act 54, local personnel evaluation (lpe) plan, bulletin ... · act 54, local personnel evaluation...

Act 54, Local Personnel Evaluation (LPE) Plan, Bulletin 130 Update

EBRPSS Office of Human Resources

Mrs. Millie Williams, Interim Executive

Director of Human Resources

David Grisby, Coordinator of Support Programs

Zanovia Curtis, Support Programs Supervisor

Shari Luker, Steno Clerk III, Support Programs

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The Buzz Acronyms • Louisiana Components of Effective Teaching (LCET)-

teaching standards

• Teacher-provides direct instruction/instructional support to students assigned (regular & ESS teachers, school counselors, and librarians)

• Performance Expectations & Indicators for Educational

Leaders-administrator standards • Comprehensive Performance Management System

(COMPASS)-traditional 50% qualitative evaluation model based on Charlotte Danielson rubric for observation

• Value Added Model/Measures (VAM)-using at least one year

prior achievement data, students are compared to where they are predicted to grow under a teacher’s instruction

More Buzz Acronyms • Curriculum Verification of Results & Reporting Portal (CVR)-

entry & verification of student class rolls for reporting of VAM scores • Non-Tested Grades & Subjects (NTGS)-no VAM data is available • Non-Tested Non-Graded Positions (NTNGP)-librarians & school

counselors • Student Learning Targets (SLTs)-two objectives set forth by

teachers measured by common assessment/measures (pre & post) • Human Capital Information System (HCIS)-system where all

scores will be entered to obtain final composite score • Common Core State Standards (CCSS)- newest state curriculum

standards

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Better Schools. Better Futures.

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• 0-3 years in position evaluated yearly and 4+ every third year (one formal observation, PGP, and Self-evaluation)

• Since 2009-10, all EBR is evaluated every year, LaTAAP is over, & Act 54 passed!

Brief History of Local Personnel Evaluation

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• In 2012-13, teachers and administrators will be evaluated

a) using the job description b) at least one informal observation +

at least one formal observation c) VAM OR SLTs

Brief Highlights of Act 54

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• VAM includes: at least 5 students, prior year achievement data, gifted-504-disability-lunch status, English language proficiency, attendance (Oct 1 – two weeks before testing time), and previous discipline history

• SLTs are two growth objectives based on common assessments/measures (pre and post) to measure if objectives were met

Value Added Model/Measure (VAM) and Student Learning Targets (SLTs)

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Scoring Formula 50% Qualitative (at least one informal + at

least one formal observation) + 50% Quantitative (VAM or two SLT goals) 0.00 to 1.49 = Ineffective 1.50 to 2.49 = Emerging Effective 2.50 to 3.49 = Proficient Effective 3.50 to 4.00 = Highly Effective

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Example: 6th Grade English Teacher

Teacher has 7 informal observations (2 from Principal, 4 from AP (evaluator), and 1 from an Instructional Coach) and has two formal observations from the AP, who also collaborated on her personal Professional Growth Plan based on school improvement & district aligned objectives and her two SLT goals. This teacher also enters her CVR student roster with AP verification (2nd check) by set deadline.

By end of year, AP takes 7 informal observations to come up with one score between

1.00 and 4.00, and takes two formal observations to develop one score between 1.00 and 4.00. Two scores are added and divided by 2 to obtain the one score between 1.00 and 4.00 for the qualitative 50%.

Since this is a VAM teacher, the VAM score will be between 1.00 and 4.00 given by the

LDOE. The VAM score will be added to qualitative score and divided by 2 for a final composite rating between 1.00 and 4.00. For NTGS teachers, the score would be one score between 1.00 to 4.00 for SLT #1 and one for SLT #2 added together and divided by 2 to obtain an SLT score (50%) NOTE: Any “ineffective” score on qualitative or on either VAM or SLT is automatic “ineffective.”

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• EBR participated in 2010-11 roster verification pilot in Curriculum Verification of Results Reporting (CVR) Portal

• In 2011-12, 11 LEAs piloted the qualitative portion (COMPASS) showing a cumbersome process, thus Charlotte Danielson rubric was adopted and the current LCET and principal standards were decided as the best fit

Pilot Results

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• Domain I Planning & Preparation Component 1c:Setting Instructional Outcomes • Domain II Classroom Environment Component 2c: Managing Class Procedures • Domain III Instruction Component 3b:Questioning & Discussion Component 3c:Engaging Students in Learning Component 3d: Using Assessment in Instruction

Sec 901: Appendix C p. 37 Danielson & LCET

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Spring 2012 Steering Committee Teachers: Chip Cappel (Tara High) & Bonnie Chelette (Westdale Heights MS)

Instructional: George Maddocks (Southeast MS) & Patricia McBride (Delmont Elem)

Assistant Principals: Brandon Levatino (Tara High) & Tiffany Quiett (BRMHS)

Principals: Sherry Brock (Westdale Heights MS), Norma Church (Westdale Heights

Elem), Phyllis Crawford (Sherwood MS), and Cynthia Lange (Glen Oaks Park Elem)

Teacher Associations: Katherine Clarke & Donna Sedevie (EBRPAE) and Carnell Washington (EBRFT)

Human Resources: Zanovia Curtis, David Grisby, and Millie Williams

*Elected Members attended five meetings

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• Sec 101: Guidelines of Program History of Accountability & Standards • Sec 103: Purposes of Personnel Evaluation 1) Ensure qualified & effective personnel 2) Enhance instructional & administrative quality 3) Retain educators and strengthen learning 4) Improve teaching and learning through

professional development and growth

Chapter 1 Overview pp. 3-4

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Sec 105: Framework for Personnel Evaluation

1) Job Descriptions 2) Professional Growth Planning 3) Observation & Data Collection 4) Professional Development/Support 5) Grievance Process

p. 5 Chapter 1 Overview

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• Emailed by October 1st or 30 working days 1) Position Title 2) Overview of Position 3) Position Qualifications 4) Title of Person To Whom Reports 5) Performance Standards 6) Salary Range or Reference 7) Statement Acknowledging Receipt 8) Signature and Dates

p. 5 Job Descriptions

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pp. 5-6 Professional Growth Plans

• Collaboratively developed by October 1st or 30 working days

• Signed at all points (start, changes, end) • Measurable objectives, activities,

timelines to impact learning, achievement, growth, and practice

• Ongoing and summative self-evaluation, reflection, and peer collaboration

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pp. 6-10 Observation & Data Collection

• At least one informal and formal • At least one additional informal and formal

for those rated “ineffective” • Pre-conference, at mutually agreed upon

time, in appropriate setting and time • Must see lesson start, develop, & close • Post-observation conference within 5

working days

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• Multiple opportunities to receive feedback and to reflect on practice

• Description of conflict resolution and grievance process related to evaluation results

p. 10 Professional Development and Grievance Process

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pp. 10-12 Personnel Evaluation

Sec 301: Overview of Personnel Evaluation 50% growth in VAM or SLTs 50% qualitative informal + formal

observations Sec 303: Measures of Growth-VAM Sec 305: Measures of Growth for Non-

Tested Grades & Subjects-SLTs

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Sec 307: Observation Tools • Use the LDOE’s or create our own that

must be approved (0.00-4.00 scale) Sec 309: Standards of Effectiveness Quantitative VAM or SLT 0.00-4.00 Qualitative Observations 0.00-4.00 Final Composite 0.00-4.00

pp. 13-14 Personnel Evaluation

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p. 15 Chapter 3: Personnel Evaluation Sec 311: Evaluators

• Accountability Relationships (who reports to/observes/evaluates whom) must be defined

• Evaluators of Teachers are clearly outlined in Bulletin 130, and it states that listed observers of teachers can help inform evaluators of the assessment of teacher performance

• Evaluators must be certified yearly by LDOE for inter-rater reliability and scoring accuracy

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p. 16 Evaluate, Formally & Informally Observe, and Growth Plan for Teachers

1. Principals 2. Assistant Principals (Designated by

Principal) 3. Evaluatee’s Respective Supervisory Level

Designee (Designated by Principal)

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p. 16 Teacher Formal & Informal Observations (Designed by Principal)

1. Instructional Specialists 2. Instructional Coaches 3. Immediate Supervisors with

administration & supervision credentials and certification

4. Central Office with administration & supervision credentials and certification

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p. 16 Informal Observation for Teachers

1. Magnet Lead Teachers 2. Gifted Lead Teachers 3. Administrative Dean of Students 4. Dean of Students

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p. 16 Evaluate, Formally & Informally Observe, and Growth Planning for Central Office

1) Evaluatee’s Respective Supervisory Level Central Office and Other Appropriate Designees

2) Superintendents 3) Chief Academic Officers

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pp. 17-23 Accountability Relationships Register

• Classified employees are not required in Personnel Accountability Plan

• Sample p. 23 • EVALUATEE/OBSERVER EVALUATEE Principal Assis. Princ.

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Professional Development should: • Be Job-embedded • Be based on observations & evaluation • Include follow-up, monitoring, feedback, and support • Include measurable objectives NOTE: Failure by an LEA to provide regular

professional development to teachers and administrators shall not invalidate any results of the evaluation process

p. 24 Sec 313: Professional Development

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• Early Intervention Plan (EIP) process is being recommended to be removed

• Any evaluatee “ineffective” on at least one informal or formal observation may be placed on Intensive Assistance Plan (IAP) or those rated “ineffective” on the overall rating are automatically placed on an IAP

pp. 24-28 Sec 315: Intensive Assistance

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• An IAP shall be developed collaboratively by evaluators and evaluatees when an evaluatee has received an overall “ineffective” rating OR has consistently demonstrated “ineffective” performance, as determined by the evaluator, prior to receiving such as rating

• An IAP shall be collaboratively developed within 30 working days of evaluation resulting in the initiation of the IAP

• Evaluatee must be formally re-evaluated within one calendar year of start of IAP

• If evaluatee is “Ineffective” after formal evaluation conducted immediately upon completion of the IAP or if the IAP is not completed in conformity with its provisions, the EBRPSS shall initiate termination proceedings within six months following such unsatisfactory performance

p. 25 Intensive Assistance Plan (IAP)

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pp. 25-26 Elements of IAP 1. Objectives, activities, and expected

performance levels 2. Support and resources to be provided 3. Start and ending dates 4. Signatures 5. Timeline (up to 1 year) and procedures for

monitoring 6. Provision of multiple opportunities for support 7. Actions if no improvement or compliance 8. Documents to go in personnel file

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pp. 27-28 Intensive Assistance Plans

• There is no one path or resource • Activities should not cause unreasonable

burden of time or money • Areas of improvement should be

prioritized (recommended three) • Timelines to follow to discuss with

evaluatee • No guarantee of more than one level

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p. 29 Sec 317: Due Process & Grievance Procedures

1. Copies provided within 15 working days 2. Evaluatee can provided a rebuttal within 15

working days (may warrant removal, voidance, or amendment)

3. Evaluatee can request a meeting to discuss results

4. Evaluatee can grieve 5. Evaluatee may request new evaluator (granted on

a case by case basis) 6. Copies are in personnel file, can be obtained only

by EBR, BESE, LDOE, and others (confidential)

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p. 30. Grievance Procedures

• Definition of Grievance • Complaints or grievances about a job action

taken against an employee is excluded • An employee filing a grievance must be free

from restraint, interference, coercion, discrimination, or reprisal

• Intent of grievance procedures is quick, equitable solution

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pp. 30-32 Steps One-Four

• Steps One Through Four are outlined • Employees are entitled to

representation after Step One • Anyone recommended for

termination shall be handled in accordance with procedures and applicable laws or policies

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p. 32 Staff Development

• Continuous training for staff: 1. Attitudes and dispositions 2. Laws, policies, grievances, and process 3. Standards for the position 4. Growth measures and rating process 5. Data collection, reporting, analysis,

conferencing skills, and growth planning

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p. 33 Evaluation Records

• EBR retains copies of all evaluation and results/documents

• All files are confidential, not public record, are not released to anyone unauthorized under policy and law

• The State Superintendent shall make public the data useful for statistical analysis and evaluations (not individual)

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p. 34 Sec 323: Job Descriptions

1. Includes standards of performance 2. Include basic job tasks 3. Reviewed regularly 4. Distributed prior to employment or

upon job changes

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p. 36 Sec 325: Extenuating Circumstances

• EBR may request to invalidate VAM data if school closes due to unexpected events or disasters

• Evaluation results are invalidated for educators with thirty or more excused absences in a year due to approved leave

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p. 36 and p. 56 Sec 327: Statement of Assurance

• Signed by Superintendent and Board President yearly

• Includes statement that the plan will be implemented as written

NOTE: Sec 328 addresses charter schools

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p. 37 Chapter 7: Monitoring and Reporting Sec 701: Annual Summary Reporting

• By July 15th, a yearly report must show: 1. Teacher evaluation results 2. # rated ineffective 3. # terminated because of no

improvement 4. # who improved 5. # of formal grievances 6. # on Intensive Assistance Plans

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Appendices pp. 37-55 • Appendix A: Louisiana Components of Effective Teaching

(LCET) Teacher Standards Using Danielson Framework

• Appendix B: Performance Expectations and Indicators for Educational Leaders (Adopted in 2008)

1) Vision, Mission, & Goals 2) Teaching & Learning 3) Managing Organizational Systems & Safety 4) Collaborating with Families & Stakeholders 5) Ethics & Integrity 6) The Education System

• Appendix C: Definitions (Some are unique to EBPSS)