Eagle County Schools
Performance-Based Compensation Program
6200 Students
19 Schools
53% Hispanic
38% ESL
47% White
1700 Sq. Miles
Roots of the Program - Initial Implementation
Began in 2001
Comprehensive Human Capital Reform
Aggressive & Top Down Implementation
Abandoned Step & Level
Teacher Level Measures/Payments
Reached All Employees
Adaptation - 2007
Comprehensive Review
Collaborative
Responsive
Systems Learning
Commitment to Performance Pay
Values
Truth & Reconciliation
Good Employees = Assets
Transparency
Individualized
Multiple Measures/Analyses
Valid and Reliable Systems
Integrity
Market Competitive
Adaptive
System
Annual Assessment Based Bonus (0-4%)
Annual Evaluation Based Raise (0-4%)
Negotiated Inflationary Raise (0-?%)
Annual Bonus
Multiple Measures/Analysis Methods
Index (0-4% of Salary)
Building-Wide CSAP (longitudinal)
Building-Wide NWEA (value-added)
District-Wide CSAP (longitudinal)
District-Wide ACT (state comparison)
Individual Evaluation Based Raise (0-4% Salary)
Multiple Evaluations/Evaluators
Intensive Reliability Training/Testing
Evolving Instrument Validity Work
Negotiated/Inflationary (0-?% Salary)
Market Conditions
Economic Factors
District Priorities
Organizational Shifts
Adaptive Culture
Data Focused
High Accountability
Collaborative
Risk Taking
Trust Based
Progressive
Technical Expertise
Leadership - Inside & Out
HR
Learning Services/PD
Assessment
Accounting
Technology
Contractors
Sustainability
System replaces Step & Level
Small tax override (1% Salary & Benefits)
Grants (TIF) fund supports to system (PD, tech, assessment)
Vulnerable as any system to budget constraints
Value Added Results 2007-2010 - 1SD Method
68-70% Teachers Above
28-30% Teachers NDD
2-3% Teachers Below
5% of ECS Teachers "Non-renewed" annually
Selective Retention
73% of ECS TEachers say performance pay makes no difference in their decisions to stay or leave the district.
13% of ECS Teachers say they will stay longer because of performance pay.  These are generally higher performing teachers.
14% of ECS Teachers say they will leave sooner because of performance pay.  These are generally poorer performing teachers.