Student Growth Measures (50%)

STAAR Tested Areas

The Teacher-Student Growth measure counts for 50% of the TIA score to determine designation. STAAR Transition Tables will be used for 4-8 ELAR and Mathematics, Algebra 1, and  English I/English II. 

To calculate half-the-gap, you start by finding the gap between a student’s Beginning-of-Year (BOY) score and the proficient/perfect score. You then divide that gap in half. The amount they must grow by the End-of-Year (EOY) is that “half-the-gap” added to their BOY score.

Example:

A student scores 40 on the Beginning-of-Year (BOY) assessment, and the target proficient score is 100.

1. Calculate the gap: 100 − 40 = 60

2. Find half the gap: 60 ÷ 2 = 30

3. Determine the expected growth: 40 (BOY) + 30 = 70

So, the student meets the half-the-gap growth expectation if they score at least 60 on the End-of-Year (EOY) assessment.

Teacher effectiveness will be evaluated based on the percentage of students who meet or exceed these growth expectations. This model ensures a fair and differentiated approach to measuring instructional impact based on where students begin the year.

STAAR Tested Areas Without A Prior Year STAAR/EOC

The Teacher-Student Growth measure counts for 50% of the TIA score to determine designation. The half the gap model will be used for 3rd grade ELAR and Mathematics, 5th & 8th Grade Science, 8th Grade Social Studies, Biology, and U.S. History. 

CLI Engage Circle

The CIRCLE Progress Monitoring (C-PM) for Pre-K Assessment System is hosted on the Children’s Learning Institute’s CLI Engage platform and is a standardized, criterion-referenced measure that relates to established standardized tests and is sensitive to growth in children’s skills over time. The CIRCLE Progress Monitoring System is aligned to the Texas Prekindergarten Guidelines. It provides significant flexibility in administration, including choice of measures and timing of assessments. 

London ISD will utilize the CLI Engage assessment to measure Pre-K student growth across six key early learning domains. For the purposes of TIA evaluation, London ISD will focus on the following six domains from the CLI Engage assessment, each with its corresponding maximum score:

• Rapid Letter Naming (52)

• Rapid Vocabulary (55)

• Early Writing Skills (20)

• Social Emotional Behaviors (44)

• Math (28)

• Phonological Awareness (28)

To determine student growth, each child's Beginning of Year (BOY) score will be compared to the maximum possible score in each category. Students are expected to achieve at least half the gap between their BOY score and the maximum possible score by the End of Year (EOY) assessment. For example, if a student scores a 20 on Rapid Vocabulary at BOY, the gap to the maximum score (55) is 35, so the student would be expected to grow by at least 17.5 points, reaching a score of 37.5 or higher by EOY.

Pre-K teachers in London ISD will be evaluated based on the percentage of their students who meet or exceed this "half-the-gap" growth target across the six measured categories. This model ensures a fair and growth-focused approach to measuring instructional impact, particularly in early childhood education settings.

Amplify mClass

London ISD will utilize Amplify mClass assessments to measure student growth in reading for grades K–2 as part of the Texas Incentive Allotment (TIA) evaluation system. Growth expectations are determined by comparing each student’s Beginning of Year (BOY) performance to their End of Year (EOY) results using the following assessments:

• K–2 Reading Teachers: mClass Reading Assessments

Student growth is measured based on whether students maintain or improve their performance level according to the following criteria:

• Students scoring above benchmark at BOY must remain above benchmark at EOY.

• Students scoring at benchmark at BOY must remain at or move above benchmark at EOY.

• Students scoring below benchmark at BOY must move up to at or above benchmark at EOY.

• Students scoring well below benchmark at BOY must move up to at least below benchmark or higher at EOY.

Teacher effectiveness will be evaluated based on the percentage of students who meet or exceed these growth expectations. This model ensures a fair and differentiated approach to measuring instructional impact based on where students begin the year.

Exploros, YouScience, & Digital Literacy Assessments

Social Studies Growth Measures 

London ISD will utilize Exploros Pre/Post Tests for grades 5-7 social studies, World History, World Geography, U.S. Government, and Economics as part of the Texas Incentive Allotment (TIA) evaluation system. Growth expectations are determined by comparing each student’s Beginning of Year (BOY) performance on their Pre-Test to their End of Year (EOY) results on the Post Test using the half the gap model to a proficient/perfect score. 

Middle School Technology Applications

London ISD will use the Digital Literacy Assessment for Middle School Technology Applications as part of the Texas Incentive Allotment (TIA) evaluation system. Student growth will be measured by comparing each student’s Beginning-of-Year (BOY) performance to their End-of-Year (EOY) results, following the half-the-gap model toward a proficient or perfect score.

Career and Technical Education (CTE) Courses

London ISD will use YouScience aptitude and performance data to evaluate growth in designated Career and Technical Education (CTE) courses for the Texas Incentive Allotment (TIA). Growth is determined by comparing students’ Beginning-of-Year (BOY) results to their End-of-Year (EOY) outcomes using the half-the-gap model toward a proficient or perfect score.

CTE Courses Included:

• Anatomy & Physiology

• Agriculture

• A/V Technology and Communications

• Business Management

• Finance

• Health Science

• Hospitality and Tourism

• Human Services

• Information Technology

• Marketing

To calculate half-the-gap, you start by finding the gap between a student’s Beginning-of-Year (BOY) score and the proficient/perfect score. You then divide that gap in half. The amount they must grow by the End-of-Year (EOY) is that “half-the-gap” added to their BOY score.

Example:

A student scores 40 on the Beginning-of-Year (BOY) assessment, and the target proficient score is 100.

1. Calculate the gap: 100 − 40 = 60

2. Find half the gap: 60 ÷ 2 = 30

3. Determine the expected growth: 40 (BOY) + 30 = 70

So, the student meets the half-the-gap growth expectation if they score at least 60 on the End-of-Year (EOY) assessment.

Teacher effectiveness will be evaluated based on the percentage of students who meet or exceed these growth expectations. This model ensures a fair and differentiated approach to measuring instructional impact based on where students begin the year.