BOWLING GREEN INDEPENDENT SCHOOLS

Certified Evaluation Plan2015-16

Table of Contents

BGISD Certified Evaluation Plan Committee Members...............................................................................................1Assurances................................................................................................................................................................. 2Statement of Implementation for 2015-16................................................................................................................3Professional Growth and Effectiveness System (PGES) Overview..............................................................................3

SECTION 1—DEFINITIONSDefinitions..................................................................................................................................................................5

SECTION 2--CERTIFIED TEACHER EVALUATIONThe Kentucky Framework for Teaching......................................................................................................................9PROFESSIONAL PRACTICEProfessional Growth Planning and Self-Reflection...................................................................................................10Observation Process.................................................................................................................................................10Mini Observations....................................................................................................................................................11Observation Cycle.....................................................................................................................................................11Observation Conferencing........................................................................................................................................12Observation Schedule...............................................................................................................................................12Observer Certification..............................................................................................................................................13Observer Calibration................................................................................................................................................14Peer Observation......................................................................................................................................................14Student Voice...........................................................................................................................................................15Teacher/Other Professionals Collection of Professional Work Samples (Products of Practice)................................16STUDENT GROWTHState Contribution—Student Growth Percentile (SGP) (Reading and Math Grades 4-8)..........................................17Local Contribution—Student Growth Goal (SGG) (All Subjects K-12).......................................................................17Student Growth Goal Criteria...................................................................................................................................18Ensuring Rigor of Student Growth Goal....................................................................................................................18Ensuring Comparability of Student Growth Goal......................................................................................................18Sources of Evidence for Measuring Student Growth................................................................................................19Mid-Year Review......................................................................................................................................................20OVERALL TEACHER/OTHER PROFESSIONAL PERFORMANCEOverall Rating of Professional Practice.....................................................................................................................20Overall Rating of Student Growth............................................................................................................................21Determining the Overall Performance Category......................................................................................................23Professional Growth Plan and Summative Cycle......................................................................................................24

SECTION 3—PRINCIPAL AND ASSISTANT PRINCIPAL EVALUATIONSOverview of Components and Summative Model....................................................................................................28Principal Performance Standards.............................................................................................................................29PROFESSIONAL PRACTICEProfessional Growth Planning and Self-Reflection...................................................................................................30Site-Visits..................................................................................................................................................................30Conferencing............................................................................................................................................................31Val-Ed 360................................................................................................................................................................31Working Conditions Goal for Building Principals......................................................................................................32Principal Collection of Professional Work Samples/Other Sources of Evidence (Products of Practice)....................33STUDENT GROWTH GOALS (SGG)State Contribution—Next Generation Learners Accountability Goal Based on Trajectory.......................................34

i

Local Contribution—ASSIST (School Improvement Plan) Goal.................................................................................34Rubrics for Determining High, Expected, and Low Growth and with State and Local SGG.......................................34OVERALL PRINCIPAL/ASSISTANT PRINCIPAL PERFORMANCERating Overall Professional Practice.........................................................................................................................35Rating Overall Student Growth.................................................................................................................................36Determining the Overall Performance Category......................................................................................................37Professional Growth Plan and Summative Cycle......................................................................................................39Sample Principal PGES Cycle.....................................................................................................................................40

SECTION 4—DISTRICT LEVEL PROFESSIONALSDistrict Level Certified Professional Evaluation Guidelines.......................................................................................44Evaluation Procedures..............................................................................................................................................44Professional Growth Plans........................................................................................................................................45Observations for District Level Professionals...........................................................................................................45Timeline for District Professionals Not Having Tenure in the District.......................................................................45Timeline for District Professionals Having Tenure in the District..............................................................................45Formative Observation for School Psychologist.......................................................................................................46School Psychologist Summative Evaluation Form.....................................................................................................51Formative Observation Evaluation for Administrators.............................................................................................52Administrator Evaluation Summative Form.............................................................................................................56Individual Professional Growth Plan Form...............................................................................................................57Instructions for Completing the Individual Growth Plan..........................................................................................58Stages of Development Related to Outcomes and Professional Development........................................................60

SECTION 5—APPEALSComposition of Appeals Panel..................................................................................................................................62Appeals Panel Hearing Procedures...........................................................................................................................62Appeals Panel Hearing Request Form......................................................................................................................64

SECTION 6—APPENDICESAppendix A—Forms..................................................................................................................................................66Teacher—Student and Professional Growth Plan and Reflection Form...................................................................67Teacher—Pre-Observation Form..............................................................................................................................71Teacher—Post-Observation Form............................................................................................................................73Guidance Counselor—Student and Professional Growth Plan and Reflection Form................................................75Guidance Counselor—Pre-Observation Form..........................................................................................................79Guidance Counselor—Post-Observation From.........................................................................................................80Library Media Specialist—Student and Professional Growth Plan and Reflection Form..........................................82Library Media Specialist—Pre-Observation Form.....................................................................................................87Library Media Specialist—Post Observation Form...................................................................................................88Speech Therapist—Student and Professional Growth Plan and Reflection Form.....................................................90Speech Therapist—Pre-Observation Form...............................................................................................................95Speech Therapist—Post-Observation Form..............................................................................................................96Instructional Specialist—Student and Professional Growth Plan and Reflection Form............................................97Instructional Specialist—Pre-Observation Form.....................................................................................................101Instructional Specialist—Post-Observation Form...................................................................................................102BGISD Directed Growth Plan Instructions...............................................................................................................104BGISD Directed Growth Plan Form.........................................................................................................................105Appendix B—BGISD Rigor Rubric for Student Growth Goals..................................................................................106

ii

BOWLING GREEN INDEPENDENT SCHOOLS

Certified Evaluation Plan1211 Center Street

Bowling Green, KY 42101

Telephone: 270-746-2200

Joseph Tinius, Superintendent

Evaluation Contact Person: Ken May, Director of Personnel

EVALUATION PLAN COMMITTEE MEMBERSName Position School

Raymonda Bohn Teacher Bowling Green Junior High SchoolNancy Brandenburg Teacher Potter-Gray Elementary SchoolKelli Brooks Principal W. R. McNeill Elementary SchoolRebecca Broyles Speech Language

PathologistItinerant

Brttany Butler Library Media Specialist Bowling Green High SchoolMarisa Duarte Teacher The Academy at 11th Street SchoolLeah Krisher Guidance Counselor Bowling Green High SchoolSheila Gregory Teacher Dishman-McGinnis Elementary SchoolWilliam King Assistant Principal Bowling Green High SchoolKenneth May Director of Personnel Central OfficeEmily Mills Teacher W. R. McNeill Elementary SchoolWendy Sizemore Teacher Parker-Bennett-Curry Elementary SchoolCheri Smith Principal Parker-Bennett-Curry Elementary SchoolSally Smith Teacher T. C. Cherry Elementary SchoolJoseph Tinius Superintendent Central OfficeKory Twyman Principal T. C. Cherry Elementary SchoolCynthia West Principal Bowling Green Junior High SchoolVicki Writsel Associate Superintendent Central Office

1

ASSURANCES

CERTIFIED SCHOOL CERTIFIED EVALUATION PLAN

The Bowling Green Independent School District hereby assures the Commissioner of Education that:

This evaluation plan was developed by an evaluation committee composed of an equal number of teachers and administrators.

The evaluation process and criteria for evaluation will be explained to and discussed with all certified personnel annually within one month of reporting for employment. This shall occur prior to the implementation of the plan. The evaluation of each certified staff member will be conducted or supervised by the immediate supervisor of the employee.

All certified employees shall develop a Professional Growth Plan (PGP) that shall be aligned with the school/district improvement plan and comply with the requirements of 704 KAR 3:370. The PGP will be reviewed annually.

All administrators, to include the superintendent, and non-tenured teachers will be evaluated annually.

All tenured teachers will be evaluated a minimum of once every three years.

Each evaluator will be trained and approved in the use of appropriate evaluation techniques and the use of local instruments and procedures.

Each person evaluated will have both formative and summative evaluations with the evaluator regarding his/her performance.

Each evaluatee shall be given a copy of his/her summative evaluation and the summative evaluation shall be filed with the official personnel records.

The local evaluation plan provides for the right to a hearing as to every appeal, an opportunity to review all documents presented to the evaluation appeals panel, and a right to presence of evaluatee’s chosen representative.

The evaluation plan process will not discriminate on the basis of age, race, color, national origin, religion, sex, disability, or any other protected characteristic.

This evaluation plan will be reviewed as needed and any substantive revisions will be submitted to the Department of Education for approval.

The local board of education approved the evaluation plan as recorded in the minutes of the meeting held on May 29, 2015.

__________________________________________________ _______________________Signature of District Superintendent Date

__________________________________________________ _______________________Signature of Chairperson, Board of Education Date

2

STATEMENT OF IMPLEMENTATION FOR 2015-16

For the 2015-16 school year, decisions related to employment for school counselors, library media specialists, speech/language pathologists, and instructional specialists shall be based solely on results of the primary evaluator’s rating of “Professional Practice”.

PROFESSIONAL GROWTH AND EFFECTIVENESS SYSTEM (PGES) OVERVIEW

Effective teaching and school leadership depend on clear standards and expectations, reliable feedback, and the tools, resources and support for professional growth and continuous improvement. The Kentucky Department of Education, with the guidance and oversight of various steering committees, has designed, developed, field tested and piloted a new statewide Professional Growth and Effectiveness System (PGES).

With the passage of Senate Bill 1 in 2009, Kentucky embarked on a comprehensive system of education reform integrating:

• relevant and rigorous standards • aligned and meaningful assessments • highly effective teaching and school leadership • data to inform instruction and policy decisions • innovation • school improvement

All are critical elements of student success, but it is effective teaching supported by effective leadership that will ensure all Kentucky students are successful and graduate from high school college/career-ready.

The PGES is designed to measure teacher and leader effectiveness and serve as a catalyst for professional growth and continuous improvement, and is a key requirement of Kentucky’s Elementary and Secondary Education Act (ESEA) flexibility waiver and the state’s Race to the Top grant.

3

SECTION 1: DEFINITIONS

4

Definitions1. Artifact-a product of a certified school personnel’s work that demonstrates knowledge and skills.

2. Assistant Principal-a certified school personnel who devotes the majority of employed time in the role of assistant principal, for which administrative certification is required by the Education Professional Standards Board pursuant to Chapter 16 of the Kentucky Administrative Regulations.

3. Certified Administrator-a certified school personnel, other than principal or assistant principal, who devotes the majority of employed time in a position for which administrative certification is required by the Education Professional Standards Board pursuant to Chapter 16 of the Kentucky Administrative Regulations.

4. Certified School Personnel-a certified employee, below the level of Superintendent, who devotes the majority of employed time in a position in a district for which certification is required by the Education Professional Standards Board pursuant to KAR Title 16 and includes certified administrators, assistant principals, principals, other professionals and teachers.

5. Conference-a meeting between the evaluator and the evaluatee for the purposes of providing evaluator feedback, analyzing the results of an observation or observations, reviewing other evidence to determine the evaluatee’s accomplishments and areas for growth, and leading to the establishment or revision of a professional growth plan.

6. Evaluatee-the certified school personnel who is being evaluated.

7. Evaluator-the primary evaluator as described in KRS 156.557(5) (c) 2.

8. Formative Evaluation-is defined in KRS 156.577 (1) (a).

9. Full Observation-An observation conducted by a certified observer that is conducted for the length of a full class period or full lesson.

10. Improvement Plan—A plan for improvement up to twelve months in duration for:

a. Teachers and other professionals who are rated ineffective in professional practice and have a low overall student growth rating.

b. Principals who are related ineffective in professional practice and have high, expected, or low overall student growth rating.

11. Job Category-a group or class of certified school personnel positions with closely related functions.

12. Local Contribution-a rating based on the degree to which a teacher, principal, or assistant principal meets student growth goals and is used for the student growth measure.

13. Local Formative Growth Measures-is defined in KRS 156.577 (1) (b).

14. Mini Observation: An observation conducted by a certified observer for 20-30 minutes in length.

15. Observation-a data collection process conducted by a certified observer for the purpose of evaluation and may include notes and professional judgments made during one (1) or more classroom

5

or worksite visits of any duration, may include examination of artifacts, and may be conducted in person or through video.

16. Observer Certification-a process of training and ensuring that certified school personnel who serve as observers of evaluatees have demonstrated proficiency in rating teachers for the purposes of evaluation and feedback.

17. Observer Recalibration-the process of ensuring that certified school personnel have maintained proficiency and accuracy in observing teachers for the purposes of evaluation and providing feedback.

18. Other Professionals-certified school personnel who do not include teachers, district-level administrators, assistant principals, principals, or school psychologists.

19. Overall Student Growth Rating-the rating that is calculated for a teacher or other professional evaluatee pursuant to the requirements of Sections 7(9) and (10) of this administrative regulation and that is calculated for an assistant principal or principal evaluatee pursuant to the requirements of Section 10(8) of this administrative regulation.

20. Peer Observation-observations and documentation by trained certified school personnel.

21. Performance Criteria-the areas, skills, or outcomes on which certified school personnel shall be evaluated.

22. Performance Rating-the summative description of a teacher, principal, or assistant principal evaluatee’s performance and includes the following rating: a. Exemplary b. Accomplished c. Developing d. Ineffective.

Exemplary-the rating for performance that consistently exceeds expectations for effective performance.Accomplished – the rating for performance that consistently meets expectations for effective performance.Developing-the rating for performance that inconsistently meets expectations for effective performance.Ineffective-the rating for performance that consistently fails to meet expectations for effective performance.

23. Principal-a certified school personnel who devotes the majority of employed time in the role of principal, for which administrative certification is required by the Education Professional Standards Board pursuant to 16 KAR 3:050.

24. Professional Growth and Effectiveness System: An evaluation system to support and improve the performance of certified school personnel that meets the requirements of KRS 156.557(1)(c), (2), and (3) and that uses clear and timely feedback to guide professional development.

25. Professional Grown Plan-an individual plan for a certified personnel that is focused on improving professional practice and leadership skills, aligned with performance standards and the specific goals and objectives of the school improvement plan or the district improvement plan, built using a variety of sources and types of data that reflect student needs and strengths, evaluatee data, and school and district data, produced in consultation with the evaluator and includes:

6

(a) Goals for enrichment and development that are established by the evaluatee in consultation with the evaluator;(b) Objectives or targets aligned to the goals;(c) An action plan for achieving the objectives or targets and a plan for monitoring progress;(d) A method for evaluating success; and(e) The identification, prioritization, and coordination of presently available school and district resources to accomplish the goals.

26. Professional Practice-the demonstration, in the school environment, of the evaluatee’s professional knowledge and skill.

27. Professional Practice Rating-the rating that is calculated for a teacher or other professional evaluatee pursuant to Section 7(8) of this administrative regulation and that is calculated for a principal or assistant principal evaluatee pursuant to the requirements of Section 10 (7) of this administrative regulation.

28. Self-reflection-the annual process by which certified school personnel assess the effectiveness and adequacy of their knowledge and performance for the purpose of identifying areas for professional learning and growth.

29. Sources of Evidence-the multiple measures listed in KRS 156.557 (4) and in Sections 7 and 10 of this administrative regulation.

30. State Contribution-the student growth percentiles, as defined in 703 KAR 5:200, Section 1 (11), for teachers and other professionals and the next generation learner goals for principals and assistant principals.

31. Student Growth-is defined in KRS 156.557 (1) (c).

32. Student Growth Goal-a goal focused on learning, that is specific, appropriate, realistic, and time-bound that is developed collaboratively and agreed upon by the evaluatee and evaluator, and that uses local formative growth measures.

33. Student Growth Percentile-each student’s rate of change compared to other students with a similar test score history.

34. Student Voice Survey-the student perception survey provided by the department that is administered annually to a minimum of one (1) district-designated group of students per teacher evaluate or a district designated selection of students and provides data on specific aspects of the instructional environment and professional practice of the teacher or other professional evaluatee.

35. Summative Evaluation-is defined by KRS 156.557 (1) (d).

36. Teacher-a certified school personnel who has been assigned the lead responsibility for student learning in a classroom, grade level, subject, or course and holds a teaching certificate under 16 KAR 2:010 or 16 KAR 2:020.

37. Working Conditions Survey Goal-a school improvement goal set by a principal or assistant principal every two (2) years with the use of data from the department-approved working conditions survey.

7

SECTION 2: CERTIFIED TEACHER/OTHER PROFESSIONAL EVALUATION

8

The vision for the Professional Growth and Effectiveness System (PGES) is to have every student taught by an effective teacher. The goal is to create a fair and equitable system to measure teacher effectiveness and act as a catalyst for professional growth.

The Kentucky Framework for TeachingThe Framework for Teaching is designed to support student achievement and professional practice through the domains of Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities. The Framework also includes themes such as equity, cultural competence, high expectations, developmental appropriateness, accommodating individual needs, effective technology integration, and student assumption of responsibility. It provides structure for feedback for continuous improvement through individual goals that target student and professional growth, thus supporting overall school improvement. Evidence supporting a teacher’s professional practice will be situated within one or more of the four domains of the framework. Performance will be rated for each component according to four performance levels: Ineffective, Developing, Accomplished, and Exemplary. The summative rating will be a holistic representation of performance, combining data from multiple sources of evidence across each domain.

The use of professional judgment based on multiple sources of evidence promotes a more holistic and comprehensive analysis of practice, rather than over-reliance on one individual data point or rote calculation of practice based on predetermined formulas. Evaluators will also take into account how educators respond to or apply additional supports and resources designed to promote student learning, as well as their own professional growth and development. Finally, professional judgment gives evaluators the flexibility to account for a wide variety of factors related to individual educator performance, such as: school-specific priorities that may drive practice in one domain, an educator’s number of goals, experience level and/or leadership opportunities, and contextual variables that may impact the learning environment, such as unanticipated outside events or traumas.

The Kentucky Framework for Teaching can be found at the following link: http://education.ky.gov/teachers/PGES/Documents/Kentucky%20Adapted%20Danielson%202011%20Framework%20for%20Teaching.doc

The immediate supervisor is designated as the primary evaluator and the primary evaluator must use the designated categories of evidence in determining overall ratings. The summative evaluation and any written responses to evaluations shall become a part of the official personnel record.

PROFESSIONAL PRACTICE

Professional practice is the first of two broad components of the evaluation of certified teachers/ other professionals. Determination of the level of professional practice is based upon supervisor observation data and review of the teacher/other professional collection of professional work samples. Non-evaluative peer observation feedback and student voice results will help guide professional growth planning and self-reflection.

9

Professional Growth Planning and Self-Reflection The professional growth plan will address realistic, focused, and measurable professional goals. The plan will align with school/district improvement plans and connect data from multiple sources including classroom observation feedback, data on student growth and achievement, and professional growth needs identified through self-assessment and reflection. In collaboration with the administrators, teachers/other professionals will identify explicit goals which will drive the focus of professional growth activities, support, and on-going reflection.

Reflective practices and professional growth planning are iterative processes. All teachers and other professionals will participate in self-reflection and professional growth planning each year. The teacher/other professionals will

document the self-reflection and professional growth planning using the district-approved forms for teachers/other professionals. See Appendix A.

complete and submit the self-reflection and PGP by October 1. Multiple sources of data should be used including the summative reflection and degree of goal attainment from the previous PGP.

complete and submit the self-reflection and PGP within 30 calendar days of hire when the teacher/other professional is hired after September 1.

reflect on his or her current growth needs based on multiple sources of data and identify an area or areas for focus

collaborate with his or her administrator to develop a professional growth plan and action steps

implement the plan reflect on the progress and impact of the plan on his or her professional practice at

the mid-year and summative conferences modify the plan as appropriate

Once the state contribution goals are released, the school principal or their designee will have 30 days to review with teachers/other professionals. PGPs shall be approved by the school principal or their designee no later than October 31.

Observation ProcessBowling Green Schools has adopted the progressive model for observations (minimum of 3 minis and 1 full observation). The observation process is one source of evidence to determine teacher effectiveness that includes supervisor and peer observation for each certified teacher. Both peer and evaluator observations will use the same instruments. The evaluator observation(s) will provide documentation and feedback to measure the effectiveness of a teacher’s professional practice. Only the evaluator observation(s) will be used to inform a summative rating. Peer observation will only be used for formative feedback on teaching practice in a collegial atmosphere of trust and common purpose. NO ratings will be given by the peer observer. The rationale for each type of observation is to encourage continued professional learning in teaching and learning through critical reflection.

10

Mini ObservationsA mini observation shall be a minimum of 20 minutes. A mini observation is focused on look fors, which is evidence that aligns to specific domains and components of the Kentucky Framework for Teaching that either the teacher or evaluator has identified as an area of focus or need.

Observation CycleObservation cycles are outlined below for both tenured and non-tenured certified teaching/other professional staff, as well as for intern teachers.

Observation Cycle for Certified Personnel on a 3-Year CycleCertified personnel who are on a three year cycle and not on a directed growth plan will be on a 3-year evaluation cycle.

The observation cycle, at a minimum, will include . . . Four observations in the summative three-year cycle, including a minimum of

three observations conducted by the evaluator and one observation conducted by the peer.

At least one peer observation must occur in the final year of the three-year cycle. The final observation in year three will be conducted by the evaluator and will be

a full observation. All observations must be documented using the district approved observation

documents. See Appendix A. Summative evaluations must be documented in the state-developed technology

platform.

Observation Cycle for Certified Personnel on a 1-Year Cycle or One Year Directed Cycle or Improvement Plan

The observation cycle, at a minimum, will include . . . At least four observations in the annual cycle, including a minimum of three

observations conducted by the evaluator and one observation conducted by the peer.

The final annual observation will be conducted by the evaluator and will be a full observation.

All observations must be documented using the district approved observation documents. See Appendix A.

Summative evaluations must be documented in the state-developed technology platform.

Observers will make note of the components observed in order to identify opportunities for growth or targets for instructional practice in the next mini observation session. As stated above, the final observation shall be conducted by the evaluator and will be a formal observation consisting of a full class or lesson observation.

Observation Cycle for Intern TeachersWhen the PGES and KTIP systems are merged, the formative and summative results of the KTIP process shall serve as the evaluation plan for intern teachers.

11

Observation ConferencingObservers will adhere to the following observation conferencing requirements:

All teachers/other professionals must submit a pre-observation conference form (Appendix A) and any other supplemental materials that are required by the evaluator at least one (1) working day before any scheduled mini or full observation. The evaluator may require a pre-observation conference.

All other professionals must have a pre-observation conference to determine the "look fors" and clarify the role of the other professional. The pre-observation conference may occur by email, phone or other methods. Before the scheduled observation/workplace visit, the observer needs to familiarize themselves with the framework and the information regarding the other professional's role.

For peer observations, a pre-observation conference form must be submitted to the peer observer at least one (1) working day before the scheduled observation.

Unscheduled mini observations will not require a pre-observation conference form. Post observation conferences will be conducted for all full and mini observations within

five (5) working days of the observation. The summative evaluation conference shall be held at the end of the summative

evaluation cycle and shall include all applicable Professional Growth and Effectiveness data.

Observation Schedule Observations may begin after the evaluation training takes place within 30 calendar

days of reporting for employment each school year. Certified Personnel on a one-year cycle will receive a summative evaluation each year

and must have a minimum of 3 mini observations (two evaluator and one mini observation by the peer) and 1 full observation by April 15 each year. The peer observation must be completed by the end of the 2nd quarter.

o The 1st Observation shall be completed by the end of the first quarter.o The 2nd Observation shall be completed by the end of the second quarter.o The 3rd Observation shall be completed by the end of the third quarter.o The 4th Observation shall be by April 15.o Summative conferences shall be completed by May 1. Summative evaluation

forms are due to the Central Office by May 1. A minimum of two observations (one full and one mini) shall be conducted by the

evaluator and one mini observation by the peer for any teacher/other professional hired on or after 60 school days following the first day on which students report to school.

Certified Personnel on a three-year cycle will receive a summative evaluation every third year. The three year cycle for tenured teachers/other professional will be determined by the first letter of their last name. The chart below shows the summative schedule for tenured teachers:

Last Name Summative Year

A-F 2015-16**

12

G-O 2016-17

P-Z 2017-18

A-F 2018-19

G-O 2019-20

o A minimum of one evaluator mini observation shall occur by April 15 in year 1 and 2 of the three year cycle.

o **For tenured teachers that have their summative year scheduled in 2015-16, an evaluator mini observation must occur in 2014-15 and the peer and full observations must occur in 2015-16. Additional data from previous years may be used to determine the summative ratings.

o The full and the peer mini observation shall occur during the summative year by April 15.

o Summative conferences shall be completed by May 1. Summative evaluation forms are due to the Central Office by May 1.

o Observation windows, timelines, and other requirements may be adjusted by the primary evaluator in special circumstances where the evaluatee has been absent due to extenuating circumstances (which may include weather related school closures) or late hire. The superintendent or other designee shall approve the change and notify the teacher within 5 working days of returning to work.

Observer Certification All administrators serving as a primary evaluator must complete the initial certified evaluation training prior to conducting observations for the purpose of evaluation.

To ensure consistency of observations, evaluators must also be trained, tested and approved using the Proficiency Observation Training for the current approved state platform. The system allows observers to develop a deep understanding of how the four domains of the Kentucky Framework for Teaching (FfT) are applied in observation. There are three sections of the proficiency system:

Framework for Teaching Observer Training Framework for Teaching Scoring Practice Framework for Teaching Proficiency Assessment

The cycle for observation certification established is as follows [NOTE: This evaluation certification cycle mirrors the existing 704 KAR 3:370 related to initial and update training for certified evaluators]:

Year 1 CertificationYear 2 CalibrationYear 3 CalibrationYear 4 Recertification

13

The superintendent shall designate a contact person responsible for monitoring evaluation training and implementing the Professional Growth and Effectiveness System.

All principals, assistant principals, and district level certified administrators shall obtain observation certification within 45 calendar days of hire date. Once a school administrator is hired, a mentor administrator will be available to assist them, as requested, in successful completion of the initial certified evaluation training. The district may also provide additional professional learning opportunities.

Only evaluators who have passed the state-approved proficiency assessment can conduct mini and full observations for the purpose of evaluation.

In cases where the supervisor is not successful in completing or passing the state approved platform after the 2nd attempt, the Superintendent assign a mentor to assist them in successful completion.

In the event a supervisor is unable to conduct an observation, the superintendent shall appoint a principal, assistant principal, or district level personnel (certified through the approved state platform) to conduct observations with the supervisor present. Observation data provided by the substitute observer is considered a valid source of evidence only if the primary evaluator is present in the observation.

Observer CalibrationAs certified observers may tend to experience “drift” in rating accuracy, the district will establish a calibration process to be completed twice each year where certification is not required (see chart under Observer Certification). This calibration process will be completed in years two (2) and three (3) after certification. Calibration ensures: ongoing accuracy in scoring teaching practice; an awareness of the potential risk for rater bias; and that observers refresh their knowledge of the training and scoring practice.

All certified observers will: Use the state approved technology platform for observation certification Complete observer calibration during years two and three of the observer certification

process. Adhere to the calibration schedule set by the district which will take place twice per year

(once at the beginning of the school year and once in the middle of the school year). Observers who obtain RED rating during re-calibration will be assigned (by the

Superintendent) to watch all available practice videos on the state approved platform. Obtain re-certification after year three.

Peer ObservationA peer observer shall be a trained certified school personnel. A Peer Observer will observe, collect, share evidence, and provide feedback for formative purposes only. Peer Observers will not score a teacher’s practice, nor will peer observation data be shared with anyone other than the observee unless permission is granted.

All teachers/other professionals will receive a peer observation in their summative year. All peer observers participating during the summative year observations will complete

the state developed training once every three (3) years. All required peer observations must be documented with time, date and evidence using

the district approved observation form and uploaded to state-approved platform as an

14

artifact. This will allow the principal to know when the peer observation has been completed. See Appendix A.

All peer observations documentation will be accessed only by the observee. In order for teachers to understand the peer observation process, all certified teachers/

other professionals will complete the state approved peer observer training module by the end of the first semester of the first year of peer observation certification.

Peer observers must have at least 3 years of teaching experience and not be in their first year in the district.

Peer observers shall not be on a directed growth plan. School principals will assign peer observers to teachers based on the required criteria

(see above).

Student VoiceThe Student Voice Survey is a confidential, on-line survey that collects student feedback on specific aspects of the classroom experience and teaching practice to promote sustained professional growth and reflective teaching.

All teachers/other professionals will participate in the state-approved student voice survey annually with a minimum of one identified group of students during the state designated window of the school year. Survey data will only be considered when 10 or more students are respondents.

The school principal will determine the student group(s)/sections who will participate in the survey.

The results will be used as a source of evidence for professional practice. Formative years’ data will be used to inform professional practice in the summative

year. All teachers, other professionals, and appropriate administrative staff shall read,

understand, and sign the confidentiality agreement. The Student Voice Survey will be administered between the hours of 7:00 AM and 5:00

PM local time. The survey will be administered in the school. The teacher/other professional (for which the survey is being completed) shall not be

present while students are completing the student voice survey. Proctor(s) shall be assigned by the school principal to administer the Student Voice

Survey to students and they must be employees of the school district. The district student voice survey point-of-contact shall be the Director of Personnel. Timeline for administration will be during the state approved window with an option to

re-administer as time permits during the state approved window. The following accommodations may be made to allow all students equal access to

complete the Student Voice Survey: o Students will have access to a computer for an appropriate amount of time to

take the student voice survey.o In cases where students have individualized educational plans (IEPs), the

appropriate accommodations will be implemented from the IEP.o Translators may be available for students.o The survey may be translated in other languages.

15

Teacher/Other Professionals Collection of Professional Work Samples (Products of Practice)Each teacher/other professional shall assemble a minimum of three professional work samples related to domains 1 and 4 annually. Work samples from domains 2 and 3 may be requested by the evaluator. The collections shall be reviewed by the evaluator as part of the observation cycle. Examples of evidence may include but are not limited to the following:

program review evidence curriculum units lesson plans communication logs lesson reflections, including reflections on walkthroughs, informal peer observations,

etc. analysis of student work samples formative student data records of PLC activities results of collaborative or team activities results of parent involvement activities video lessons, mini lessons, or highly effective student activities engagement in professional activities action research other evidence deemed appropriate by the evaluator

STUDENT GROWTHThe Student Growth Rating will not be part of any school counselor, library media specialist, speech/language pathologist, or instructional specialist summative evaluation for the 2015-16 school year.The student growth measure is comprised of two possible contributions: a state contribution and a local contribution. The state contribution only impacts teachers in the following content areas and grade levels participating in state assessments:

4th – 8th grade Reading 4th _- 8th grade Math

The state contribution is reported using Median Student Growth Percentiles (MSGP). The local contribution uses the student growth goal setting process and applies to all teachers and other professionals in the district, including those who receive MSGP. The following graphic provides a roadmap for determining which teachers receive which contributions:

16

For all other teachers, the student growth measure shall consist solely of progress on a locally-developed student growth goal.

State Contribution – Median Student Growth Percentiles (MSGP) (Reading and Math Grades 4-8)The state contribution for student growth is a rating based on each student’s rate of change compared to other students with a similar test score history (“academic peers”) expressed as a percentile. The rating will be calculated using the MSGPs for the students attributed to the teachers of grades 4-8 math and ELA classes. The scale for determining acceptable growth will be determined by the Kentucky Board of Education and provided to the district by the Kentucky Department of Education.

Local Contribution— Student Growth Goals (SGG) –All teachers and Other ProfessionalsThe local contribution for the student growth measure is a rating based on the degree to which a teacher or other professional meets the growth goal for a set of students over an identified interval of instruction (i.e. trimester, semester, year-long) as indicated in the teacher’s student growth goal (SGG). All teachers/ other professionals, regardless of grade level and content, will develop a SGG for inclusion in the student growth measure. All SGGs will be determined by the teacher/other professional in collaboration with the principal and will be grounded in the fundamentals of assessment quality (clear purpose, clear targets, sound design, effective communication, and student involvement) and reflective of SMART criteria (specific, measurable, achievable, relevant, and time-bound). Development of the goal through grade level teams, PLCs, and other professional collaborative efforts is encouraged.

Rigor-congruency to the Kentucky Core Academic Standards

Comparability- Data collected for the student growth goal must use comparable criteria across similar classrooms (classrooms that address the same standards) to determine progress toward mastery of standards/enduring skills. Examples of similar classrooms might be 6th grade science

17

Do you teach students in grades 4-

8?

Do you teach in the Math or ELA

content areas?

Do your students participate in the

Math or ELAK-PREP Assessment?

LOCAL & STATE CONTRIBUTION

LOCAL CONTRIBUTION

ONLY

NO

NO

NO

YES

YES

YES

classrooms, 3rd grade classrooms, English 1 classrooms, band or art classes. For similar classrooms, teachers would be expected to use common measures or rubrics to determine competency in performance at the level intended by the standards being assessed. Although specific assessments may vary, the close alignment to the intent of the standard is comparable.

Student Growth Goal Criteria The SGG shall be congruent with Kentucky Core Academic Standards or designated

standards for other professionals. The SGG shall also be appropriate for the grade level and content area for which it was developed.

The SGG represents or encompasses an enduring skill, process, understanding, or concept that students are expected to master by taking a particular course (or courses) in school.

The SGG will allow high- and low-achieving students to adequately demonstrate their knowledge and must include a growth target and proficiency target.

The SGG provides access and opportunity for all students, including students with disabilities, ELLs, and gifted/talented students.

The SGG shall be in SMART goal format. The SGG shall be established using the SGG Rigor Rubric (Appendix B). The SGG shall use one of the following common measures for determining student

growth:o Pre/Post Testso Repeated measures (best for alternate settings)o Or other measures listed in “Sources of Evidence for Measuring Student Growth”

section The SGG shall be completed prior to the PGP, and shall be documented according to the

following timeline:o year-long goals: within six weeks of beginning of courseo semester course goals: within four weeks of beginning of courseo nine-week course goals: within one week of beginning of courseo alternative settings: within 5 days of enrollment

The assessment to measure the SGG shall be administered by April 15.

Ensuring Rigor of Student Growth GoalTo fulfill the criteria of measuring student growth at the local level, all teachers/other professionals will develop student growth goals based on the SGG Rigor Rubric (See Appendix B—SGG Rigor Rubric). This will be used to ensure rigor and comparability of the identified goal.

While teachers/other professionals develop goals in consultation with the evaluator, the evaluator shall ensure that the goals meet the “acceptable” standards of the rigor rubric prior to their documentation. Evaluators shall monitor the scoring processes and data collection related to the goal(s) during the observation cycle. Grade level team meetings, PLC’s, and other professional collaborative efforts may contribute to the goal development and monitoring of student progress as appropriate.

Ensuring Comparability of Student Growth Goal

18

At the elementary level, school or district PLCs will determine what common assessments on enduring skills will be and develop universal protocols by jury process for comparable administration procedures and data collection.

At the secondary level, each content level PLC will determine what the common assessment will be and develop universal protocols by jury process for comparable administration procedures and data collection.

To determine comparable scoring at the elementary and secondary levels, district wide performance levels have been adopted. See Table 1 below.

Table 1District-wide Performance Levels

Performance Level Percentage ScoresDistinguished 80% or aboveProficient 70% - 79%Apprentice 50% - 69%High Novice 40% - 49%Medium Novice 30% - 39%Low Novice 29% and below

Sources of Evidence for Measuring Student Growth Pre-Test/Post-Test

The teacher/other professionals and principal may use pre- and post-test results to determine the growth identified in their goal. These assessments can be identical or comparable versions.

For example, a music teacher could evaluate a student’s knowledge of scales using a performance task at the beginning of the year and then again at the end of the year. If the teacher asked students to perform the same four scales, this would be an example of identical assessments; if he or she asked the students to perform different scales, this would be a comparable version of the same assessment. Assessment used in this option must meet the district assurance of rigor and comparability as defined in the previous section.

As another example, a writing assessment that uses an identical prompt may result in more accurate growth scores, but students may not benefit from repeating the exact same writing assignment. Thus, the prompt for the two writing assessments may be different.

Repeated Measures DesignTeachers/other professionals may maintain a record of results on short-term measures that allow students to act on the information obtained from each measure, repeated throughout the length of the SGG. These measures will accompany descriptive feedback rather than quantitative feedback, student involvement in the assessment process, and opportunities for students to communicate their evolving learning while the teaching is in progress. The teacher and principal will then analyze the pattern across the repeated administrations of the measures.

19

For example, early reading teachers may complete weekly running records to track the number of errors that a student makes when reading a text. These repeated measures serve a similar function to a pre- and post-test by illustrating change over time in student learning or performance. Teachers will not utilize repeated measures on which students may demonstrate improvement over time simply due to familiarity with the assessment.

Other MeasuresOther appropriate measures may include . . .

o Literacy design collaborative model o Math design collaborative modelo Authentic performance taskso Problem-based learning

Mid-Year Review The purpose of the mid-year review is to discuss progress made toward obtaining

established student and professional growth goals. The evaluator and teacher shall analyze the data, adjust the instructional strategies as needed, and identify supports needed and next steps to insure the success of the goals.

The mid-year review shall occur by January 31.

OVERALL TEACHER/OTHER PROFESSIONAL PERFORMANCE

Evaluators are responsible for determining an overall performance category for each teacher/other professional at the conclusion of the summative evaluation year. The overall performance category is informed by the educator’s ratings on professional practice and student growth. The evaluator determines the overall performance category based on professional judgment informed by evidence that demonstrates the educator's performance against the domains, district-developed rubrics (see local contribution for student growth), and decision rules that establish a common understanding of performance thresholds to which all educators are held.

Overall Rating of Professional PracticeThe Kentucky Framework for Teaching stands as the critical rubric for providing educators and evaluators with concrete descriptions of practice associated with specific domains. Each element describes a discrete behavior or related set of behaviors that educators and evaluators can prioritize for evidence-gathering, feedback, and eventually, evaluation. Evaluators will analyze evidence for each individual educator based on these concrete descriptions of practice.

Evaluators and educators will be engaged in ongoing dialogue throughout the evaluation cycle. The process concludes with the evaluator’s analysis of evidence and the final assessment of practice in relation to performance described under each domain at the end of an educator’s three-year cycle (tenured staff) or one-year cycle (non-tenured staff, one-year directed cycle, up to 12 month improvement plan).

20

Evaluators shall enter a summative rating in the state approved technology platform for each domain based on their professional judgment of the following evidence:

supervisor’s observation data student voice professional growth plan and self-reflection teacher/other professional collection of professional work samples

Evaluators shall assign a rating of ineffective (I), developing (D), accomplished (A), or exemplary (E) to each domain. The cumulative rating of professional practice shall then be determined by the minimum criteria for each level as shown in decision Table 2 listed below.

Table 2Decision Rules for Teacher’s Overall Professional Practice

Domain Ratings Overall Professional Practice RatingDomains 2 AND 3 are rated INEFFECTIVE INEFFECTIVEDomains 2 OR 3 are rated INEFFECTIVE INEFFECTIVE or DEVELOPINGDomains 1 or 4 are rated INEFFECTIVE INEFFECTIVE or DEVELOPING or ACCOMPLISHEDTwo domains are rated DEVELOPING and two domains are rated ACCOMPLISHED

ACCOMPLISHED

Two domains are rated DEVELOPING and two domains are rated EXEMPLARY

ACCOMPLISHED

Two domains are rated ACCOMPLISHED and two domains are rated EXEMPLARY

EXEMPLARY

The Student Growth Rating will not be part of any school counselor, library media specialist, speech/language pathologist, or instructional specialist summative evaluation for the 2015-16 school year.

Overall Rating of Student GrowthEvaluators shall review student achievement results at the end of the goal period, depending on the length of the course (nine weeks, semester, year-long or alternate settings timeline). Evaluation of the local SGG will be determined according to the following decision rules.

Table 3Decision Rules for Evaluation of Local SGG Rating

Proficiency Component Growth Component

Level of Attainment SGG Rating Level of Attainment SGG Rating

Less than 65% of students meet proficiency targets of the SGG

1--Low Less than 65% of students move up one or more levels from Table 2

1--Low

65%-80% of students meet proficiency targets of the SGG

2--Expected 65%-80% of students move up one or more levels from Table 2

2--Expected

21

More than 80% of students meet proficiency targets of the SGG

3--High More than 80% of students move up one or more levels from Table 2

3--High

The overall student growth rating is a result of a combination of professional judgment and the district-developed instrument for summative student growth ratings. The designed instrument aids the evaluator in applying professional judgment to multiple evidences of student growth over time. The student growth rating must include data from SGG and MSGP (where available), and will be considered in a three year cycle (when available).

Table 4

District Decision Matrix for Determining LOCAL Growth Total of Student Growth Goal Targets (Proficiency and Growth)

Profi

cien

cy T

arge

t High (>80% of target) H,L = Expected H,E = High H,H = HighExpected (65-80% of target) E,L = Expected E,E = Expected E,H = High

Low (<65% of target) L,L = Low L,E = Expected L,H = Expected

Low (<65% of target)

Expected (65-80% of target)

High (>80% of target)

Growth Target

The state and local student growth goal rating criteria listed below shall be used to determine a student growth trend rating.

Each rating will be given a numerical weighting.

LOW = 1 EXPECTED = 2 HIGH = 3

The total ratings will be averaged from the previous three years (if available) and applied to the following scale in Table 5. If three years of student growth ratings are not available, ratings from the previous two years will be averaged. If two years of student growth ratings are not available, then one year will be used (local data from the 2014-15 school year shall not be used to determine student growth ratings).

22

Table 5

RANKING AVERAGE SCORE

Low 1.0 – 1.49

Expected 1.50-2.49

High 2.50-3

In addition to a local contribution, teachers in grades 4-8 in Reading and Math will have a state contribution for student growth expressed as a percentile. The scale for determining growth will be provided by the Kentucky Board of Education.

For teachers that have both Math and ELA MSGP, the two ratings will be averaged based on the numerical rating for Low, Expected and High (see above). For example, if a teacher gets a score of low (1) for math and expected (2) for reading then the averaged numerical weight would be 1.5 which would score expected on the chart above (Table 5). This would be the teacher’s state growth goal ranking – expected.

Table 6 (below) combines both state and local SGG into one overall SGG rating. The decision rules from Table 6 will be used to rate overall growth as low, expected, or high.

Table 6

OVERALL GROWTH RATING—SINGLE YEAR

STAT

E GR

OW

TH R

ATIN

G

HIGH EXP EXP HIGH

EXP LOW EXP HIGH

LOW LOW EXP EXP

LOW EXP HIGH

LOCAL GROWTH RATING

Determining the Overall Performance CategoryThe overall performance category process described below will be implemented to determine an educator’s overall performance category. An educator’s overall performance category is determined using the following steps:

23

Determine the individual domain ratings through the use of sources of evidence and professional judgment.

Apply State Decisions Rules for determining an educator’s professional practice rating (Table 2).

Use local student growth goal tables (Tables 3-6) to determine overall student growth rating.

Apply state overall decision rules for determining educator’s overall performance category (Table 7).

All summative ratings must be recorded in the department-approved technology platform.

Table 7

Decision Rules for Teacher’s Overall Performance Category

Professional Growth Plan and Summative CycleBased on the overall professional practice and student growth ratings, evaluators will assist teachers/other professionals to determine the type of professional growth plan and the length of the summative cycle (three-year maximum).

24

CRITERIA FOR DETERMINING A TEACHER’S/OTHER PROFESSIONAL’S OVERALL PERFORMANCE CATEGORY

25

SECTION 3: PRINCIPAL AND ASSISTANT PRINCIPAL EVALUATIONS

26

Professional Growth and Effectiveness System – Principal and Assistant Principal

The vision for the Professional Growth and Effectiveness System (PGES) is to have every school led by an effective principal. The goal is to create a fair and equitable system to measure principal effectiveness and act as a catalyst for professional growth.

Overview of Components and Summative ModelEvaluators will look for trends and patterns in practice across multiple types of evidence and apply their professional judgment based on this evidence when evaluating a principal. The role of evidence and professional judgment in the determination of ratings on standards and an overall rating is paramount in this process. However, professional judgment is grounded in a common framework: the Principal Performance Standards.

27

PROFESSIONAL JUDGMENT &

STATE-DETERMINED DECISION RULES

establishing a common understanding of

performance thresholds to which all

educators are held

STATE CONTRIBUTION: High, Expected, Low Growth Rating

PROFESSIONAL JUDGMENT AND

DISTRICT-DETERMINED

RUBRICS

LOCAL CONTRIBUTION: High, Expected, Low Growth Rating

STUDENT GROWTH RATINGS

PERFORMANCE TOWARD

TRAJECTORYANDLocal Contribution –

Student Growth Goals

(SGGs) based on school need

SOURCES OF EVIDENCE TO INFORM STUDENT

GROWTH

State Contribution – ASSIST/NGL Goal

SOURCES OF EVIDENCE TO INFORM

PROFESSIONAL PRACTICE

STANDARD 1: Instructional LeadershipSTANDARD 2: School Climate

STANDARD 3: Human Resource Management

STANDARD RATINGS

PROFESSIONAL JUDGMENT

STUDENT GROWTH

PROFESSIONAL PRACTICE

OVERALL PERFORMANCE

CATEGORY

STANDARD 4: Organizational Management

Professional Growth Plans and Self- ReflectionSite-VisitsVal-Ed 360°Working Conditions Growth Goal

STANDARD 5: Communication & Community Relations

STANDARD 6: Professionalism

Principal Performance StandardsPrincipals and assistant principals will be evaluated annually. The Principal Performance Standards are designed to support student achievement and professional best-practice through the standards of Instructional Leadership; School Climate; Human Resource Management; Organizational Management; Communication & Community Relations; and Professionalism. Included in the Performance Standards are performance indicators that provide examples of observable, tangible behaviors that provide evidence of each standard. The Performance Standards provide the structure for feedback for continuous improvement through individual goals that target professional growth, thus supporting overall student achievement and school improvement. Evidence supporting a principal’s professional practice will be situated within one or more of the 6 standards. Performance will be rated for each standard according to the four performance levels: Ineffective, Developing, Accomplished, and Exemplary. It is important to note that the expected performance level is “Accomplished,” but a good rule of thumb is that it is expected that a principal will “live in Accomplished but occasionally visit Exemplary”. The summative rating will be a holistic representation of performance, combining data from multiple sources of evidence across each standard.

The use of professional judgment based on multiple sources of evidence promotes a more holistic and comprehensive analysis of practice, rather than over-reliance on one individual data point or rote calculation of practice based on predetermined formulas. Evaluators will also take into account how principals respond to or apply additional supports and resources designed to promote student learning, as well as their own professional growth and development. Finally, professional judgment gives evaluators the flexibility to account for a wide variety of factors related to individual principal performance. These factors may include school-specific priorities that may drive practice in one standard, an educator’s number of goals, experience level and/or leadership opportunities, and contextual variables that may impact the learning environment, such as unanticipated outside events or traumas.

Evaluators must use the following categories of evidence in determining overall ratings:

Required Sources of Evidence o Professional Growth Planning and Self-Reflectiono Site-Visitso Val-Ed 360°o Working Conditions Goal (Based on TELL KY)o State and Local Student Growth Goal data

Evaluators may use the following categories of evidence in determining overall ratings:

o Other Measures of Student Learningo Products of Practiceo Other Sources (e.g. surveys) deemed appropriate by the evaluator

28

Professional PracticeThe following sections provide a detailed overview of the various sources of evidence used to inform professional practice ratings.

Professional Growth Planning and Self-Reflection – (completed by principals & assistant principals)The professional growth plan will address realistic, focused, and measurable professional goals. The plan will connect data from multiple sources including site-visit conferences, data on student growth and achievement, and professional growth needs identified through self-assessment and reflection. Self-reflection improves principal practice through ongoing, careful consideration of the impact of leadership practice on student growth and achievement.

All principals and assistant principals will participate in self-reflection and professional growth planning each year.

Principals and assistant principals will submit their self-reflections and professional growth plans within two weeks of the public release of state assessment results.

The principal PGPs shall be approved by the superintendent within two weeks of submission.

For principals and assistant principals that are hired after the start of the school year, a self-reflection and professional growth plan shall be submitted within their first 30 work days.

For principals, the self-Reflection and professional growth plan will be submitted in a format set by the superintendent, reviewed by the superintendent, and discussed with the principal as needed.

For assistant principals, the self-reflection and professional growth plan will be submitted in a format set by the principal, reviewed by the principal, and discussed with the principal as needed.

Site-VisitsSite visits are a method by which the superintendent may gain insight into the principal’s practice in relation to the standards. During a site visit, the superintendent will discuss various aspects of the job with the principal, and will use the principal’s responses to determine issues to further explore with the faculty and staff. Additionally, the principal may explain the successes and trials the school community has experienced in relation to school improvement.

Site visits will be conducted at least twice each year. (Formal site-visits are not required for the assistant principal.)

The superintendent shall conduct at least one site visit in the fall semester and at least one site visit in the spring semester by April 15.

If a principal is hired after mid-year, two formal site-visits will be required. Evidences obtained from the site visits will be documented by the Superintendent

and shared with the principal. If a site visit post conference is conducted, written documentation will be provided

to the principal.

29

ConferencingCompleted by supervisor of principal—formal site visits are not required for assistant principals.

The superintendent, as needed, will conduct a site visit post conference within ten (10) working days of each site visit.

After the first site visit, a mid-year review conference shall occur that includes the following:

o discuss first observation/site visit and provide feedback o share progress toward Student Growth Goal o discuss each principal performance standard--determine if any

documentation is needed o questions/concerns/comments o set tentative date for end of year review

After the second site visit, an end-of-year review conference shall occur that includes the following:

o discuss second observation/site visit and provide feedback o share progress toward student growth goal o share progress toward professional growth goal o discuss progress of each principal performance standard-determine if any

other documentation is needed o discuss overall rating based on professional practice and student growth o questions/concerns/comments

Val-Ed 360°Completed for principals—not completed for assistant principalsThe VAL-ED 360° is an assessment that provides feedback on a principal’s learning-centered behaviors by using input from the principal, his/her supervisor, and teachers. All teachers will participate in the Val-Ed 360°. The results of the survey will be included as a source of data to inform each principal’s professional practice rating.

The director of personnel will serve as the point of contact for overseeing and administering the Val-Ed 360°.

The VAL-ED 360° will be conducted at least once every two years in the school year that the TELL Kentucky Survey is not administered.

The first administration of the Val-Ed 360° will be administered within the fall semester. Additional administrations of the Val-Ed 360° may be administered at the discretion of the principal and superintendent.

The results of the Val-Ed 360° will be included as a source of data to inform the development of the principal’s professional growth plan and the principal’s professional practice rating.

The superintendent, principal, and the Val-Ed Point of contact will have access to the Val-Ed 360° results.

If a principal is hired after the fall administration of the Val-Ed 360° survey, a spring administration of Val-Ed 360° will be required.

30

Working Conditions Goal for Building PrincipalGoal inherited by Assistant Principal Principals are responsible for setting one or more two-year working conditions goals within two weeks of the public release of state assessment results. The working conditions goals shall be based on the most recent TELL Kentucky Survey results and any additional relevant data which might include VAL-ED surveys or other school level documentation such as a local employee satisfaction survey. The principal will develop a working conditions growth goal statement that will identify a measurable target that the principal will set and will be addressed during the next 2 school years. A mid-point review of the progress toward obtaining the working conditions goal will be conducted by the superintendent with the principal. The mid-year review of the working conditions goal may be conducted at the end-of-the-year review with the superintendent. At the mid-point review, the school principal will provide documentation of evidences to the superintendent of the working conditions goal.

The 50/50 committee adapted the working conditions goal development protocol that is outlined below:

Working Conditions Goal Development ProtocolKey Component: Acceptable Needs RevisionFocuses on principal performance standards

Identifies an area related to current school needs

Includes target focused on sustained improvement

References adequate data sources

Focuses on one or more standards relevant to working conditions survey results Identifies a specific area of working conditions that has strong potential to impact student learning

Includes clear, specific target(s) with strong potential for long-term impact

Clear connection between goal and relevant, meaningful data sources for monitoring and measuring results

Focuses on a standard not relevant to the working conditions survey results

Fails to address a specific area of working conditions or limited potential to impact student learning

Target not clear or specific; or focuses on minor issue with limited potential for long-term impact

Data sources unidentified or appear to be inconsistent or inadequate to monitor progress or measure results

Below is a rubric that will be used by the principal and superintendent when setting the working conditions growth goal. An “Accomplished” result is the expected outcome from the goal. To achieve “Exemplary” the goal must be exceeded.

Ineffective Developing Accomplished Exemplary % and below %-% %-% % and above

31

Example-A principal has identified a WCG area and has set a goal to increase from 21% to 50% agreement on an identified question(s).

The rubric with a built in range of + or - 10% would be:Ineffective Developing Accomplished Exemplary 21% and below 22%-44% 45%-55% 55% and above

The superintendent shall conduct a midpoint review of the working conditions goal which will take place at the end of the first year of a two-year cycle. Additional surveys or evidence that are mutually agreed upon by the superintendent and principal may also be used to inform development and evaluation of the working conditions goal(s). It is the responsibility of the principal to provide evidence related to working conditions goal(s) to the superintendent.

Principal Collection of Professional Work Samples/Other Sources of Evidence (Products of Practice)Principals and assistant principals may provide additional evidence to support assessment of their professional practice. This evidence should provide information related to the principal’s/assistant principal’s practice within the domains. Examples of artifacts may include but are not limited to the following . . .

a collection of instructional leadership work samples SBDM meeting agendas and minutes faculty meeting agendas and minutes department/grade level team/PLC agendas and minutes leadership team meeting agendas and minutes walk-through documentation budgets EILA/professional learning experience documentation analysis of survey results professional organization memberships and leadership roles parent/community engagement survey results results of parent/community engagement activities school schedules, including master schedule and calendars other artifacts as requested by the superintendent

Student Growth Goals (SGG)

The following sections provide a detailed overview of the various sources of evidence used to inform student growth ratings. At least one of the student growth goals set by the principal must address gap populations. Assistant principals will inherit the SGG (both state and local contributions) of the principal.

The local and state student growth goals will be submitted to the superintendent within two weeks of the public release of state assessment results. The superintendent will approve the goals within two weeks after submission.

32

Student Growth Goals (SGG) shall consist of two goals: a state contribution in the form of a school report card (accountability) goal and a local contribution in the form of an ASSIST (school improvement plan) goal.

State Contribution–ASSIST/Next Generation Learners Accountability Goal Based on Trajectory(Goal automatically adopted by assistant principals) Principals are responsible for setting at least one student growth goal that is tied directly to the Next Generation Learners Accountability system based on trajectory and the comprehensive school improvement plan located in ASSIST. This goal shall be based on Gap population unless the local goal is based on the Gap population. The superintendent and the principal will meet to discuss the trajectory for the goal and determine any interim goals as needed. They will also establish the year’s goal that contributes toward reaching the long-term target. New goals are identified each year based on the ASSIST goals. The goal should be customized for the school year with the intent of helping improve student achievement and reaching the long term goals through on-going improvement. If the school does not receive state level data, the principal will construct two local student growth goals.

Local Contribution–ASSIST (School Improvement Plan) Goal(Goal automatically adopted by assistant principals) Each principal will be required to develop one (1) local growth goal. The goal should be customized for the current school year based on the annual ASSIST goals. At least one student growth goal set by the principal must address achievement level of a significant gap group if not already addressed by the state goal. The local growth goal process includes:

determining needs based on gap population (unless State goal is based on Gap population)

creating specific growth goals based on baseline data creating and implementing leadership and management strategies monitoring progress through on-going data collection determining goal attainment

Rubrics for Determining High, Expected, and Low Growth with State and Local SGG For each student growth goal, the district has developed a process for determining high, expected, and low growth. The principal in collaboration with the superintendent develops decision rules and/or rubrics to measure high, expected and low growth on each specific goal. Both growth goals will define expected growth at + or -10% and establish acceptable range for student growth across the district.

High Growth (3): More than 10% above Goal Expected Growth (2): + or – 10% of Goal Low Growth (1): More than 10% below goal

Overall Principal/Assistant Principal PerformanceSuperintendents are responsible for determining an overall performance category for each principal at the conclusion of their summative evaluation year. The overall performance category is guided by the principal’s ratings on professional practice and student growth.

33

Rating Overall Professional PracticeThe overall rating for professional practice shall be recorded in the department-approved technology platform by May 15. Based on the superintendent’s professional ratings of the principal’s professional growth plans/self-reflection, site-visit results, and working conditions goal results, and any other district-defined sources of data, the superintendent shall assign a rating of ineffective (1), developing (2), accomplished (3), or exemplary (4). Based on the individual ratings for each standard, the overall professional practice rating will be determined by the superintendent using the state decision rules table (Table 1P).

Table 1P

State Decision Rules for Principal’s & Asst. Principal’s Overall Professional Practice

If … Then …Principal or Assistant Principal is rated Exemplary in at least four of the standards and no standard is rated Developing or Ineffective

Professional Practice Rating shall be Exemplary

Principal or Assistant Principal is rated Accomplished in a least four standards and no standard is rated ineffective

Professional Practice Rating shall be Accomplished

Principal or Assistant Principal is rated Developing in at least five standards

Professional Practice Rating shall be Developing

Principal or Assistant Principal is rated ineffective in two or more standards

Professional Practice Rating shall be Ineffective

34

STANDARD 4: [I,D,A,E]

STANDARD 3: [I,D,A,E]

STANDARD 2: [I,D,A,E]PROFESSIONAL

JUDGMENT

SOURCES OF EVIDENCE TO INFORM PROFESSIONAL PRACTICE

STANDARD 1: [I,D,A,E]

STANDARDS RATINGS

PROFESSIONAL PRACTICE

REQUIRED• Professional Growth Plans and

Self-Reflection• Site-Visit• Val-Ed 360°/Working

ConditionsOPTIONAL

• Other: District-Determined – Must be identified in the CEP

Rating Overall Student GrowthOverall student growth rating results are from a combination of professional judgment and the district-developed instrument. The instrument is designed to aid the evaluator in applying professional judgment to multiple evidences of student growth over time. Student growth ratings must include data from both the local and state contributions. These ratings will be determined using up to three years of data (when available).

Both the state and local goal will be given a numerical weighting.

– LOW = 1– EXPECTED = 2– HIGH = 3

When a principal has established three years of trend data for SGG the principal will have a ranking based on an average of the three year score. The total rankings will be averaged from the previous three years (if available) and applied to the following scale (Table 2P) and recorded in the department-approved technology platform by May 15.

Table 2P

RANKING AVERAGE SCORE

Low 1.0 – 1.49

Expected 1.50-2.49

High 2.50-3

35

PROFESSIONAL JUDGMENT AND

DISTRICT-DETERMINED

RUBRICS

SOURCES OF EVIDENCE TO INFORM STUDENT GROWTH

STUDENT GROWTH [H,E,L]

STUDENT GROWTH RATING

STUDENT GROWTH

STATE ASSIST/NGL Goal

LOCAL• Based on school need

An individual rating will be determined for the local and state student growth goals, based on Table 3P. Each year’s results should be averaged for the duration of the evaluation cycle to determine an overall rating for student growth and recorded in the state-approved technology platform.

Table 3P

OVERALL GROWTH RATING—SINGLE YEAR

STAT

E GR

OW

TH R

ATIN

G

HIGH EXP EXP HIGH

EXP LOW EXP HIGH

LOW LOW EXP EXP

LOW EXP HIGH

LOCAL GROWTH RATING

Determining the Overall Performance CategoryA principal’s overall performance category is determined by the evaluator based on the principal’s ratings on professional practice and student growth. The evaluator will use the state-approved decision rules (Table 4P) for determining the overall performance category. The overall performance category summative rating shall be recorded in the department-approved technology platform by May 15.

Table 4P

36

CRITERIA FOR DETERMINING A PRINCIPAL’S OVERALL PERFORMANCE CATEGORY

Professional Growth Plan and Summative CycleBased on the overall professional practice rating and student growth rating, evaluators will determine the type of professional growth plan required of the principal/assistant principal based on the table below.

37

Table 5P

Student Growth Rating

38

Sample Principal PGES CycleThe following chart shows the required components for principals and assistant principals over the two year process. All principals and assistant principals will be evaluated every year.

Two Year Cycle of the PPGES

39

Review Accountability and ASSIST Goal Results & Set

SGG/PGP & Update Working Conditions 2-year Goal

Administer TELL Survey

2014-15

End-of-Year Review with Superintendent

Site-Visit by Superintendent

Mid-Year Review with Superintendent

Site-Visit by Superintendent

Administer Val-Ed

Review Accountability and ASSIST Goal Results Set SGG/PGP & Working Conditions 2-year Goal

July 2015

2015-16

End-of-Year Review with Superintendent

Mid-Year Review with Superintendent

Site-Visit by SuperintendentSite-Visit by Superintendent

July 2014

40

41

SECTION 4: DISTRICT LEVEL PROFESSIONALSDistrict Level Professionals are certified administrators other than principals and assistant principals which include the Associate Superintendent, Directors, and School Psychologists.

42

DISTRICT-LEVEL CERTIFIED PROFESSIONALS EVALUATION GUIDELINESDistrict-level certified professionals shall be evaluated annually and include individuals who are employed in the following positions: Associate Superintendent, Directors, and School Psychologists.

The formative stage will be a continuous cycle of gathering evaluation information based on predetermined criteria in the district plan. All observations or monitoring of performance of district-level certified professionals shall be conducted openly. On the formative evaluation instrument, the primary evaluator will mark meets, needs growth or does not meet for every performance criteria listed. If marked needs growth, the primary evaluator will discuss professional growth activities and document the activities on the professional growth activities section of the formative evaluation instrument.

The summative stage includes a summary of all the information gathered during the formative stage. All summative evaluations shall be in writing on the district evaluation form. A copy shall be provided to each person evaluated. The summative evaluation and any written responses to evaluations shall become a part of the official personnel record. The primary evaluator will mark meets, needs growth, or does not meet for every standard listed. The primary evaluator will complete all parts of the summative evaluation instrument.

All district-level certified professionals must meet the district’s standards to continue their employment. In the case of non-tenured employees the evaluator should not recommend the employee for tenure unless the employee meets the district’s standards in all categories. In the case of tenured district-level certified professionals, it is expected that the professional shall meet the district’s standards in all categories. A directed growth plan for any standard that is not met shall be written for the district-level certified professional whose contract is renewed. A district-level certified professional with a continuing contract who does not meet the district’s standards in all categories shall have a directed growth plan. Each directed growth plan shall be developed under the direction and guidance of the primary evaluator.

EVALUATION PROCEDURESThe district will train the primary evaluators in the evaluation process. The performance-based evaluation system includes two stages, formative and summative. The evaluation criteria and process used to evaluate district-level certified professionals shall be explained to and discussed no later than the end of the first month of reporting for employment for each school year.

In addition to the formal observations, the evaluation can be based upon many methods, including informal contacts, general knowledge of the individual, input from students and parents, and general observation by the evaluator.

The immediate supervisor of the district-level certified school employee shall be designated as the primary evaluator. Additional trained administrative personnel may be used to observe and provide information to the primary evaluator.

43

All evaluations shall be signed by the evaluator and evaluatee indicating that the evaluation has been seen and a conference held. A copy of all evaluations on approved district forms will be given to the person evaluated. All summative evaluations will be in writing on approved district forms and will become a part of the individual’s official personnel file.

PROFESSIONAL GROWTH PLANSAn individual professional growth plan that is aligned with the school and/or district improvement plan for the upcoming school year shall be developed by all district-level certified personnel and submitted to the central office by October 1. Individual professional growth plans shall be reviewed annually.

OBSERVATIONS FOR DISTRICT-LEVEL CERTIFIED PROFESSIONALSA summative evaluation shall occur annually. The evaluation process shall include a minimum of one (1) formal observation for district-level certified professionals having tenure in the district and a minimum of two (2) formal observations for district-level certified professionals not having tenure in the district. Each formal observation will be for a minimum of one hour. In the event that the first observation of a tenured district-level certified professional is unsatisfactory, at least one additional observation must be completed. Additional formal and informal observations may be conducted on tenured and non-tenured district-level certified professionals whose observation results are unsatisfactory or requested by the evaluatee or evaluator. All formal observations shall include a post-observation conference. The post-observation conference shall occur within five (5) working days following the formal observation.

TIMELINE FOR DISTRICT-LEVEL CERTIFIED PROFESSIONALS NOT HAVING TENURE IN THE DISTRICT

Orientation Within the first month of employmentIndividual Professional Growth Plan Submitted to Central Office by October 1First Formal Observation Before the end of the first semesterSecond Formal Observation Before April 15Summative Evaluation Submitted to Central Office by May 1

TIMELINE FOR DISTRICT-LEVEL CERTIFIED PROFESSIONALS HAVING TENURE IN THE DISTRICTOrientation Within the first month of employmentIndividual Professional Growth Plan Submitted to Central Office by October 1Formal Observation Before April 15Summative Evaluation Submitted to Central Office by May 1

The superintendent shall be evaluated annually by the board and the evaluation shall be discussed with the superintendent. The superintendent shall submit an individual professional growth plan to the board annually, and in accordance with KRS 156.557, the board shall establish the continuing professional development requirements of the superintendent.

44

BOWLING GREEN INDEPENDENT SCHOOLSFORMATIVE OBSERVATION FOR SCHOOL PSYCHOLOGIST

Tenured_____ Non-Tenured_____ School/Work Site_____________________________

Evaluatee/Observer_____________________ Position______________________________________

Evaluator/Observer______________________ Date(s) of Conference/Analysis____________________

Evaluator and evaluatee discuss and complete prior to developing the psychologist’s professional growth plan. This analysis document is the summary of data collected for formative purposes such as: observations, professional development activities, portfolio entries, products, work samples, reports, etc.

Standard/Performance Criteria

Performance, Product, and/or Portfolio Ratings

Professional Growth Activities Discussed

1: The school psychologist administers and interprets educational assessments. Meets

Growth Needed

Does Not

Meet N/A1.1 Assists in early identification of student learning and/or personal adjustment problems.1.2 Conducts assessments appropriate to the focus of concern and according to prevailing professional standards.1.3 Conducts assessments with consideration to the characteristics of the student or group of students (including ethnic, cultural, socio-economic, and handicapping considerations).1.4 Assists in identifying factors in the learning environment that may affect the student and assessing their degree of impact.1.5 Integrates data from assessment procedures and develops hypotheses relative to (1) instructional and educational programming and (2) program eligibility and placement.1.6 Assists in planning and developing intervention programs.

Overall Rating for Summative Evaluation

Comments:

45

2: The school psychologist provides direct interventions for students. Meets

Growth Needed

Does Not

Meet N/A

Professional Growth Activities Discussed

2.1 Counsels students on educational and personal adjustment issues.2.2 Evaluates effectiveness of individual and group interventions and modifies interventions based on data collected.

Overall Rating for Summative Evaluation

Comments:

3: The school psychologist provides consultation and training. Meets

Growth Needed

Does Not

Meet N/A

Professional Growth Activities Discussed

3.1 Consults with teachers, other school staff and parents about ways to facilitate learning and social skills development for individuals or groups of students.3.2 Serves as liaison and provides coordination between the school system and other agencies to facilitate services for students and families.3.3 Interprets educational policies, programs, and procedures related to psychological services.3.4 Provides information and/or training in the applications of learning theory, child development, and other psychological principles for school personnel and parents.3.5 Plans and implements professional development for staff and/or parents as requested.

Overall Rating for Summative Evaluation

Comments:

46

4: The school psychologist assists in the development and implementation of a system of interventions for struggling students. Meets

Growth Needed

Does Not

Meet N/A

Professional Growth Activities Discussed

4.1 Works with others to develop programs and strategies to maximize learning for students.4.2 Assists in evaluating the effectiveness of intervention systems.4.3 Assists school personnel in analyzing, interpreting, and disseminating results of Response to Intervention.

Overall Rating for Summative Evaluation

Comments:

5: The school psychologist develops and implements a comprehensive School Psychology Program. Meets

Growth Needed

Does Not

Meet N/A

Professional Growth Activities Discussed

5.1 Assists in the development of a comprehensive School Psychology Program for all students.5.2 Adheres to established program, goals, priorities and objectives.5.3 Assists in evaluating the effectiveness of the School Psychology Program.5.4 Adheres to all state and federal regulatory guidelines and due process timelines for School Psychology Services.5.5 Delivers services consistent with the National Association of School Psychologists (NASP) ethical principles and professional standards of practice.5.6 Works collaboratively to ensure students’ rights and welfare in the school and community.5.7 Engages in continuing professional and personal growth activities based on personal needs assessment. 5.8 Maintains confidentiality with respect to personally identifiable student information.5.9 Demonstrates effective use of resources, including technology, to implement the School Psychology Program.

Overall Rating for Summative Evaluation

Comments:

47

6: The school psychologist performs professional and leadership responsibilities. Meets

Growth Needed

Does Not

Meet N/A

Professional Growth Activities Discussed

6.1 Demonstrates leadership that enhances student learning and/or the professional environment of the school6.2 Follows the policies and procedures of the school and district6.3 Assumes responsibilities outside the classroom as related to school6.4 Demonstrates school psychologist responsibilities consistent with the missions to which school/council/district are committed6.5 Maintains acceptable personal attendance and is punctual6.6 Performs duties consistent with school, community goals, and administrative regulations6.7 Adheres to the professional code of ethics6.8 Demonstrates professional growth

Overall Rating for Summative Evaluation

Comments:

7: The school psychologist communicates effectively and maintains effective interpersonal relationships. Meets

Growth Needed

Does Not

Meet N/A

Professional Growth Activities Discussed

7.1 Effectively communicates knowledge and ideas orally to individuals and groups.7.2 Effectively communicates knowledge and ideas in writing.7.3 Maintains effective interpersonal relationships with students, parents and staff.

Overall Rating for Summative Evaluation

Comments:

Notes Regarding Overall Standard Ratings*If any one indicator is marked as “Does Not Meet”, the overall rating of the standard cannot exceed “Growth Needed”.*To receive an overall rating of “meets” on a standard, a majority of the indicators must be met.

48

Formative Conference Date:Evaluator Comments Evaluatee Comments

Evaluator Signature and Date Signed Evaluatee Signature and Date Signed

Evaluatee signature denotes discussion and receipt of this document, but does not necessarily mean agreement with the information contained within this document.

49

BOWLING GREEN INDEPENDENT SCHOOLSSCHOOL PSYCHOLOGIST SUMMATIVE EVALUATION FORM

This summative evaluation form summarizes the holistic evaluation of all data collected including formative data, products and performances, portfolio materials, professional development activities, conferences, formal and informal observations, and other documentation.

Evaluatee/Observee________________________ Content Area_______________ Grade(s)______

Check One: Intern_____ Non-Tenured_____ Tenured_____

Evaluator/Observer________________________ Position____________________________________

School/Site_____________________________________________________________________________

Formative Conference Dates 1st__________ 2nd__________ 3rd__________ 4th__________

Teacher Standards:

Ratings

MeetsGrowth Needed

*Does Not Meet

1: The school psychologist administers and interprets educational assessments.2: The school psychologist provides direct interventions for students.3: The school psychologist provides consultation and training.4: The school psychologist assists in the development and implementation of a system of interventions for struggling students.5: The school psychologist develops and implements a comprehensive School Psychology Program.6: The school psychologist performs professional and leadership responsibilities. 7: The school psychologist communicates effectively and maintains effective interpersonal relationships.

Overall Rating*Any rating in the “does not meet” column requires the development of a Directed Growth Plan.

NOTE: To be eligible for a continuing contract (i.e. tenure) an employee must meet the District’s standards in all categories.The Professional Growth Plan reflects a need to acquire further knowledge/skills in the standard number(s) checked:

1 ___ 2 ___ 3 ___ 4 ___ 5 ___ 6 ___ 7 ___

Evaluatee’s Comments: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evaluator’s Comments: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Employment Recommendation to Superintendent:_____ Recommended for reemployment_____ Recommended for reemployment with conditions (Must attach Directed Growth Plan)_____ Not Recommended for re-employment

This section to be completed and signed after all information above has been completed and discussed:Evaluatee: ___ Agrees with this summative evaluation

___ Disagrees with this summative evaluation ________________________ ___________Signature Date

Evaluator: ________________________ ___________Signature Date

Any certified employee may within 5 working days of the summative evaluation conference, file an appeal with the district appeals panel utilizing the request form provided in the Bowling Green Independent Schools District Certified Growth and Evaluation Plan.

50

BOWLING GREEN INDEPENDENT SCHOOLS

FORMATIVE OBSERVATION EVALUATION FOR ADMINISTRATORS

Tenured_____ Non-Tenured_____ School/Work Site_____________________________

Evaluatee/Observee_____________________ Position______________________________________

Evaluator/Observer______________________ Date(s) of Conference/Analysis____________________

Evaluator and evaluatee discuss and complete prior to developing the administrator’s professional growth plan. This analysis document is the summary of data collected for formative purposes such as: observations, professional development activities, portfolio entries, products, work samples, reports, etc.

Standard/Performance Criteria

Performance, Product, and/or Portfolio Ratings

Professional Growth Activities Discussed

1: An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.The education leader promotes the success of every student by: Meets

Growth Needed

Does Not

Meet N/A1. collaboratively developing and implementing a shared vision and mission2. collecting and using data to identify goals, assess organizational effectiveness, and promote organizational learning3. creating and implementing plans to achieve goals4. promoting continuous and sustainable improvement5. monitoring and evaluating progress and revising plans6. demonstrates professional growth

Overall Rating for Summative EvaluationComments:

2: An education leader promotes the success of every student by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

Performance, Product, and/or Portfolio Ratings

Professional Growth Activities Discussed

The education leader promotes the success of every student by: Meets

Growth Needed

Does Not

Meet N/A1. nurturing and sustaining a culture of

51

collaboration, trust, learning, and high expectations2. creating comprehensive, rigorous, and coherent curricular program3. creating a personalized and motivating learning environment for students4. supervising instruction5. developing assessment and accountability systems to monitor student progress6. developing the instructional and leadership capacity of staff7. maximizing time spent on quality instruction8. promoting the use of the most effective and appropriate technologies to support teaching and learning9. monitoring and evaluating the impact of the instructional program10. maintaining acceptable personal attendance and is punctual

Overall Rating for Summative EvaluationComments:

3: An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.

Performance, Product, and/or Portfolio Ratings

Professional Growth Activities Discussed

The education leader promotes the success of every student by: Meets

Growth Needed

Does Not

Meet N/A1. monitoring and evaluating the management and operational systems2. obtaining, allocating, aligning, and efficiently utilizing human, fiscal, and technological resources3. promoting and protecting the welfare and safety of students and staff4. developing the capacity for distributive leadership5. ensuring teacher and organizational time is focused to support quality instruction and student learning

Overall Rating for Summative EvaluationComments:

4: An education leader promotes the success of every student by

Performance, Product, and/or Portfolio Ratings

Professional Growth Activities Discussed

52

collaborating with faculty and community members, responding to diverse community interests and needs and mobilizing community resources.The education leader promotes the success of every student by: Meets

Growth Needed

Does Not

Meet N/A1. collecting and analyzing data and information pertinent to the educational system2. promoting understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources3. building and sustaining positive relationships with families and caregivers4. building and sustaining productive relationships with community partners

Overall Rating for Summative EvaluationComments:

5: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.

Performance, Product, and/or Portfolio Ratings

Professional Growth Activities Discussed

The education leader promotes the success of every student by: Meets

Growth Needed

Does Not

Meet N/A1. ensuring a system of accountability for every student’s academic and social success2. modeling principles of self-awareness, reflective practice, transparency, and ethical behavior3. safeguarding the values of democracy, equity, and diversity4. considering and evaluating the potential moral and legal consequences of decision making5. promoting social justice and ensuring that individual student needs inform all aspects of schooling

Overall Rating for Summative EvaluationComments:

6: An education leader promotes the success of every student by

Performance, Product, and/or Portfolio Ratings

Professional Growth Activities Discussed

53

understanding, responding to, and influencing the political, social, economic, legal, and cultural context.The education leader promotes the success of every student by: Meets

Growth Needed

Does Not

Meet N/A1. advocating for children, families, and caregivers2. acting to influence local, district, state, and national decisions affecting student learning3. assessing, analyzing, and anticipating emerging trends and initiatives in order to adapt leadership strategies

Overall Rating for Summative EvaluationComments:

Notes Regarding Overall Standard RatingsFormative Conference Date:Evaluator Comments Administrator Comments

Evaluator Signature and Date Signed Administrator Signature and Date Signed

Administrator signature denotes discussion and receipt of this document, but does not necessarily mean agreement with the information contained within this document.

*If any one indicator is marked as “Does Not Meet”, the overall rating of the standard cannot exceed “Growth Needed”.*To receive an overall rating of “meets” on a standard, a majority of the indicators must be met.

BOWLING GREEN INDEPENDENT SCHOOLSADMINISTRATOR EVALUATION SUMMATIVE FORM

54

This summative evaluation form summarizes the holistic evaluation of all data collected including formative data, products and performances, portfolio materials, professional development activities, conferences, formal and informal observations and other documentation.

Evaluatee/Observee________________________ Evaluator/Observer________________________

Check One: Intern_____ Non-Tenured_____ Tenured_____

Position____________________________________ School/Site______________________________ Date(s) of Conference(s) 1st__________ 2nd__________ 3rd__________ 4th__________

Administrator Standards:

Ratings

MeetsGrowth Needed

Not Applicable

*Does Not Meet

1 Vision2 School Culture and Learning3 Management4 Collaboration5 Integrity, Fairness, Ethics6 Political, Economic, Legal

Overall Rating

*Any rating in the “does not meet” column requires the development of a Directed Growth Plan.NOTE: To be eligible for a continuing contract (i.e. tenure) an employee must meet the District’s standards in all categories.

The Professional Growth Plan reflects a need to acquire further knowledge/skills in the standard number(s) checked:

1 ___ 2 ___ 3 ___ 4 ___ 5 ___ 6 ___

Evaluatee’s Comments: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evaluator’s Comments: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Employment Recommendation:_____ Recommended for reemployment_____ Recommended for reemployment with conditions (Must attach Directed Growth Plan)_____ Not Recommended for re-employment

This section to be completed and signed after all information above has been completed and discussed:Evaluatee: ___ Agrees with this summative evaluation

___ Disagrees with this summative evaluation ________________________ ___________Signature Date

Evaluator:________________________ ___________

Signature Date

Any certified employee may within 5 working days of the summative evaluation conference, file an appeal with the district appeals panel utilizing the request form provided in the Bowling Green Independent Schools District Certified Growth and Evaluation Plan.

For the ___________School Year

55

BOWLING GREEN INDEPENDENT SCHOOLSINDIVIDUAL PROFESSIONAL GROWTH PLAN

This plan is aligned with the Comprehensive Improvement Plan and professional development plans of the school/district.

Evaluatee______________________ Work Site_______________ Date______________

1. Alignment with School/District Improvement Initiatives:

2. Standard (e.g., Teacher Standard 2—Designs and Plans Instruction):

3. Performance Criteria (e.g., 2.2 Uses contextual data to design instruction relevant to students.):

4. Growth Objectives/Goals (Describe desired outcome):

5. Present Stage of Development:

_____ Orientation/Awareness_____ Preparation/Application_____ Implementation/Management_____ Refinement/Impact

6. Individual Growth Plan Developed:

Evaluatee: _________________________________ Date: _____________

Evaluator: _________________________________ Date: _____________

7. Individual Growth Plan Achieved/Revised/Continued:

Evaluatee: _________________________________ Date: _____________

Evaluator: _________________________________ Date: _____________

56

Instructions for Completing the Individual Growth Plan

This plan is to be completed by the employee with assistance from the immediate supervisor completing the evaluation.

1. Alignment with School Improvement Initiatives

The professional growth plan should align with the Comprehensive District and/or School Improvement Plan or other evaluation data. Determine the reason for or the identified need for developing the plan.

2. Standards

Choose one of the appropriate standards.

School Psychologist Administrator

1. Administers and interprets educational assessments 1. Vision, Mission, and Goals

2. Provides direct interventions for students 2. Teaching and Learning

3. Provides consultation and training 3. Managing Organizational Systems and Safety

4. Assists in the development and implementation of a system of interventions for struggling students

4. Collaborating with Families and Stakeholders

5. Develops and implements a comprehensive School Psychology Program

5. Ethics and Integrity

6. Performs professional and leadership responsibilities 6. The Education System

7. Communicates effectively and maintains effective interpersonal relationships

3. Performance Criteria

Identify performance criteria. Performance Criteria are listed under each standard on the formative evaluation form.

4. Growth Objective(s) Goal(s)

Identify the specific goal(s) or objective(s) you plan to develop. It is appropriate to review your evaluation for any identified professional growth needs.

The goal(s) should be SMART.

Strategic, Measurable, Aligned to student learning needs, Results driven, and Time Significant

Examples:

1. By the end of the first quarter, I will be able to show how the results of two formative assessments enabled me to adjust instruction so that my students achieved at higher levels.

57

2. In each unit plan that I develop, I will incorporate the use of the interactive board at least once as a formative assessment tool and at least once as a tool to extend classroom learning.

5. Present Professional Development Stage

Select one which matches your personal stage of growth:

Orientation/Awareness

Preparation/Application

Implementation/Management

Refinement/Impact

(See next page for the definitions of each)

6. Date Plan is Developed

7. Date Plan is Reviewed and/or Completed

58

Stages of Development Related to Outcomes and Professional DevelopmentStage of Professional Development Desired Practitioner Outcomes for

TrainingAppropriate Training Strategies & Staff Development Processes for Maximum

Growth

1. Orientation/AwarenessStage at which practitioners develop knowledge and understanding of key concepts, processes, and organizational structures of the program.

Be able to describe the general characteristics of the program and the requirements for use. Analyze his/her role in the program based upon program characteristics and requirements and the program’s demands on the user and the school. Be able to identify the knowledge/skills needed for program implementation.

Provide information on key concepts. Address personal concerns. Present exemplars and non-

exemplars. Define competencies and

requirements to implement program. Provide opportunities for exploration.

2. Preparation/ApplicationStage at which practitioners develop the skills and processes to begin program implementation.

Develop the knowledge and skills needed for initial implementation of the program. Identify the logistical requirements, necessary resources, and training for initial use of the programs. Analyze existing resources to determine resources which need to be ordered. Organize activities, events, and resources for initial use of the program.

Model skills and processes. Simulate tasks and processes. Provide coaching and feedback. Observation of exemplary programs.

3. Implementation/Management Stage at which practitioners learn to master the required tasks for implementation of the program in their workplace.

Develop the knowledge and skills needed to organize and manage resources, activities, and events related to day-to-day use of the program. Analyze his/her use of the program with regard to problems of logistics, management, time, schedules, resources, and reactions of the student. Make appropriate adaptations, modifications in program needed to address local managerial and/or logistical issues. Develop a knowledge of long term requirements for the use of the program.

Mentoring. Technical Assistance. Coaching. Networking of Resources. Visitation of successful programs in

operation.

4. Refinement/Impact Stage at which practitioners vary the use of practices to achieve maximum impact on student achievement.

Analyze cognitive and affective effects of program on students. Develop immediate and long- range plans which address possible needed changes in the program to enhance student outcomes.

Networking with consultants and other practitioners operating at impact stage.

Regional and national sharing conferences.

Serving as training facilitators to other programs.

59

SECTION 5: APPEALS

60

Composition of the Appeals Panel

All members of the appeals panel shall be current certified employees of the district. Two members of the panel are elected from and by the certified staff of the district. Each certified employee has the right to be nominated and to vote in the process. (Intern teachers are not fully certified until the end of the internship.) One member of the panel is appointed by the Board of Education. (Reference: KRS 156.557 & 704 KAR 3:370.)

In the election of the appeals panel members, the persons receiving the first and second greatest number of votes shall be members of the appeals panel. The persons receiving the third and fourth greatest number of votes shall be designated as alternates. The Board shall also appoint an alternate member. Release time shall be provided for panel members at the discretion of the same. Funding for panel expenses will be provided from the general fund.

The length of term for an appeals panel member shall be one year. Panel members may be re-elected for the position. The panel members shall assume their responsibilities as soon as the election results are announced. Elections shall be conducted and appointments made by September 1.

The election shall be conducted by the District Contact Person using the following Criteria:Open NominationSecret BallotOne person /one voteAll certified employees given the opportunity to vote

Appeals Panel Hearing ProceduresThe purpose of the appeals panel hearing is to review the summative evaluation of the employee. Confidentiality and fairness shall be the primary concerns of the panel. Any certified employee may, within five working days of the summative evaluation conference, file an appeal with the district appeals panel utilizing the request form provided in the plan.

Within five (5) working days of receiving the request, the panel will schedule a preliminary hearing to receive documentation from the evaluator and the evaluatee to be considered by the panel. The chairperson of the panel shall be the certified employee appointed by the Board of Education. The evaluator and evaluatee shall provide four (4) copies of all documentation to be considered in the appeal at the preliminary hearing. One copy for each of the committee members and evaluator/evaluatee shall be provided. The chairperson shall convene the preliminary hearing and explain procedures for the process.

The evaluatee and evaluator may be represented by legal counsel or their chosen representative during both the preliminary hearing and the appeals panel hearing. The Board

61

of Education shall provide for legal counsel to the panel if requested. The evaluatee has the right to determine whether the hearing process is open or closed. A closed hearing will include the panel, evaluatee, evaluator and their chosen representatives. Witnesses may be called by either party, but will not be allowed to observe the hearing process other than during their testimony.

After the evaluatee and evaluator leave the preliminary hearing, the appeals committee shall remain and review all documents and formulate questions for the hearing.

An appeals panel hearing will convene not less than five (5) and not more than ten (10) working days from the date of the preliminary hearing to allow the evaluatee and evaluator to present statements, documentation furnished during the preliminary hearing and witnesses. Again, the chairperson will convene the hearing and establish procedures. The evaluatee shall present his/her opening statement followed by the evaluator's opening statement. Each party will then be allowed to present his/her documentation including witnesses pertinent to the summative evaluation. Both substance and procedural issues shall be considered by the panel. An opportunity for questioning each party shall be provided. The panel will have the right to question both the evaluatee and the evaluator. The evaluatee and evaluator will then be permitted to leave and the panel will consider all information provided them. A decision regarding their findings shall be presented to the Superintendent within five (5) working days of the appeals panel hearing.

The panel's recommendation must include one of the following:

a. Uphold the original evaluationb. Remove the summative or any part of the summative from the personnel file

The evaluatee may withdraw his/her appeal at any time during the appeals process. At any time during the appeals process, the evaluator may make adjustments to the evaluatee’s summative form if these adjustments are acceptable to the evaluatee.

Any certified employee who feels that the local district is not properly implementing the evaluation plan according to the way it was approved by the State Department of Education shall have the opportunity to appeal to the Kentucky Board of Education.

62

BOWLING GREEN INDEPENDENT SCHOOLS

APPEALS PANEL HEARING REQUEST FORM

I ____________________, have been evaluated by __________________ during the current evaluative cycle. My disagreement with the findings of the summative has been thoroughly discussed with my evaluator. The attached letter includes my rationale and suggested resolution for the appeal in detail.

I respectfully request the Bowling Green Independent School District Evaluation Appeals panel to hear my appeal.

This appeal challenges the summative findings on (check one item below):

substance

procedure

both substance & procedure

Signature Date

Date of Summative conference

Date evaluator notified of intent to appeal

This form shall be presented in person or by mail to superintendent within five working days of completion of the summative conference.

63

SECTION 6:--APPENDICES

64

APPENDIX A--FORMS

The Observation forms for teachers, guidance counselors, library media specialists, speech pathologists, and instructional specialists are electronic spreadsheets and can be found on the district website.

65

BGISD STUDENT AND PROFESSIONAL GROWTH PLAN & REFLECTION

TeacherSchoolGrade Level/Subject(s)

Part A: Initial Reflection – Establishing Priority Growth Needs

Component: Self-Assessment: Rationale:1A - Demonstrating Knowledge of Content and Pedagogy I D A E1B - Demonstrating Knowledge of Students I D A E1C - Selecting Instructional Outcomes I D A E1D - Demonstrating Knowledge of Resources I D A E1E - Designing Coherent Instruction I D A E1F - Designing Student Assessment I D A E2A - Creating an Environment of Respect and Rapport I D A E2B - Establishing a Culture for Learning I D A E2C - Managing Classroom Procedures I D A E2D - Managing Student Behavior I D A E2E - Organizing Physical Space I D A E3A - Communicating with Students I D A E3B - Using Questioning and Discussion Techniques I D A E3C - Engaging Students in Learning I D A E3D - Using Assessment in Instruction I D A E3E - Demonstrating Flexibility and Responsiveness I D A E4A - Reflecting on Teaching I D A E4B - Maintaining Accurate Records I D A E4C - Communicating with Families I D A E4D - Participating in a Professional Community I D A E4E - Growing and Developing Professionally I D A E4F - Demonstrating Professionalism I D A E5A - Student Growth I D A E

Part B: Student Growth

Student Growth Goal: Focuses on a standards-based enduring skill, process, or

understanding Includes BOTH in the Goal Statement: Expected Growth (Growth Target) Expected Proficiency (Achievement Target) Meets SMART criteria See BGISD Rigor Rubric for SGG

For the _______ school year, ALL of my students will make measurable progress in _______________ (name enduring skill). Each student will improve by at least one level on the ___________ (name the assessment/rubric used) developed by the _____ PLC. Furthermore, ____________% of students will perform at the proficient level or better overall on the __________ assessment/rubric (same as above).

Teacher Signature: Date:

66

Administrator Signature: Date:

Student Growth ReflectionsMid-Year

Date of Reflection:

What does the mid-year data reveal about student growth?

What does the mid-year data reveal about instructional practices?

How can these results inform my professional growth?

Teacher Signature: Date:

Administrator Signature: Date:

End-of-Year

Date of Reflection:

What does the end-of-year data reveal about student growth?

What does the end-of-year data reveal about instructional practices?

How can these results inform my professional growth?

Teacher Signature: Date:

Administrator Signature: Date:

Part C: Professional Growth Plan

Professional Growth Goal: What do I want to change about my instruction that will effectively

impact student learning? What is my personal learning necessary to make that change? How will I know if I accomplished my objective (measures of

success)?

During the ________ school year, I will _____ (practice that needs to change).I will _____ (personal learning necessary). Growth will be evidenced by _____ (measures of success).

Action PlanProfessional Learning Resources/Support Targeted Completion Date

67

Measures of Goal Attainment (Tools/Instruments):

Expected Student Growth Impact:

Demonstrable:Identify the documentation intended to demonstrate your professional growth.

□ Artifacts □ Self-Assessment □ Ongoing Self-Reflection□ Certificate of Completion □ Teaming with Colleague □ Observation Data□ Other: (please specify)Teacher Signature: Date:

Administrator Signature: Date:

Professional Growth ReflectionsMid-Year

Date of Reflection:

What progress are you making toward your goal?

What part of the action plan has helped with progress toward the goal? Do you need to add to or modify the action plan?

Teacher Signature: Date:

Administrator Signature: Date:

End-of-Year

Date of Reflection:

To what extent did you achieve your goal?

Teacher Signature: Date:

Administrator Signature: Date:

Student Voice ReflectionsFall

Date of Reflection:

What does the Student Voice Survey data tell you about student perception of Classroom Environment (Domain 2)?

What does the Student Voice Survey data tell you about student perception of Instruction (Domain 3)?

How are you going to use the Student Voice Survey data to inform professional growth?

68

Spring

Date of Reflection:

What does the Student Voice Survey data tell you about student perception of Classroom Environment (Domain 2)?

What does the Student Voice Survey data tell you about student perception of Classroom Environment (Domain 2)?

How are you going to use the Student Voice Survey data to inform professional growth?

Teacher Signature: Date:

Administrator Signature: Date:

69

Teacher - Pre-Observation FormBOWLING GREEN INDEPENDENT SCHOOLS

Lesson PlanName: Date: Subject/Grade:

School: # of Students: # Gifted:

#IEP: #ELL: Observer:

Questions for Discussion: Evidence:

1A How did you prepare students for this lesson? What will you be teaching next? How does today’s lesson build understanding for your students?What strategies are you planning to use with students?

My Score: E A D I1BHow did you learn about your students?How do you use that information to intentionally connect with your students in this lesson?How will you differentiate for this lesson?

My Score: E A D I1CWhat are the learning targets for this lesson and how are they rigorous?Have your modified outcomes for some students? If so, how? Are these outcomes still rigorous?Explain how you have provided scaffolding for this lesson.

My Score: E A D I1DWhat resources are you using? Where did you get them?How are the resources going to be differentiated for students during this lesson?

My Score: E A D I

70

1EHow will you use grouping in the lesson? Explain why you chose the activities that you did.

My Score: E A D I

1FHow will you know that students have mastered the intended learning in this lesson?How will you formatively assess during the lesson?How will you use the information from your assessments?How will students know the assessment expectations?

My Score: E A D I

Questioning and Discussion Techniques:

How do you use questions and discussion to promote student thinking?

How do you ensure that you are asking high level questions?

What are two questions that you are going to make sure you ask during the lesson?

What particular teaching domains do you especially want monitored?

____2a Creating an Environment of Respect and Rapport ____3a Communicating with Students

____2b Establishing a Culture for Learning ____3b Questioning & Discussion Techniques

____2c Managing Classroom Procedures ____3c Engaging Students in Learning

____2d Managing Student Behavior ____3d Using Assessment in Instruction

71

Teacher – Post-Observation FormBOWLING GREEN INDEPENDENT SCHOOLS

Teacher

School

Grade Level/Subject(s)

Observer

Date of Post Conference

Date of Lesson

Observation Type Obs1 Obs2 Full Peer

Domain Component Evidence

4a How do you know your students reached the learning target that day?What would you have done differently?

My Score: E A D I 4b How do you keep track of your formative assessments and/or attainment of learning targets/standards?How are students able to see how they are progressing toward the learning target/standard?What are some other items for which you would keep records?

My Score: E A D I4c Describe how you plan to communicate learning results to students and their families that provide clear and timely understanding of the learning progress for lesson objectives.

My Score: E A D I

72

4d What leadership have you taken on with your PLC, grade level or teaching partner?

My Score: E A D I4e What professional learning have your been involved in? How has the professional development impacted your instruction?How have you used the feedback from your peer observer?

My Score: E A D I4f How do you ensure that all students are going to succeed in your class?What extra responsibilities are you involved in that benefit the school organization?

My Score: E A D I

Additional Evidence for Domain 2

My Score: E A D I

Additional Evidence for Domain 3

My Score: E A D I

73

BGISD STUDENT AND PROFESSIONAL GROWTH PLAN & REFLECTION

Guidance CounselorSchoolGrade Level/Subject(s)

Part A: Initial Reflection – Establishing Priority Growth Needs

Component: Self-Assessment: Rationale:1A - Demonstrating knowledge of counseling theory and techniques

I D A E

1B - Demonstrating knowledge of child and adolescent development

I D A E

1C - Establishing goals for the counseling program appropriate to the setting and the students served

I D A E

1D - Demonstrating knowledge of state and federal regulations and of resources both within and beyond the school and district

I D A E

1E - Plan in the counseling program integrated with the regular school program

I D A E

1F - Developing a plan to evaluate the counseling program I D A E

2A - Creating an environment of respect and rapport I D A E

2B - Establishing a culture for productive communication I D A E

2C - Managing routines and procedures I D A E

2D - Establishing standards of conduct and contributing to the culture for student behavior throughout the school

I D A E

2E - Organizing physical space I D A E

3A - Assessing student needs I D A E

3B - Assisting students and teachers in the formulation of academic personal social and career plans based on knowledge of student needs

I D A E

3C - Using counseling text makes an individual and classroom programs

I D A E

3D - Brokering resources to meet needs I D A E

3E - Demonstrating flexibility and responsiveness I D A E

74

4A - Reflecting on practice I D A E

4B - Maintaining records and submitting them in a timely fashion I D A E

4C - Communicating with families I D A E

4D - Participating in a professional community I D A E

4E - Engaging in professional development I D A E

4F - Showing professionalism I D A E

Part B: Student GrowthStudent Growth Goal: Focuses on a standards-based enduring skill, process, or understanding Includes BOTH in the Goal Statement: Expected Growth (Growth Target) Expected Proficiency (Achievement Target) Meets SMART criteria See BGISD Rigor Rubric for SGGGuidance Counselor Signature: Date:

Administrator Signature: Date:

Student Growth ReflectionsMid-Year

Date of Reflection:

What does the mid-year data reveal about student growth?

What does the mid-year data reveal about instructional practices?

How can these results inform my professional growth?

Guidance Counselorr Signature: Date:

Administrator Signature: Date:

End-of-Year

Date of Reflection:

What does the end-of-year data reveal about student growth?

What does the end-of-year data reveal about instructional practices?

How can these results inform my professional growth?

75

Guidance Counselorr Signature: Date:

Administrator Signature: Date:

Part C: Professional Growth Plan

Professional Growth Goal: What do I want to change about my instruction that will effectively impact

student learning? What is my personal learning necessary to make that change? How will I know if I accomplished my objective (measures of success)?

During the ________ school year, I will _____ (practice that needs to change).I will _____ (personal learning necessary). Growth will be evidenced by _____ (measures of success).

Action PlanProfessional Learning Resources/Support Targeted Completion Date

Measures of Goal Attainment (Tools/Instruments):

Expected Student Growth Impact:

Demonstrable:Identify the documentation intended to demonstrate your professional growth.

□ Artifacts □ Self-Assessment □ Ongoing Self-Reflection□ Certificate of Completion □ Teaming with Colleague □ Observation Data□ Other: (please specify)Guidance Counselorr Signature: Date:

Administrator Signature: Date:

Professional Growth ReflectionsMid-Year

Date of Reflection:

What progress are you making toward your goal?

What part of the action plan has helped with progress toward the goal? Do you need to add to or modify the action plan?

Guidance Counselorr Signature: Date:

Administrator Signature: Date:

76

End-of-Year

Date of Reflection:

To what extent did you achieve your goal?

Guidance Counselor Signature: Date:

Administrator Signature: Date:

Student Voice ReflectionsFall

Date of Reflection:

What does the Student Voice Survey data tell you about student perception of Classroom Environment (Domain 2)?

What does the Student Voice Survey data tell you about student perception of Instruction (Domain 3)?

How are you going to use the Student Voice Survey data to inform professional growth?

Spring

Date of Reflection:

What does the Student Voice Survey data tell you about student perception of Classroom Environment (Domain 2)?

What does the Student Voice Survey data tell you about student perception of Classroom Environment (Domain 2)?

How are you going to use the Student Voice Survey data to inform professional growth?

Guidance Counselor Signature: Date:

Administrator Signature: Date:

77

Guidance Counselor - Pre-Observation FormBOWLING GREEN INDEPENDENT SCHOOLS

Name: Date:

School: Observer:

Questions for Discussion: Evidence:1AHow do you keep up with counseling theory and techniques in order to make meaningful connections?

My Score: E A D I1BHow do you keep up with child and adolescent development in order to make meaningful connections?

My Score: E A D I1CHow do you establish goals for the counseling program? How do you measure the progress towards established goals?

My Score: E A D I1DHow do you keep up with governmental regulations?How do you provide resources for students through the school or district and in the community?

My Score: E A D I1EHow have you worked with groups and individuals to promote good books, reading for pleasure, and love of learning?

My Score: E A D I

What particular counseling domains do you especially want monitored?

____2a—Creating an environment of respect and rapport ____3a—Assessing student needs

____2b—Establishing a culture for productive communication

____3b—Assisting students and teachers in the formulation of academic, personal, social, and career plans based on knowledge of the student needs

____2c—Managing routines and procedures____3c—Using counseling techniques in individual and classroom programs

____2d—Establishing standards of conduct and contributing to the culture for student behavior throughout the school ____3d—Brokering resources to meet needs____2e—Organizing physical space ____3e—Demonstrating flexibility and responsiveness

78

Guidance Counselor - Post-Observation Conference Form

BOWLING GREEN INDEPENDENT SCHOOLS

Counselor

School

Observer

Date of Post-Conference

Date of Observation

Observation Type Obs1 Obs2 Full Peer

Domain Component Evidence

4a How do you know your counseling services and resources are effective?

My Score: E A D I 4b How do you maintain accurate reports, records, and documentation?

My Score: E A D I4c Describe how you communicate information about the counseling program to families? How do you solicit feedback?

My Score: E A D I4d How have you participated in school and district events and projects? How do you maintain positive and productive relationships with colleagues?

My Score: E A D I4e What professional learning have you been involved in? How has this professional development impacted your practice?How have you used the feedback from your peer observer?

79

My Score: E A D I4f How do you demonstrate professionalism?How have you advocated for students?

My Score: E A D I

Additional Evidence for Domain 2

My Score: E A D I

Additional Evidence for Domain 3

My Score: E A D I

80

BGISD STUDENT AND PROFESSIONAL GROWTH PLAN & REFLECTION

Library Media SpecialistSchoolGrade Level/Subject(s)

Part A: Initial Reflection – Establishing Priority Growth Needs

Component: Self-Assessment: Rationale:

1A - Demonstrating Knowledge of Content Curriculum and Process

I D A E

1B - Demonstrating Knowledge of Students

I D A E

1C- Supporting Instructional Goals I D A E

1D - Demonstrating Knowledge and Use of Resources

I D A E

1E - Demonstrating a Knowledge of Literature and Lifelong Learning

I D A E

1F - Collaborating in the Design of Instructional Experiences

I D A E

2A- Creating an environment of respect and rapport

I D A E

2B - Establishing a Culture for Learning I D A E

2C - Managing Library Procedures I D A E

2D - Managing student behavior I D A E

2E - Organizing physical space I D A E

3A - Communicating Clearly and Accurately

I D A E

3B - Using Questioning and Research Techniques

I D A E

3C - Engaging Students in Learning I D A E

3D - Assessment in Instruction (whole class, one-on-one and small group

I D A E

81

3E - Demonstrating Flexibility and Responsiveness

I D A E

4A - Reflecting on Practice I D A E

4B - Maintaining Accurate Records I D A E

4C - Communicating with School Staff and Community

I D A E

4D - Participating in a Professional Community

I D A E

4E - Growing and Developing Professionally

I D A E

4F Collection Development and Maintenance

I D A E

4G- Managing the Library Budget I D A E

4H- Managing Personnel I D A E

4I- Professional ethics I D A E

Part B: Student GrowthStudent Growth Goal: Focuses on a standards-based enduring skill, process, or

understanding Includes BOTH in the Goal Statement: Expected Growth (Growth Target) Expected Proficiency (Achievement Target) Meets SMART criteria See BGISD Rigor Rubric for SGGLibrary Media Specialist Signature: Date:

Administrator Signature: Date:

Student Growth ReflectionsMid-Year

Date of Reflection:

What does the mid-year data reveal about student growth?

What does the mid-year data reveal about instructional practices?

How can these results inform my professional growth?

82

Library Media Specialist Signature: Date:

Administrator Signature: Date:

End-of-Year

Date of Reflection:

What does the end-of-year data reveal about student growth?

What does the end-of-year data reveal about instructional practices?

How can these results inform my professional growth?

Library Media Specialist Signature: Date:

Administrator Signature: Date:

Part C: Professional Growth Plan

Professional Growth Goal: What do I want to change about my instruction that will

effectively impact student learning? What is my personal learning necessary to make that change? How will I know if I accomplished my objective (measures of

success)?

During the ________ school year, I will _____ (practice that needs to change).I will _____ (personal learning necessary). Growth will be evidenced by _____ (measures of success).

Action PlanProfessional Learning Resources/Support Targeted Completion Date

Measures of Goal Attainment (Tools/Instruments):Expected Student Growth Impact:

Demonstrable:Identify the documentation intended to demonstrate your professional growth.

□ Artifacts □ Self-Assessment □ Ongoing Self-Reflection□ Certificate of Completion □ Teaming with Colleague □ Observation Data□ Other: (please specify)Library Media Specialist Signature: Date:

Administrator Signature: Date:

83

Professional Growth ReflectionsMid-Year

Date of Reflection:

What progress are you making toward your goal?

What part of the action plan has helped with progress toward the goal? Do you need to add to or modify the action plan?

Library Media Specialist Signature: Date:

Administrator Signature: Date:

End-of-Year

Date of Reflection:

To what extent did you achieve your goal?

Library Media Specialist Signature: Date:

Administrator Signature: Date:

Student Voice ReflectionsFall

Date of Reflection:

What does the Student Voice Survey data tell you about student perception of Classroom Environment (Domain 2)?

What does the Student Voice Survey data tell you about student perception of Instruction (Domain 3)?

How are you going to use the Student Voice Survey data to inform professional growth?

Spring

Date of Reflection:

What does the Student Voice Survey data tell you about student perception of Classroom Environment (Domain 2)?

What does the Student Voice Survey data tell you about student perception of Classroom Environment (Domain 2)?

How are you going to use the Student Voice Survey data to inform professional growth?

84

Library Media Specialist Signature: Date:

Administrator Signature: Date:

85

Library Media Specialist - Pre-Observation FormBOWLING GREEN INDEPENDENT SCHOOLS

Name: Date:

School: Observer:

Questions for Discussion: Evidence:1AHow do you keep up with the curriculum in order to make meaningful connections with resources?

What research process have you used with students?

My Score: E A D I1BHow do you use your knowledge of the students’ developmental levels, skills, and interests to plan for instruction, promote reading, and develop the collection?

My Score: E A D I1CHow do you search for ways to increase the effectiveness of library services, resources, instructional strategies, and facilities to ensure they are meeting your school’s instructional goals?

My Score: E A D I1DHow do you use online tools to identify needed resources from agencies, organizations and institutions within the community at large and beyond?

My Score: E A D I1EHow have you worked with groups and individuals to promote good books, reading for pleasure, and love of learning?

My Score: E A D I1FHow have you collaborated with teachers in designing, planning, implementing, and assessing meaningful learning activities that integrate the use of multiple resources?

My Score: E A D IWhat particular teaching domains do you especially want monitored?

____2a—Creating an environment of respect and rapport ____3a—Communicating clearly and accurately____2b—Establishing a culture for learning techniques ____3b—Using questioning and research____2c—Managing library procedures ____3c—Engaging students in learning____2d—Managing student behavior ____3d—Assessment in Instruction____2e—Organizing physical space ____3e—Demonstrating flexibility and responsiveness

86

Library Media Specialist - Post-Observation Conference Form

BOWLING GREEN INDEPENDENT SCHOOLS

Librarian

School

Observer

Date of Post-Conference

Date of Observation

Observation Type Obs1 Obs2 Full Peer

Domain Component Evidence

4a How do you know the library services and resources are effective?

My Score: E A D I 4b How do you maintain accurate records for the library?Consider the library catalog, circulation records, library statistics, and inventory. Have you shared these reports with school administrators?

My Score: E A D I4c Describe how you communicate information about library programs to school staff and the community. How do you solicit feedback from patrons?

My Score: E A D I4d What leadership roles have you taken on within your school and our district?

My Score: E A D I4e What professional learning have you been involved in? How has this professional development impacted your practice?How have you used the feedback from your peer observer?

87

My Score: E A D I4f How do you ensure that the library collection is current and meets the needs of the curriculum?

My Score: E A D I4gHow do you manage the library budget and maintain accurate purchasing records?

My Score: E A D I4hHow do you motivate and guide support staff?

My Score: E A D I 4IHow do you uphold the professional ethics of librarianship?

My Score: E A D I

Additional Evidence for Domain 2

My Score: E A D I

Additional Evidence for Domain 3

My Score: E A D I

88

BGISD STUDENT AND PROFESSIONAL GROWTH PLAN & REFLECTION

Speech TherapistSchoolGrade Level/Subject(s)

Part A: Initial Reflection – Establishing Priority Growth Needs

Component: Self-Assessment:

Rationale:

1A - Demonstrating knowledge and skill in the specialist therapy area holding the relevant certificate or license

I D A E

1B - Establishing goals for the therapy program appropriate to the setting and the students served

I D A E

1C- Demonstrating knowledge of district, state, and federal regulations and guidelines

I D A E

1D -Demonstrating knowledge of resources both within and beyond the school and district

I D A E

1E- Planning the therapy program integrated with the regular school program to meet the needs of individual students

I D A E

1F - Developing a plan to evaluate the therapy program

I D A E

2A – Establishing rapport with students I D A E

2B - Organizing time effectively I D A E

2C - Establishing and maintaining clear procedures for referrals

I D A E

2D - Establishing standards of conduct in the treatment center

I D A E

2E - Organizing physical space for testing of students and providing

I D A E

89

therapy

3A - Responding to referrals and evaluating student needs

I D A E

3B - Developing and implementing treatment plans to maximize student s success

I D A E

3C - Communicating with families I D A E

3D - Collecting information; writing reports

I D A E

3E - Demonstrating flexibility and responsiveness

I D A E

4A - Reflecting on practice I D A E

4B - Collaborating with teachers and administrators

I D A E

4C - Maintaining an effective data management system

I D A E

4D - Participating in a professional community

I D A E

4E - Engaging in professional development

I D A E

4F - Showing professionalism including integrity advocacy and maintaining confidentiality

I D A E

Part B: Student GrowthStudent Growth Goal: Focuses on a standards-based enduring skill, process, or

understanding Includes BOTH in the Goal Statement: Expected Growth (Growth Target) Expected Proficiency (Achievement Target) Meets SMART criteria See BGISD Rigor Rubric for SGGSpeech Therapist Signature: Date:

Administrator Signature: Date:

Student Growth ReflectionsMid-Year

Date of

What does the mid-year data reveal about student growth?

90

Reflection:What does the mid-year data reveal about instructional practices?

How can these results inform my professional growth?

Speech Therapist Signature: Date:

Administrator Signature: Date:

End-of-Year

Date of Reflection:

What does the end-of-year data reveal about student growth?

What does the end-of-year data reveal about instructional practices?

How can these results inform my professional growth?

Speech Therapist Signature: Date:

Administrator Signature: Date:

Part C: Professional Growth Plan

Professional Growth Goal: What do I want to change about my instruction that will effectively

impact student learning? What is my personal learning necessary to make that change? How will I know if I accomplished my objective (measures of

success)?

During the ________ school year, I will _____ (practice that needs to change).I will _____ (personal learning necessary). Growth will be evidenced by _____ (measures of success).

Action PlanProfessional Learning Resources/Support Targeted Completion Date

Measures of Goal Attainment (Tools/Instruments):

Expected Student Growth Impact:

Demonstrable:Identify the documentation intended to demonstrate your professional growth.

91

□ Artifacts □ Self-Assessment □ Ongoing Self-Reflection□ Certificate of Completion □ Teaming with Colleague □ Observation Data□ Other: (please specify)Speech Therapist Signature: Date:

Administrator Signature: Date:

Professional Growth ReflectionsMid-Year

Date of Reflection:

What progress are you making toward your goal?

What part of the action plan has helped with progress toward the goal? Do you need to add to or modify the action plan?

Speech Therapist Signature: Date:

Administrator Signature: Date:

End-of-Year

Date of Reflection:

To what extent did you achieve your goal?

Speech Therapist Signature: Date:

Administrator Signature: Date:

Student Voice ReflectionsFall

Date of Reflection:

What does the Student Voice Survey data tell you about student perception of Classroom Environment (Domain 2)?

What does the Student Voice Survey data tell you about student perception of Instruction (Domain 3)?

How are you going to use the Student Voice Survey data to inform professional growth?

Spring

Date of Reflection:

What does the Student Voice Survey data tell you about student perception of Classroom Environment (Domain 2)?

What does the Student Voice Survey data tell you about student perception of Classroom Environment (Domain 2)?

92

How are you going to use the Student Voice Survey data to inform professional growth?

Speech Therapist Signature: Date:

Administrator Signature: Date:

93

Speech Therapist Pre-Observation DocumentBOWLING GREEN INDEPENDENT SCHOOLS

Speech TherapistSchoolPositionObserverDate of Observation

Questions for Discussion: Notes:

Describe the types of activities and work that will be observed during the time scheduled for the observation.

Describe how the activities or work performed tie to the Speech Therapist Framework for this position.

How and when will you know whether the objectives or targets for the work conducted have been successfully achieved?

What particular teaching domains do you especially want monitored?

____2a—Establishing Rapport with Students____3a—Responding to Referrals and Evaluating Student Needs

____2b—Organizing Time Effectively____3b—Developing and Implementing Treatment Plans to Maximize Students Success

____2c—Establishing and Maintaining Clear Procedures for Referrals ____3c—Communicating with Families____2d—Establishing Standards of Conduct in the Treatment Center ____3d—Collecting Information and Writing Reports____2e—Organizing Physical Space for the Testing of Students and Providing Therapy ____3e—Demonstrating Flexibility and Responsiveness

94

Speech Therapist - Post-Observation Conference FormBOWLING GREEN INDEPENDENT SCHOOLS

Speech TherapistSchoolGrade Level(s)EvaluatorDate of Conference

In general, how successful was the work conducted during the observation? Was the objective or target successfully accomplished? How do you know, and what will you do if it wasn’t successfully accomplished?

In addition to the work witnessed by the observer, what other work samples, evidence or artifacts assisted you in making your determination for question one?

To what extent did procedures, student conduct, physical space and/or circumstances contribute to or hinder successfully accomplishing the objective or target?

Did you depart from your plan? If so, how and why?

If you had an opportunity to conduct this activity or work again, what would you do differently, and why?

What do you see as the next step(s) in your professional growth for addressing the needs you have identified through personal reflection?

Additional Evidence for Domain 2

My Score: E A D IAdditional Evidence for Domain 3

My Score: E A D I

95

BGISD STUDENT AND PROFESSIONAL GROWTH PLAN & REFLECTION

Instructional SpecialistSchoolGrade Level/Subject(s)

Part A: Initial Reflection – Establishing Priority Growth Needs

Component:Self-

Assessment:Rationale:

1A - Demonstrating knowledge of current trends in specialty area and professional development

I D A E

1B - Demonstrating knowledge of the school’s program and levels of teacher skill in delivering that program

I D A E

1C - Establishing goals for the instructional support program appropriate to the setting and the teachers served

I D A E

1D - Demonstrating knowledge of resources both within and beyond the school and district

I D A E

1E - Planning the instructional support program integrated with the overall school program

I D A E

1F - Developing a plan to evaluate the instructional support program

I D A E

2A - Creating an environment of trust and respect

I D A E

2B - Establishing a culture for ongoing instructional improvement

I D A E

2C - Establishing clear procedures for teachers to gain access to the instructional support

I D A E

2D - Establishing and maintaining norms of behavior for professional interactions

I D A E

2E - Organizing physical space for workshops or training

I D A E

3A - Collaborating with teachers in the design of instructional units and lessons

I D A E

3B -Engaging teachers in learning new instructional skills

I D A E

96

3C - Sharing expertise with staff I D A E

3D - Locating resources for teachers to support instructional improvement

I D A E

3E - Demonstrating flexibility and responsiveness

I D A E

4A - Reflecting on practice I D A E

4B - Preparing and submitting budgets and reports

I D A E

4C - Coordinating work with other instructional specialists

I D A E

4D - Participating in a professional community

I D A E

4E - Engaging in professional development I D A E

4F - Showing professionalism including integrity and confidentiality

I D A E

Part B: Student GrowthStudent Growth Goal: Focuses on a standards-based enduring skill, process, or

understanding Includes BOTH in the Goal Statement: Expected Growth (Growth Target) Expected Proficiency (Achievement Target) Meets SMART criteria See BGISD Rigor Rubric for SGGInstructional Specialist Signature: Date:

Administrator Signature: Date:

Student Growth ReflectionsMid-Year

Date of Reflection:

What does the mid-year data reveal about student growth?

What does the mid-year data reveal about instructional practices?

How can these results inform my professional growth?

Instructional Specialist Signature: Date:

Administrator Signature: Date:

End-of-Year What does the end-of-year data reveal about student growth?

97

Date of Reflection:

What does the end-of-year data reveal about instructional practices?

How can these results inform my professional growth?

Instructional Specialist Signature: Date:

Administrator Signature: Date:

Part C: Professional Growth Plan

Professional Growth Goal: What do I want to change about my instruction that will

effectively impact student learning? What is my personal learning necessary to make that change? How will I know if I accomplished my objective (measures of

success)?

During the ________ school year, I will _____ (practice that needs to change).I will _____ (personal learning necessary). Growth will be evidenced by _____ (measures of success).

Action PlanProfessional Learning Resources/Support Targeted Completion Date

Measures of Goal Attainment (Tools/Instruments):Expected Student Growth Impact:

Demonstrable:Identify the documentation intended to demonstrate your professional growth.

□ Artifacts □ Self-Assessment □ Ongoing Self-Reflection□ Certificate of Completion □ Teaming with Colleague □ Observation Data□ Other: (please specify)Instructional Specialist Signature: Date:

Administrator Signature: Date:

Professional Growth ReflectionsMid-Year

Date of Reflection:

What progress are you making toward your goal?

98

What part of the action plan has helped with progress toward the goal? Do you need to add to or modify the action plan?

Instructional Specialist Signature: Date:

Administrator Signature: Date:

End-of-Year

Date of Reflection:

To what extent did you achieve your goal?

Instructional Specialist Signature: Date:

Administrator Signature: Date:

Student Voice ReflectionsFall

Date of Reflection:

What does the Student Voice Survey data tell you about student perception of Classroom Environment (Domain 2)?

What does the Student Voice Survey data tell you about student perception of Instruction (Domain 3)?

How are you going to use the Student Voice Survey data to inform professional growth?

Spring

Date of Reflection:

What does the Student Voice Survey data tell you about student perception of Classroom Environment (Domain 2)?

What does the Student Voice Survey data tell you about student perception of Classroom Environment (Domain 2)?

How are you going to use the Student Voice Survey data to inform professional growth?

Instructional Specialist Date:

Administrator Signature: Date:

99

Instructional Specialist - Pre-Observation FormBOWLING GREEN INDEPENDENT SCHOOLS

Name: Date:

School: Observer:

Questions for Discussion: Evidence:

1AHow do you keep up with trends and professional development in your specialty area in order to make meaningful connections?

My Score: E A D I

1BHow do you assess the schools’/district’s program? How do assess the needs of teacher skills related to your specialty area?

My Score: E A D I

1C and 1FHow do you establish goals for the program? How do you measure the progress towards established goals?

My Score: E A D I

1DHow do you use resources in the schools, district, and larger professional community for teachers to advance their skills?

My Score: E A D I

1EHow does the instructional specialist’s plan support teachers in the improvement of their skills? How is the plan integrated with the overall school and/or district program?

My Score: E A D I

What particular counseling domains do you especially want monitored?

____2a—Creating an environment of trust and respect____3a—Collaboration with teachers in the design of instructional units and lessons.

____2b—Establishing a culture for ongoing instructional improvement ____3b—Engaging teachers in learning new instructional skills____2c—Establishing clear procedures for teachers to gain access to the instructional support ____3c—Sharing expertise with staff____2d—Establishing and maintaining norms of behavior for professional interactions

____3d—Locating resources for teachers to support instructional improvement

____2e—Organizing physical space for workshops or training ____3e—Demonstrating flexibility and responsiveness

Instructional Specialist - Post-Observation Conference Form100

BOWLING GREEN INDEPENDENT SCHOOLS

Instructional Specialist

School

Observer

Date of Post-Conference

Date of Observation

Observation Type Obs1 Obs2 Full Peer

Domain Component Evidence

4a How do you know your services and resources are effective?

My Score: E A D I 4b How do you maintain accurate reports, records, and documentation?

My Score: E A D I4c How do you collaborate with others?

My Score: E A D I4d How have you participated in school and district events and projects? How do you maintain positive and productive relationships with colleagues?

My Score: E A D I4e What professional learning have you been involved in? How has this professional development impacted your practice?

My Score: E A D I4f How do you demonstrate professionalism?

My Score: E A D I

101

Additional Evidence for Domain 2

My Score: E A D I

Additional Evidence for Domain 3

My Score: E A D I

102

BOWLING GREEN INDEPENDENT SCHOOLSDirected Growth Plan Instructions

The performance of all certified personnel is to be evaluated annually for all non-tenured personnel and administrators and at least once every three years for tenured personnel.

Persons who are ineffective or need improvement in one or more performance areas may be required to complete a directed growth plan. The directed growth plan is developed when an evaluatee receives an “ineffective” or “does not meet” rating(s) on the summative evaluation OR when an immediate change is required in performance or behavior. When a directed growth plan is required, the following process will be used by the evaluator to assist the evaluatee in improving performance:

1. The primary evaluator notifies the evaluatee that his or her performance is not meeting district standards. The directed growth plan documentation form shall be initiated. This form will be completed and signed by all parties at each meeting.

2. Specific data is shared with the evaluatee that identifies the deficiencies.

3. The directed growth plan is developed by the evaluator and discussed with the evaluatee. This plan shall address the performance area(s), goals and activities that achieve desired performance and target dates for follow-up observations.

4. Evaluations will become more frequent and formal.

5. The directed growth plan should give the evaluatee sufficient support and time to show satisfactory progress and improvement.

103

BOWLING GREEN INDEPENDENT SCHOOLSDIRECTED GROWTH PLAN

Employee_____________________ Work Site ___________________ School Year______________ Date___________

Standard and/or

Indicator

Needs Assessment“What evidence do I have which tells

me improvement is needed?”

Growth Objective(s)/Goal(s)“What exactly do I need to

improve?”

Procedures and Activities for Achieving Objective(s) and

Goal(s)“How can I reach my goal?”

Assistance from Principal

“What assistance will be provided by the administration?”

Target Date(s) for Follow-Up Observations

and CompletionsWhat are the dates?

The directed growth plan is developed when an evaluatee receives an “ineffective” or “does not meet” rating on the summative evaluation OR when an immediate change in performance or behavior is required.

104

Evaluatee Signature: Date: Evaluator’s Signature: Date:

105

APPENDIX BBGISD Rigor Rubric for Student Growth Goals

Structure of the GoalRequirements: The structure of the goal is acceptable if it . . . The structure of the goal needs revision if it. . . Follows the S.M.A.R.T. goal format (Specific, Measurable, Appropriate, Realistic, Time-Bound)

Includes all elements of the S.M.A.R.T. goal format Does not include all elements of or fails to follow S.M.A.R.T. goal format

Focuses on a standards-based enduring skill which students are expected to master

Focuses on a standards-based enduring skill Contains a skill that is not standards-based or does not match enduring skill criteria

Identifies an area of need pertaining to current students’ abilities

Identifies a specific area of need related to the enduring skill Does not identify a specific area of need or the area of need is not related to the enduring skill

Includes growth and proficiency targets that establish and differentiate expected performance for ALL students

Includes a growth target that establishes a growth target for ALL students and a proficiency target that establishes the mastery expectation for students

Is missing one of the targets or fails to differentiate expected performance for one or both targets

Identifies appropriate measure(s) allowing for consistent and comparable base-line, mid-course, and end-of-year/course data collection

Identifies measure(s) for collecting baseline, mid-course, and end-of-year/course data that matches the skill being assessed

Fails to identify a measure for data collection, or the measure is not well-matched to the skill being assessed

Explicitly states year-long/course-long interval of instruction

Specifies a year-long/course-long interval of instruction Fails to specify an interval of instruction, or the interval is less than year-long/course-long

Rigor of the Goal and Measurement InstrumentsRequirements: The rigor of the goal is acceptable if . . . The rigor of the goal needs revision if . . . It is congruent to KCAS grade level standards for which it was developed

It is congruent and appropriate for grade level/content area standards It is congruent to content but not to grade level standards, or it is not congruent

Baseline/pre-assessment and other data justify the selection of the enduring skill and specific area of need

Selection of the enduring skill and specific area of need is supported by multiple data sources for current students

Selection of the enduring skill and specific area of need is supported by only one data source for current students, or no data were used

Baseline/pre-assessment and other data justify the selection of the growth and proficiency targets

Selection of the growth and proficiency targets is supported by multiple data sources for current students

Selection of the growth and proficiency targets is supported by one data source for current students, or no data were used

The growth and proficiency targets are challenging for students, but attainable with support

The growth and proficiency targets are doable, but stretch the outer bounds of what is attainable

The growth and proficiency targets are not achievable, or the targets are achievable but fail to stretch attainability expectations

The identified measurement instrument(s) allows for students to demonstrate where they are in meeting or exceeding the intent of the standard(s) being assessed

The identified measures allow students to demonstrate their competency in performing at the level intended in the standards being assessed

The identified measures only allow students to demonstrate competency of a portion or none of the aspects of the standards being assessed

Comparability of Data Requirements: The comparability of the goal is acceptable if . . . The comparability of the goal needs revision if . . . Uses comparable criteria across similar classrooms (classrooms that address the same standards) to determine progress toward mastery of standards/enduring skills

It reflects use of common measures/rubrics to determine competency in performance at the level intended by the standard(s) being assessed

It does not reflect common criteria used to determine progress

106

107