students demonstrate strong progress on state and national achievement tests compared with students in other similar classrooms and schools around Houston and Texas. The annual bonuses could grow to $10,000 in the next five years. As an additional bonus, teachers with perfect attendance will have their earned performance pay increased by 10 percent, and teachers who have missed no more than two days will have their earned performance pay increased by five percent.
There are three different “strands” or components of the plan, each worth a maximum of $1,000 for core teachers.
Source: HISD

Other Programs Texas Educator Excellence Awards and Aldine Independent School District (AISD)Performance Incentives.

Hard-to-Staff, High Needs, At-Risk Component

Program Target Components
No hard-to-staff, high needs or at-risk component found

Description of Component Houston Independent School District (HISD)
No information found.

Incentive Structure

Compensation Structure Houston Independent School District (HISD)
Teachers receive annual bonuses.

Incentives Houston Independent School District (HISD)
Each campus will be evaluated to determine if it meets the Texas Education Agency (TEA) Accountability standard. A campus that does not meet the standard is not eligible for Strand 1 incentives.
Strand II (Individual Teacher Performance) - Eligible teachers must show "positive" Comparable Improvement (CI) of his/her Instructional Cohort on the relevant subject test of the Stanford/Aprenda.
Strand III (Individual Teacher Performance) - Eligible teachers must show "positive" Comparable Improvement (CI) of his/her Instructional Cohort on the relevant subtest of the TAKS.

Incentive Recipients Houston Independent School District (HISD)
Every teacher (grades K-12) is eligible to participate in the first two strands.
Teachers eligible to participate in the third strand include:

Homeroom teachers in grades 4-5 for reading and math
Core teachers teaching students in grades 6 -11 with two consecutive years of data.
Homeroom teachers in grade 3 for reading and math and in grade 5 for science
Core teachers teaching social studies in grade 8.

Methods of Evaluation

Method of Evaluation Houston Independent School District (HISD)
Strand I (Campus-Level Performance)
Strand I considers the school’s state accountability rating for eligibility in the strand and rewards teachers based on how well the school has improved when compared with 40 other schools with similar demographics around the state.
Strand II (Individual Teacher Performance)
Strand II pays individual teachers based on student progress on the Stanford 10 Achievement Test and its Spanish-language equivalent, the Aprenda 3, when compared with teachers in similar HISD classrooms. Elementary core teachers would be measured by progress on the complete battery of tests, while secondary core teachers would be measured using their subject area tests.
Strand III (Individual Teacher Performance)
Strand III pays individual teachers based on student progress on the Texas Assessment of Knowledge and Skills (TAKS) when compared with teachers in similar HISD classrooms. Elementary core teachers would be measured by progress by grade level in reading and math scale scores. Secondary core teachers would be measured using improvement in subject-area scale scores including Reading, English Language Arts, Mathematics, Social Studies and Science. Another component of the third strand involves teachers who administer TAKS tests for which there would only be one year of data, such as grade 3 reading and math, grade 5 science, grade 8 social studies, and grade 10 social studies and science. These teachers would be compared to a campus standard that would be based on the previous year’s campuswide performance.

Stakeholder Involvement

Teachers and Teacher's Unions Houston Independent School District (HISD)
Teacher’s unions objected to the merit pay program.

Other Stakeholders Houston Independent School District (HISD)
Houston Independent School District trustee, administration, teachers, parents, economic development allies, and taxpayers

Program Funding

Cost Houston Independent School District (HISD)
The district has allocated $14.5 million for the proposed teacher-performance-pay program for the the 2005–06 school year. In the event that earned performance pay exceeds the $14.5 million allocated, performance-pay amounts will be prorated for all employees eligible for performance-pay plans. Over time, this amount is expected to increase. In the event that earned performance pay exceeds the $14.5 million allocated, performance pay amounts will be prorated. Funds to eligible teachers and non-instructional staff meeting the performance criteria will be available at the end of January 2007 based on 2005–06 performance. Consideration is being made to distribute the funds for Strands II and III earlier as the information becomes available instead of waiting to do a complete distribution at the time that Strand I is calculated.

Funding Houston Independent School District (HISD)
The Houston Independent School District funds the program and has allocated $14.5 million for the teacher performance pay program for the 2005–06 school year. No plan for sustainability was found.

Results and Outcomes

Results and Outcomes Houston Independent School District (HISD)
No information found at this time.

Texas : Aldine Independent School District (AISD) Performance Inentives -District Level

Program Statistics

Name and Level Aldine Independent School District Critical Needs Supplement and Performance Pay Incentive
Aldine ISD Critical Needs Supplement and the Performance Pay Incentive are district programs in the Aldine Independent School District.

Status Aldine Independent School District Critical Needs Supplement and Performance Pay Incentive
Aldine ISD began an incentive program in 1995 to reward school employees for helping improve student achievement. Both programs appear to be active.

Program Description Aldine Independent School District
Critical Needs Supplement
Fully certified teachers who teach in “Critical Need Areas” — including math, science, and reading in grades 7-12, and bilingual and special education at all levels — are eligible for annual supplements. These bonuses are all based on a 6 period day of teaching every period in the critical need area—if a teacher teaches a portion of their day in these subjects, the bonus is based on the proportion of the day in the critical needs subject area.
Performance Pay Incentive
Aldine ISD’s salary program has earned wide, well-deserved acclaim for linking bonuses to individual student and individual school success. Aldine’s Performance Incentives link bonuses to student attendance, teacher retention, percentage of students passing state assessments, and percentage of students scoring at a specific level of achievement gains on assessments. Teachers and other campus personnel who meet verifiable performance standards are eligible to receive incentives which are distributed within each school at the discretion of a campus steering committee.

Other Programs Houston Independent School District and The Educator Excellence Awards Program.

Hard-to-Staff, High Needs, At-Risk Component

Program Target Components
Hard to staff subject

Description of Component Aldine Independent School District
Critical Needs Supplement
The critical subject areas include bilingual, math/science/reading, special education, ESL, and Montessori.
Performance Pay Incentive
Not applicable.

Incentive Structure

Compensation Structure Aldine Independent School District
Critical Needs Supplement
Teachers who are fully certified in the critical subject areas receive a yearly bonus for teaching:
Bilingual

7th-12th Math, Science and Reading

Special Education (all levels)

ESL (all levels)

Montessori
Performance Pay Incentive
Bonuses are based on:
Student attendance
teacher retention
Percentage of students passing state assessments
Percentage of students scoring at a specific level of achievement gains on assessments

Incentives Aldine Independent School District
Critical Needs Supplement
Teachers receive the following yearly bonuses:
Bilingual= $4,000/ yr

7th-12th Math, Science and Reading= $3,000/ yr

Special Education (all levels)= $3,000/ yr

ESL (all levels)= $2,000/yr

Montessori= $1,500/yr
Performance Pay Incentive
Awards to schools typically range from $80,000 to $120,000, depending on the size of the school. Although each case is different, a recognized elementary school principal may receive an award of $7,000; an assistant principal, $4,500; and teachers, from $500 to $1,000. A principal of a large, recognized high school may receive $18,000; assistant principals, $9,000. Teachers are eligible to receive incentives between $500 and $1,500.

Incentive Recipients Aldine Independent School District
Critical Needs Supplement
Teachers who teach critical subjects.
Performance Pay Incentive
Schools receive awards which are given to principals, teachers and other campus personnel who meet the performance standards.

Methods of Evaluation

Method of Evaluation Aldine Independent School District
Critical Needs Supplement
Teachers must teach in a critical subject.
Performance Pay Incentive
The Texas Education Agency rates the district based on the Texas Assessment of Academic Skills (TAAS) test results as well as other verifiable performance standards.

Stakeholder Involvement

Teachers and Teacher's Unions Aldine Independent School District Critical Needs Supplement and Performance Pay Incentive
No information found.

Other Stakeholders Aldine Independent School District Critical Needs Supplement and Performance Pay Incentive
No information found.

Program Funding

Cost Aldine Independent School District
Critical Needs Supplement
No information found.
Performance Pay Incentive
$4.5 million for the 2005-06 school year

Funding Aldine Independent School District Critical Needs Supplement and Performance Pay Incentive
The funding comes primarily from the district’s general fund, but the district also uses some Title I money to pay bonuses earned by teachers working in schools that receive Title I funds.

Results and Outcomes

Results and Outcomes Aldine Independent School District
Critical Needs Supplement
No information found.
Performance Pay Incentive
In 1995, TEA gave the district an “Accredited” rating, the minimum acceptable rating at that time. By contrast, from 1997 to 2002,following the implementation of the incentive program and other initiatives designed to improve student performance,the district has held a “Recognized” accountability rating.

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Helping State Leaders Shape Education Policy

Program Statistics
Name and Level	Mobile Transformed Schools Plan Mobile Transformed Schools Plan is a program for Mobile County Public School System.
Status	Mobile Transformed Schools Plan Mobile Transformed School Plan was established in 5 schools in August 2004. The reform model undertaken at these five schools serves as a pilot project for the rest of the district.
Program Description	Mobile Transformed Schools Plan The Mobile Transformed Schools Plan is an innovative program intended to completely transform the instructional programs and the entire certified and support staff in five of the school system’s lowest-performing schools. It is designed to attract quality teachers who are committed to using new and dramatically different approaches in turning around underachieving schools, thus improving student learning and test scores. In 2003, principals and all teachers in each of these five schools were reconstituted. Some principals and teachers stayed, but only after re-applying for their positions. Participants in the program must make a commitment that they will remain at the school for a minimum of five years. Mobile County is the first school system in Alabama to offer an incentive program to attract these kinds of quality teachers to help students most in need.
Other Programs	No information found.
Hard-to-Staff, High Needs, At-Risk Component
Program Target Components	High poverty / high needs schools
Description of Component	Mobile Transformed School Plan Transformed School schools were selected because they were most in need of help. Students in those schools scored the lowest in Mobile County on the Stanford Achievement Test last year. At least 97 percent of the students at each of the five schools are black and 90 percent are poor, according to information from the State Department of Education.
Incentive Structure
Compensation Structure	Mobile Transformed Schools Plan Teachers may receive: a signing bonus in September a performance incentive at the end of each year Performance evaluations are based on: 40% individual teacher performance; 10% grade or team performance; 50% achieving or exceeding Annual Yearly Progress (AYP) goals.
Incentives	Mobile Transformed Schools Plan Under the plan, teachers will be paid a $4,000 signing bonus in September and could receive a $4,000 performance incentive at the end of each year, based on a performance evaluation and student success. A principal could get a total of $12,000, an assistant principal $9,000, and other professionals $8,000.
Incentive Recipients	Mobile Transformed Schools Plan Teachers, principals, assistant principals and other professionals who have been selected to work at the Transformed Schools.
Methods of Evaluation
Method of Evaluation	Mobile Transformed Schools Plan The Mobile Transformed Schools Plan uses teacher evaluations by principals and AYP data to evaluate potential incentive recipients.
Stakeholder Involvement
Teachers and Teacher's Unions	Mobile Transformed Schools Plan No information found.
Other Stakeholders	Mobile Transformed Schools Plan The Mobile County Board of School Commissioners worked alongside the Mobile Area Education Foundation to create the Transformed Schools Plan.
Program Funding
Cost	Mobile Transformed Schools Plan MCPSS leaders estimate that they will spend $1.8 million on bonuses intended as performance incentives for principals, assistant principals, and teachers.
Funding	Mobile Transformed Schools Plan The costs of the performance incentives will be provided through the reallocation of existing federal funding, tobacco settlement monies, and the general fund balance.
Results and Outcomes
Results and Outcomes	Mobile Transformed Schools Plan No information found.

Program Statistics
Name and Level	Denver ProComp Denver ProComp is a program for Denver public schools.
Status	Denver ProComp ProComp is ongoing. 1999-2003 Four year pilot program started in 16 Denver schools, 2001 Joint Task Force on teacher compensation was formed, 2004 Final ProComp plan approved, 2005 Denver voters approved a $25 million mill levy to fund the compensation plan, 2006 ProComp Salary System went into effect, 2006 Nearly 1,200 educators had joined ProComp.
Program Description	Denver ProComp The ProComp system is a results-based pay program that uses multiple criteria to assess teachers’ performance. Teachers do not receive increases until they demonstrate results. A new teacher evaluation system was field-tested during the 2004-2005 school year. ProComp contains nine different avenues for increasing pay – most of which are based on objective criteria. They include meeting annual instructional objectives, working in hard-to-serve schools or hard-to-staff assignments, obtaining certification from the National Board of Professional Teaching Standards, and more. Teachers set their objectives at the beginning of the year in consultation with the principal. At the end of the year, a rubric helps the teacher and principal fairly assess performance against objectives.
Other Programs	Douglas County, Colorado
Hard-to-Staff, High Needs, At-Risk Component
Program Target Components	Hard to staff subject High poverty / high needs schools
Description of Component	Denver ProComp ProComp has four components that allow teachers to build earnings through nine elements. One component, known as the Market Incentive Component, targets hard-to-staff schools and subjects. The purpose of the Market Incetive Component is to attract and retain teachers of demonstrated accomplishment to designated assignments and schools. Hard to Staff Teachers/specialists who work in positions that are considered difficult to fill will receive a 3% Index Bonus. Hard to Staff assignments are classified as those where the supply of licensed professionals is low and the rate of turnover is high. Hard to Serve Teachers/specialists at schools considered hard to serve will receive a 3% Index Bonus every year the school is eligible. Hard to serve schools are those with a high percentage of students on free and reduced lunch.
Incentive Structure
Compensation Structure	Denver ProComp ProComp has four components that allow teachers to build earnings through nine elements: Knowledge and Skills Professional Development Unit: Teachers who complete one Professional Development Unit in their current or proposed area of assignment will receive a salary increase of 2% of the index after Completing approved courses, Demonstrating their skills and Reflecting on the value of the knowledge for use with their students. Graduate Degree/National Board Certificates: Teachers who earn graduate degrees or certificates from the National Board for Professional Teaching Standards relevant to their current or proposed assignment will receive a salary increase of 9% of the index for the life of the degree or certificate. Tuition: Teachers will receive reimbursement for up to $1000 for the course of their careers for tuition for coursework in their current or proposed area of assignment. Professional Evaluation Satisfactory Evaluation: Salary increases of 3% Index for teachers who receive a satisfactory evaluation. Evaluations would be given every three years. Unsatisfactory Evaluation: Delay satisfactory performance salary increase for teachers with an unsatisfactory performance rating until the teacher receives a rating of satisfactory or better. Student Growth Annual Objectives: Teachers/specialists will set two annual objectives. Those who meet both of their annual objectives will receive a salary increase of 1% Index. Teachers who meet one objective will receive a 1% Index bonus. Teachers who do not meet either objective will receive no increase. Colorado Student Assessment Program (CSAP): Teachers whose students exceed an agreed-upon range for one year's growth as measured by CSAP math and reading will receive a 3% sustainable increase. Teachers who fall below the lower limit of a standard range will lose their sustainable increase if they have earned on in the past. Distinguished Schools: Teachers who work in schools defined as "distinguished" will receive a bonus of 2% Index. Distinguished schools will be determined annually based on 30-40 school accreditation indicators. These include outstanding results based on student growth data and factors such as school climate, attendance and graduation rates. Market Incentives Hard to Staff: Teachers/specialists who work in positions that are considered difficult to fill will receive a 3% Index Bonus. Hard to Staff assignments are classified as those where the supply of licensed professionals is low and the rate of turnover is high. Hard to Serve: Teachers/specialists at schools considered hard to serve will receive a 3% Index Bonus every year the school is eligible. Hard to serve schools are those with a high percentage of students on free and reduced lunch.
Incentives	Denver ProComp Types of compensation include bonuses and salary increases. Bonuses and salary increases are based on a salary index, a dollar amount negotiated by DPS and DCTA. It is subject to routine cost of living adjustments through collective bargaining. The index for 2005-06 is $33,301.
Incentive Recipients	Denver ProComp Teachers and student services providers in hard-to-staff assignments or hard-to-serve schools are among the first eligible for the bonuses. Current teachers will be able to opt-in over the first seven years or remain in the current system. New teachers hired in 2006 will automatically join ProComp.
Methods of Evaluation
Method of Evaluation	Denver ProComp Student growth objectives set collaboratively by teacher and principal apply to students in attendance 85% of the time. Teachers are evaluated (effective 2006-07) by the principal and a trained, independent evaluator. Well developed rubrics articulating different levels of teacher performance and a self evaluation component are used.
Stakeholder Involvement
Teachers and Teacher's Unions	Denver ProComp The Denver Classroom Teachers Association (DCTA) was a partner in creating the 1999 Denver Public Schools (DPS) Pay for Performance Pilot, which studied the relationship between teaching, assessing growth in student learning and teacher compensation. A Design Team of two teachers and two administrators was charged with planning, implementing and evaluating the pilot. The compromise also called for a study which was conducted by the Community Training and Assistance Center of Boston. As a result of the initial findings of that study, DPS and DCTA decided that a new teacher compensation agreement could not be based on student objectives alone. In 2001, the district and the association formed the Joint Task Force on Teacher Compensation. The task force's charge was to design a new comprehensive pay system for teachers based, in part, on the insights and learnings from the Design Team managing the pilot as well as the CTAC research study. The Task Force was charged with developing an equitable and affordable salary system for teachers based, in part, on the academic achievement of students. It was composed of teachers, principals, central office administrators and community members selected by Denver Public Schools and the Denver Classroom Teachers Association. Their recommendations were shared with teachers and administrators in the form of draft recommendations in the Spring of 2003. Final recommendations were incorporated into an overall plan that was submitted to the Board of Education and members of the Denver Classroom Teachers Association in early 2004. The final plan which was named the Professional Compensation Plan for Teachers, or ProComp, was approved by the DPS Board in February and DCTA members accepted the plan in March 2004.
Other Stakeholders	Denver ProComp In addition to teachers and teacher unions, principals, central office administrators, community members, and legislators were all involved in the assessment of the pilot program and in the design of the Denver ProComp program.
Program Funding
Cost	Denver ProComp November 2005 ballot measure for $25 million mill levy was passed by Denver voters. A ProComp chart that shows the new index of $33,301.00 and new payout amounts for each of the elements of the program.
Funding	Denver ProComp ProComp’s increased earnings for teachers are affordable because the system is based on a mill levy override that adds $25 million per year, solely for teacher compensation under ProComp. The system was implemented after Denver voters approved additional funding through a mill levy election in November 2005. This $25 million annual revenue increase is permanent and will build over time, totaling $250 million in 10 years and $750 million over 30 years. Importantly, proceeds from the mill levy will be placed in a trust fund governed by a board of directors that includes representatives from Denver Public Schools, DCTA and the community. Designers of ProComp projected the system costs 50 years into the future. Based on a mill levy increase, the model proves that the system is secure and sustainable. In the early years, revenues would exceed expenditures as ProComp is phased in. Like a retirement fund, any surplus money will be invested to stabilize short-term fluctuations in the cost of the system. Over time, the system will become self-sustaining as teachers retire at the top end and are replaced by newer teachers entering the district at lower salaries.
Results and Outcomes
Results and Outcomes	Denver ProComp No information found at this time.

Program Statistics
Name and Level	Mission Possible Mission Possible is a district level program for Guilford County Schools in North Carolina.
Status	Mission Possible Guilford County Schools introduced the Mission Possible plan for the 2006-2007 school year. The program will expand to an additional seven schools using TIF funds granted in November 2006.
Program Description	Mission Possible GCS Mission Possible is a teacher incentive program designed to attract and retain teachers for underserved schools and subject areas and to reward teachers for outstanding results. It is a comprehensive support program for teachers in selected schools focusing on high quality staff development and smaller class sizes. GCS Mission Possible schools aim to be professional learning communities with supportive leaders and collaborative work environments. The program includes: 1.) Professional Training, 2.) Recruitment and Retention Bonuses, and 3.) Performance Incentives. To receive bonuses, teachers must show student achievement by a certain margin on state achievement tests. The program also includes sanctions for weak teachers.
Other Programs	ABCs, Charlotte-Mecklenburg High School Challenge EOC Retention Program, Charlotte-Mecklenburg STAR Program and Charlotte-Mecklenburg Performance-Based Pay Pilot
Hard-to-Staff, High Needs, At-Risk Component
Program Target Components	Hard to staff subject High poverty / high needs schools
Description of Component	Mission Possible GCS Mission Possible aims to reward math and reading teachers and principals at historically low-performing schools in the district.
Incentive Structure
Compensation Structure	Mission Possible The compensation structure includes 2 categories (in addition to required professional training) for which teachers can receive incentive bonuses. The recruitment/retention incentive category offers incentives for teachers who teach specific grade levels and subject areas. The performance incentive rewards Value Added Scores and AYP for the schools.
Incentives	Mission Possible Recruitment/Retention Incentives include: $2,500 for K-2 classroom teachers $2,500 for 3rd-8th grade classroom teachers who teach reading, language arts, or math $9,000 for middle and high school math teachers $10,000 for middle and high school Algebra I teachers $5,000-$10,000 for school principals The Performance Incentives offer: $2,500-$4,000 for qualifying Value Added Scores $2,500-$5,000 for school AYP
Incentive Recipients	Mission Possible Teachers and principals who have been selected to work at the Mission Possible schools.
Methods of Evaluation
Method of Evaluation	Mission Possible Student achievement test scores, value added scores and AYP are used for evaluation.
Stakeholder Involvement
Teachers and Teacher's Unions	Mission Possible No information found.
Other Stakeholders	Mission Possible The Superintendent of Guilford County Schools is credited with the creation of Mission Possible.
Program Funding
Cost	Mission Possible Approximately $10 million for incentive bonuses.
Funding	Mission Possible Action Greensboro and the federal Teacher Incentive Fund have provided the funding for the Mission Possible program.
Results and Outcomes
Results and Outcomes	Mission Possible No information found.

Program Statistics
Name and Level	High School Challenge EOC Retention Program High School Challenge EOC Retention Program is one of several district level incentive programs for Charlotte-Mecklenburg Schools in North Carolina. It is available at Garinger, West Charlotte, and West Mecklenburg High Schools.
Status	High School Challenge EOC Retention Program Currently, Charlotte-Mecklenburg Schools has 35 incentive programs which have been funded to attract administrators and other instructional personnel to targeted schools.
Program Description	High School Challenge EOC Retention Program The High School Challenge EOC Retention Program aims to retain teachers demonstrating High Academic Change (High Growth) on EOC ("end of course") exams at Garinger, West Charlotte and West Mecklenburg High Schools.
Other Programs	ABCs, Guilford Mission Possible, Charlotte-Mecklenburg STAR Program and Charlotte-Mecklenburg Performance-Based Pay Pilot
Hard-to-Staff, High Needs, At-Risk Component
Program Target Components	Hard to staff school
Description of Component	High School Challenge EOC Retention Program The High School Challenge EOC Retention Program is an effort to recruit and retain well-qualified teachers in the district.
Incentive Structure
Compensation Structure	High School Challenge EOC Retention Program Successful participants in this program receive $5,000 each year. (The amount of each award will be pro-rated to the percent employment.)
Incentives	High School Challenge EOC Retention Program Successful participants in this program receive $5,000 each year. (The amount of each award will be pro-rated to the percent employment.) Teachers continue to be eligible for any individual performance based programs at the High School Challenge schools in addition to the ABC and Local Accountability incentives.
Incentive Recipients	High School Challenge EOC Retention Program EOC teachers of record at Garinger, West Charlotte or West Mecklenburg who demonstrated individual High Academic Change.
Methods of Evaluation
Method of Evaluation	High School Challenge EOC Retention Program Teachers are evaluated based on the results of the end-of-course exams.
Stakeholder Involvement
Teachers and Teacher's Unions	High School Challenge EOC Retention Program No information found.
Other Stakeholders	High School Challenge EOC Retention Program Citizens’ Task Force on Charlotte-Mecklenburg Schools State Board of Education Teacher Retention Task Force
Program Funding
Cost	High School Challenge EOC Retention Program No information found.
Funding	High School Challenge EOC Retention Program Bonus programs are subject to annual legislative and budgetary determinations.
Results and Outcomes
Results and Outcomes	High School Challenge EOC Retention Program According to the Charlotte-Mecklenburg School District, Teacher Retention has increased from 78.2% to 84.5% between 2000 and 2005. Teacher turnover has decreased from 21.8% in 2000 to 16.6% in 2005.

Program Statistics
Name and Level	STAR Program - Successful Teacher Administrator Reward The STAR Program is one of several district level incentive programs for Charlotte-Mecklenburg Schools in North Carolina. It offers financial reward program to teachers who teach in FOCUS schools in the Charlotte-Mecklenburg school district.
Status	STAR Program The STAR program is one of 35 incentive programs which have been funded to attract administrators and other instructional personnel to targeted schools in the Charlotte-Mecklenburg school district.
Program Description	STAR Program The STAR program offers financial awards for outstanding student achievement at the individual level in FOCUS schools.
Other Programs	ABCs, Guilford Mission Possible, Charlotte-Mecklenburg High School Challenge EOC Retention Program and Charlotte-Mecklenburg Performance-Based Pay Pilot
Hard-to-Staff, High Needs, At-Risk Component
Program Target Components	Hard to staff school High poverty / high needs schools
Description of Component	STAR Program FOCUS Schools in Charlotte-Mecklenburg are schools where children need individual attention and extra support.
Incentive Structure
Compensation Structure	STAR Program Teachers employed full time at one or a combination of FOCUS schools, who have an EOG, EOC, K- 2 Assessment, EC (NCCLAS, NCEXTEND2, or NCAAP) or Writing 10 achievement measure. The STAR Bonus is tied to high academic change or achievement levels on these test measures.
Incentives	STAR Program Teachers may receive a maximum of $1400. Principals and Assistant Principals may receive up to $5000.
Incentive Recipients	STAR Program Principals and Assistant Principals Teachers of record in areas of instructional responsibility resulting in the following areas of testing/assessment: EOG, EOC, K-2 Assessment, Writing 10 or EC (NCCLAS, NCAAP or NCEXTEND2) EC teachers that co-teach in an EOC or EOG subject full time with a regular education teacher Literacy Facilitators if students in the school meet the High Academic Change standard on the Reading EOG. Math Facilitators if students in the school meet the High Academic Change standard on the Math EOC Team Teachers EC Inclusion Teachers Teachers, Principals and Assistant Principals must be assigned to a participating school by October 2, 2006, and continue 100% employment in one or a combination of the participating schools to the end of the 2006-2007 school year.
Methods of Evaluation
Method of Evaluation	STAR Program No information found.
Stakeholder Involvement
Teachers and Teacher's Unions	STAR Program No information found.
Other Stakeholders	STAR Program No information found.
Program Funding
Cost	STAR Program No information found.
Funding	STAR Program No information found.
Results and Outcomes
Results and Outcomes	STAR Program No information found.

Program Statistics
Name and Level	Performance-Based Pay Pilot Program The Performance-Based Pay Pilot Program is one of several district level incentive programs for Charlotte-Mecklenburg Schools in North Carolina.
Status	Performance-Based Pay Pilot Program The Performance-Based Pay Pilot Program is one of 35 incentive programs which have been funded to attract administrators and other instructional personnel to targeted schools in the Charlotte-Mecklenburg school district. It is currently being piloted at 12 schools.
Program Description	Performance-Based Pay Pilot Program The Performance-Based Pay Pilot program aims to enhance individual employee performance and student achievement by providing financial bonuses based on attendance, student achievement and professional development.
Other Programs	ABCs, Guilford Mission Possible, Charlotte-Mecklenburg High School Challenge EOC Retention Program and Charlotte-Mecklenburg STAR Program
Hard-to-Staff, High Needs, At-Risk Component
Program Target Components	No hard-to-staff, high needs or at-risk component found
Description of Component	Performance-Based Pay Pilot Program No information found.
Incentive Structure
Compensation Structure	Performance-Based Pay Pilot Program All employees that are full-time at 10 pilot schools will be eligible to receive a Pay for Performance Bonus based on their achievement of Attendance AND Professional Development measures. An additional Achievement Bonus will be offered ONLY to employees that have DPI State Mandated or Locally Aligned Tests. This bonus may be earned SEPARATELY from the Attendance/Professional Development bonus and is tied to student achievement on specifically defined tests. The Achievement Bonus DOES NOT need to be met to achieve the Professional Development/Attendance Bonus. Each of the two bonuses stands alone. The Achievement Bonus for the 2006-2007 school year can only be measured in classes that have 10 or more students pre- and post-tested. At least 95% of students must be tested.
Incentives	Performance-Based Pay Pilot Program Licensed teachers may receive: $1400 for achievement $600 for Attendance/Professional Development Non-Licensed teachers may receive: $300 for Attendance/Professional Development not eligible for Achievement
Incentive Recipients	Performance-Based Pay Pilot Program Full-time employees who are assigned only to a pilot school location(s) by October 1 of that school year who are: Instructional staff Non-instructional staff Literacy and Math Facilitators if students in the school meet the High Academic Change standard on the Reading or Math EOG Team Teachers who are teaching reading, math or an EOC subject as identified by the Principal EC Inclusion Teachers as identified by the Principal
Methods of Evaluation
Method of Evaluation	Performance-Based Pay Pilot Program No information found.
Stakeholder Involvement
Teachers and Teacher's Unions	Performance-Based Pay Pilot Program No information found.
Other Stakeholders	Performance-Based Pay Pilot Program No information found.
Program Funding
Cost	Performance-Based Pay Pilot Program No information found.
Funding	Performance-Based Pay Pilot Program No information found.
Results and Outcomes
Results and Outcomes	Performance-Based Pay Pilot Program No information found.

Program Statistics
Name and Level	Houston Independent School District (HISD) This is a district level program.
Status	Houston Independent School District (HISD) Approved by the Houston Independent School District's (HISD) school board in January, 2006. This is an ongoing program.
Program Description	Houston Independent School District (HISD) The Houston Independent School District's (HISD) school board unanimously approved a teacher merit pay program, making it the largest school district in the nation to tie teacher pay with student test scores. HISD's Teacher Performance Pay Plan rewards teachers on their individual performance, regardless of how students in the rest of the school score. Core teachers can earn $3,000 more a year, and non-core teacher can earn up to $1,500 more a year, if their students demonstrate strong progress on state and national achievement tests compared with students in other similar classrooms and schools around Houston and Texas. The annual bonuses could grow to $10,000 in the next five years. As an additional bonus, teachers with perfect attendance will have their earned performance pay increased by 10 percent, and teachers who have missed no more than two days will have their earned performance pay increased by five percent. There are three different “strands” or components of the plan, each worth a maximum of $1,000 for core teachers. Source: HISD
Other Programs	Texas Educator Excellence Awards and Aldine Independent School District (AISD)Performance Incentives.
Hard-to-Staff, High Needs, At-Risk Component
Program Target Components	No hard-to-staff, high needs or at-risk component found
Description of Component	Houston Independent School District (HISD) No information found.
Incentive Structure
Compensation Structure	Houston Independent School District (HISD) Teachers receive annual bonuses.
Incentives	Houston Independent School District (HISD) Each campus will be evaluated to determine if it meets the Texas Education Agency (TEA) Accountability standard. A campus that does not meet the standard is not eligible for Strand 1 incentives. Strand II (Individual Teacher Performance) - Eligible teachers must show "positive" Comparable Improvement (CI) of his/her Instructional Cohort on the relevant subject test of the Stanford/Aprenda. Strand III (Individual Teacher Performance) - Eligible teachers must show "positive" Comparable Improvement (CI) of his/her Instructional Cohort on the relevant subtest of the TAKS.
Incentive Recipients	Houston Independent School District (HISD) Every teacher (grades K-12) is eligible to participate in the first two strands. Teachers eligible to participate in the third strand include: Homeroom teachers in grades 4-5 for reading and math Core teachers teaching students in grades 6 -11 with two consecutive years of data. Homeroom teachers in grade 3 for reading and math and in grade 5 for science Core teachers teaching social studies in grade 8.
Methods of Evaluation
Method of Evaluation	Houston Independent School District (HISD) Strand I (Campus-Level Performance) Strand I considers the school’s state accountability rating for eligibility in the strand and rewards teachers based on how well the school has improved when compared with 40 other schools with similar demographics around the state. Strand II (Individual Teacher Performance) Strand II pays individual teachers based on student progress on the Stanford 10 Achievement Test and its Spanish-language equivalent, the Aprenda 3, when compared with teachers in similar HISD classrooms. Elementary core teachers would be measured by progress on the complete battery of tests, while secondary core teachers would be measured using their subject area tests. Strand III (Individual Teacher Performance) Strand III pays individual teachers based on student progress on the Texas Assessment of Knowledge and Skills (TAKS) when compared with teachers in similar HISD classrooms. Elementary core teachers would be measured by progress by grade level in reading and math scale scores. Secondary core teachers would be measured using improvement in subject-area scale scores including Reading, English Language Arts, Mathematics, Social Studies and Science. Another component of the third strand involves teachers who administer TAKS tests for which there would only be one year of data, such as grade 3 reading and math, grade 5 science, grade 8 social studies, and grade 10 social studies and science. These teachers would be compared to a campus standard that would be based on the previous year’s campuswide performance.
Stakeholder Involvement
Teachers and Teacher's Unions	Houston Independent School District (HISD) Teacher’s unions objected to the merit pay program.
Other Stakeholders	Houston Independent School District (HISD) Houston Independent School District trustee, administration, teachers, parents, economic development allies, and taxpayers
Program Funding
Cost	Houston Independent School District (HISD) The district has allocated $14.5 million for the proposed teacher-performance-pay program for the the 2005–06 school year. In the event that earned performance pay exceeds the $14.5 million allocated, performance-pay amounts will be prorated for all employees eligible for performance-pay plans. Over time, this amount is expected to increase. In the event that earned performance pay exceeds the $14.5 million allocated, performance pay amounts will be prorated. Funds to eligible teachers and non-instructional staff meeting the performance criteria will be available at the end of January 2007 based on 2005–06 performance. Consideration is being made to distribute the funds for Strands II and III earlier as the information becomes available instead of waiting to do a complete distribution at the time that Strand I is calculated.
Funding	Houston Independent School District (HISD) The Houston Independent School District funds the program and has allocated $14.5 million for the teacher performance pay program for the 2005–06 school year. No plan for sustainability was found.
Results and Outcomes
Results and Outcomes	Houston Independent School District (HISD) No information found at this time.

Program Statistics
Name and Level	Aldine Independent School District Critical Needs Supplement and Performance Pay Incentive Aldine ISD Critical Needs Supplement and the Performance Pay Incentive are district programs in the Aldine Independent School District.
Status	Aldine Independent School District Critical Needs Supplement and Performance Pay Incentive Aldine ISD began an incentive program in 1995 to reward school employees for helping improve student achievement. Both programs appear to be active.
Program Description	Aldine Independent School District Critical Needs Supplement Fully certified teachers who teach in “Critical Need Areas” — including math, science, and reading in grades 7-12, and bilingual and special education at all levels — are eligible for annual supplements. These bonuses are all based on a 6 period day of teaching every period in the critical need area—if a teacher teaches a portion of their day in these subjects, the bonus is based on the proportion of the day in the critical needs subject area. Performance Pay Incentive Aldine ISD’s salary program has earned wide, well-deserved acclaim for linking bonuses to individual student and individual school success. Aldine’s Performance Incentives link bonuses to student attendance, teacher retention, percentage of students passing state assessments, and percentage of students scoring at a specific level of achievement gains on assessments. Teachers and other campus personnel who meet verifiable performance standards are eligible to receive incentives which are distributed within each school at the discretion of a campus steering committee.
Other Programs	Houston Independent School District and The Educator Excellence Awards Program.
Hard-to-Staff, High Needs, At-Risk Component
Program Target Components	Hard to staff subject
Description of Component	Aldine Independent School District Critical Needs Supplement The critical subject areas include bilingual, math/science/reading, special education, ESL, and Montessori. Performance Pay Incentive Not applicable.
Incentive Structure
Compensation Structure	Aldine Independent School District Critical Needs Supplement Teachers who are fully certified in the critical subject areas receive a yearly bonus for teaching: Bilingual 7th-12th Math, Science and Reading Special Education (all levels) ESL (all levels) Montessori Performance Pay Incentive Bonuses are based on: Student attendance teacher retention Percentage of students passing state assessments Percentage of students scoring at a specific level of achievement gains on assessments
Incentives	Aldine Independent School District Critical Needs Supplement Teachers receive the following yearly bonuses: Bilingual= $4,000/ yr 7th-12th Math, Science and Reading= $3,000/ yr Special Education (all levels)= $3,000/ yr ESL (all levels)= $2,000/yr Montessori= $1,500/yr Performance Pay Incentive Awards to schools typically range from $80,000 to $120,000, depending on the size of the school. Although each case is different, a recognized elementary school principal may receive an award of $7,000; an assistant principal, $4,500; and teachers, from $500 to $1,000. A principal of a large, recognized high school may receive $18,000; assistant principals, $9,000. Teachers are eligible to receive incentives between $500 and $1,500.
Incentive Recipients	Aldine Independent School District Critical Needs Supplement Teachers who teach critical subjects. Performance Pay Incentive Schools receive awards which are given to principals, teachers and other campus personnel who meet the performance standards.
Methods of Evaluation
Method of Evaluation	Aldine Independent School District Critical Needs Supplement Teachers must teach in a critical subject. Performance Pay Incentive The Texas Education Agency rates the district based on the Texas Assessment of Academic Skills (TAAS) test results as well as other verifiable performance standards.
Stakeholder Involvement
Teachers and Teacher's Unions	Aldine Independent School District Critical Needs Supplement and Performance Pay Incentive No information found.
Other Stakeholders	Aldine Independent School District Critical Needs Supplement and Performance Pay Incentive No information found.
Program Funding
Cost	Aldine Independent School District Critical Needs Supplement No information found. Performance Pay Incentive $4.5 million for the 2005-06 school year
Funding	Aldine Independent School District Critical Needs Supplement and Performance Pay Incentive The funding comes primarily from the district’s general fund, but the district also uses some Title I money to pay bonuses earned by teachers working in schools that receive Title I funds.
Results and Outcomes
Results and Outcomes	Aldine Independent School District Critical Needs Supplement No information found. Performance Pay Incentive In 1995, TEA gave the district an “Accredited” rating, the minimum acceptable rating at that time. By contrast, from 1997 to 2002,following the implementation of the incentive program and other initiatives designed to improve student performance,the district has held a “Recognized” accountability rating.