tps seed plan final ap2013

Reviewed 04/25/2013

TORRINGTON PUBLIC SCHOOLS

Educator Evaluation and Development PlanDraft April 2013

1

Reviewed 04/25/2013

Torrington Public Schools

Educator Evaluation and Development Plan

The Torrington Public Schools would like to recognize the following individuals who gave their time, talents, and considerable insights to developing the narratives and forms included in this document:

Steering Committee:Cynthia Amoroso, Art Coordinating Teacher, THSJoseph Campolieta, Elementary Music Teacher, East and ForbesKristin Ciccone, Grade 4 Teacher, Forbes SchoolMary DeMarchi, English Language Arts Teacher, THSSusan Domanico, Assistant SuperintendentMary Enright, ELL Coordinating Teacher, THSSteven Gottlieb, Principal, Torrington Middle SchoolBrandy Grant, Grade 2,Torringford SchoolWilliam Joslyn, Director of Student Professional OperationsSusan Lubomski, Principal, Forbes SchoolDavid Ressel, Math/Science Teacher, THSBeth Robin, Ed. D. Director of Special EducationJeffery Shannon, Ph.D., Assistant Principal, THSHilary Sterling, English Language Arts Coordinating Teacher, TMS

2

Reviewed 04/25/2013

Guiding Assumptions

This document is designed to be in compliance with the Connecticut Guidelines For Educator Evaluation approved by the Connecticut State Department of Education in June 2012. Much of the plan is crafted based on the System for Educator Evaluation and Development (SEED) pilot state model. The Connecticut Common Core of Teaching, the Connecticut Framework for Teaching, and the Charlotte Danielson Framework for Teaching provide the standards for performance evaluation. This plan utilizes locally-determined standardized and non-standardized indicators for student achievement, growth, and development appropriate to each teacher’s assignment jointly identified by the teacher and his/her evaluator. The School Performance Index (SPI) determined by the CSDE and a family engagement component round out the essential components of the plan.

The guiding principles that provide the foundation for this document are: When teachers succeed, students succeed. No school-level factor matters more to students’ success than high quality teachers. To support teachers, an evaluation plan needs to clearly define excellent practice and results,

give accurate, useful feedback about teachers’ strengths and development areas, and provide opportunities for growth and recognition.

The plan will: o consider multiple, standards-based measures of performanceo promote both professional judgment and consistencyo foster dialogue about student learningo encourage aligned professional development, coaching, and feedback to support

teacher growtho promote the development of educators as instructional leaders

3

Reviewed 04/25/2013

The Common Core of Teaching: StEPP Framework

Domain 1: Content and Essential SkillsKnowledge and performance related to “Content and Essential Skills” are documented in Domains 2-6.

Domain 2: Classroom Environment , Student Engagement and Commitment to Learning2.1 Positive class climate that is responsive and respectful2.2 Student engagement and shared responsibility2.3 Appropriate standards of behavior2.4 Arrangements and logistics to maximize learning time

3: Planning for Active Learning3.1 Appropriate levels of challenge and differentiation3.2 Coherent, relevant and engaging learning experiences3.3 Specialized academic and behavioral interventions

Domain 4: Instruction for Active Learning4.1 Enabling students to apply and construct new learning4.2 Differentiated instruction and intervention4.3 Increasing student ownership of learning 4.4 Monitoring, adjusting and providing meaningful feedback

Domain 5: Assessment for Active Learning5.1 Formative and summative assessment for learning5.2 Assessment criteria and timely feedback5.3 Data collection and analysis

Domain 6: Professional Responsibilities and Teacher Leadership6.1 Continuous professional growth6.2 Collaboration and communication for school improvement6.3 Family and student collaboration and communication6.4 Code of Professional Responsibility

4

Reviewed 04/25/2013

Components of the Torrington Educator Evaluation Plan

Student Achievement, Growth and Development (45%)o Student Learning Outcomes are to be measured by standardized indicators where

applicable to the teacher’s assignment and/or non-standardized indicators where necessary to show students’ growth and development.

o Each teacher will craft an IAGD (Indicators of Academic Growth and Development) statement in a SMART (Specific, Measurable, Attainable, Results-Oriented, Time-bound) goal format. The goal will be measured at the summative conference by the following ratings: Exceeded, Met, Partially Met, Did Not Meet.

Whole School Indicator: School Performance Index (SPI) (5%)o These data will be reported to the school by CSDE. Strategies to improve the SPI rating

will be embedded in the School Improvement Plan for overall school or district improvement. These data will be shared with all certified staff by September 30 and again during the individual goal setting conference. Teachers will embrace their role and responsibility in contributing to whole school progress. The goal will be measured at the summative conference by the following ratings: Exceeded, Met, Partially Met, Did Not Meet.

Professional Practice and Professional Growth (40%)o Data for this component will come from the teacher’s summative Performance and

Practice rating based on the prescribed number of observations and contacts. A Practice and Performance Level will be generated at the summative conference based on the Rating Worksheet for each of the five StEPP Domains (Classroom Environment/Student Engagement/Commitment to Learning; Planning for Active Learning; Instruction for Active Learning; Assessment for Active Learning; Professional Responsibilities /Teacher Leadership), and the teacher will be assigned a summating rating: Exemplary, Accomplished, Needs Improvement, Deficient

o Teachers will also complete an Individualized Professional Growth Plan in cooperation with their evaluator as part of the goal-setting conference at the start of the year that identifies strengths and areas for improvement, sets a personal improvement goal, and identifies appropriate resources and supports to help the teacher achieve their professional growth target. At the summative conference, the goal will be reviewed and measured by the following ratings: Exceeded, Met, Partially Met, Did Not Meet.

Family feedback (10%) o Principals and teachers should review the school-wide family survey results from the

previous school year at the start of the upcoming school year to identify areas of need and set general family engagement goals based on the survey results. After school level goals have been set, each teacher and evaluator will determine through consultation and mutual agreement one related family engagement goal area.

o Each teacher will identify strategies appropriate for their grade level or assignment that he/she can undertake to invite families to be involved as partners and participants in their students’ educational efforts in school. These teacher-driven strategies will be

5

Reviewed 04/25/2013

documented and monitored to see if they positively impact family engagement. The teacher will measure how successfully he/she implements an identified strategy in their class(es) to address an area of need. The family feedback rating will reflect the degree to which a teacher successfully pursues his/her engagement strategies. At the summative conference, the goal will be evaluated by the following ratings: Exceeded, Met, Partially Met, Did Not Meet.

6

Reviewed 04/25/2013

Rating matrices

Each of the four components (Teacher Performance & Practice, Family Engagement, Student Growth & Development, and Whole School Student Learning Indicator) are converted to numerical equivalents in order to arrive at a summative assessment according to this scale:

Rating Scale for Family EngagementStudent Growth & Development

Whole School Student Learning IndicatorExceeds 4

Met 3Partially Met 2Did Not Meet 1

Rating Scale for Teacher Performance and PracticeExemplary=4

Accomplished=3Needs Improvement=2

Deficient=1

Family Engagement score (1-4) x Weight (10) + Teacher Performance & Practice score (1-4) x weight (40) = teacher practice indicator points

Student Growth & Development score (1-4) x weight (45) + Whole School Student Learning Indicator score (1-4) x weight (5)= student outcome indicator points

Score points Rating50-80 Deficient 81-126 Needs improvement127-174 Accomplished175-200 Exemplary

7

Reviewed 04/25/2013

The matrix below will be utilized to determine a summative rating based on the four evaluation components. Student Growth and Development (45%) is combined with Whole-School Student Learning Indicator (5%) to generate an Outcome Rating. Professional Performance and Practice (40%) is combined with Family Engagement (10%) to generate a Practice Rating.

PracticeExemplary Accomplished Needs

ImprovementDeficient

Exemplary Exemplary Exemplary Accomplished Gain further information

Accomplished Exemplary Accomplished Accomplished Gain further information

Needs Improvement

Accomplished Needs Improvement

Needs Improvement

Deficient

Deficient Gain further information

Deficient Deficient Deficient

Example:

Category Score Weight pointsStudent Perf & Prac 3 40 120Family Engagement 2 10 20Teacher Practice TOTAL 140Student Growth 3 45 135Whole School Indic 2 5 10Student Outcome TOTAL

145

Teacher Practice=140=AccomplishedStudent Outcome=145=AccomplishedAccomplished x Accomplished= Accomplished

8

Reviewed 04/25/2013

The Evaluation Process

Step 1: Orientation on Process Information on the Teacher Evaluation Plan included in the New Hire Orientation meetings

which are held prior to the start of the school year. Information will be provided to all current certified staff by September 30 at a faculty meeting.

Administrators will present a general overview of the evaluation process and timelines at this meeting. They will share and discuss any school or district priorities that should be reflected in the teacher goals. All certified staff will be required to sign-in to acknowledge the receipt of this information.

More specific and customized information will be shared with individual teachers at the evaluator-teacher goal setting meeting. An item will be added to the goal-setting sheet so the teacher can acknowledge that the process has been explained and they understand how it will work.

Step 2: Teacher Reflection and Goal Setting

Timeframe: Target is October 15; must be completed by November 1. At this meeting the teacher and evaluator will discuss three goals: A Student Learning

Goal/Outcome (SLO), a Professional Improvement Goal, and a Families as Partners Goal. A Student Learning Goal which fits with the Student Growth and Development component

which counts 45% of the overall evaluation.o This Student Learning Outcome (SLO) will be written in a SMART goal format (Specific,

Measureable, Achievable, Relevant, and Time-bound) based upon agreed Indicators of Academic Growth and Development(IAGDs) relevant to the teacher’s assignment.

o The goal needs to be based on identifiable student data (IAGDs). Data sources should be brought to the goal-setting meeting.

o The goal can be expressed as target (ex: 80% of students will score at goal or better on the CMT Reading test) or improvement (90% of students will increase by at least one performance level on the CMT Reading Test).

o Teachers will select the appropriate standardized or non-standardized performance indicators for their teaching assignment.

If the students take the CMT or CAPT, teacher needs to use CMT/CAPT as one standardized indicators (counts 22.5%). The other 22.5% can be an additional standardized indicator or one non-standardized measure of choice. The Smarter Balanced Assessment will replace CMT/CAPT in 2015.

If students do not take CMT/CAPT, the teacher may use some other standardized measure (such as DRA2 or DRP). The teacher may choose two of the standardized measures available or two non-standardized (each count 22.5%) or one standardized and one non-standardized indicator that are appropriate for their assignment.

If no relevant standardized measure exists for the teaching assignment, teacher needs to use two non-standardized measures (each count 22.5%).

See list of suggested standardized and non-standardized academic indicators in Appendix 1.

9

Reviewed 04/25/2013

o Teachers are encouraged to scaffold the goal-setting process by examining available student assessment data (district and commercially

generated) collecting work samples that demonstrate the area in need of improvement meeting with grade level teams or departments to support the goal-setting

process. A Professional Improvement Goal which fits into the Observation of Teacher Performance and

Practice component.o This goal needs to be derived from the Connecticut Framework for Teaching.o The goal should focus on one of the four possible domains (Planning and Preparation,

Classroom Environment, Instruction, or Professional Responsibilities).o The teacher’s personalized Professional Development and Growth Plan will be

determined by the choice of the Professional Improvement Goal. Teachers within a grade level/department, school, or the whole district may be involved in different professional learning opportunities based on their entry level of proficiency or the area that is targeted for growth or improvement. Teachers will be assisted by administrators in identifying appropriate training, events, or experiences in order to develop a plan.

A Families as Partners Goal which counts 10% of the overall evaluation.o Each teacher will identify strategies appropriate for their grade level or assignment that

they will document and monitor to involve families as partners and participants in their students’ educational efforts in school. At the summative conference, the goal will be evaluated by the following ratings: Exceeded, Met, Partially Met, Did Not Meet.

Other performance measures o Each teacher’s evaluation will also incorporate the Whole School Student Performance

Index goal which counts 5% of the overall evaluation. Strategies to improve the SPI will be embedded in the School Improvement Plan. These data will be shared with all certified staff by September 30 and reviewed again during the individual goal setting conference. Teachers will embrace their role and responsibility in contributing to whole school progress.

o Teachers may be involved in many individual, grade-level/team/department, and/or school initiatives, but the goals in the evaluation plan are limited to those areas that will be closely monitored, on which data will be collected and shared, and which will serve to focus feedback and reflection on a regular, systematic basis throughout the evaluation cycle.

Step 3: Ongoing formal and informal observations

Step 4: Mid-year Check-in Timeframe: January-February 15. All decisions in regard to renewal of contract need to be

shared with the teacher by April 15. Evaluators and teachers will meet to review progress towards goals/objectives at least once in

January or February (no later than February 10), using available information including agreed upon indicators. Strategies or approaches may be revised and student learning goals may be

10

Reviewed 04/25/2013

adjusted if mutually agreed. The evaluator may also revisit the Professional Growth Plan to identify additional supports as needed.

Step 5: End-of-Year Conference Timeframe: May 15-last day of school. All evaluation components will be reviewed at this meeting to determine summative

performance rating and if goals were Exceeded, Met, Partially Met, or Did Not Meet in each area.

The teacher and evaluator will reflect on the year, progress towards goals, and professional practice. All data and evidence will be submitted and reviewed.

The evaluator will rate the teacher performance based on the criteria for the four levels of performance: Exemplary, Accomplished,Needs Improvement, or Deficient. Forms included in Appendix 2 that demonstrate the calculation of the final rating will be completed within two weeks of the conference, but no later than June 30.

If state testing data has a significant impact on the final rating, the final rating may be revised before September 15 when the test data becomes available.

11

Reviewed 04/25/2013

Definition of Effectiveness and IneffectivenessTeachers are expected to demonstrate professional competency in the four domains of the CT

Framework for Teaching. Teachers need to accurately assess student performance and assist students in making a year’s worth of academic growth from the students’ baseline data.The standards described below are rooted in the belief that these are areas within the control of the teacher to continuously improve. All teachers should be capable of earning a summative rating of Exemplary or Accomplished.

Both non-tenured and tenured teachers who are rated as Deficient or Needs Improvement at the summative conference may be deemed ineffective.

Non-tenured teachers: Evaluators will assist in identifying strategies to support and grow teachers’ skills including

participation in TEAM, encouraging grade and/or department level support, and providing frequent and timely feedback by an evaluator according to the teacher evaluation plan. The teacher’s Professional Growth Plan will identify appropriate interventions to address areas in need of improvement. However, teachers who have not achieved tenure status can be terminated at any time with cause or non-renewed.

Tenured teachers: Evaluators will assist in identifying strategies to support and grow teachers’ skills including

encouraging grade and/or department level support and providing frequent and timely feedback by an evaluator according to the teacher evaluation plan. The teacher’s Professional Growth Plan will identify appropriate interventions to address areas in need of improvement. Teachers who have achieved tenure may be deemed ineffective and subject to termination provided that the teacher is awarded due process through the elements of the teacher evaluation plan. A tenured teacher would be subject to more intensive supervision and could be terminated after a two year probationary period based on the criteria listed:First year following a summative rating below “Accomplished”

Student Achievement, Growth and Development SMART goal rating of “partially met” or “did not meet”

AND Professional Practice and Performance Level rating of “needs improvement” or “deficient”

A teacher with this performance profile will be put on increased supervision and be given one academic year to improve the Student Performance rating by one or more level AND the Professional Practice rating to “Needs Improvement” or higher.

If the teacher fails to make progress leading to a rating of “Accomplished” by the summative conference, the teacher shall be deemed “ineffective.”

If in the second consecutive Year, the summative rating is still below Accomplished, teacher needs to show at least this much growth:

“Student Achievement, Growth and Development rating from “did not meet” to “partially met” or improved from “partially met” to “met”

AND Professional Practice rating from “deficient” to “needs improvement” or from “needs

improvement” to “accomplished”.

12

Reviewed 04/25/2013

A teacher who is unable to demonstrate this improvement will be will be deemed “ineffective” and subject to termination.

After two consecutive years without achieving an Accomplished rating in Professional Practice and “Meets goal” in student achievement, teachers shall be deemed “ineffective” and subject to dismissal.

Tenured teachers who have a summative rating of Needs Improvement or Deficient or who have been deemed ineffective will have one probationary year in order to make improvements. This determination of probationary status will be shared with the teacher at the summative conference. If the rating was impacted by state assessment data, the teacher, a member of the bargaining group, and the evaluator shall meetno later than September 15 to review the more intensive supervision process. The Professional Growth Plan will specifically identify supports and resources that will be required to improve competencies.

During this year, the teacher will follow the Milestone and Timeline process which includes an increased number of observations.

Dispute resolution:Should the teacher and evaluator reach an impasse regarding the rating, the teacher may seek consultation from a representative of their choice from their bargaining unit.

If no agreement can be reached, during the probationary period, the teacher may request to be evaluated by a different administrator who can be reasonably assigned to have access to the teacher’s classroom. This request must be made no later than September 15. This second evaluator must also have completed rater certification training.

Final determination of teacher rating will be made by the superintendent.

Exemplary teachers:

Exemplary teachers will be encouraged to pursue positions of teacher leadership that will allow them to act as models and resources for their peers.

13

Reviewed 04/25/2013

Non-tenured teacher Milestones and Timeline

Milestone Time frame Form used Orientation on process Before October 15 Group or individual meetings Teacher Reflection and Goal setting

No later than October 30 CCT-StEPP FrameworkData sources appropriate to teaching assignment

Goal setting conference By November 1 SEED Form A (standardized assessments) ORSEED Form B (non-standardized assessments)

Develop Professional Growth Plan

By November 1 SEED Form C

Identify measures for 15% (family engagement goal and whole school indicator)

By November 1 SEED Form D

Observation 1 (formal with pre- and post conference)

SEED Form E

Observation 2 (informal)Optional after Year 1

SEED Form E or Informal Observation Feedback Template (112)

Mid-year check-in January-February 10 SEED Form FReference SEED Form C and relevant data for teacher’s assignment from SEED Form A or B


SEED Form E

Observation 4 (formal)Optional after Year 1


Contract renewal meeting April 15Goal Accomplishment May 1 SEED Form IScoring by evaluator May-June SEED Form GEnd of year conference June 15 SEED Form H

Form I: Student Growth and DevelopmentForm J: Family Engagement goalForm K: Whole School Indicator

Formal=Minimum of 30 minutes followed by post-conference with written and verbal feedbackInformal=Minimum 10 minutes followed by written and/OR verbal feedback, unannouncedReview of practice: as defined by CCT-StEPP Framework

14

Reviewed 04/25/2013

Accomplished & Exemplary Milestones and TimelineMilestone Time frame Form used

Orientation on process Before October 15 Group or individual meetings Teacher Reflection and Goal setting





Identify measures for 15% (family engagement goal and whole school indicator)


Observation 1 (observation or review of practice)

SEED Form E or Informal Observation Feedback Template


SEED Form E

Mid-year check-in January-February 15 Reference SEED Form C and relevant data for teacher’s assignment from SEED Form A or B

Observation 3 (observation or review of practice)

SEED Form E or Informal Observation Feedback Template

Goal Accomplishment May 1 SEED Form IScoring by evaluator May-June SEED Form GEnd of year conference June 15 SEED Form H

Form I: Student Growth and DevelopmentForm J: Family Engagement goalForm K: Whole School Indicator

Formal=Minimum of 30 minutes followed by post-conference with written and verbal feedbackInformal=Minimum 10 minutes followed by written and/or verbal feedback, unannouncedReview of practice: as defined by CCT-StEPP Framework

15

Reviewed 04/25/2013

Needs Improvement or Deficient Milestones and Timeline Milestone Time frame Form used

Orientation on process Before October 15 Group or individual meetings Teacher Reflection and Goal setting





Identify measures for 15% (parent, student, peer feedback and/or whole school indicator)



SEED Form E

Observation 2informal or formal or review of practice


Mid-year check-in January-February 10 Reference SEED Form C and relevant data for teacher’s assignment from SEED Form A or B


SEED Form E

Observation 4 informal or formal or review of practice


Observation 5 formal or review of practice

SEED Form E

*Observation 6 (if needed)informal or formal or review of practice


Contract renewal meeting April 15Goal Accomplishment May 1 SEED Form IScoring by evaluator May-June SEED Form GEnd of year conference June 15 SEED Form H

Form I: Student Growth and DevelopmentForm J: Parent FeedbackForm K: Whole School Indicator

Formal=Minimum of 30 minutes followed by post-conference with written and verbal feedbackInformal=Minimum 10 minutes followed by written and/OR verbal feedback, unannouncedReview of practice: as defined by CCT-StEPP Framework

16

Reviewed 04/25/2013

Appendix 1: Standardized and Non-standardized academic indicators

The following standardized indicators were identified as possible measures: All ten aspects of the School Performance Index (whole school, math, reading, writing, science,

students with disabilities, free/reduce lunch, Black, Hispanic, ELL) CMT or CAPT

Widely used:

AP program DRA 2 (K-5) Degrees of Reading Power- DRP LAS Links (ELL) PSAT/NMSQT (Gr 10, 11) SAT (HS) SAT Subject Tests (HS) ACT (HS) Pacer (Phys. Ed)

Used in a limited capacity: Brigance (SpEd) Peabody Test of Vocabulary DRA 2 (6-8) Rally (6-8) WRAP-Writing & Reading Assessment Profile (ELL ,2-10 Eng; 3-6 Spanish) GORT (SpEd K-5, reading diagnostic) Orleans-Hanna (MS math) LAS Links Benchmark test (ELL, K-5) On Your Way to English (ELL, K-5) Performance-Based Assessments: Columbia Teacher’s College (6-8) Other Special Education assessments that are standardized

Not currently used, but may be potential AIMSweb DIBELS Measures of Academic Progress—NWEA Performance-Based Task Assessment—Pearson Otis-Lennon (school ability) PLAN—ACT NOCTI (CTE)

The list of standardized assessments not used is extensive. All of the products typically have some cost for purchase of materials or web access, potential scoring costs, or costs to train staff to correctly administer and score.

Non-standardized indicators Rubrics (based on performance standards) LAS Links rubrics

17

Reviewed 04/25/2013

Oral presentation rubric Checklists Performance Assessment Progress through a prescribed program Performance (concert, art show, science fair) Portfolio Department developed CAPT portfolio Culminating project Capstone Teacher developed pre- and post test Common formative assessments Department/grade-level developed assessments (all district common assessments in TIMS) State developed common assessments (i.e. the Arts) Prompts Classroom observation tool Anecdotal data Discipline data (referrals, suspensions, expulsions) Attendance data

18

Reviewed 04/25/2013

Appendix 2: Forms

19

Reviewed 04/25/2013

Form A – Teacher Goal Setting (Standardized Assessment(s))Student Learning Objective

Teacher Name: School: Date:

Grade: Subject: # of students covered by this SLO

% of students covered by this SLO

Student Learning Objective (SLO):

Rationale for Objective(1) Why was objective chosen? (2) What specific Connecticut and/or national standards does it address?

Indicator(s) of Academic Growth and Development (IAGD)An IAGD is evidence you use to determine success in achieving the SLO. One standardized IAGD is required. Additional IAGDs are optional. Please number the IAGD(s) and clearly indicate the targeted performance expectation for the selected students. An indicator should represent at least one year’s growth and/or mastery of grade level content standards.

Baseline Data/Background InformationPlease include what you know about the targeted students’ performance, skills and achievement levels at the beginning of the year (relevant to this SLO) as well as any additional student data or background information that you used in setting your objective. Provide this information for each indicator, if specific pre-test or baseline data are available.

Strategies/Actions to Achieve the SLO

(include additional strategies as needed)Interim Assessments(1) What interim assessments do you plan to use to gauge student progress toward this SLO?

Data Collection/Assessment of Progress Toward Achieving the SLO(1) What data will you collect to assess progress toward achieving the SLO?

20

Reviewed 04/25/2013

Note: Please indicate when standardized results are available.Professional Learning/Support(1) What professional learning and/or other type of support would help you to achieve this SLO?

Form A – Teacher Goal Setting (Standardized Assessment(s))Student Learning Objective

Priority of ContentObjective is deeply relevant to teacher’s assignment and addresses a large proportion of his/her studentsComments:

Acceptable Unacceptable

Quality of IndicatorsIndicators provide specific, measurable evidence and allow judgment about students’ progress over the school year or semester.Comments:

Rigor of ObjectiveObjective is attainable, but ambitious, and represents at least one year’s student growth (or appropriate growth for a shorter interval of instruction).Comments:

Signatures (to be completed after discussion of SLO)

Revisions Required Resubmit By:

Approved

Evaluator: Date:

Teacher: Date:

21

Reviewed 04/25/2013

Form B – Teacher Goal Setting (Non-Standardized Assessment(s))Student Learning Objective


Grade: Subject: # of students covered by this SLO

% of students covered by this SLO

Student Learning Objective (SLO):

Rationale for Objective(1) Why was objective chosen? (2) What specific Connecticut and/or national standards does it address?

Indicator(s) of Academic Growth and Development (IAGD)An IAGD is evidence you use to determine success in achieving the SLO. One non-standardized IAGD is required. Additional IAGDs are optional. Please number the IAGD(s) and clearly indicate the targeted performance expectation for the selected students.

Baseline Data/Background InformationPlease include what you know about the targeted students’ performance, skills and achievement levels at the beginning of the year (relevant to this SLO) as well as any additional student data or background information that you used in setting your objective. Provide this information for each indicator, if specific pre-test or baseline data are available.

Strategies/Actions to Achieve the SLO

(include additional strategies as needed)Interim Assessments(1) What interim assessments do you plan to use to gauge student progress toward this SLO?

Data Collection/Assessment of Progress Toward Achieving the SLO(1) How will you collect and score evidence for your IAGDs?

22

Reviewed 04/25/2013

23

Reviewed 04/25/2013

Form B – Teacher Goal Setting (Non-Standardized Assessment(s))Student Learning Objective

Professional Learning/Support(1) What professional learning and/or other type of support would help you to achieve this SLO?

Approval of Student Learning Objectives Acceptable UnacceptablePriority of ContentObjective is deeply relevant to teacher’s assignment and addresses a large proportion of his/her studentsComments:

Quality of IndicatorsIndicators provide specific, measurable evidence and allow judgment about students’ progress over the school year or semester.Comments:

Rigor of ObjectiveObjective is attainable, but ambitious, and represents at least one year’s student growth (or appropriate growth for a shorter interval of instruction).Comments:

Signatures (to be completed after discussion of SLO)

Revisions Required Resubmit By:

Approved

Evaluator: Date:

Teacher: Date:

24

Reviewed 04/25/2013

Form C-Teacher Goal SettingProfessional Growth Plan

Teacher Performance and Practice Goals (40%)

Teacher Name: School: Date

Grade: Subject:

Professional Growth Goal:

The Teacher Performance and Practice component comprises 40% of the overall rating. Using relevant student learning data, a self-assessment of practice relative to the CCT-StEPP Framework, feedback from your principal and previous professional development, establish 1-3 areas of professional growth. Goals should have a clear link to student achievement and move teachers toward Accomplished or Exemplary on the Connecticut Framework for Teaching. This plan should anchor and be responsive to professional growth conversations throughout the year.

Goals should be SMART Goals: Specific and Strategic, Measureable, Aligned and Attainable, Results Oriented and Time bound.

Professional Growth Plan:

The professional growth plan below should detail action steps associated with each of your goals listed above. The growth plan should be revisited throughout the year (e.g., at mid-year check in, and end-of-year summative review) and adjusted as needed.

Professional Growth Goal #1:

Action Steps and Data to Collect

Evidence of Progress and/or Next Steps

1. Date: Date: Date:Evidence: Evidence: Evidence:



25

Reviewed 04/25/2013

Form C – Teacher Goal SettingProfessional Growth Plan

Teacher Performance and Practice Goals (40%)


Action Steps andDate to Collect






Action Steps andData to Collect





Signatures: Mid-year check-in date:

End-of-the-year Summativedate:

Evaluator Approval:

Teacher Approval:

26

Reviewed 04/25/2013

Form D – Teacher Goal SettingFamily Feedback (10%)

Whole School Learning Indicator (5%)Goal Setting Form


Grade: Subject:

Family Engagement Goal (10%):(1) Principals and teachers should review parent survey results at the beginning of the school year to identify areas of need and set general parent engagement goals based on the survey results. After school level goals have been set you and your evaluator will collaborate to determine one parent related goal to pursue. Possible goals include improving communication with parents, helping parents become more effective in support of homework, improving parent-teacher conferences, etc.

Growth/Improvement Targets:(1) Set growth/improvement targets related to your goal.

(a) You can choose to measure how successfully you implement a strategy to address an area of need.

Evaluator Approval:

Goal is related to overall school improvement parent goals.

The improvement targets are ambitious but achievable.

Evaluator Approval Date

Teacher Approval Date

27

Reviewed 04/25/2013

Form D – Teacher Goal SettingFamily Feedback (10%)

Whole School Learning Indicator (5%)Goal Setting Form

Whole School Student Learning Indicators (5%)

Districts can decide to use a whole-school student learning indicator.

TPS has selected:

Whole-school student learning indicator: School Performance Index

Performance Measures:

(1) How you will measure performance? Set a numeric performance target based on growth.

Enter baseline SPI

Enter target SPI

Evaluator Approval Date

Teacher Approval Date

28

Reviewed 04/25/2013

Page 1 of 8

Form E – Observation and Conferencing Forms2012-2013

This is an optional note-taking form that can be used to collect evidence while observing classrooms. The component column allows the note-taker to align or code the evidence to relevant components of the CCT-StEPP Framework.

Teacher Name School DateGrade Subject

Pre-Observation Conference Notes:

Post-Observation Conference Notes:

29

Reviewed 04/25/2013

Page 2 of 8


Note-Taking Form:

Time Teacher Action Student Action Component

30

Reviewed 04/25/2013

Page 3 of 8


Note-Taking Form:

Time Teacher Action Student Action Component

31

Reviewed 04/25/2013

Page 4 of 8


Component Rating and Feedback Form

Domain 2: Classroom Environment, Student Engagement and Commitment to Learning

Evidence

PERFORMANCELEVELS

FEEDBACKExemplary (4)Accomplished (3)Needs Improvement (2)Deficient (1)

2.1 Positive class climate that is responsive and respectful

2.2 Student engagement and shared responsibility

2.3 Appropriate standards of behavior

2.4 Arrangements and logistics to maximize learning time

32

Reviewed 04/25/2013

33

Reviewed 04/25/2013

Page 5 of 8



DOMAIN 2:The Classroom Environment

Evidence

PERFORMANCELEVELS


2a. Creating an Environment of Respect and Rapport

2b. Establishing a Culture for Learning

2c. Managing Classroom Procedures

2d. Managing Student Behavior

2e. Organizing Physical Space

34

Reviewed 04/25/2013

Page 6 of 8



DOMAIN 3: Planning for Active Learning

Evidence

PERFORMANCELEVELS


3.1 Appropriate levels of challenge and differentiation

3.2 Coherent, relevant and engaging learning experiences

3.3 Specialized academic and behavioral interventions

Page 7 of 8

35

Reviewed 04/25/2013



DOMAIN 4: Instruction for Active Learning

Evidence

PERFORMANCELEVELS


4.1 Enabling students to apply and construct new learning

4.2 Differentiated instruction and intervention

4.3 Increasing student ownership of learning

4.4 Monitoring, adjusting and providing meaningful feedback

36

Reviewed 04/25/2013

DOMAIN 5: Assessment for Active Learning

Evidence

PERFORMANCELEVELS


5.1 Formative and summative assessment for learning

5.2 Assessment criteria and timely feedback

5.3 Data collection and analysis

37

Reviewed 04/25/2013

DOMAIN 6: Professional Responsibilities and Teacher Leadership

Evidence

PERFORMANCELEVELS


6.1 Continuous professional growth

6.2 Collaboration and communication for school improvement

6.3 Family and student collaboration and communication

6.4 Code of Professional Responsibility

38

Reviewed 04/25/2013

Page 8 of 8


Signatures (to be completed after observation feedback)

Evaluator Date

Teacher Date

39

Reviewed 04/25/2013

Form F – Mid-Year Check-in: Teacher Self-Assessment

Teacher Self-Assessment/Reflection

To be completed by teacher prior to the Mid-Year Conferences with evaluator.

(1) Describe your progress to date for each goal/SLO.

(2) Describe the professional learning and/or strategies that have contributed to your progress.

(3) Describe any challenges or barriers to achieving your goals/SLO.

(4) What modified action steps and/or adjustments will you implement to address challenges or continue to make progress towards your goals/SLO?

Other Comments

Instructions for Evaluator: After reviewing the Mid-Year Check-in: Teacher Self-Assessment, provide any comments/response that may be appropriate to capture prior to holding the Mid-Year Conference.

40

Reviewed 04/25/2013

Form G – Summative Observation of Teacher Performance and PracticeRating Worksheet

Teacher Name: School:Grade:Subject:

Date:

Domain 2: Classroom Environment, Student Engagement, Commitment to Learning

Performance Level Evaluator’s Score

2.1 Positive class climate that is responsive and respectful 2.2 Student engagement and shared responsibility 2.3 Appropriate standards of behavior 2.4 Arrangements and logistics to maximize learning time

Average Domain Rating:

Domain 3: Planning for active Learning Performance Level Evaluator’s Score 3.1 Appropriate levels of challenge and differentiation 3.2 Coherent, relevant, and engaging learning experiences 3.3 Specialized academic and behavioral interventions


Domain 4: Instruction for Active Learning Performance Level Evaluator’s Score 4.1 Enabling students to apply and construct new learning 4.2 Differentiated instruction and intervention 4.3 Increasing student ownership of learning 4.4 Monitoring, adjusting, and providing meaningful feedback


Domain 5: Assessment for Active Learning Performance Level Evaluator’s Score 5.1 Formative and summative assessment for learning 5.2 Assessment criteria and timely feedback 5.3 Data collection and analysis


Domain 6: Professional Responsibilities and Teacher Leadership

Performance Level Evaluator’s Score

6.1 Engaging in continuous professional growth 6.2 Collaboration and communication for school improvement 6.3 Family and student collaboration and communication 6.4 Code of Professional Responsibility


41

Reviewed 04/25/2013

SUMMATIVE RATING FOR OBSERVATIONDomain Score (avg.) Weighting Weighted Score

2 20%3 20% 4 35% 5 10% 6 15%

TOTAL Score:Final Observation Performance Level:

Evaluator Signature Date

This sheet should be attached to the teacher’s final evaluation report.

42

Reviewed 04/25/2013

Form G-Summative Observation of Speech and Language Clinician and Occupational Therapist Performance and Practice Rating Worksheet

Domain 1: Planning and Preparation Performance Level Evaluator’s Score1a: Demonstrating knowledge and skill in the specialist therapy area; holding the relevant certificate or license.1b: Establishing goals for the therapy program appropriate to the setting and the students served.1c: Demonstrating knowledge of district, state, and federal regulations and guidelines.1d: Demonstrating knowledge of resources, both within and beyond the school and district.1e: Planning the therapy program, integrated with the regular school program, to meet the needs of individual students.1f: Developing a plan to evaluate the therapy program.Domain 2: The Environment2a: Establishing rapport with students.2b: organizing time effectively.2c: Establishing and maintaining clear procedures for referrals.2d: Establishing standards of conduct in the treatment center.2e: Organizing physical space for testing of students and providing therapy.Domain 3: Delivery of Service3a: Responding to referrals and evaluating student needs.3b: Developing and implementing treatment plans to maximize students’ success.3c: Communicating with families.3d: Collecting information; writing reports.3eDemonstrating flexibility and responsiveness.Domain 4: Professional Responsibilities4a: Reflecting on practice.4b: Collaborating with teachers and administrators.4c: Maintaining an effective data-management system.

43


Grade:

Subject:

Reviewed 04/25/2013

4d: Participating in a professional community.4e: Engaging in professional development.4f: Showing Professionalism, including integrity, advocacy, and maintaining confidentiality.

SUMMATIVE RATING FOR OBSERVATION

Domain Score (avg.) Weighting Weighted Score1 15%2 35%3 35%4 15%

Total Score:Final Observation Performance Level:

XXXXXXXXXXX XXXXXXXXXXX

Evaluator Signature Date:

44

Reviewed 04/25/2013

Form G-Summative Observation of School Psychologist Performance and Practice Rating Worksheet

Domain 1: Planning and Preparation Performance Level Evaluator’s Score1a: Demonstrating knowledge and skill in using psychological instruments to evaluate students.1b: Demonstrating knowledge of child and adolescent development and psychopathology1c: Establishing goals for the psychology program appropriate to the setting and the students served.1d: Demonstrating knowledge of state and federal regulations and of resources both within and beyond the school and district.1e: Planning the psychology program, integrated with the regular school program, to meet the needs of individual students and including prevention.1f: Developing a plan to evaluate the psychology program.Domain 2: The Environment2a: Establishing rapport with students.2b: Establishing a culture for positive mental health throughout the school.2c: Establishing and maintaining clear procedures for referrals.2d: Establishing standards of conduct in the testing center.2e: Organizing physical space for testing of students and storage of materials.Domain 3: Delivery of Service3a: Responding to referrals; consulting with teachers and administrators.3b: Evaluating student needs in compliance with National Association of School Psychologists (NASP) guidelines.3c: Planning interventions to maximize students ‘likelihood of success.3d: Maintaining contact with physicians and community mental health service providers.3eDemonstrating flexibility and responsiveness.Domain 4: Professional Responsibilities4a: Reflecting on practice.

45


Grade:

Subject:

Reviewed 04/25/2013

4b: Communicating with families.4c: Maintaining accurate records.4d: Participating in a professional community.4e: Engaging in professional development.4f: Showing Professionalism.4g: Participation in Planning and Placement Team meetings






46

Reviewed 04/25/2013

Form G-Summative Observation of School Social Worker/Guidance Counselor Performance and Practice Rating Worksheet

Domain 1: Planning and Preparation Performance Level Evaluator’s Score1a:Demonstrating knowledge of counseling theory and techniques1b: Demonstrating knowledge of child and adolescent development1c: Establishing goals for the counseling program appropriate to the setting and the students served.1d: Demonstrating knowledge of state and federal regulations and of resources both within and beyond the school and district.1e: Planning the counseling program, integrated with the regular school program.1f: Developing a plan to evaluate the counseling program.Domain 2: The Environment2a: Creating an environment of respect and rapport.2b: Establishing a culture for productive communication.2c: Managing routines and procedures.2d:Establishing standards of conduct and contributing to the culture for student behavior throughout the school.2e: Organizing physical space.Domain 3: Delivery of Service3a: Assessing student needs.3b: Assisting students and teachers in the formulation of academic, personal/social, and career plans, based on knowledge of student needs.3c: Using counseling techniques in individual and classroom programs.3d: Brokering resources to meet needs.3e: Demonstrating flexibility and responsiveness.Domain 4: Professional Responsibilities4a: Reflecting on practice.4b: Maintaining records and submitting them in

47


Grade:

Subject:

Reviewed 04/25/2013

a timely fashion.4c: Communicating with families.4d: Participating in a professional community.4e: Engaging in professional development.4f: Showing Professionalism.






48

Reviewed 04/25/2013

Form H – End-of-Year Summative Teacher Evaluation Scoring

Teacher Name: School: Grade: Date:# of Students% of Students

TEACHER PRACTICE RATINGS: (50%)Component Score

(1-4)Weight Points

(score x Weight)

Observation of Teacher Performance and Practice 40%Family Feedback 10%

TOTAL TEACHER PRACTICE INDICATOR POINTS*TEACHER PRACTIC INDICATOR RATING:

*See rating table below for indicator ratings.

STUDENT GROWTH OUTCOME RATING: (50%)Component Score

(1-4)Weight Points

(score x Weight)

Student Growth and Development (SLOs) 45%Whole School Student Learning 5%

TOTAL STUDENT RELATED INDICATOR POINTS*STUDENT OUTCOME INDICATOR RATING:

*See rating table below for indicator ratings.

*Rating TableTeacher Practice/StudentGrowth Indicator Points

Teacher Practice/StudentGrowth Indicator Rating

50-80 Deficient81-126 Needs Improvement127-174 Accomplished175-200 Exemplary

FINAL SUMMATIVE RATING: Use the Summative Rating Matrix (on the reverse side of this form) to determine the final summative rating.

Exemplary (4) Accomplished (3) Needs Improvement (2) Deficient (1)

Target Areas for Professional Growth:

Comments:

49

Reviewed 04/25/2013

Teacher Signature Date:

Evaluator Signature

50

Reviewed 04/25/2013

Form I: Student Growth and DevelopmentRating Worksheet (45%)


Student Learning Objective (SLO) (complete one form for each objective):

Evaluator:Check the box that best indicates the attainment of this objective. If the objective has multiple indicators, you may wish to make a separate rating for each indicator that can be averaged for the overall SLO score, or you may use your judgment in determining the overall attainment of the objective.

Attainment of the SLO indicated above:

Exceeded (4) Met (3) Partially Met (2) Did Not Meet (1)

Describe the results of the growth/improvement targets related to the goal: (a) provide your overall assessment of whether this objective was met, (b) describe what the teacher did that produced these results, and (c) describe what was learned and how it will be used going forward.

Comments:

51

Reviewed 04/25/2013

Form J: Family FeedbackRating Worksheet (10%)

Family Engagement Goal:

Check the box that best indicates the attainment of this parent engagement goal.


EVALUATOR:Describe the results of the growth/improvement targets related to the goal: (a) provide your overall assessment of whether this objective was met, (b) describe what the teacher did that produced these results, and (c) describe what was learned and how it will be used going forward.

Comments:

52

Reviewed 04/25/2013

Form K: Whole School Student Learning IndicatorRating Worksheet (5%)


Whole School Student Learning Indicator

Start SPI

Target SPI

Actual SPI

EVALUATOR:Describe the results of the growth/improvement targets related to the goal: (a) provide your overall assessment of whether this objective was met, (b) describe what the teacher did that produced these results, and (c) describe what was learned and how it will be used going forward.

Check the box that best indicates the attainment of this student feedback goal.


Comments:

53

Reviewed 04/25/2013

Appendix 3: Goal setting

54

Reviewed 04/25/2013

Setting SMART Goals

The SMART goal-setting process ensures that every goal is measurable and clear. The advantages of the SMART goal-setting process are:

Provides a structured approach to a complex task; Gives a clear framework for creating meaningful and achievable goals; Accommodates all kinds of goals; Is easy to teach others how to develop; Helps to define goals in terms that can be widely understood; and Requires thinking through the implementation as well as the outcome.

The characteristics of SMART goals are:

Specific and Strategic The goal should be well defined enough that anyone with limited knowledge of your intent

should understand what is to be accomplished. Measurable

Goals need to be linked to some form of a common measure that can be used as a way to track progress toward achieving the goal.

Aligned and Attainable The goal must strike the right balance between being attainable and aligned to standards but

lofty enough to impact the desired change. Results-Oriented

All goals should be stated as an outcome or result. Time-Bound

The time frame for achieving the goal must be clear and realistic.

SMART goals Dos and Don’ts DO: Create a plan Start small Write it down Be specific Track your progress Celebrate your success Ask for support sooner than later Make commitments

DON’T: Expect to accomplish without effort Focus on too much at once Forget to make a deadline Deal in absolutes Expect perfection Keep your goal on a shelf Beat yourself up over shortcomings Try to accomplish it alone Forget that you CAN DO IT!

55

Reviewed 04/25/2013

SMART goal worksheet

Assignment and content questions:

What are the major objectives that you expect students to accomplish by the end of the year?

What will they know or be able to do at the end of the class that they did not know or were able to do at the start of the class?

What are the “big ideas” for enduring understanding (knowledge, skills, performance, or other competencies)

Student questions:

Who makes up my student population this year?

Do I expect this group of students to grow a lot or a little? Why?

What factors are impacting my expectations?

Measurement questions:

How do I measure student mastery and growth?

What data do I keep on whether or not students are learning, improving, growing as a result of my instruction?

Efficacy questions:

What are appropriate and realistic targets that will demonstrate the positive impact that your practice and instructional decision making have made on your students?

Have I set appropriately high expectations for student mastery and growth?

Template:

My __________________________________(student group) will improve by

___________________(reasonable/achievable target amount) in their ability to demonstrate

mastery/growth in__________________________ (specific task) as measured by

______________________________ (measurement tool) during the 20__-__ school year.

56

Reviewed 04/25/2013

Overview of Student Learning Objectives (SLOs)

Each teacher’s students, individually and as a group, are different from other teachers’ students, even in the same grade level or subject at the same school. For student growth and development to be measured for teacher evaluation purposes, it is imperative to use a method that takes each teacher’s assignment, students and context into account. Connecticut, like many other states and localities around the nation, has selected a goal-setting process called Student Learning Objectives (SLOs) as the approach for measuring student growth during the school year.

Teachers whose students take a standardized assessment will create one SLO based on standardized indicators and one SLO based on a minimum of one non‐standardized indicator and a maximum of one additional standardized indicator. All other teachers will develop their two SLOs based on non‐standardized indicators.

SEED uses a specific definition of “standardized assessment.” As stated in the CT Guidelines for Educator Evaluation, a standardized assessment is characterized by the following attributes:

Administered and scored in a consistent – or “standard” – manner; Aligned to a set of academic or performance “standards;” Broadly‐administered (e.g., nation‐or statewide); Commercially‐produced; and Often administered only once a year, although some standardized assessments are administered

two or three times per year.

To create their SLOs, teachers will follow these four steps:

Step 1: Decide on the Student Learning Objectives

The objectives will be broad goals for student learning. They should each address a central purpose of the teacher’s assignment and it should pertain to a large proportion of his/her students. Each SLO should reflect high expectations for student learning ‐ at least a year’s worth of growth (or a semester’s worth for shorter courses) and should be aligned to relevant state, national (e.g., common core), or district standards for the grade level or course. Depending on the teacher’s assignment, the objective might aim for content mastery (more likely at the secondary level) or it might aim for skill development (more likely at the elementary level or in arts classes).

Teachers are encouraged to collaborate with grade‐level and/or subject‐matter colleagues in the creation of SLOs. Teachers with similar assignments may have identical objectives although they will be individually accountable for their own students’ results.

Step 2: Select Indicators of Academic Growth and Development (IAGDs)

An Indicator of Academic Growth and Development (IAGD) is the specific evidence, with a quantitative target, that will demonstrate whether the objective was met. Each SLO must include at least one indicator.

57

Reviewed 04/25/2013

Each indicator should make clear (1) what evidence will be examined, (2) what level of performance is targeted, and (3) what proportion of students is projected to achieve the targeted performance level.

Indicators can also address student subgroups, such as high or low‐performing students or ELL students. The Template for Setting SMART Goals should be referenced as a resource for setting SLOs/IAGDs (Appendix C).

Since indicator targets are calibrated for the teacher’s particular students, teachers with similar assignments may use the same evidence for their indicators, but they would be unlikely to have identical targets. For example, all 2nd grade teachers in a district might use the same reading assessment as their IAGD, but the performance target and/or the proportion of students expected to achieve proficiency would likely vary among 2nd grade teachers.

NOTE: For 4th through 8th grade teachers of English/Language Arts and Math, teachers are encouraged to use the CMT vertical scale scores to set growth targets. Taken together, an SLO’s indicators, if achieved, would provide evidence that the objective was met.

Step 3: Provide Additional Information

During the goal-setting process, teachers and evaluators will document the following: the rationale for the objective, including relevant standards; any important technical information about the indicator evidence (like timing or scoring plans); the baseline data that was used to set each IAGD; interim assessments the teacher plans to use to gauge students’ progress toward the SLO during

the school year (optional); and any training or support the teacher thinks would help improve the likelihood of meeting the SLO

(optional).

Step 4: Submit SLOs to Evaluator for Approval

SLOs are proposals until the evaluator approves them. While teachers and evaluators should confer during the goal-setting process to select mutually agreed-upon SLOs, ultimately, the evaluator must formally approve all SLO proposals.

The evaluator will examine each SLO relative to three criteria described below. SLOs must meet all three criteria to be approved. If they do not meet one or more criteria, the evaluator will provide written comments and discuss their feedback with the teacher during the fall Goal-Setting Conference.

58

Reviewed 04/25/2013

SLO Approval Criteria

Priority of Content Quality of Indicators Rigor of Objective/Indicators

Objective is deeply relevant to teacher’s assignment and

addresses a large proportion of his/her students.

Indicators provide specific, measurable evidence. The indicators provide evidence about students’ progress over the school year or semester during which they are with the teacher.

Objective and indicator(s) are attainable but ambitious and taken together, represent at

least a year’s worth of growth for students (or appropriate

growth for a shorter interval of instruction).

Once SLOs are approved, teachers should monitor students’ progress towards the objectives. They can, for example, examine student work products, administer interim assessments and track students’ accomplishments and struggles. Teachers can share their interim findings with colleagues during collaborative time, and they can keep their evaluator apprised of progress.

If a teacher’s assignment changes or if his/her student population shifts significantly, the SLOs can be adjusted during the Mid-Year Conference between the evaluator and the teacher

At the end of the school year, the teacher should collect the evidence required by their indicators and submit it to their evaluator. Along with the evidence, teachers will complete and submit a self assessment which asks teachers to reflect on the SLO outcomes by responding to the following four statements:

1. Describe the results and provide evidence for each indicator.

2. Provide your overall assessment of whether this objective was met.

3. Describe what you did that produced these results.

4. Describe what you learned and how you will use that going forward.

Evaluators will review the evidence and the teacher’s self-assessment and assign one of four ratings to each SLO: Exceeded (4 points), Met (3 points), Partially Met (2 points), or Did Not Meet (1 point).

For SLOs with more than one indicator, the evaluator may score each indicator separately, and then average those scores for the SLO score, or he/she can look at the results as a body of evidence regarding the accomplishment of the objective and score the SLO holistically.

The final student growth and development rating for a teacher is the average of their two SLO scores. For example, if one SLO was Partially Met, for 2 points, and the other SLO was Met, for 3 points, the student growth and development rating would be 2.5 [(2+3)/2]. The individual SLO ratings and the student growth and development rating will be shared and discussed with teachers during the End-of-Year Conference.

59

Reviewed 04/25/2013

NOTE: For SLOs that include an indicator based on state standardized tests, results may not be available in time to score the SLO prior to the June 30 deadline. In this instance, if evidence for other indicators in the SLO is available, the evaluator can score the SLO on that basis. Or, if state tests are the basis for all indicators, then the teacher’s student growth and development rating will be based only on the results of the SLO that is based on non-standardized indicators.

However, once the state test evidence is available, the evaluator is required to score or rescore the SLO, then determine if the new score changes the teacher’s final (summative) rating. The evaluation rating can be amended at that time as needed, but no later than September 15.

Sample SLOs

Some examples of well-written Student Learning Outcomes statements:

"By the end of this course, students will be able to.........

.......identify five key provisions of the clean air act"

.......outline the procedure for calibrating a gas chromatograph"

.......interpret poetry in the cultural context of its period"

.......distinguish between conduction and convection"

.......apply a legal precedent to a novel event”

.......calculate the probability that two sample means will differ by more than 5%"

.......explain which economic and political factors contributed to the outbreak of W.W.II"

.......design an experiment to determine the effect of temperature on..."

....... formulate a resume in the foreign language for a job application abroad"

.......evaluate the usefulness of various anthropological research methods for the study of a specific problem by selecting one of the options and justifying your choice"

Student learning outcomes that are phrased :“The student will: know, learn, appreciate, understand, etc. are not appropriate for this purpose.They may be critically important overarching goals, but are not specific enough to lend themselves to measurability.

Effective Objectives:1. Describe what you want your students to learn in your course.2. Are aligned with program goals and objectives and the rest of the students’ curriculum.3. Tell how you will know a teaching goal has been achieved.4. Use action words that specify definite, observable behaviors.5. Are assessable through one or more indicators (papers, quizzes, projects, presentations, journals, portfolios, etc.)6. Are realistic and achievable.7. Use simple language.

60

Reviewed 04/25/2013

Bloom’s Level Related Action Verbs

Knowledge (to know specific facts, terms,concepts, principles, or theories)

define, identify, indicate, know, label, list, name,recall, select

Comprehension (to understand, interpret,compare and contrast, explain)

classify, compare, contrast, describe, discuss, explain,locate, paraphrase, report, review, summarize

Application (to apply knowledge to newsituations, to solve problems)

apply, compute, construct, demonstrate, dramatize,give examples, investigate, predict, use

Analysis (to identify the organizational structureof something; to identify parts, relationships,and organizing principles)

analyze, appraise, categorize, determine, diagram,differentiate, experiment, question, relate, solve, test

Synthesis (to create something, to integrateideas into a solution, to propose an action plan,to formulate a new classification scheme)

arrange, assemble, collect, compose, construct, create,design, formulate, manage, organize, perform, plan,prepare, produce, propose

Evaluation (to judge the quality of somethingbased on its adequacy, value, logic, or use)

appraise, assess, choose, decide, estimate, evaluate,judge, rate, revise, select

Examples of Course Learning ObjectivesAt the end of this course students will be able to:

Design a Web site using HTML and JavaScript. Describe the contributions of women to American history. Recognize the works of major Renaissance artists. Facilitate a group to achieve agreed-upon goals. Determine and apply the appropriate statistical procedures to analyze the results of simple experiments.Produce a strategic plan for a small manufacturing business.Analyze a character’s motivation and portray that character before an audience.Translate a Spanish newspaper article to English using a dictionary.Differentiate among five major approaches to analyzing literature.Describe the major ethical issues one must consider when planning a human-subjects study.Locate and critically evaluate information on current political issues on the Web.List and describe the functions of the major components of the human nervous system.Correctly classify rock samples found in Litchfield County. Analyze a tennis player’s game and provide effective feedback and training. Demonstrate active listening skills.

61

Reviewed 04/25/2013

SLO Samples-CMT/CAPT Tested Grade Levels & Subject Areas

Subject Area: Mathematics Grade(s): 7 # of students covered by SLO: 27 % of students covered by SLO: 100%

Student Learning Objective: Students will demonstrate mastery of proportional relationships and operations with rational numbers and explain how the solution was determined.

Rationale: I administered a baseline assessment created collaboratively with my 7th grade colleagues to see what skills and knowledge students had related to solving multistep problems involving proportional relationships and operations with rational numbers. CMT data showed students had some difficulty explaining how the solution was determined. My pretest date showed 10% of students earned 85% or higher in both areas. 40% of students earned 70%-84% showing proficiency in both areas, 20% showed proficiency in one of the two areas and 30% showed a need for remediation in both areas.

Indicator(s) for Academic Growth and Development (IAGD) at least one is required 1) 100% of students who scored 85% in both areas will increase their scores to 95%. 2) 100% of students who scored 84-70% will increase their scores to 94-80%. 3) 100% of students who scored below 70% will increase their scores by 10%.

Subject Area: Reading Grade(s): 4 # of students covered by SLO: 25 % of students covered by SLO: 100%

Student Learning Objective: Students will demonstrate proficiency in selecting and using relevant information from the text in order to summarize events and/or ideas in the text.

Rationale: This objective was chosen because it aligns with the CCSS Reading for Literature Standard 4: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

The objective aligns to District Goal of improving student performance in the area of literacy. School Improvement Plan is for all students to be reading on grade level or higher. Reading Comprehension is assessed on the Grade 4 Standardized Test and factors into our SPI.

Indicator(s) for Academic Growth and Development (IAGD) at least one is required Standardized Indicator Used: At least 85% of my students will attain goal on the Grade 4 CMT in March 2013.

62

Reviewed 04/25/2013

SLO Samples-CMT/CAPT Tested Grade Levels & Subject Areas

Subject Area: Math Grade(s): 10 # of students covered by SLO: 68 % of students covered by SLO: 100%

Student Learning Objective: Students will demonstrate proficiency in developing and applying a variety of strategies to solve multi-step and non-routine problems.

Rationale: This objective was chosen because it aligns with the CCSS standard 9- Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. The objective aligns to District Goal of improving student performance in the problem solving.

Pretest data shows 22% of the students are competent in problem solving and reasoning and computing and estimating with few minor arithmetic errors.

47% of students demonstrate reasonable understanding of the essential mathematical concepts and processes, but make errors due to careless execution of mathematical processes. 31% of students demonstrate a partial understanding of some of the concepts and processes. Their responses show insufficient mathematical skills and errors in basic arithmetic contributing to their inability ability to solve problems of this type.

Indicator(s) for Academic Growth and Development (IAGD) at least one is required Standardized Indicator Used: At least 85% of my students will attain goal on the Grade 10 CAPT in March 2013.

Subject Area: Social Studies Grade(s): 10 # of students covered by SLO: 87 % of students covered by SLO: 100%

Student Learning Objective: Students will demonstrate proficiency writing an informative/explanatory text to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Rationale: This objective was chosen because it aligns with the CCSS Writing Standards. On a writing pre-assessment 28% of students demonstrated the ability to develop a clear, well-supported position with accurate and relevant information from multiple sources. 46% of students are able to develop a position,but it is not persuasive and is supported with evidence from only one source. 26 % of students demonstrate an ability to state a position, but provide limited to no support. Additionally, 76% of students do not adequately use transitions effectively.

Indicator(s) for Academic Growth and Development (IAGD) at least one is required Standardized Indicator Used: At least 85% of my students will attain goal on the Grade 10 CAPT Writing Across the Disciplines: Interdisciplinary Writing in March 2013.

63

Reviewed 04/25/2013

Sample Student Learning Objectives-Non Tested Subject Areas(CMT/CAPT)

Subject Area: Physical Education Grade(s): 5 # of students covered by SLO: 60 % of students covered by SLO: 100%

Student Learning Objective: Students will demonstrate improvement in aerobic capacity and upper body strength as measured by the FitnessGram Test of Physical Fitness.

Rationale: Previous data on our statewide test of physical fitness indicates that 8% of 5th grade students scored within the “Healthy Fitness Zone” in aerobic capacity and 55% scored within the “Healthy Fitness Zone” in upper body strength. Both scores are significantly lower than those for other skills tested on FitnessGram. Changes to our physical education curriculum should allow for significant improvement for 5th grade students in both areas needing improvement.

Indicator(s) for Academic Growth and Development (IAGD)at least one is required 1) 50% of 5th grade students will improve their aerobic capacity and score within the “Healthy

Fitness Zone” on FitnessGram by June 2013. 2) 70% of 5th grade students with improve their upper body strength and score within the “healthy

Fitness Zone” on FitnessGram by June 2013.

Subject Area: AP-United States History Grade(s): 11 # of students covered by SLO: 25 % of students covered by SLO: 100%

Student Learning Objective: Students will increase their ability to identify and create the key elements of a strong Document Based Question (DBQ) response including a clear thesis statement, presentation of strong supportive arguments and incorporation of primary documents.

Rationale: A majority of students scored below 70% on the assessments of student writing performance using the AP DBQ Rubric on the pre-test administered in September 2012.

Indicator(s) for Academic Growth and Development (IAGD) at least one is required 1) 80% of students scoring below 70% on AP U.S. History DBQ on the pre-test will increase their

score by at least 20 points on the post-test in June 2013.

64

Reviewed 04/25/2013


Subject Area: Reading Grade(s): 1 # of students covered by SLO: 21 % of students covered by SLO: 100%

Student Learning Objective: Students will increase reading scores from baseline data and will be reading on or above grade level by end of year testing.

Rationale: My targets are based on Kindergarten Fountas and Pinnell scores. I am also basing my targets on typical growth patterns I have observed in an academic year. Last year, 100% of my students moved up 4 levels and 90% of my students moved up 5 levels. The tiered targets I have set reflect rigorous but attainable goals for this school year.

Indicator(s) for Academic Growth and Development (IAGD) 1) Eight students who are reading below grade level will move up at least 6 reading levels (PR to F,

A to G, B to H) by May 2013. 2) Six students who are reading on grade level (C, D, E) will move up at least 5 levels or reach

proficiency with Level J texts by May 2013. 3) Seven students who are reading above grade level (Level F and above) will move up at least 4

levels or reach proficiency with Level M texts by May 2013. *Rhode Island Department of Education

Subject Area: Visual Arts Grade(s): 3 # of students covered by SLO: 54 % of students covered by SLO: 100%

Student Learning Objective: Students will be able to draw a human figure in an action pose showing correct body proportions and appropriate location of external body parts.

Rationale: Historically, this is a challenging assignment and the district rubric sets a high standard for control of medium, understanding of perspective, proper scale etc. I have observed that students typically reach mastery of slightly more than half of the competencies by the end of the semester. I have taught these students as 2nd graders as well so I know their previous understandings and the pre-requisite skills that are currently in place. Successfully meeting this SLO will require students to demonstrate an understanding of scale, perspective and shading.

Indicator(s) for Academic Growth and Development (IAGD) 1) 100% of students will improve by at least 2 levels on at least 5 competencies (out of 8)using a

department created rubric by the end of the year. *Rhode Island Department of Education

65

Reviewed 04/25/2013


Subject Area: World History Grade(s): 9 # of students covered by SLO: 56 % of students covered by SLO: 100%

Student Learning Objective: Students will improve their ability to write a response to an informational text, using both primary and secondary sources.

Rationale: History students must be able to analyze and interpret informational texts and respond to text in writing. A review of 8th grade writing scores indicates that only 63% of incoming freshman are proficient in writing. These targets reflect students’ varying starting points but sets the standard that the majority of students will reach proficiency by the end of the year.

Indicator(s) for Academic Growth and Development (IAGD) 1) 80% of students will score a 4 or better (6 point scale) on the World History Common Task

Rubric (district designed) on at least two of the final three World History Common Tasks administered in the final semester.

2) 20% of students, who have been identified as having significantly below grade level writing skills, will score a 3 or better on at least two of the final three World History Common Tasks of the year OR will score a 4 on at least one of the final three Common Tasks in the final semester.

* Rhode Island Department of Education

Subject Area: Health/Wellness Grade(s): 9 # of students covered by SLO: 115 % of students covered by SLO: 100%

Student Learning Objective: Students will demonstrate an understanding of how proper nutrition contributes to a healthy lifestyle.

Rationale: The Health and Physical Education Department has decided to focus at least one SLO on the importance of proper nutrition. In addition to being an integral part of our curriculum, we want to help our students make healthy choices with regard to food. With childhood obesity and Type II Diabetes on the rise, it is more important than ever to educate young people about proper nutrition. This focus will allow us to make key interdisciplinary connections to Science and English Language Arts. The pre-test administered, aligned to our end of course exam, earned an average score of 47%.

Indicator(s) for Academic Growth and Development (IAGD) 1) All students will earn a 75% or higher on the end of course exam. 2) All students will earn a score of 3 or better on a 5 point scale rubric on the PowerPoint Project,

as designed and measured by the district rubric at the end of the semester. * Rhode Island Department of Education

66

Reviewed 04/25/2013


Subject Area: Spanish Grade(s): 11-12 # of students covered by SLO: 41 % of students covered by SLO: 100% of Spanish 4 classes

Student Learning Objective: Students will demonstrate proficiency in reading comprehension of longer passages in Spanish.

Rationale: After reviewing pre-test data from a district designed assessment administered in the first week of this course, I have determined that all students reading comprehension skills are “approaching proficient” or “proficient” on short selections (average 70%). Most students are not demonstrating reading comprehension proficiency on longer passages (average 50%). I have chosen this objective so that the students will develop additional reading strategies that will help them improve their reading comprehension in both Spanish and English.

Indicator(s) for Academic Growth and Development (IAGD) 1) All students will earn an average score of at least 65% (approaching proficiency). At least half of

the students will score 75% (proficiency). Of those, 10% will score 85% (above proficiency) or better by June 2013.


Subject Area: Music Grade(s): K-2 # of students covered by SLO: 25 (K) 31(1) 27(2) % of students covered by SLO: 100% of K-2 classes

Student Learning Objective: Students in grades K-2 will notate simple rhythmic patterns using iconic standard notation, including quarter notes/rests, eighth notes (paired), half notes/rests and whole notes in simple meters of 2, 3 or 4.

Rationale: This will be the first time that I have administered a formal assessment with my K-2 students. Elementary music teachers in my district met to discuss past student performances on these types of tasks to come to consensus about appropriate expectations for students at these grade levels. We created a 5 point rubric to reflect a level of proficiency (3/5) and a way for students to distinguish themselves (4 or better). The assessments designed reflect specific expectations for each grade level.

Indicator(s) for Academic Growth and Development (IAGD) 1) K- 100% of students will earn a 3/5 or better on our department designed end of year

assessment specific to expectations for Kindergarten. Of these, 50% will earn a 4/5 or better. 2) Gr. 1- 100% of students will earn a 3/5 or better on our department designed end of year

assessment specific to expectations for Grade 1. Of these, 50% will earn a 4/5 or better. 3) Gr. 2- 100% of students will earn a 3/5 or better on our department designed end of year assessment specific to expectations for Grade 2. Of these, 50% will earn a 4/5 or better.


67

Reviewed 04/25/2013

Sample Student Learning Objectives-Educator/Student Support Specialists

Subject Area: Intellectual Disabilities Grade(s): 6 # of students covered by SLO: 5 % of students covered by SLO: 100% of Grade 6 Student Learning Objective: My 6th grade students will improve their social and emotional competencies with an emphasis on social and emotional skills, positive attitude about self and others, and appropriate social interactions.

Rationale: By increasing positive social and emotional interactions and skills, our students will be better prepared to access the Common Core State Standards and perform at or above grade level expectations. A responsible individual will use verbal and non-verbal skills in developing and maintaining healthy personal relationships. The ability to organize and convey information, beliefs, opinions and feelings are skills which strengthen interactions. Working to improve and strengthen interactions can reduce conflict and positively impact academic performance.

Indicator(s) for Academic Growth and Development (IAGD) at least one is required

1) 100% of my 6th grade students will earn a score of 3 in each of three targeted behaviors at least 60% of the time using an Emotional Identification Checklist from the Incredible 5

Point Rating Scale (5PRS) by June 2013.

Subject Area: Algebra (Co-Teacher) Grade(s): 9 # of students covered by SLO: 75 % of students covered by SLO: 65% Student Learning Objective: My co-taught Algebra students will be able to model real world situations and solve algebraic problems using their knowledge of equations (linear, quadratic, simple, exponential and rational).

Rationale: My general-education co-teacher and I have set this SLO together and have agreed upon the targets for all students. An ability to model and solve equations is the weakest skill among this group of students. This mirrored last year’s cohort and the target then was for most students to score 80% or better on the district wide final exam. For many students this goal was not reached and we began to discuss what supports we needed to see greater progress from our students. After learning more about CCSS, working with the new Department Chair, and implementing a number of strategies and interventions last year we feel more confident about putting this SLO in place for all students starting at the beginning of the year


1) 84% of students will average 80% or higher on items pertaining to modeling and solving equations on the district final exam.

2) The 12 students (16%) who tested below 50% on the baseline for equations will each make gains of 30% on items pertaining to modeling and solving equations on the district final exam.

68

Reviewed 04/25/2013

*The other Algebra teacher, the Math Department Chair and I will score exams together.


Subject Area: Special Education-Reading Grade(s): 1-2 # of students covered by SLO: 17 % of students covered by SLO: 55% Student Learning Objective: All of my students in grades one and two will show growth in reading comprehension, oral reading and reading fluency.

Rationale: The DRA2 was administered during the first two weeks of school. 15 out of the 17 students on my caseload are currently reading below grade level. Of those students not yet reading on grade level, many of them are close and this data makes me confident that with strategic interventions this gap can close dramatically by the end of the year.


1) 92% of my students will increase their DRA2 score to grade level by June 2013.

Subject Area: ESL/Bi-Lingual Grade(s): K-6# of students covered by SLO: 16 % of students covered by SLO: 100% Student Learning Objective: My English Language Learners will make progress in acquiring English language proficiency.

Rationale: By supporting the development of English Language acquisition, our students will be able to perform at grade level expectancy (GLE).


1) 90% of English Language Learners will make progress in acquiring English Language proficiency as measured by the Language Assessment Scales (LAS-Links) by June 2013.

Subject Area: Early Childhood Grade(s): Pre-K # of students covered by SLO: 18 % of students covered by SLO: 100% Student Learning Objective: Students will increase sustained engagement in problem solving activities.

Rationale: Young learners need opportunities to discover and investigate through activities specifically designed to engage and sustain attention. Adults in the classroom assist in sustaining engagement through physical and verbal interactions in an effort to gradually increase time devoted to a single task.


69

Reviewed 04/25/2013

1) 100% of my Pre-K students will demonstrate an increase in duration of sustained engagement in at least one problem solving activity per day. As a result, 100% of my students will demonstrate an increase in performance, as measured by the Brigance Inventory of Early Development, from their baseline level by May 2013.


Subject Area: Guidance Counselor Grade(s): 6 and 9 # of students covered by SLO: 175 % of students covered by SLO: 100% Student Learning Objective: All students will create academic and personal/social goals by participating in a transition seminar program.

Rationale: Adjusting to a new school environment is challenging for students. These seminars will ensure that students get to know their counselors early in the school year and will foster a relationship with the counselor. Students will discuss the academic and behavior expectations of the school as well as ways of asking for help as needed from their teachers, counselors, and other adults in the school community. These seminars will result in creating academic and personal/social goals to implement during the school year. Goal setting is an important life skill; self-efficacy is an important 21st century skills. This objective also fulfills goals identified in the American School Counselor Association National Standards for school counseling programs and supports the goals of the Waterford School Counseling Program Grades K-12.


1) All of my students will use data (progress reports, grades, teacher and parent comments, test scores, attendance, behavior concerns) to develop and implement an academic and personal/social action plan for their goals for the school year. I will monitor student progress every 6-8 weeks to identify students who need additional support and interventions.

Subject Area: Guidance Counselor Grade(s): 8 and 11 # of students covered by SLO: 165 % of students covered by SLO: 100% Student Learning Objective: Students will identify a personal, academic, career/education goal and will create and implement an action plan.

Rationale: Goal setting and planning are essential life skills for future college and career readiness. Self-efficacy is an important 21st century skill. State law mandates that each student has a student success plan that specifically addresses academic and career plans. This objective also fulfills goals identified in the American School Counselor Association National Standards for school counseling programs and supports the goals of the Waterford School Counseling Program Grades K-12.


70

Reviewed 04/25/2013

1) 100% of my eighth and eleventh grade caseload will use data from grades, test scores, teacher and parent feedback to create and implement through the entire year a personal academic goal and action plan, including timeline and evidence of success. Students will monitor themselves and will explain their work and progress through monthly summary updates and written reflections that support school literacy expectations through the use of NAVIANCE technology.


Subject Area: School Psychologist Grade(s): 7 # of students covered by SLO: 14 % of students covered by SLO: 100% Student Learning Objective: Students will increase respectful behaviors in their classrooms as indicated by participation in discussions/activities as directed by the teacher.

Rationale: Ideally, the goal of increasing participation is not to have every student participate in the same way or at the same rate. Instead, it is to create an environment in which all participants have the opportunity to learn and in which the class explores issues and ideas in depth, from a variety of viewpoints. The teacher’s goal is to create conditions that enable students of various learning preferences and personalities to contribute. Many of my students in this group have a history of non-compliance and office referrals. Together with some of their teachers, specific behavior plans have been created to minimize disruption and increase engagement in the content.


1) 100% of students will decrease their number of office referrals by 10% by February 2013. IAGD to be re-visited for possible increase at that time.

2) 100% of students will demonstrate at least 80% compliance on their individual behavior plans to be reviewed monthly.

Subject Area: Speech/Language Pathologist Grade(s): K-5 # of students covered by SLO: 30 % of students covered by SLO: 100% Student Learning Objective: Students will enhance oral language and build vocabulary skills to more actively engage in classroom discussions.

Rationale: The size of a child's vocabulary is a strong predictor of reading success. One reason children do not become proficient readers, is because they do not have a functional vocabulary that enables them to understand the words they read. My focus is to design lessons around building vocabulary using assessment data from the Test of Language Development. Using relevant vocabulary data and meeting

71

Reviewed 04/25/2013

with teachers to select vocabulary that is tied to the curriculum and cuts across various content areas will assist me to select specific vocabulary to enhance oral language, improve scores on the Test of Language Development and increase active participation of students in classroom discussions.


1) From pre to post testing (Sept. 2012-May 2013), 85 % of my students will expand their vocabulary skills to increase their understanding and use of 25 nouns, verbs and prepositions when engaged in classroom discussions as measured by the Test of Language Development (TOLD).


Subject Area: Library/Media Specialist Grade(s): 3-5 # of students covered by SLO: 30 % of students covered by SLO: 100%

Student Learning Objective: Students in grades 3, 4 and 5 will increase their understanding of research practices to gain information for classroom projects.

Rationale: As the library media specialist, it is important for me to work with students and other members of the learning community to analyze learning and information needs, to locate and use resources that will meet those needs, and to understand and communicate the information the resource provides. Students need to access, evaluate, and use information from multiple sources in order to learn, to think, and to create and to apply knowledge. Students need to know how to use information for critical thinking and problem solving as it applies to specific learning projects assigned.


1) 100% of students will accurately use the Destiny Catalogue when researching information for a classroom based project by May 2013.

2) 100% of students at each grade level will score 75% or higher on a district developed assessment in May 2013.

72

Reviewed 04/25/2013

Appendix 4: Links

73

Reviewed 04/25/2013

Connecticut’s System for Educator Evaluation and Development (SEED):http://www.connecticutseed.org/

The Connecticut Common Core of Teaching (CCT):http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320862http://www.sde.ct.gov/sde/lib/sde/pdf/educatorstandards/board_approved_cct_2-3-2010.pdf

The CT Teacher Education and Mentoring (TEAM) program:http://www.ctteam.org/

74

http://www.ctteam.org/

http://www.sde.ct.gov/sde/lib/sde/pdf/educatorstandards/board_approved_cct_2-3-2010.pdf

http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320862

http://www.connecticutseed.org/

Reviewed 04/25/2013

Appendix 5: Glossary

75

Reviewed 04/25/2013

Important terms in teacher evaluation

IAGD:

An Indicator of Academic Growth and Development (IAGD) is the specific evidence, with quantitative targets, that will demonstrate whether a Student Learning Objective (SLO) was met. Each SLO must include at least one IAGD. Each IAGD must make clear (1) what evidence will be examined, (2) what level of performance is targeted and (3) what proportion of students is projected to achieve the targeted performance level.

SEED:

Connecticut’s System for Educator Evaluation and Development, known as SEED, outlines a new model for the evaluation and support of educators in Connecticut and is aligned to the Connecticut Guidelines for Educator Evaluation approved by the State Board of Education on June 27, 2012.

SLO:

A Student Learning Objective (SLO) is an academic goal that teachers/administrators and evaluators set for groups of students. In the SEED Handbook, there are differences between how SLOs are defined within the teacher model and the administrator model. The table below outlines these differences.

Administrator SLOs Teacher SLOsAdministrator SLOs combine the three areas of teacher SLO into one SMART statement. They are written like a SMART goal and include target, measurement and time within a single SLO. They should:

Align to district and school learning goals

Provide a measure Be written in SMART format Focus on priority areas

Teacher SLOs contain three component parts: Broad goals for student learning that address a central purpose, a rationale that explains why this is an important area of improvement, and at least one IAGD which is the specific evidence, with a quantitative target, that will demonstrate whether the objective was met.

SMART:

At the start of the school year, each educator will work with his or her evaluator to develop their practice and performance goal(s) and SLOs through mutual agreement. All goals should have a clear link to student achievement and school/district priorities.Goals should be SMART:S=Specific and StrategicM=MeasurableA=Aligned and AttainableR=Results-OrientedT=Time-Bound

76

Reviewed 04/25/2013

StEPP:

Standards for Educator Performance and Practice. This is a rubric that provides a continuum to rate teacher performance based on the CT Common Core of Teaching.

SBAC:

Smarter Balanced Assessments go beyond multiple-choice questions to include extended response and technology enhanced items, as well as performance tasks that allow students to demonstrate critical-thinking and problem-solving skills. Performance tasks challenge students to apply their knowledge and skills to respond to complex real-world problems. They can best be described as collections of questions and activities that are coherently connected to a single theme or scenario. These activities are meant to measure capacities such as depth of understanding, writing and research skills, and complex analysis, which cannot be adequately assessed with traditional assessment questions. The performance tasks will be taken on a computer (but will not be computer adaptive) and will take one to two class periods to complete. The Smarter Balanced Assessments are aligned with the Common Core State Standards (CCSS) and will replace CMT and CAPT assessments.SPI:

SPI is the School Performance Index and indicates overall student performance in a school based on Connecticut Mastery Test (CMT) and Connecticut Academic Performance Test (CAPT) results.

Student Outcomes related indicators :

An evaluation of a teacher’s contribution to student academic progress, at the school and classroom level. There is an option in this focus area to include student feedback. This focus area is comprised of two categories:

Student growth and development (45%) as determined by academic progress related to a teacher’s student learning objectives (SLOs), and

Whole-school measure of student learning or student feedback (5%) as determined by aggregate student learning indicators or student surveys.

Teacher Practice related indicators

An evaluation of the core instructional practices and skills that positively affect student learning. In the SEED model, this focus area is comprised of two categories:

Observation of teacher performance and practice (40%) as defined in the CCT-StEPP Framework, which articulates six domains and eighteen components of teacher practice; and

Family feedback (10%) strategies based on areas for improvement based on school-wide survey

Whole School student learning indicators:

For districts that include whole-school student learning indicators in teacher evaluations, a teacher’s indicator ratings shall be represented by the aggregate rating for the multiple student learning indicators established by the administrator’s evaluation rating.

77

Reviewed 04/25/2013

Appendix 6: Rubrics

The practice and performance evaluation rubrics are lengthy documents. These will be posted separately on the district website. Rubrics are available for classroom teachers and for each of the

certified student support positions.

78

tps seed plan final ap2013

Documents